Prof. Dr. Suresh Raj Sharma

Prof. Dr. Suresh Raj SharmaLiving legend: anatomy of leadership success Kathmandu University school of management

Shivsankar yadav

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TABLE OF ContentsCHAPTER 1: INTRODUCTION11.1 Events associated with Prof. Dr. Suresh Raj Sharma1PURPOSE OF THE STUDY2CHAPTER 2: LEADER PROFILE42.1 Change signature42.2 Readiness for leadership52.3 Analysis of leadership52.2.1 Leader focused theories52.2.2 The leader follower context focused theory82.4 Leadership as an Influence and Power Process102.5 Leadership redundancy (Succession Planning)10CHAPTER 3: ANATOMY OF LEADERSHIP SUCCESS113.1 EXPERIENCES AND LESSONS LEARNED11References13

List of AnnexANNEX I: Medals and Decorations of Dr. Sharma ANNEX II: Leadership Self-Assessment, Readiness for the leadership RoleANNEX III: Leadership Self-Assessment, Readiness for the leadership RoleANNEX IV: The Big FiveANNEX V: Leadership PriorityANNEX VI: Least Preferred Co-worker (LPC) MeasureANNEXVII: PathGoal Leadership QuestionnaireANNEX VIII: Transformational leadership: Multifactor Leadership Questionnaire

CHAPTER 1: INTRODUCTION

Prof. Dr. Suresh Raj SharmaEx-Vice-ChancellorKathmandu University

1.1 Events associated with Prof. Dr. Suresh Raj Sharma

EducationDr. Sharma was born to a typical Nepali family in Sindhuli in the year 1940 AD. His grandfather was a farmer and his father a lawyer. In the years of Rana Regime Dr. Sharma, did his schooling from Janakpur and his Intermediate from Public Science College, now also known as Amrit Science College. He then completed his Bachelor of Science form Tri-Chandra College in the year 1962 AD. Because of his dedication towards education, was awarded with scholarship to pursue his Master degree in Science from Karnataka University, India. After completion of his master degree in the year 1964 he got the scholarship to pursue his PhD degree in Chemistry from University of South Bank London, UK in the year 1974 AD and completed his PhD in 1977 AD.

Concept and evolution of Kathmandu University During his tenure in the Evaluation of National Education System Plan he found that there was a need of quality education in Nepal. But, bringing change in highly bureaucratic and state controlled Tribhuvan University was next to impossible. So, he along with few other like minded person started ``Kathmandu Campus`` affiliated to Tribhuvan University in 1985 on the Engineering Institute in Pulchowk. The Kathmandu Campus which was later renamed as ``Kathmandu Valley Campus`` was able to demonstrate its academic excellence during all its seven years. Showing the successful operation of Kathmandu Valley Campus as their model, Dr. Sharma and his team now were successful to get the Kathmandu University Act passed in 1991.Kathmandu University was then started as few rooms of Ambika Nivas granted by Rana Bahadur Shah in Lazimpat. With the course of time it is now one of the best Universities in the country. With the objective of becoming one of the top 100 Universities in the region or among one of the top 500 Universities in the World by the year 2025, Kathmandu University now owns physical facilities valued at about Rs. 200 crores (920 ropanis of land in Dhulikhel, Panauti and Balkumari (Lalitpur) worth about 75 crores, building premises of over 60,000 square meters valued at more than 100 crores, and furniture, equipments and books valued at about Rs. 25 crores). It has about 320 faculty members and 300 employees and has annual admission capacity of around 2400 students. It has already provided quality education to more than 10,000 students at different levels and has association with more than seventy three universities in the World. It has also granted affiliation to about 17 colleges (medicine 7, dental 1, nursing 2, technical education 1, management 4 and Arts 2). Under Kathmandu University now operates different schools like School of Science, Engineering, Arts, Management, Music, Medicine and other schools are in the process of continuous addition. Course introducedThe courses that were introduced in Kathmandu University were probably the first ones in Nepal. Whether it was MBA, EMBA, Pharmacy, Environment Science, Biotechnology, Mechanical and Computer Engineering, Buddhist studies, and Natural and Human Resource KU started courses that were never before taught in this scale in Nepal.

Honors and MedalMore than fourteen medals and honors including 'Suprabal Gorkha Dakshin Bahu and Leadership & Good Governance Award earned by Dr. Sharma demonstrated his leadership quality and excellence. (ANNEX I)

PURPOSE OF THE STUDYThe purpose of this study involves a detailed analysis of the leadership profile, practices and achievements of a highly successful leader in business or other sectors with the help of the concepts and issues covered in the Organizational Change and Leadership (OCL) course. The output of this project will be an analytical case study of an organizational leader with lessons on leadership success for others to follow. It required the use of a biographical approach of analysis of leadership and change management success with a central figure in focus. Further, the study will identify a real life leader who has managed the successful growth or transformation of his/her organization, creating substantial value for both the organization and the society, and presenting a role model for others to follow.This study will also help us to analyze the leaders rise through various phases of leadership development and help us understand the practices and qualities that made it possible. Further it will provide us with practical experience about key concepts which are helpful in understanding the leadership behaviors. METHODOLOGYProf. Dr. Suresh Raj Sharma is a role model in the Nepalese educational sector and has dedicated his life towards the betterment of the society. Due to his continuous service and dedication he has little time for himself. For the same reason we found it difficult to meet him in personal. So, our study is substantially based on the secondary information collected from various sources.

The methodology we followed in the process of our study is as follows; Interviews with person who knows him personally. Books, magazines, reviews and articles related to Dr. Sharma and Kathmandu University. Literature review on the theoretical aspects of leadership to relate Dr. Sharmas leadership attributes with the theoretical concepts.LIMITATIONSOur study was conducted on the basis of secondary data. We were unable to contact Dr. Sharma and the form filled up was based on our perception and interview from his close associates. This may result in the biased interpretation of the data. In actual analysis this type of secondary interpretation should not be done. The sole purpose of our analysis is to relate our theoretical concept and apply in the practical life.

CHAPTER 2: LEADER PROFILEProf. Dr. Sharma was born in a normal family in Sinduli district at Surkot village on 02/04/1940 AD. Dr. Sharma education started as a home based study where Sanskrit guru from Sankhuwasava and English teacher from Sarlahi were invited to his house. After his primary education Dr. Sharma completed his SLC from Janakpur, ISc from Amrit Campus and Bachelor in Science from Trichandra Campus. He completed Master of Science from Karnataka University, India in 1964 and completed his PhD in Chemistry in 1977 from University of South Bank London, UK, again under scholarship. He started his career as a Lecturer in Tri Chandra College in 1964, became lecturer, reader and professor in Tribhuvan University in 1969, 1974 and 1980 respectively.He established Institute of Applied Science and Technology (IOSDC) at Dharan, Hattisar and became assistant dean in Dharan Campus in 1970.He was Officer on Special duty, Royal Palace, Nepal in 1971 and in 1974. He was a member of Mid Term Evaluation of National Education System Plan during 1974, the Coordinator of Full Term Evaluation of National Education System Plan during 1978 to 1979 and the Coordinator of Task Force an Education Ministry of Education during 1985 to 1987.He also worked as chairman of the Board of Directors of the Budanilkhandha School for about eight years. He started Kathmandu Campus in 1985. He was Executive Director of the Council for Technical Education & Vocational Training (CTEVT) from February 1989 to August 1991. He was also a Member Secretary in National Education Committee from 1977 to 1987 and was an Officer, Special Class in Ministry of Education and Culture, HMG/N, from 1987 to 1989. He is the pioneer or leader for the establishment of the Kathmandu University in 1991 with enactment of the Kathmandu University Act and since then has remained as Vice-Chancellor of the KU until November 9, 2012.2.1 Change signatureDr. Sharmas change signature was to provide quality education for leadership. Understanding the importance of skill development and practical knowledge he promoted vocational education in Nepal, keeping in mind the rapidly changing face of education around the world. He believes that education is more than a luxury; it is a responsibility that society owes itself so institution should be dedicated to maintain high standards of academic excellence. He believes that success of any institution depends on commitment and hard work of the people associated with it. This, when blended with actual requirement of the present, yields the best result, giving the society, the youths of perfect combination of knowledge and its applicability in all fields of development.So every individual should be visionary to solve the contemporary problem.2.2 Readiness for leadershipWe analyzed the score Dr. Sharma has for the readiness for the leadership. He has scored 89 which means he shows moderately to high readiness for the leadership role. This has also been demonstrated by his successful tenure of 22 years. ANNEX II 2.3 Analysis of leadership Leadership theories provide a basis for understanding, predicting and controlling leadership behaviours and outcomes. Some of the key dimensions under which leader are analysed are, envisioning the goal and the future to be achieved, convincing followers about what is to be achieved and why, influencing them to get their commitment to achieve the goal, empowering them to attain the goal, relating oneself with them positively and energising them by inspiring.There is no single recipe for effective leadership and must always be assessed in the context of the leader, the followers, and the situation i.e.Lets analyse Dr. Sharmas leadership under the three perspectives of Leader focused theories Trait approach, Cognitive factor and Charismatic leadership Leader follower focused theory Leader-member exchange theory The leader follower context focused theory. Situational approach, Contingency approach, Pathgoal theory

2.2.1 Leader focused theoriesTrait theory Successful leaders definitely have certain traits that are different from those of the less effective leaders. And Dr. Sharma is one such individual who was born with the qualities of a leader. Based on the data collected along with the leadership models we have identified certain traits that have helped us predict his leadership quality. Following are some of the traits that we have identified in Dr. Sharma.Demographiceducation, age and socio-economic background

Social characteristicscooperativeness and sociability

Personalityaggressiveness and self-confidence

Intellectivedecisiveness, intelligence, knowledge and judgment

Task-relatedinitiative, achievement drive and persistence

And we have also identified some more characteristics that help us explain Dr. Sharma. Possess integrity, honesty and trustworthy Has the capacity to believe in one self and abilities Intense desire and motivation to lead other people to achieve common goals. Has higher level of energy, ambition and initiative to accomplish things Capable of knowing things and the industry he is into Capable of making analytical abilities and sound judgment with other successful leaders Is well adjusted and has emotional maturityThe Big Five Personality (ANNEX III)Based on the secondary information, taking with the person he knows in personnel and reading his books we have developed the Big Five personality test for Dr. Sharma.RelaxedIn the big five score he scored 24, which means he is emotionally stable. This dimension relates to ones emotional stability and degree of negative emotions. ExtravertedDr. Sharma enjoys being with people and is full of energy and experiences. In our Big Five test he was found to be extroverted with the score of 13. Extravert personality tends to be enthusiastic and action oriented. They like to talk in groups, assert themselves and draw attention to themselves. AgreeableAgreeableness reflects individual differences in concern with cooperation and social harmony. They are therefore considerate, friendly, generous, helpful, and willing to compromise their interests with others. And no doubt, with the Big Five Score of 15 Dr. Sharma is one such individual who is agreeable and has an optimistic view of human nature. During the course of his journey, he sincerely believed that people are honest, decent and trustworthy.ConscientiousConscientiousness concerns the way in which we control, regulate, and direct our impulses. People that have a high degree of conscientiousness are reliable and prompt. Traits include being organized, methodic, and thorough. It is clear from the Big Five score of 14 that Dr. Sharma was always in control and hence the dream of providing quality education to the people of Nepal came to be true.ExperimentalThis character distinguishes imaginative and creative people from down-to-earth conventional people. Big Five score of 13 show that he is creative and imaginative.

Behavior Theory

(7.2, 7)

Based on the information gathered about Dr. Suresh Raj Sharma, we found that he encourages his associate and team member to participate in decision making. He encourages his employees to be creative and more productive according to the job nature but still emphasizes the importance of team building. He is always keen to learn new ways of doing things. These all suggest his team style of leadership. (ANNEX IV)

2.2.2 The leader follower context focused theory

Dr. Sharma for new DeansDr. Sharma for Established DeansSituational theory

According to Situational Theory, there is no single, all-purpose style of leadership. Different situations demand different kinds of leadership. Effective leaders adapt their behaviours to meet the demands of their unique situation. Level of subordinates and their maturity or development levels is the core situational variable. We found that Dr. Sharma used to coach the deans who were new in the University. He even used to give classes to them and use supporting approach. But, after they get matured he uses delegating approach since they need low direction and support. (ANNEX V)Contingency Leadership TheoryFiedlers Contingency model of leadership contains the relationship between leadership style and the favorableness of the situation. Contingency model postulates that the leaders effectiveness is based on situational contingency which is a result of interaction of two factors, leadership style and situational favorableness.

Least preferred co-worker (LPC)Contingency theory postulates, leadership style is fixed and measured by what he calls the least preferred co-worker (LPC) scale. Based on our analysis we found that Dr. Sharma has high LPC score in almost all items. He is friendly, pleasant, accepting, warm and supportive. It depicted that Dr. Sharma has relationship-oriented style of leadership. It can be appropriate in an environment where the situation is moderately favorable or certain. Since leader- member relations are good, the task is semi structured or unstructured, and position power is weak because of the unfavorable political situation. Similarly situations like good relation, semi structured or unstructured task and weak position power exist in academic sector wherescholars, researchers, faculty and deans, do not like superiors to structure the task for them. In a situation like this, relationship style of leadership is preferred over the task-oriented. That is where Dr. Sharma's style of leadership matched with the environment. (ANNEX VI)Path-Goal TheoryThe pathgoal model states that the four leadership styles are fluid, and that leaders can adopt any of the four depending on what the situation demands. We analyze the Dr. Sharma on four dimensions of leadership style according to path goal theory.Directive style of leadership: Dr. Sharmas leadership style is moderate. He lets his subordinates what is expected out of them. He also expects subordinates to follow the rules and procedure. He also makes clear what should be the level of performance for his subordinates but he doesn't interface how it has to be done. Supportive Style of leadership: Dr. Sharma has been perceived high on supportive style of leadership. He maintains friendly relationship with his subordinates. He tries to make it pleasant to the group. He doesn't say anything which hearts his subordinates rather he supports them to overcome the problems and he is moderately thoughtful to his subordinates need. Participative style of leadership: Dr. Sharma is also high on participative style of leadership. He consults with his subordinates when they are facing problems he listens their ideas and suggestions. He rarely acts without consulting his subordinates and is always open to the suggestions.Achievement oriented style of leadership: Dr Sharma is also high in achievement oriented style of leadership. He lets his subordinates know that he expect them to perform at their highest level. He sets goals which are quite challenging and expects highest level of performance from them. He doesn't show any doubts about their competency level. (ANNEX VII)

Transformational leadershipMost of the theories of leadership involve influence, where as transformational leadership is about an extraordinary ability to influence that encourages followers to achieve something well above what was expected by themselves or their leaders. The graph below shows the transformational leadership capability of Dr. Sharma based on the seven factors identified by B. M. Bass and B. J. Avolio. Dr. Sharma scores high on each of the factors except one. Score range taken is: High= 9-12, Medium= 5-8 and Low= 0-4. Dr. Sharma scores very high i.e. 12 on management. It is clear that he knows the goal of the team and also gives work autonomy to the subordinates and does not interfere on the subordinates work unless there is huge impact on the organizational performance. We also found that Dr. Sharma communicates well with subordinates and has strong plans for the organization. The analysis also shows that Dr. Sharma has very clear vision of what he want to do, maintains trust, faith and respect among subordinates, encourage other people to be creative, assign job to other individually and set a clear path for rewards. All these attributes are found to be matching with him. Further, he always encouraged all the team members that the goal will be achieved even though they were facing problems at every step. The leadership practice of Dr. Sharma is a good example of transformational leadership. This can be clearly seen from the success of the organization during his leadership and satisfied subordinates. (ANNEX VIII)

2.4 Leadership as an Influence and Power ProcessDr. Sharma has been able to get his friends and donors committed through his influence. The friends and donors became committed to support and implement proposals presented by him because they appear to be desirable and in relation to their values, beliefs, and self image. It has been clearly mentioned in the Kathin Yatra ka Pailaharu that Dr. Sitaram Adhikari joined the KU mission leaving 10 years long government employment at high level. Similarly, Dr. Bhadraman Tuladhar easily joined the mission leaving the 18 years of service life in Tribhuvan University and the post of Associate Professor. During the interview, he clearly said that most of the donors were influenced and got committed to the KU Mission because of the integrity, convictions, missionary approach and past track records shown by his team. Dr. Sharma possesses high Moral Power based on personal values, convictions and examples. Currently, with the subordinates at D4 level of development, he uses expert power.2.5 Leadership redundancy (Succession Planning)Analyzing the leadership style of Dr. Sharma we felt that Dr Sharma have not been able to developed his successor. Mr. Mukunda Upreti CEO of KU, Dr. Bhadraman Tuladar who could have been groomed to the Vice-Chancellor was not developed in their skills and responsibilities. Dr. Panna Thapa, Dean School of Science, Proff Subash K. C, Dean School of management, Dr Bhola Thapa, Dean School of Engineering and Dr. Ram Khantha Makaju could have been groomed to the role of Vice-Chancelor. So, this aspect of his leadership was lacking.

CHAPTER 3: ANATOMY OF LEADERSHIP SUCCESSKathmandu University in the present context stands as a synonym for quality education in Nepalese education sector. The two decades of painful journey of Kathmandu University and the success it enjoys has been widely attributed to the leadership of Prof. Dr. Suresh Raj Sharma. It was the perseverance of Dr. Sharma driven by his desire to change the face of education that helped K.U gained its momentum. The process of exchange of influences between Prof. Dr. Sharma, his team members and the external environment is quite a tale to tell.From the leader profile and the theoretical leadership analyses, it was found that, in essence, Prof. Dr. Sharmas traits and skills such as urgency, knowledge, education, ability to locate right people and convince and his productive marketing psychodynamic factor helped him to emerge as a leader. His authentic leadership, proper style of leadership matching with situation and environment and his team building capability and ability to adapt to change has made his leadership effective. But for the authenticity, his leadership would not have been durable.Dr. Sharma is an emergent leader. From the fact that he had to travel to Janakpur for his high schooling and one of his brothers expired of malaria, he realized the difficulty to have sound education in rural parts of the country (micro perspective). His long association with Tribhuvan University and his long term service at the policy formulation level in education sector of the Nepal Government made him realize education relation problem in Nepal from macro perspective. These factors helped him to make a proper vision to develop a good education institution in Nepal. His high quality leader member exchange helped him maintain good relationship with followers, donors and other stakeholders. Dr. Sharmas Moral power based on personal values, convictions and examples has been the main source of influence to create commitment on the target.

3.1 EXPERIENCES AND LESSONS LEARNEDThe modern University is a complex organization with core roles of teaching and research but also seeking to be a creative resource to the communities it serves. There is no single universal culture within Kathmandu University the culture of the School of Arts is quite different from that of the School of Management or School of Engineering. The academic staffs are creative, innovative and intelligent and are focused on the centrality of their particular discipline. They value their professional autonomy and academic freedom - a major factor in them choosing to work within a university rather than in more lucrative positions elsewhere, greatly. This culture which is shared has strong implications for leadership. Learning form Dr. Sharma, Leaders should be able to listen to the subordinate, persuade them to create an environment for effective decision-making, and must shape a vision. Most of all leaders must build robust structures and strong teams. The vision must be backed by detailed planning involving as many staff as possible. Most importantly, there must be evidence-based decision making and quantitative assessment of performance. Once the culture is created the leader should let staff perform their own works. Lesson learnedThere are several important facts a leader needs to understand for the successful leadership like Dr. Sharma, Leaders should be able to sense the contemporary need and develop our competency to achieve it as Dr. Sharma sensed the need for the quality education and lay the foundation for KU. The leader must win the confidence, trust and support of the people they lead. Leadership should be focused towards their vision. Obstacles are the part of life leader should be bold enough to make the right decisions at right time. Organizational members are the key resources for an organization and a successful leader know a good relation is important, but at times use of power is necessary. To be an effective leader one should be courageous and analytical. Leader doesnt wait for opportunity but the grab opportunity. Leadership doesnt practice single approach for achievement of the organizational goal. Successful leaders know how to use various leadership approaches towards the achievement of the organizational goal. An effective succession plan is most for long term success of the organizational.

ReferencesBooks: Northouse, P. G., Leadership Theory and Practices, Sage South Asia Edition Yukl, Gary, Leadership in Organizations, Pearson Education.

Publications:

Sharma, Suresh Raj (2009), Kathmandubishwabidhyalaya: Kathin Yatra Ka Pailaharu Kafle, Gandhi Raj, Secret Of KUs Success, Gorkhapatra, Friday Supplement Wagley, Mana Prasad (2012),"KU's forward move ", The Himalayan Times,15 Jan 2012 Aryal, Mallika (2006), "KUs quality education, After 15 years, Kathmandu University looks ahead to the next 15", Nepali Times, FROM ISSUE #315 (15 SEPT 2006 - 21 SEPT 2006)

Online references1. ekantipur.com. (2012, 11 9). Retrieved 5 12, 2013, from http://www.ekantipur.com/: http://www.ekantipur.com/2012/11/09/top-story/ku-vc-sharma-resigns/362560.html2. GURAGAIN, M. (2012, November 9). Republica. Retrieved May 12, 2013, from http://www.myrepublica.com/:3. ltd, M. C. (2012, Nov 17). Nepalnews.com. Retrieved 12 5, 2013, from http://www.nepalnews.com/: http://www.nepalnews.com/home/index.php/news/1/22833--dr-suresh-raj-sharma-bags-gopal-kamala-raj-bhandari-rotary-award.html4. nirjanasharma. (2012, 11 24). nirjanasharma. Retrieved 5 12, 2013, from http://nirjanasharma.wordpress.com/: http://nirjanasharma.wordpress.com/tag/professor-suresh-raj-sharma/

ANNEX I: Medals and Decorations of Dr. Sharma 1. Second Gopal-Kamala Raj Bhandari rotary award for vocational excellence Rs 1 lakhs, November, 20122. 'Khilmika Laxmi Mainali Puraskar and cash price Rs twenty thousand' by Mainali Samaj Sewa Sansthan to be handed by Rt. Hon'ble Chief Justice of Nepal, February 4, 2012.3. 'UjjwolKirtimayaRastriyaDwip Award' by the Government of Nepal to be handed by the President of Nepal, May 20104. 'Dandapani Aryal Puraskar and cash price Rs twenty one thousand' by Dandapani Smriti Pratisthan, Kathmandu-20105. 'Shadananda National Award and cash price Rs fifty thousand' by Shadananda Smriti Samaj, Kathmandu 2009.6. 'Dr. Balram Joshi Science & Technology National Award' for excellent contribution in Science & Technology 2005.7. 'B.P. Koirala Memorial Oration' (Gold Medal, Oration & Plaque of Honour) by B.P. Koirala institute of Health Sciences, Dharan - 20058. 'Leadership & Good Governance Award' (Gold Medal with Citation) by Universal Peace Foundation & IIFWP, S. Korea 2005.9. 'Birendra Aishwarya Medal' from His Majesty Gyanendra BirBikram Shahdev 200110. 'Suprabal GorkhaDakshin Bahu' from Late King, His Majesty Birendra BirBikram Shahdev - 199611. 'Coronation Silver Jubilee Medal' from Late King, His Majesty Birendra BirBikram Shahdev - 199612. 'Third SAARC Summit Memorial Medal' from Late King, His Majesty Birendra BirBikram Shahdev - 198713. 'Supraval Gorkha DakshinBahu' from Late King, His Majesty Birendra BirBikram Shahdev -197914. 'Mahendra BidyaBhushan' from Late King, His Majesty Birendra BirBikram Shahdev - 197815. 'Mahendra BidyaBhushan' from Late King, His Majesty Mahendra BirBikram Shahdev - 1966

ANNEX II: Leadership Self-Assessment, Readiness for the leadership RoleInstructions: Indicate the extent to which you agree with each of the following statements, using the following scale: (1) Strongly disagree, (2) Disagree (3) neutral; (4) agree; (5) Strongly agree1. It is enjoyable having people count on me for ideas and suggestions.12345

2. It would be accurate to say that I have inspired other people.12345

3. It is a good practice to ask people proactive questions about their work12345

4. It is easy for me to compliment others.12345

5. I like to cheer people up even when my own spirits are down.12345

6. What my team accomplish is more important to me than my personal glory12345

7. My people imitate my ideas.12345

8. Building team spirit is important to me.12345

9. I would enjoy coaching other members of the team.12345

10. It is important to me to recognize others for their accomplishments.12345

11. I would enjoy entertaining visitors to my firm even if it interfered with my completing a report.12345

12. It would be fun for me to represent my team at gatherings outside our department.12345

13. The problems of my teammates are my problems too.12345

14. Resolving conflict is an activity I enjoy.12345

15. I would cooperate with other units in the organization even if I disagreed with the position taken by its members.12345

16. I am an idea generator on the job12345

17. It is fun for me to bargain whenever I have the opportunity.12345

18. Team members listen to me when I speak.12345

19. People have asked me to assume the leadership of an activity several times in my life.12345

20. I have always been a convincing person.12345

Total score:Scoring and interpretation: Calculate your total score by adding the numbers circled. A tentative interpretation of your score is:90-100 high readiness for a leadership role60-89 moderate readiness for a leadership role40-59 some uneasiness with the leadership role39 or lesslow readiness for the leadership role

ANNEX III: SA-3: The Big FiveFor each statement fill the appropriate column: Put 1 if the answer is yes, 2 if the answer is unsure, and 3 if the answer is noS.NItemsYes(1)Unsure(2)No (3)Total score(after reverse)Interpretation

1Do you worry about most things? 3

24

2Are you anxious about your life most of the times? 3

3Do you consider yourself to have low self- esteem? 2

4Are you often depressed? 2

5Are you often embarrassed by your behavior? 3

6Do you feel inferior to most people you know? 2

7Do you often give in to temptation? 3

8Do you have trouble making decisions? 2

9Do you feel vulnerable in many situations? 2

10Do you have difficulty in stressful situations? 2

11Do you prefer working in groups? 1

13

12Do you really enjoy talking with peoples? 1

13Do you think you would be good in sales? 2

14Do you prefer being around people than being alone? 1

15Do you prefer work that involves more interaction with people? 1

16Do you consider yourself outgoing? 1

17Would you describe yourself a shy? 2

18Do you tend to dominate most of the conversations? 2

19Do you often emerge as a leader in a group? 1

20Do you enjoy sports which most people consider to be risky 1

21Do you like intellectual challenges? 1

13

22Do you like associating with people who stimulate your mind? 1

23Do you really enjoy food poetry or reading the classics? 2

24Do you have a very active fantasy life? 1

25Are you tolerant of different life styles? 1

26Do you like to debate controversial issues of the day? 1

27Do you always like to hear the other side of an issue? 2

28Do you often select reading as a leisure activity? 2

29Do you often find yourself daydreaming? 1

30Are you fascinated by arts and artists? 1

31Do you have difficulty telling people how you really feel? 2

15

32Do you trust most people? 1

33Do you think most people are honest? 1

34Do you enjoy good argument? 1

35Would you describe yourself as stubborn? 2

36Do you prefer co-operating over competing? 1

37Do you like to put people in their place when they deserve it? 2

38Do you consider yourself superior to most people you know? 2

39Would most people describe you as courteous? 2

40Do you hate giving people bad news about them? 1

41Do you do well at most things you try? 2

14

42Do most people consider you to be highly competent? 1

43Do you like to carefully plan things? 1

44Do you have a clear set of objectives when you work? 1

45Do you consider yourself very well disciplined? 2

46Do you always honor the commitment you have made? 1

47Do you consider yourself to be highly effective in your work? 2

48Do you try to do the best that you can every time? 2

49Do you consider yourself well organized? 1

50Do you stick with a job until you are finished? 1

Once you have completed the form do the following:1. Reverse the scores of statements 17, 34, 35, 37 and 38 (if 1, reverse to 3 and if 3, reverse to 1)Now add the scores of item 1-10, 11-20, 21-30, 31-40 and 41-50 separately (consider the reversed score whenever applicable)

ANNEX IV: SA4: Leadership PriorityBelow is a list of statements about leadership behavior. Read each one carefully, then, using the following scale, decide the extent to which it actually applies to you. For best results, answer as truthfully as possible.Never sometimes always 0 1 2 3 4 51. ___4____I encourage my team to participate when it comes decision making time and I try to implement their ideas and suggestions.2. ___4____ Nothing is more important than accomplishing a goal or task.3. ___5____ I closely monitor the schedule to ensure a task or project will be completed in time.4. ___5____ I enjoy coaching people on new tasks and procedures.5. ___5____ The more challenging a task is, the more I enjoy it.6. ___4____ I encourage my employees to be creative about their job.7. ___5____ When seeing a complex task through to completion, I ensure that every detail is accounted for.8. ___2____ I find it easy to carry out several complicated tasks at the same time.9. ___3____ I enjoy reading articles, books, and journals about training, leadership, and psychology; and then putting what I have read into action.10. ___3____ When correcting mistakes, I do not worry about jeopardizing relationships.11. ___3____ I manage my time very efficiently.12. ___5____ I enjoy explaining the intricacies and details of a complex task or project to my employees.13. ___3____ Breaking large projects into small manageable tasks is second nature to me.14. ___4____ Nothing is more important than building a great team.15. ___4____ I enjoy analyzing problems.16. ___4____ I honor other people's boundaries.17. ___4____ Counseling my employees to improve their performance or behavior is second nature to me.18. ___4____ I enjoy reading articles, books, and trade journals about my profession; and then implementing the new procedures I have learned.

ANNEX V: SA-5: Leader Effectiveness and Adaptability DescriptionIf you were the leader of a team, what would be your course of action in each situation? Circle the most appropriate alternative of your choice in the given situation.SITUATIONSALTERNATIVE ACTIONS

1. Your subordinates are not responding to your friendly conversations and obvious concern for their welfare. Their performance is declining rapidly.A. Emphasize the use of uniform procedures and the necessity for task accomplishment.

2. B. Make yourself available for discussions but dont push your involvement.

3. C. Talk with subordinates and then set goals.

4. D. Intentionally do not intervene.

2. The observable performance of your group is encouraging. You have been making sure that all members were aware of their responsibilities and expected standards of performance.A. Engage in friendly interaction, but continue to make sure that all members are aware of their responsibilities and expected standards of performance.

B. Take no definite action

C Do what you can to make the group feel important and involved

D. Emphasize the importance of deadlines and tasks.

3. Members of your group are unable to solve a problem themselves. You have normally left them alone. Group performance and interpersonal relationships have been good.A. Work with group and together engage in problem solving.

B. Let the groups work it out.

C. Act quickly and firmly to correct and redirect.

D. Encourage group to work on problem and be supportive of their efforts.

4. You are considering a change. Your subordinates have a fine record of accomplishment. They respect a need for change.A. Allow group involvement in developing the change but do not be too directive.

B. Announce changes and implement wit close supervision.

C. Allow group to formulate its own direction.

D. Incorporate group recommendations, but you direct the change

5. The performance of your group has been dropping during the last few months. Members have been unconcerned with meeting objectives. Redefining roles and responsibilities has helped in the past. They have continually needed reminding to have their tasks done on time.A. Allow group to formulate its own direction

B. Incorporate group recommendations, but see that objectives are met.

C. Redefine roles and responsibilities and supervise carefully

D. Allow group involvement in determining roles and responsibilities but do not be too directive

6. You stepped into efficiently run organizations. The previous administrator tightly controlled the situation. You want to maintain a productive situation, but would like to begin humanizing the environment.A. Do what you can to make the group feel important and involved

B. Emphasize the importance of deadlines and tasks

C. Intentionally do not intervene.

D. Get groups involved in decision making, but see that objectives are met.

7. You are considering changing to a structure that will be new to your group. Members of the group have made suggestions about needed change. The group has been productive and demonstrated flexibility in operations.A. Define the change and supervise carefully.

B. Participate with the group in developing the change, but allow members to organize the implementation.

C. Be willing to make changes as recommended, but maintain control of implementation.

D. Avoid confrontation; leave things alone.

8. Group performance and interpersonal relations are good. You feel somewhat unsure about your lack of direction of the group.A. Leave the group alone.

B. Discuss the situation with group and then you initiate necessary changes.

C. Take steps to direct subordinates towards working in a well-defined manner.

D. Be supportive in discussing the situation with the group but not too directive.

9. Your superior has appointed you to head a task force that is far overdue in making requested recommendations for change. The group is not clear on its goals. Attendance at sessions has been poor. Their meetings have turned into social gatherings. Potentially they have the talent necessary to help.A. Let the group work out its problem

B. Incorporate group recommendations, but see that objectives are met.

C. Redefine goals and supervise carefully.

D. Allow group involvement in setting goals, but do not push.

10. Your subordinates, usually able to take responsibility, are not responding to your recent redefining of standards.A. Allow group involvement in setting goals, but do not take control.

B. Redefine standards and supervise carefully.

C. Avoid confrontation by not applying pressure; leave situations alone.

D. Incorporate group recommendations, but see that standards are met.

11. You have been promoted to a new position. The previous supervisor was uninvolved in the affairs of the group. The group has adequately handled its tasks and direction. Groups inter- relations are good.A. takes steps to direct subordinates toward working in a well defined manner.

B. Involve subordinates toward working in a well defined manner.

C. Discuss past performance with group and then you examine the need for new practices.

D. Continue to leave group for new practice.

12. Recent information indicates some internal difficulties among subordinates. The group has remarkable record of accomplishment. Members have effectively maintained long range goals. They have worked in harmony for the past years. All are well qualified for the task.A. Try out your solution with subordinates and examine the need for new practice.

B. Allow group members to work it out themselves.

C. Act quickly and firmly correct to redirect

D. Participate in problem discussion while providing support for subordinates.

ANNEX VI: Least Preferred Co-worker (LPC) Measure(This questionnaire should be filled by one or few of the VCs co-workers, (immediate junior to him)Instructions: Describe Vice Chancellor as he or she appears to you by circling the appropriate number for each of the following items.1. Pleasant 8 7 6 5 4 3 2 1 Unpleasant2. Friendly8 7 6 5 4 3 2 1 Unfriendly3. R ejecting 1 2 3 4 5 6 7 8 Accepting4. Tense 1 2 3 4 5 6 7 8 Relaxed5. Distant 1 2 3 4 5 6 7 8 Close6. Cold 1 2 3 4 5 6 7 8 Warm7. Supportive 8 7 6 5 4 3 2 1 Hostile8. Boring 1 2 3 4 5 6 7 8 Interesting9. Quarrelsome 1 2 3 4 5 6 7 8 Harmonious10. Gloomy 1 2 3 4 5 6 7 8 Cheerful11. Open 8 7 6 5 4 3 2 1 Closed12. Backbiting 1 2 3 4 5 6 7 8 Loyal13. Untrustworthy 1 2 3 4 5 6 7 8 Trustworthy14. Considerate 8 7 6 5 4 3 2 1 Inconsiderate15. Nasty 1 2 3 4 5 6 7 8 Nice16. Agreeable 8 7 6 5 4 3 2 1 Disagreeable17. Insincere 1 2 3 4 5 6 7 8 Sincere18. Kind8 7 6 5 4 3 2 1 Unkind

SOURCE: Adapted from The LPC Questionnaire, in Improving Leadership Effectiveness by Fielder, F. E., & Chemers, M. M.

ANNEX VII: PathGoal Leadership QuestionnaireInstructions: This questionnaire contains questions about different styles of pathgoal leadership. Indicate how often each statement is true of your own behavior.Key: 1 = Never 2 = Hardly ever 3 = Seldom 4 =occasionally 5 = Often6 = Usually 7 = Always1. I let subordinates know what is expected of them. 1 2 3 4 5 6 72. I maintain a friendly working relationship with subordinates. 1 2 3 4 5 6 73. I consult with subordinates when facing a problem. 1 2 3 4 5 6 74. I listen receptively to subordinates ideas and suggestions. 1 2 3 4 5 6 75. I inform subordinates about what needs to be done and how it needs to be done. 1 2 3 4 5 6 76. I let subordinates know that I expect them to perform at their highest level. 1 2 3 4 5 6 77. I act without consulting my subordinates. 1 2 3 4 5 6 78. I do little things to make it pleasant to be a member of the group.1 2 3 4 5 6 79. I ask subordinates to follow standard rules and regulations. 1 2 3 4 5 6 710. I set goals for subordinates performance that are quite challenging.1 2 3 4 5 6 711. I say things that hurt subordinates personal feelings. 1 2 3 4 5 6 712. I ask for suggestions from subordinates concerning how to carry out assignments.1 2 3 4 5 6 713. I encourage continual improvement in subordinates performance.1 2 3 4 5 6 714. I explain the level of performance that is expected of subordinates.1 2 3 4 5 6 715. I help subordinates overcome problems that stop them from carrying out their tasks.1 2 3 4 5 6 716. I show that I have doubts about subordinates ability to meet most objectives.1 2 3 4 5 6 717. I ask subordinates for suggestions on what assignments should be made. 1 2 3 4 5 6 718. I give vague explanations of what is expected of subordinates on the job. 1 2 3 4 5 6 719. I consistently set challenging goals for subordinates to attain. 1 2 3 4 5 6 720. I behave in a manner that is thoughtful of subordinates personal needs. 1 2 3 4 5 6 7

ANNEX VIII: SA-6: Transformational leadership: Multifactor Leadership QuestionnaireInstructions: This questionnaire provides a description of your leadership style. Twenty-one descriptive statements are listed below. Judge how frequently each statement fits you. The word others may mean your followers, clients, or group members.KEY:0=Not at all1=Once in a while2=Sometimes3=Fairly often4=Frequently, if not always1. I make others feel good to be around me.12342. I express with a few simple words what we could and should do. 12343. I enable others to think about old problems in new ways. 12344. I help others develop themselves. 12345. I tell others what to do if they want to be rewarded for their work. 12346. I am satisfied when others meet agreed upon standards. 12347. Others have complete faith in me. 12348. I provide appealing images about what we can do. 12349. I provide others with new ways of looking at puzzling things. 123410. I let others know how I think they are doing. 123411. I provide recognition/rewards when others reach their goals. 123412. As long as things are working, I do not try to change anything. 123413. Others are proud to be associated with me. 123414. I help others find meaning in their work. 123415. I get others to rethink ideas that they had never questioned before. 123416. I give personal attention to others who seem rejected. 123417. I call attention to what others can get for what they accomplish. 123418. I tell others the standards they have to know to carry out their work. 1234

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