| Course | LDR-3050 Foundations of Leadership |
|---|---|
| Module | Module 2 |
| Paper type | Module 2 reflection assignment: understanding leadership styles |
| Length | About 464 words, 4 pages |
| Format | APA 7 student paper |
| School | Thomas Edison State University |
| Program | Bachelor of Science in Organizational Leadership |
| Updated | October 2026 |
Free sample paper for LDR 3050 Module 2
Authoritarian in December, Absent in March: What My Leadership Style Says About My Assumptions
Student Name
Bachelor of Science in Organizational Leadership, Thomas Edison State University
LDR-3050: Foundations of Leadership
Mentor Name
Month Day, Year
Authoritarian in December, Absent in March: What My Leadership Style Says About My Assumptions
What the Questionnaire Showed
The style questionnaire in this module gave me my highest score on authoritarian items and my lowest on laissez-faire items. My first reaction was that this was wrong, because on many nights I barely talk to the crew. Then I realized the questionnaire captured how I act when it matters most to me, during the November and December peak, and missed the nights when I retreat to the office.
Two Styles, Two Seasons
During peak season I make every call: who works which aisle, who stays late, who gets a break when. I give orders and do not explain them. Northouse (2020) describes the authoritarian style as one in which the leader controls decisions and communication flows one way, which can produce results quickly but often at the cost of commitment. That matches my December. Turnover on my shift spikes every January.
On slow nights in March I do the opposite. I post the pick list, go to my office to catch up on paperwork and let the crew run itself. That is closer to laissez-faire. Skogstad et al. (2007) found that laissez-faire leadership, which they treated as a destructive form rather than a neutral absence, was associated with role conflict, role ambiguity and conflict among coworkers. That explains the arguments over aisle assignments that break out on my slow nights.
The Assumptions Underneath
Northouse links the authoritarian style to McGregor's Theory X, the belief that workers dislike work and need direction and control. When I am under pressure, I act as if my crew will slack off unless I watch them. When I am not under pressure, I stop paying attention. Neither reflects what I believe on a calm day, which is closer to Theory Y: most of my selectors want to do good work and take pride in their rates.
Where a Democratic Style Fits
The democratic style involves followers in decisions and treats them as capable. Lewin et al. (1939) found in their early experiments with boys' clubs that democratically led groups showed less hostility than autocratically led groups and kept working when the leader left the room. I will try a democratic approach in two areas. First, the peak-season overtime schedule: I will ask the crew to propose a fair rotation before I post it. Second, safety: I will ask the senior loaders to open every shift with a five-minute talk on safety.
Conclusion
My style is not one style. It shifts with pressure, and both versions rest on low expectations of my crew. This module showed me that the assumptions come first and the style follows, so changing my style starts with checking what I believe about the people I lead.
References
Lewin, K., Lippitt, R., & White, R. K. (1939). Patterns of aggressive behavior in experimentally created "social climates." Journal of Social Psychology, 10(2), 269-299. https://doi.org/10.1080/00224545.1939.9713366
Northouse, P. G. (2020). Introduction to leadership: Concepts and practice (5th ed.). Sage.
Skogstad, A., Einarsen, S., Torsheim, T., Aasland, M. S., & Hetland, H. (2007). The destructiveness of laissez-faire leadership behavior. Journal of Occupational Health Psychology, 12(1), 80-92. https://doi.org/10.1037/1076-8998.12.1.80
LDR 3050 Module 2 instructions, in plain terms
The Module 2 reflection connects the three classic leadership styles, authoritarian, democratic and laissez-faire, to your own behavior. Expect to use the module's self-assessment as a starting point, compare its results with what you actually do and explain the assumptions behind your style using McGregor's Theory X and Theory Y. Questionnaire scores are a beginning, not a conclusion, so say where yours seem accurate and where they miss something. Cite research on the effects of each style, and finish with specific situations in which you will try a different approach. Describe what you actually did in specific situations, such as a busy week or a quiet one, because your style may change with circumstances in ways a questionnaire cannot capture.
How this LDR 3050 Module 2 example is built
The paper starts from a questionnaire result that seemed wrong and explains why it was only partly wrong. A section describes two seasonal patterns in the writer's style and supports each with research on its effects. A section traces both patterns to the same Theory X assumption under pressure. A section identifies two decisions where a democratic style would help, supported by the classic experiments on group climates. The conclusion links assumptions to style, a point the writer can test in later modules. Each claim about style is tied to something the writer did on a particular kind of night, so the reader can judge the self-assessment rather than take it on faith.
Where the marks sit in the LDR 3050 Module 2 rubric
Mentors look for honest self-assessment, accurate use of style concepts and McGregor's theories, research support and specific plans. Reflections that question the questionnaire, and that describe actual behavior in concrete situations, show depth. Linking style to assumptions demonstrates understanding of why leaders act as they do. Plans that name decisions and dates, rather than a vow to be more democratic, show readiness to change. Reflections that recognize that style can change with pressure, and explain why, go beyond the questionnaire. Accurate citations of Northouse and of the research on each style support the analysis, and a plan tied to real decisions completes it.
Common LDR 3050 Module 2 mistakes, and how to avoid them
Students lose points by reporting a questionnaire score without discussing it, by describing their style as democratic without evidence or by treating one style as always right. Others confuse laissez-faire with empowerment. Give examples of what you did, not what you intend. Explain the assumptions behind your behavior. Use research to judge the effects of each style. Choose specific situations where you will change your approach. Use your questionnaire result as evidence to discuss, not as the conclusion of the paper. If you lead no one at work, reflect on a group project, a sports team or a family role where you made decisions for others. A free first sample on your own LDR-3050 Module 2 reflection is available on request.
Write yours, or have the desk draft it
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LDR 3050 Module 2 questions, answered
Where can I find a free LDR 3050 Module 2 sample paper?
Authoritarian in peak season and absent in the slow months: that shifting style is examined above, with a democratic alternative.
What are the three classic leadership styles?
Authoritarian, democratic and laissez-faire.
What are Theory X and Theory Y?
McGregor's two sets of assumptions: that workers need control and direction, or that they are self-motivated and seek responsibility.
Is laissez-faire leadership harmless?
Research has linked it to role ambiguity and coworker conflict, so it is not a neutral absence of leadership.
What did the early style experiments find?
Groups with democratic leaders showed less hostility and kept working when the leader left, compared with autocratically led groups.