The methodology consists of 16 groups of statements reflecting various aspects of interaction between managers and teams. The technique is aimed at determining management style. The testing procedure is contained in the instructions.

Test instructions

The questionnaire contains 16 groups of statements characterizing the qualities of a manager as a leader. Each group consists of three statements, designated by the letters A, B, C. You should carefully read all three statements within each group and select the one that most closely matches your idea of ​​the leader being studied. Mark the selected statement with a “+” sign under the appropriate letter.

If you are evaluating two or more managers at the same time, compare them on the three statements given, choosing one of the statements that characterize each manager (or one statement that characterizes two or more managers) and note your opinion about each different signs: “+”, “!”, “1”, etc.

Test material

A	B	IN
1. The higher authorities demand that all matters be reported only to him.	He tries to solve everything together with his subordinates, and personally resolves only the most urgent and operational issues.	Some important matters are resolved virtually without the participation of the manager; his functions are performed by other employees.
2. Always orders, manages, demands something, but never asks.	He gives orders in such a way that you want to carry them out.	He doesn't know how to give orders.
3. Tries to ensure that his deputies are qualified specialists.	The manager does not care who works as his deputy or assistant.	He seeks trouble-free performance and obedience from his deputies and assistants.
4. He is only interested in the performance of official duties, and not in the attitude of people towards each other.	Not interested in service, approaches matters formally.	When solving work problems, he tries to create a good relationship between workers in a team.
5. He is probably conservative because he is afraid of new things.	The manager does not accept the initiative of subordinates.	Encourages subordinates to work independently.
6. Usually he is not offended by criticism from a superior manager and listens to it.	He doesn't like to be criticized and doesn't try to hide it.	He listens to criticism, even plans to take action, but does nothing.
7. One gets the impression that the manager is afraid to be held accountable for his actions.	Responsibility is distributed between oneself and subordinates.	The manager alone makes decisions or cancels them.
8. Regularly consults with subordinates, especially experienced employees.	Subordinates not only advise, but can also give instructions to their leader.	He does not allow his subordinates to advise him, much less object.
9. Usually consults with deputies and subordinate managers, but not with ordinary subordinates.	Regularly communicates with subordinates, talks about the state of affairs in the team, about the difficulties that must be overcome.	To do any work, he often has to persuade his subordinates.
10. Always addresses subordinates politely and kindly.	He often shows indifference in dealing with his subordinates.	In relation to subordinates he can be tactless and even rude.
11. In critical situations, the manager does not cope well with his responsibilities.	In critical situations, the manager, as a rule, switches to more stringent management methods.	Critical situations do not change his management style.
12. He himself solves even those issues with which he is not entirely familiar.	If he doesn’t know something, he is not afraid to show it and turns to others for help.	He cannot act on his own, but waits for “nudges” from the outside, instructions from above.
13. Perhaps he is not a very demanding person.	He is demanding, but at the same time fair.	One can say about him that he can be too strict and picky.
14. By monitoring the results, he always notices positive side, praises the staff.	Always strictly controls the work of subordinates and the team as a whole.	Supervises work from case to case.
15. The manager knows how to maintain discipline and order.	He often makes comments to his subordinates and punishes them.	Cannot influence the state of discipline.
16. In the presence of the manager, the staff is always in tension.	It's interesting to work with the manager.	Subordinates are left to their own devices.

Key to the test

№	A	b	V	№	A	b	V
1	A	D	L	9	A	D	L
2	A	D	L	10	D	L	A
3	D	L	A	11	L	A	D
4	A	L	D	12	A	D	L
5	L	A	D	13	L	D	A
6	D	A	L	14	D	A	L
7	L	D	A	15	D	A	L
8	D	L	A	16	A	D	L

Processing and interpretation of test results

It is carried out on the basis of comparing the data in the answer form with the key. Based on the dominance of matching answers corresponding to a particular leadership style, a conclusion is made about the presence of a leader or mixed style manuals.

Authoritarian(directive) style (A). Focus on your own opinion and assessments. The desire for power, self-confidence, a tendency to strict formal discipline, a large distance with subordinates. Reluctance to admit your mistakes. Disregard for the initiative and creative activity of subordinates. Sole decision making. Control over the actions of subordinates.

Liberal style (passive non-interference) - L. Condescension towards subordinates. Lack of exactingness and strict discipline, control, liberality, familiarity with subordinates. Tendency to shift responsibility in decision making.

Democratic(collegial) style (D). Demandingness and control are combined with initiative and creative approach to the performance of official duties and conscious adherence to discipline. The desire to delegate powers and share responsibility, democratic decision-making.

In the first chapter, we conducted a theoretical analysis of the influence of the personal qualities of a leader in the development process management decisions. Based on this, we conducted a study during which it is necessary to carry out a diagnosis that allows us to identify the influence of the personal qualities of a manager in the process of developing management decisions. To achieve this goal, we used the following techniques.

Method 1. Test "Motivation for Success"

The technique was developed by N.A. Litvintseva. and is aimed at studying the level of motivation for success.

The test consists of 41 questions that must be answered “yes” or “no.” You must answer “yes” or “no” to 41 questions in the test (Table 14.1).

The questionnaire form, instructions and keys to the test are presented in Appendix 2.

The answers are recorded on a piece of paper: 1 - “yes”, 2 - “no”, 3 - “yes”, etc. The time allotted to complete the test is 15 minutes.

Interpretation of results.

Calculate your points:

from 1 to 10 - low motivation for success;

from 11 to 16 -- average level of motivation;

from 17 to 20 -- moderate high level motivation;

Over 21 - a high level of motivation for success.

Method 2. Expert assessment psychological characteristics leader's personality

The technique was developed by A.A. Karelin. and is aimed at assessing the psychological characteristics of the leader’s personality (see Appendix 2).

On the form expert assessment 9 psychological characteristics of a leader’s personality are presented, which are diagnosed by the manifestation of seven signs of each characteristic in their activities:

Certainty - reveals the structure of interests to the crisis aspects of its activities.

Awareness is awareness of the goals of organizational activities.

Purposefulness is the priority of motives for organizational activity.

Selectivity - the ability to deeply and fully reflect psychological characteristics team.

Tactfulness is the ability to maintain a sense of proportion and find the best form of relationships.

Effectiveness is the ability to captivate people, intensify their activities, find the best means emotional-volitional influences and choose the right moment to apply them.

Demandingness - the ability to be demanding in various forms depending on the characteristics of a specific management situation.

Criticality is the ability to detect and express deviations from established norms that are significant for activity.

Responsibility is the ability to take responsibility for the results of one’s own activities and the activities of the team.

It is explained to the experts that the qualities indicated in the expert assessment form must be assessed by them in relation to a specific manager on a five-point scale: the lowest score is 1, the highest is 5. Experts act anonymously and do not sign the expert assessment form.

Processing and analysis of research results. After the experts have given their assessments, the psychologist and researcher must calculate the sum of points for each of the nine characteristics in the expert assessment forms, transfer the results obtained to the table of generalized expert assessments and calculate the sum of points given by each expert for all nine indicators;

the average PHLR score based on the results of the work carried out by each expert;

the sum of points given by all experts for each of the nine indicators;

the average score for each of the nine indicators based on the work of all experts;

the total sum of PHLR points based on the results of the work of all experts.

Lesson protocol

Researched_______________________________________________

Manager______________________________ Date____________

Generalized expert assessments of PCLR

If, when processing the results, it turns out that the maximum and minimum expert assessments differ sharply from the rest, then it is advisable to exclude the results of the work of these experts from the overall calculation. Great variability in expert assessments may indicate the heterogeneity of the expert group and different levels of expert competence.

The overall average score of the PHLR assessment allows us to make a conclusion about the level of qualities of a leader, focusing on the following indicators:

Method 3. Assessing the need for achievement

The test questionnaire was developed by A.A. Karelin. and is aimed at measuring the level of achievement motivation. This scale consists of 22 judgments to which you must answer - “yes” or “no”. The questionnaire form, instructions and keys to the test are presented in Appendix 3.

Interpretation of results.

Answers that match the key ones (by code) are summed up (1 point for each such answer).

The methods used in the work allowed us to determine the motivational-need sphere of a leader’s personality, in a person’s desire to have power over other people, to dominate, manage and dispose of them.

Questions :

10. Test “Test your leadership qualities and knowledge of management” M. Yarmarkt 11. Test “Leadership style” A.A. Zhuravleva

12. Test "Assessing your leadership style"

13. Test "Diagnostics of the level of self-esteem of a leader's personality"

14. Test "Check what kind of leader you are"

15. Test "Assessment of personal qualities of a leader"

16. Test “Methodology for assessing the empathy of a leader” by A. Mehrabian and N. Epstein

Part 1: (1 – 9 questions)

1. Methodology for determining the management style of a work team

2. Test "Diagnostics" professional competence and effectiveness of managers at different levels"

3. Test “Assessing the competitiveness of a company”

4. Methodology “Need for restructuring”

5. Test “Test yourself - your readiness to start your own business” F. Sram

6. Test "Are you capable of becoming a leader"

7. Test "Characteristics" (to assess the business and personal qualities of a manager)

8. Test "Assessment of predisposition to management activities"

9. Methodology for determining organizational and communication skills L.P. Kalininsky

METHOD No. 1

DEFINITIONS OF EMPLOYEE MANAGEMENT STYLE

Diagnostic purpose. Identify several styles of workforce management.

Testing procedure. The test includes several groups of questions, each of them is divided into 3 statements, conventionally designated by the letters a, b and c. In order to answer the questions correctly, you need to carefully read the proposed text and, from three options for answer-statements, choose only one that most matches the leadership style in your work collective. Testing can be carried out either by the entire team or by each individual individually. In the first case, the test results will be more convincing, since they will be more devoid of subjectivity.

Stimulus material.

Test text.

1. Your company produces a group of goods that are not used in great demand from buyers. Competitors have developed new technology production of the same goods, which are of high quality, but require additional capital investment. What would your manager do in this situation?

a) will continue to produce goods that are not in demand among buyers;

b) issue an order for the speedy introduction of new technologies into production;

c) will spend additional funds on developing its own new technologies in order to ensure that the products are superior in quality to those of competitors.

2. Imagine that you work in a car factory. One of your employees recently returned from a business trip to attend an exhibition of new automotive products. He proposed to modernize one of the car models produced by the plant. Your plant manager:

a) will take an active part in the development of a new idea and will make every effort to quickly put it into production;

c) will order the development of a new idea to the appropriate personnel;

c) before introducing this innovation into production, your manager will convene a collegial meeting at which it will be decided common decision about the advisability of modernizing the car you are producing.

3. At a collegial meeting, one of the employees proposed the most rational decision one of the problems that has arisen in your work team. However, this decision is completely contrary to the proposal that your manager previously made. In this situation he:

a) will support a rational solution proposed by the employee;

c) will defend his point of view;

c) conduct a survey of employees that will help to reach a consensus.

4. Your team has done a lot of labor-intensive work, which has not brought you the desired success (profit). Your leader:

a) will ask you to redo all the work by hiring new, more qualified personnel;

c) discuss the current problem with employees in order to find out the reasons for the failure in order to avoid them in the future;

c) will try to find the employees responsible for the failure (who failed to do their job).

5. A journalist who works for a newspaper that is popular with readers has come to your organization. If you were asked to list the valuable qualities of your leader, which ones would you name first:

a) qualifications, exactingness;

c) awareness of all difficulties arising at the enterprise; the ability to quickly make the right decision;

With) same attitude to all employees, the ability to compromise.

6. One of the employees made a minor mistake in his work, but it will take a lot of time to eliminate it. What do you think your manager will do in this situation?

a) reprimand this employee in the presence of his colleagues, in order to prevent similar mistakes in the future;

c) make a remark in private, without attracting the attention of other employees;

c) will not attach much importance to this event.

7. A position has become vacant at your company. Several employees of the company are applying for it at once. Your manager's actions:

a) would prefer that a worthy applicant be selected by collective voting;

c) he will be appointed by the leader himself;

c) before appointing a person to this position, the manager will consult only with some members of the team.

8. Is it customary in your team to show personal initiative when solving an issue that is not directly related to the activities of the entire enterprise?

a) all decisions are made only by the head of the enterprise;

c) our company welcomes the personal initiative of employees;

c) taking independent decision Before taking action, an employee of an enterprise must consult with his manager.

9. In general, assessing the activities of your manager, you can say that he...

a) is completely absorbed in the problems that arise in your production, so that even in his free time he thinks about their reasonable solution. He is as demanding of others as he is of himself;

c) refers to those managers who believe that for fruitful work in a team there must be equal, democratic relations between employees;

c) your manager does not actively participate in the management of the enterprise, always acts according to a certain scheme, and does not strive to improve in areas little known to him.

10. The manager invited you and other employees to the anniversary. Usually in an informal setting he:

a) speaks with employees only about work, about plans to expand production, about increasing the workforce, etc., while it is he who sets the main tone of the conversation;

c) prefers to remain in the shadows in order to provide an opportunity for interlocutors and work colleagues to express their point of view on an issue that interests them, to tell an entertaining episode from their life;

c) takes an active part in the conversation, without imposing his opinion on other interlocutors, without defending a point of view opposite to all other participants in the conversation.

11. The manager asked you to quickly complete the work that you started very recently, which will take you additional time, your actions:

a) immediately begin to implement it as quickly as possible, since you do not want to seem like a non-performing employee and value the opinion that your manager has about you;

c) complete this work, but a little later, since the boss will first of all evaluate the quality of its performance;

c) try to meet the deadlines proposed by the manager, but do not guarantee High Quality its implementation. In our team, the main thing is to complete the work on time.

12. Imagine that your manager’s office is temporarily occupied (it is being renovated), so he will have to work in your office for several days. How will you feel?

a) you will constantly be nervous, afraid, afraid of making any mistake in his presence.

c) you will be very happy about this, since this is another opportunity to exchange work experience with an experienced, interesting person;

c) the presence of the manager will not affect your work in any way.

13. You returned from advanced training courses and learned a lot of useful and valuable things for your future work. The manager gave you a small assignment, and you used the knowledge acquired in the courses to complete it. What do you think your management will do?

DIAGNOSTICS OF DOMINANT PERCEPTUAL MODALITY (S. EFREMTSEVA)

Test instructions

You are offered triplets of words, to which you need to choose another word so that it is combined with each of the three proposed words. For example, for a trio of words “loud – true – slow” the answer could be “ speak"(speak loudly, speak truth, speak slowly). You can change words grammatically and use prepositions without changing the stimulus words as parts of speech.

Try to make your answers as original and bright as possible, try to overcome stereotypes and come up with something new. Try to come up with maximum amount answers to every three words.

Scales: types of perception: auditory, visual, kinesthetic

see question 2)

Methods for diagnosing anxiety and anxiety in schoolchildren
Test school anxiety Phillips
Diagnostics of anxiety conditions in children (CMAS)
Academic Anxiety Scale
2.3. Methods for diagnosing anxiety and anxiety in adults
Situational (reactive) anxiety scale (full version)
Situational (reactive) anxiety scale (short version)
Personal scale of manifestation of anxiety (anxiety)
Anxiety scale
Personality Anxiety Scale (Spielberger Questionnaire)
Diagnosis of professional and parental anxiety
Anxiety and Depression Scale

12 Children preschool age have a number of psychological and behavioral characteristics, knowledge of which is necessary in order to obtain reliable results in the process of their psychodiagnostic examination. These features include, first of all, the comparative low level consciousness and self-awareness. For most preschoolers, cognitive processes such as attention, memory, perception, imagination and thinking are at a relatively low level of development.
In order to correctly judge the level of development achieved by a child, it is necessary to select psychodiagnostic test tasks in such a way that they are simultaneously designed for both voluntary and involuntary levels of regulation of the cognitive sphere. This allows us to adequately assess, on the one hand, the degree of arbitrariness cognitive processes, and on the other hand, the real level of their development if they are not yet voluntary. Children 3-6 years old already have elements of voluntariness in managing their cognitive processes. But the main part of children of this age is characterized by a predominance of involuntary cognitive processes, and the child relies on them, learning the world. Psychodiagnostics of children of this age, therefore, should be two-directional:
A detailed study of the development of involuntary cognitive processes.
Timely detection and accurate description of voluntary cognitive actions and reactions.
Preschool children are very poorly aware of their own personal qualities and cannot correctly evaluate their behavior. Starting from 4 to 6 years old, children can already evaluate themselves as an individual, but within limited limits. Therefore, it is recommended to use the method of external expert assessment, using adults who know the child well as experts.
Also not quite suitable for preschoolers personality questionnaires, containing direct judgments of a self-evaluative type. If we're talking about about indirect judgments, then they also should not include features of the psychology of behavior that the child is not yet well aware of. In general, the use of such questionnaires for psychodiagnostic purposes in preschool age should be minimized, and if resorting to them is inevitable, then each question must be explained in detail and clearly to the child.
Only then will preschoolers demonstrate their abilities in the process of psychodiagnostics, i.e. show results that correctly reflect their level mental development, when the methods themselves and the tasks contained in them arouse and maintain the child’s interest throughout the entire time. As soon as the child’s immediate interest in the completed task is lost, he ceases to show the abilities and inclinations that he actually possesses. Therefore, if we want to identify the actual level psychological development the child and his capabilities, for example, the zone of potential development, it is necessary in advance, by drawing up instructions and methods, to ensure that all this evokes involuntary attention from the child and is interesting enough for him.
Finally, one should take into account the characteristics of the involuntary cognitive processes themselves, for example, the inconstancy of involuntary attention and increased fatigue of children of this age. Therefore the series test tasks should not be too long, requiring large quantity time. The optimal time for completing test tasks for preschool children is considered to be in the range from one to ten minutes, and moreover, than younger age child, the shorter it should be. The best psychodiagnostic results can be obtained by observing children in the process of engaging in the leading activity for a given age - play.

When taking a child for diagnostics, you must keep in mind that he should not be torn away from an activity that is interesting to him and brought against his will. In this case, the research results may be unreliable. Establishing friendly contact and good mutual understanding between the child and the experimenter - necessary condition to obtain reliable results. The ways of establishing contact may be different depending on the individual characteristics of the child and his relationship to the psychologist. It may be advisable at first not to pay attention to the child at all, to let him orient himself in the situation and get used to the new environment, then offer interesting toy, and then try to organize a joint game and gradually transfer the child to follow the instructions. Sometimes a preliminary calm conversation on topics that are not burdensome for the child is effective. A friendly, trusting attitude towards a preschooler, complete acceptance of the child, without requiring him to comply with mandatory standards of behavior (say hello, address him as “you”, etc.), a positive assessment of his personality and his actions create the background against which intellectual abilities can be realized. the child’s opportunities and the fullest manifestation of his personality.

An important condition for psychodiagnostics is adaptation to individual characteristics child: his pace, level of fatigue, fluctuations in motivation, etc. If you get tired quickly, you can take a break and talk to your child or give him the opportunity to stand up, walk around, play ball with him and do some physical exercises. In general, the examination can take from 30 to 60 minutes.

13cm notebook

14 Diagnostic Method interpersonal relationships(adapted Lyri test) reveals the style of interpersonal behavior of an individual in a work collective, team, crew, company, or any management hierarchy; allows you to compare an individual’s self-esteem with the ideal to which the person strives; makes it possible to identify an assessment of the style of interpersonal behavior of any group member from the point of view of this person compared to expected ideal option(ideal leader, partner, subordinate, etc.).

15 · Methodology "Verbal Fantasy" During the story, the child’s imagination is assessed according to the following criteria: speed of imagination processes, unusualness, originality of images, richness of imagination, depth and elaboration (detailedness) of images.

· Methodology "Seasons" This technique is intended for children aged 3 to 4 years. The child is shown a drawing and asked, after carefully looking at this drawing, to say what season is depicted in each part of this drawing.

Method "Cut out shapes" The technique is intended for psychodiagnostics of visual and effective thinking of children aged 4 to 5 years. Her task is to quickly and accurately cut out the shapes drawn on it from paper. The six squares into which it is divided depict various figures.

Methodology "Who lacks what?" This technique is intended for psychodiagnostics of the thinking of children aged 3 to 4 years.

LSI (Life Style Index)

Plutchik-Kellerman-Conte Questionnaire

MMPI technique. Features and principles of use, Krugov S.
Lie scale MMPI questionnaire: experience of experimental validation, Myagkov A.

PGI (Perceived Guilt Index)

Perceived Guilt Index (PGI), Otterbacher D.

PARI Method

Eysenck test

Purpose. Identification of the presence and degree of development of management and leadership

qualities of a leader. Can be used in a “battery” of tests, especially

effectively - together with sociometry. It is advisable to use when solving

the following tasks: selection and placement of personnel; psychological compatibility

employees; optimization of the socio-psychological climate in the team, etc.

Determination of personnel management style (adapted version of expert

methods of V. P. Zakharov)

Purpose. The methodology consists of 16 groups of statements reflecting various

aspects of interaction between managers and teams. The technique is aimed at

determination of management style. The testing procedure is contained in the instructions.

Instructions. The questionnaire contains 16 groups of statements characterizing qualities

manager as a leader. Each group consists of three statements,

designated by the letters A, B, C. You should read all three carefully

statements within each group and choose the one that is most

degree corresponds to your idea of ​​the manager being studied.

Mark the selected statement with a “+” under the appropriate letter.

If you are evaluating two or more managers at the same time, compare

them according to the three statements given, choosing one of the statements,

characterizing each leader (or one statement characterizing

two or more managers) and indicate your opinion of each as different

signs: “+”, “!”, “1”, etc.

Questionnaire

A B C 1. Higher authorities require that all matters be reported

only to him. He tries to decide everything together with his subordinates, but personally decides only

the most urgent and operational issues. Some important matters are resolved

in fact, without the participation of the manager, his functions are performed by other employees. 2.

He always orders, manages, demands something, but never asks.

He gives orders in such a way that you want to carry them out. He doesn't know how to give orders. 3. Tries

so that his deputies are qualified specialists. To the manager

it doesn’t matter who works as his deputy or assistant. He achieves

trouble-free execution and subordination to deputies,

ASSISTANTS. 4. He is only interested in fulfilling his official duties, and not

the attitude of people towards each other. Not interested in service, gets to the point

formally. When solving official problems, he tries to create good relationships between

workers in a team. 5. He is probably conservative because he is afraid of new things.

The initiative of subordinates is not accepted by the manager, contributes to

subordinates worked independently. 6. To criticize a superior

Usually he is not offended and listens to her. Doesn't like to be criticized and doesn't

tries to hide it. He listens to criticism and is even going to take action, but

does nothing. A B C 7. One gets the impression that the manager is afraid

be responsible for your actions. Responsibility is shared between each other and

subordinates. The manager alone makes decisions or cancels them. 8.

Regularly consults with subordinates, especially experienced employees.

Subordinates not only advise, but can also give instructions to their leader.

He does not allow his subordinates to advise him, much less object. 9.

Usually consults with deputies and lower-level managers, but not with ordinary people

subordinates. Regularly communicates with subordinates, talks about the state of affairs in

team, about the difficulties to be overcome. For execution

He often has to persuade his subordinates to do any work. 10.

Always addresses subordinates politely and kindly. Used in circulation

subordinates often show indifference. In relation to subordinates it happens

tactless and even rude. 11. In critical situations, the manager is bad

copes with its responsibilities. In critical situations, the manager

as a rule, moves to more stringent management methods. Critical situations are not

change his management style. 12. He himself solves even those issues with which he cannot

I know him very well. If he doesn’t know something, he’s not afraid to show it,

turns to others for help. He cannot act on his own, but waits

“pushes” from the side, instructions from above. 13. Perhaps he is not very good

demanding person. He is demanding, but at the same time fair. 0 dumb

we can say that he can be too strict and picky. 14. Controlling

results, always notices the positive side, praises the staff. Always

strictly controls the work of subordinates and the team as a whole. Controls

work from time to time. 15. The manager knows how to maintain discipline and order.

He often makes comments to his subordinates and punishes them. Cannot influence

state of discipline. 1 6. The staff is in the presence of the manager at all times

in suspense. It's interesting to work with the manager. Subordinates provided

to ourselves. Answer form

1. a b c 5. a b c 11. a b c 15. a b c

2. a b c 6. a b c 12. a b c 16. a b c

3. a b c 7. a b c 13. a b c

4. a b c 8. a b c 14. a b c

Processing and interpretation of results

It is carried out on the basis of comparing the data in the answer form with the key. By

dominance of matching answers corresponding to a particular style

manual, a conclusion is made about the presence of a leading or mixed style

manuals.

No. a 6 I No. a b c 1 A D L 9 A D L 2 A D L 10 D L A 3 D L A 11 L A D 4 A L D

12 A D L 5 L A D 13 L D A 6 D A L 14 D A L 7 L D A 15 D A L A D L A 16 A D

assessments. Desire for power, self-confidence, tendency to be tough

formal discipline, large distance with subordinates. Reluctance to admit

own mistakes. Disregard for the initiative and creative activity of subordinates.

Sole decision making. Control over the actions of subordinates.

Liberal style (passive non-interference) ~ L. Leniency towards

subordinates. Lack of exactingness and strict discipline, control,

liberality, familiarity with subordinates. Tendency to shift

responsibility in decision making.

Democratic (collegial) style (D). Demanding and control

combined with initiative and a creative approach to performing work duties

duties and conscientious adherence to discipline. Aspirations to delegate

powers and share responsibility, democratic decision-making.