The MLQ30 questionnaire provides information about an individual's management and leadership competencies and skills. The MLQ30 competency model measures 30 dimensions of management and leadership competence covering 6 key areas. These cover the transformational and transactional aspects of managerial and leadership activity. The tables below provide further details of what the questionnaires measure.
The instrument measures six leadership meta-competencies and 30 lower-level management and leadership competencies. The 192-item questionnaire takes about 20 minutes to complete. The MLQ30 uses the Standard Ten (Sten) scoring system. The feedback report provides an in-depth profile of the test taker's management and leadership skills, level, and style, and offers performance improvement tips and suggestions. The instrument's 30 scales measure the following competencies.
|STRATEGIC AND CREATIVE THINKING|
|Thinking and managing globally||Keeps up to date with global trends, reviews the company's position, develops business relationships in other countries.|
|Developing strategy and acting strategically||Sees the big picture, picks up changes in the marketplace, reviews and analyzes the business unit's strategy.|
|Managing knowledge and information||Keeps up with advances in business area, benchmarks performance against industry leaders, seeks advice from experts.|
|Creating and innovating||Helps people to think differently about a problem, gets buy-in for creative ideas, turns novel ideas into reality.|
|Managing costs and financial performance||Reads and interprets financial reports, sets financial targets, reviews and improves financial performance.|
|LEADING AND DECIDING|
|Attracting and managing talent||Helps new employees get up to speed quickly, gives people challenging job assignments, monitors performance.|
|Motivating people and inspiring them to excel||Communicates high expectations of people, trusts capable people to do their work, celebrates team achievement.|
|Coaching and developing people||Provides people with assignments to develop their skills, gives timely coaching, acts as a role model for development.|
|Managing culture and diversity||Defines acceptable workplace behavior, challenges bias and intolerance, acts as a role model of inclusive behavior.|
|Making sound decisions||Assesses options and risks, consults people and takes their views and ideas into account, acts decisively.|
|DEVELOPING AND CHANGING|
|Displaying initiative and drive||Starts tasks right away, gets things done quickly, is ready to go the extra mile.|
|Showing courage and strength||Does what is right despite personal risk, says no when necessary, has the courage to take tough decisions.|
|Learning and developing continuously||Seeks feedback, sets personal development goals, shows a sense of humor and perspective.|
|Managing and implementing change||Sells the benefits of change, models the change expected of others, establishes roles and structures to support change.|
|Adapting and coping with pressure||Adapts quickly to new situations, handles stress successfully, keeps composure in difficult circumstances.|
|IMPLEMENTING AND IMPROVING|
|Executing strategies and plans||Provides direction and support, delegates responsibility to the appropriate people, holds people accountable for delivery.|
|Improving processes and systems||Allocates responsibility for improvement, learns lessons from process breakdowns, improves business processes.|
|Managing customer relationships and services||Sets high standards for customer service, exceeds customer expectations, resolves customer issues quickly.|
|Analyzing issues and problems||Gathers information from a wide variety of sources, approaches problems from different angles, brainstorms possible solutions with others.|
|Managing plans and projects||Develops bold plans, obtains resources to carry out projects, manages critical dependencies and risks.|
|COMMUNICATING AND PRESENTING|
|Facilitating and improving communication||Creates a climate where people share views and ideas, exchanges information with the team, bosses and stakeholders.|
|Influencing and persuading people||Promotes views and ideas, influences people by addressing their needs and priorities, negotiates effectively.|
|Managing feelings and emotions||Knows which emotions they are feeling and why, handles other people's feelings and emotions sensitively.|
|Speaking with confidence and presenting to groups||Demonstrates presence, communicates with self-assurance, gives effective presentations to groups.|
|Writing and reporting||Produces clearly written reports, writes effectively for different audiences, edits other people's written work skillfully.|
|RELATING AND SUPPORTING|
|Relating and networking||Works effectively with other people, builds rapport and keep others in the loop, uses networks to get things done.|
|Listening and showing understanding||Puts people at ease, pays attention to their feelings and emotions, listens without interrupting.|
|Building trust and modeling integrity||Acts in accordance with values and principles, gives consistent messages, keeps promises.|
|Identifying and resolving conflict||Encourages debate, brings disagreements into the open, addresses and resolves conflict early.|
|Cultivating teamwork and collaboration||Sets the team's direction and priorities, reviews the team's successes and failures, helps team members work well together.|
The reliabilities of the scales in the standardization sample ranged from 0.78 to 0.92 and the median scale reliability was 0.86. Criterion-related validity studies show statistically significant correlations between job performance and test scores on all the scales. The magnitude and range of correlations are consistent with those reported in the literature for the impact of competencies on job performance.
The standardization norm group consists of a large incidental sample of 878 respondents. The sample has almost equal numbers of men and women. The mean age of the sample was 37 years Fifty seven percent of respondents were aged 25 to 44, and 28 percent were aged 45 to 64. Fourteen percent were in the 18 to 24 age band. Forty one percent of respondents described themselves as junior managers, 29 percent said they were middle managers, and 10 percent reported that they were senior managers.
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