Plug this interactive into your Career or Leadership lesson and spark a great conversation about leadership styles. Students can complete this simple nine question survey from Quartz and determine what their leadership style is. Here’s a sampling of the statements (or questions) that students will respond to:

• Colleagues always prefer to come to me for advice
• Why mentor others when you can lead by example?
• My instinct is my strongest asset
• Recognition from others is a crucial part of my motivation

After answering these questions, the interactive spits out a profile for them. I was given the designation of Maverick with high scores in Improviser and Coach also:

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Questions for students:

• What statements/questions did you have the most trouble answering?
• What did the simulation identify as your primary and secondary profiles?
• Do you agree/disagree with this? Give concrete examples of your leadership style to justify your answer.
• Do you think it is valuable for groups/companies to have different leadership styles? Why or why not?
• Review details on each for each of the six profiles. Which type of leader would you most LIKE TO WORK WITH? Why?

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Check out this interactive for your Careers unit: What jobs are likely to be done by a robot in the future?

About the Author

Tim Ranzetta

Tim's saving habits started at seven when a neighbor with a broken hip gave him a dog walking job. Her recovery, which took almost a year, resulted in Tim getting to know the bank tellers quite well (and accumulating a savings account balance of over $300!). His recent entrepreneurial adventures have included driving a shredding truck, analyzing executive compensation packages for Fortune 500 companies and helping families make better college financing decisions. After volunteering in 2010 to create and teach a personal finance program at Eastside College Prep in East Palo Alto, Tim saw firsthand the impact of an engaging and activity-based curriculum, which inspired him to start a new non-profit, Next Gen Personal Finance.

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