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Leadership dimensions questionnaire: test manual
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BUREAU SERVICE FOR
THE LEADERSHIP DIMENSIONS QUESTIONNAIRE
VDA Assessment &
Development Consultants
Netherhall House
Crowsley Road
Lower Shiplake
Henley-on-Thames
RG9 3LE, UK
THE LEADERSHIP DIMENSIONS QUESTIONNAIRE (LDQ)
OVERVIEW
There is an increasing interest in leadership as organisations face increasingly volatile and
complex business environments. Much of the research into leadership has provided
organisations with views on ‘ideal’ leadership characteristics or behaviours. However, the
reality of ‘leading’ is that there is no ideal or perfect style. The LDQ was designed by Prof
Victor Dulewicz and Prof Malcolm Higgs who conducted their own research into the
development of this questionnaire on the basis of recognising this reality. As a result, they
have identified that overall leadership style needs to be matched to the context in which
leaders are working. It is the ‘fit’ between the style of the leader and the context that
determines both leadership effectiveness and follower commitment.
Whilst there are a number of questionnaires available to assess leadership styles or
behaviours, the LDQ has the advantages of:

Identifying the style of the respondent

Identifying the context in which the leader works

Establishing the match between style and context

Establishing current performance

Establishing current follower commitment
The LDQ is available in both self-assessment and 3600 versions, which have been rigorously
validated. The current database allows users to select relevant norm groups that include:

Private sector

Public sector

Males

Females

All managers and senior officers (a total of 1009)
All users are provided with a comprehensive report that covers:

Individual profile of respondent

Context positioning

Match of profile to context

Indication of development needs

Thoughts for the formulation of development actions
In addition, the 3600 report provides an indication of the degree of difference between selfassessment and the assessments by others, with appropriate guidelines on responding to
differences.
2
USING THE LDQ
The LDQ is available ‘on-line’ which facilitates administration and reporting. A standard email
is sent to respondents with a unique code for each on-line client.
The situations in which the LDQ may provide a valuable ‘tool’ include:

Leader coaching

Leadership development planning

Assessing leadership potential

Internal leadership selection
The following sections provide more detailed information on the development and use of the
LDQ.
CONSTRUCTS ASSESSED BY THE LEADERSHIP DIMENSIONS QUESTIONNAIRE
On the basis of their own research studies and their detailed review of the leadership
literature, the authors identified eight dimensions related to the Intellectual, Cognitive (referred
to as IQ) and Managerial (MQ) competencies to add to the seven Emotional & Social (EQ)
dimensions, in order to produce a framework to capture the main dimensions of effective
leadership. Brief definitions of the 15 LDQ dimensions are shown in Appendix 1.
THE THREE LEADERSHIP STYLES AND THE CONTEXT
Building on the work of others, particularly Bass and Alimo-Metcalf, the authors contend that
effective leadership may be exhibited at many levels in an organisation. Three different
leadership styles are identified within their model (based on their extensive literature review):
i. Engaging Leadership. A style based on a high level of empowerment and involvement
appropriate in a highly transformational context. Such a style is focused on producing radical
change with high levels of engagement and commitment.
ii. Involving Leadership. A style that is based on a transitional organisation that faces
significant but not radical changes in its business model or “modus operandi”.
iii. Goal-oriented Leadership. A style that is focused on delivering results within a relatively
stable context. This is a leader-led style aligned to a stable organisation delivering clearly
understood results.
The profile for each style, based on the range (high, medium or low) of scores obtained on the
15 LDQ dimensions, is presented in Appendix 2.
LEADERSHIP PERFORMANCE & ORGANISATIONAL CONTEXT AND COMMITMENT
As noted, the context within which leaders operate is a major factor mediating their
performance. From the literature review, the authors concluded that the different styles,
matched to the degree of contextual volatility, would be important in determining both
appropriateness and effectiveness. Therefore, an Organisational Context scale is included
(the second part of the LDQ) to examine the degree and nature of change and volatility in
their working environment that respondents perceive they face in their role as a leader. The
second part of the LDQ also includes two other scales for research purposes, the first of
which provides a self-assessment of leadership performance. It contains six items and is also
reliable. The other scale assesses the degree of commitment that followers show to the
organisation and team in which they work, a construct that includes job satisfaction. It
contains five items and also shows acceptable reliability.
3
INTERPRETING THE STYLE PROFILES
The higher the score on the Organisational Context scale, the greater the degree of volatility
and change in the context in which individuals exercise leadership. The total score ranges
from 21 to 105. Within this range, there are three broad categories reflecting different
contexts: Relatively Stable; Significant Change; and Transformational Change.
The participant’s report encourages them to match their predominant leadership style to the
context in which they are leading, using a research-based “ideal match” basis, as shown in
Appendix 3. In their reports, the respondents’ LDQ Context score is presented, reflecting the
degree of change that their organisation is facing. They are urged to review the leadership
profile chart produced for that particular style; and to examine the descriptions of each of the
dimensions to determine which may need developing or exploiting so that they might be more
effective in the appropriate style. When reflecting on an individual’s development needs, the
final section of the report provides a detailed review of their scores on all 15 dimensions. The
other two profiles are presented in case they are on the borderline of two different styles or
feel that they might be required to adopt a different style in the foreseeable future.
SUMMARY OF KEY RESEARCH FINDINGS
The LDQ has been shown to have construct, content and criterion validity and good reliability.
Specifically, research findings have demonstrated links between

LDQ dimensions and other relevant Leadership and Personality questionnaires;

The job performance of general managers, project managers, naval officers, and
police officers.
A number of technical papers and journal articles have been published and are available from
the authors, along with any other technical information required, in the LDQ Manual.
SUMMARY OF KEY FEATURES
A unique feature of the LDQ is its ability to relate profiles of the scores across the 15
dimensions to three different leadership styles and their relevance to the degree of
organisational volatility. The relevance of each one is dependent on the context within which
leadership is exercised. The Context scale in part 2 of the questionnaire provides a reliable
measure to help respondents identify the style that is most appropriate for their role in the
current organisational context. The LDQ is available for Self or 3600 completion, which can
be done either on paper or on-line.
TESTIMONIALS FOR LDQ
Five eminent practitioners and academics have produced testimonials of the value of LDQ for
their work. A summary of key points is presented below (full versions appear in Appendix 4).
Testimonial from eminent academic and consultant Occupational Psychologist,
Professor Clive Fletcher, PhD:
“I think there are several ways in which the LDQ stands out from other measures in the field.
Firstly, it was developed from a long term, thorough and UK-based research programme on
leadership. Second, the LDQ is based on careful coverage of 15 highly relevant dimensions –
that relevance is something which is also apparent to candidates, so providing high ‘face
validity’. Thirdly, the dimension scores provide the backdrop for a sophisticated picture of how
an individual ranges across different leadership styles. The fourth and final factor that
commends the LDQ to me is that it – uniquely – steps outside the individual leader to look at
the organisational context in which he or she operates, and assesses the extent to which their
leadership style is appropriate to it. ……The other measures available for measuring
leadership attributes and style are, in my experience, mostly unsatisfactory in one way or
4
another. …I have used LDQ mainly in carrying out individual psychological assessments of
candidates for very senior positions in a range of public sector roles and again it has
consistently yielded very worthwhile and helpful insights. Overall, the LDQ is the only
leadership questionnaire I would consider using in my assessment work.”
Testimonial from CEO of a leading international Management Consultancy, John
Cross:
“As the Chief Executive of a Company designing learning and development programmes and
delivering them across the globe, I have found the use of the LDQ leads to some very
valuable and stimulating conversations with those who completed it. One unique facet of the
LDQ is to offer an analysis of whether the leadership style of the boss is appropriate to the
challenges facing their organisation. It is unlikely that these conversations would have taken
place without the stimulus of the LDQ.”
Testimonial from Paul Bennett, past Client Director, Executive Education, Henley
Business School (2005 – 2013):
“The LDQ is used extensively across the Executive Education delivery portfolio at Henley
Business School…..Of particular value is the LDQ organisational context sub scale which
offers a unique insight for the participants regarding the level of change their organisation is
experiencing and what impact that could have on their future leadership style and practice.
This element of the LDQ provides a robust foundation upon which the action plans and
leadership agendas of the participants are built. Post programme coaching and actionlearning group conversations are often centred on this element. ……The LDQ is used to great
effect on the flagship Advanced Management Programme at Henley, designed for Senior
Managers who are being prepared for a more strategic role within their organisation.”
Testimonial from Chris Pierce, Managing Director of a major international Corporate
Governance consultancy:
“The LDQ framework forms a central part of the Global Corporate Governance Forum’s
(GCGF) Board Leadership Training Programme, the Flagship Programme for the Forum. The
training programme is structured upon the Board Leadership Training Resource Kit which
contains a full description of the LDQ model. …..The UK Governance National Occupational
Standards also used the leadership dimensions as a foundation for developing a competence
framework for directors in the public, private and not for profit sectors.”
Testimonial from Professor Kevin Money PhD, leading consultant Occupational
Psychologist and Research Centre Director:
“I have used the LDQ report as the basis of feedback to a large number of managers and
directors, the vast majority of whom have found the results to be accurate and very useful to
them, especially results based on a 360-degree assessment. …….I will continue to use LDQ
in my work and commend it to professional colleagues.”
5
HOW TO OBTAIN AND USE THE LDQ
Accreditation and Training
LDQ is currently available only to individuals who the authors, Prof Victor Dulewicz and Prof
Malcolm Higgs, have accredited, based on qualifications and experience.
Normally they
would be Chartered Occupational Psychologists or have been accredited by the British
Psychological Society (BPS) as psychometric testers at ‘level A & B’. New potential users
should call to discuss their accreditation with the Bureau Manager. If the authors are
employed as consultants for the administration and interpretation of LDQ, then potential users
within the organisation may not need accreditation.
Process for Self and 3600 Administrations
Paper questionnaires are sent to the user, completed and returned to the bureau for
processing.
Internet application: A code is sent to the user with instructions for access. Data are
downloaded and then processed by the bureau.
Bureau Service
Reports are available from our bureau service. The cost per report is:
Self - £75 plus VAT per person
3600 - £150 plus VAT per person (The Recipient), for feedback from up to 5 subordinates.
The costs for large scale usage are negotiable.
If you are interested in using the LDQ and require further information, contact:
Prof Victor Dulewicz, FBPS, CPsychol, VDA Consultants, vic@dulewicz.com or
Prof Malcolm Higgs, AFBPS, CPsychol, PDC Consultants, malcolm.higgs@soton.ac.uk
Users should contact the LDQ Bureau Manager:
Prof Victor Dulewicz
VDA Assessment & Development Consultants
Netherhall House
Crowsley Road
Lower Shiplake
Henley-on-Thames
RG9 3LE, UK
e-mail: vic@dulewicz.com
Phone / Fax: 0118 940 3160
Web: www.dulewicz.com
6
ABOUT THE AUTHORS
Professor Victor Dulewicz, Ph D, FBPsS, FCIPD, MInstD, C Psychol.
Victor Dulewicz is Managing Partner of VDA Assessment & Development Consultants, an
Emeritus Professor of Henley Business School where he supervises doctoral students, and
Visiting Professor at Southampton University Business School. Until 2007 he was Head of
the Human Resource Management & Organisational Behaviour Faculty and Director of the
Centre for Board Effectiveness at Henley. He led a major government-funded project
investigating competences for boards of directors and has been researching board and
director performance and leadership for over fifteen years. He continues to research and
lecture on leadership, emotional intelligence, team roles, and management assessment and
development. Previously, he worked as an occupational psychologist for Rank Xerox and the
Civil Service Selection Board, and was for nine years Manager of Assessment and
Occupational Psychology for the STC Telecoms Group. As Managing Partner of VDA since
1986, Victor has advised many large blue-chip companies on management and director
assessment and development, specifically on emotional intelligence, competences,
psychological assessment, leadership, and assessment centres. He has co-authored five
books, including Leading with Emotional Intelligence published by Palgrave Macmillan, written
over 140 articles and presented at numerous national and international conferences on these
subjects. Victor is a Chartered Occupational Psychologist, and a Fellow of both the British
Psychological Society and the Chartered Institute of Personnel & Development.
Professor Malcolm Higgs, DBA, FCIPD, AFBPsS, C Psychol.
Malcolm Higgs is a Professor of Human Resource Management & Organisational Behaviour
at the Southampton University Business School. Previously he was head of the Business
School and Academic Dean and Director of Research at Henley Business School. He had
moved to Henley from his role as International Partner at Towers Perrin’s European Human
Resource Management practice where he was responsible for the leadership and change
practice. Prior to this he had eight years' consulting experience with the Hay Group and
Arthur Young. In 1987 he undertook a research programme into the leadership implications of
major changes in the UK financial markets and in 1988 published a book on the subject. He
conducts research and lectures on leadership, change, emotional intelligence, team
development and assessment, and has published eight books and over 120 academic papers
on these topics. He has published and co-authored psychometric instruments to assess
emotional intelligence and leading with emotional intelligence (with Victor Dulewicz), a
number of papers and books on emotional intelligence and leadership. Malcolm is an
Associate Fellow of the British Psychological Society, a Chartered Psychologist, and a Fellow
of the Chartered Institute of Personnel & Development. He is Director of PDC Consultants
and, also, an active consultant working with a wide range of international and national
organisations on leadership assessment, individual and team development and change
management.
7
Appendix 1. Elements of the Leadership Dimensions Questionnaire
Intellectual dimensions (IQ)
Critical Analysis and Judgement
A critical faculty that probes the facts, identifies advantages and disadvantages and discerns
the shortcomings of ideas and proposals. Makes sound judgments and decisions based on
reasonable assumptions and factual information, and is aware of the impact of any
assumptions made.
Vision and Imagination
Imaginative and innovative in all aspects of one’s work. Establishes sound priorities for future
work. Has a clear vision of the future direction of the organisation to meet business
imperatives. Foresees the impact of external and internal changes on one’s vision that reflect
implementation issues and business realities.
Strategic Perspective
Sees the wider issues and broader implications. Explores a wide range of relationships,
balances short- and long-term considerations. Sensitive to the impact of one’s actions and
decisions across the organisation. Identifies opportunities and threats. Sensitive to
stakeholders’ needs, external developments and the implications of external factors on one’s
decisions and actions.
Managerial dimensions (MQ)
Resource Management
Plans ahead, organises all resources and coordinates them efficiently and effectively.
Establishes clear objectives. Converts long-term goals into action plans. Monitors and
evaluates staff’s work regularly and effectively, and gives them sensitive and honest
feedback.
Engaging Communication
A lively and enthusiastic communicator, engages others and wins support. Clearly
communicates instructions and vision to staff. Communications are tailored to the audience’s
interests and are focused. Approach inspires staff and audiences. Communication style
conveys approachability and accessibility.
Empowering
Knows one’s direct report’s strengths and weaknesses. Gives them autonomy, encourages
them to take on personally challenging and demanding tasks. Encourages them to solve
problems, produce innovative ideas and proposals and develop their vision for their area and
a broader vision for the business. Encourages a critical faculty and a broad perspective, and
encourages the challenging of existing practices, assumptions and policies.
Developing
Believes others have potential to take on ever more-demanding tasks and roles, and
encourages them to do so. Ensures direct reports have adequate support. Develops their
competencies, and invests time and effort in coaching them so they can contribute effectively
8
and develop themselves. Identifies new tasks and roles that will develop others. Believes that
critical feedback and challenge are important.
Achieving
Willing to make decisions involving significant risk to gain a business advantage. Decisions
are based on core business issues and their likely impact on success. Selects and exploits
activities that result in the greatest benefits to the organisation and that will increase its
performance. Unwavering determination to achieve objectives and implement decisions.
Emotional and Social dimensions (EQ)
Self-awareness
Awareness of one’s own feelings and the capability to recognise and manage these in a way
that one feels that one can control. A degree of self-belief in one’s capability to manage one’s
emotions and to control their impact in a work environment.
Emotional Resilience
Performs consistently in a range of situations under pressure and adapts behaviour
appropriately. Balances the needs of the situation and task with the needs and concerns of
the individuals involved. Retains focus on a course of action or need for results in the face of
personal challenge or criticism.
Intuitiveness
Arrives at clear decisions and drives their implementation when presented with incomplete or
ambiguous information using both rational and “emotional” or intuitive perceptions of key
issues and implications.
Interpersonal Sensitivity
Is aware of, and takes account of, the needs and perceptions of others in arriving at decisions
and proposing solutions to problems and challenges. Builds from this awareness and
achieves the commitment of others to decisions and action. A willingness to keep open one’s
thoughts on possible solutions to problems and to actively listen to, and reflect on, the
reactions and inputs from others.
Influence
Persuades others to change views based on an understanding of their position and a
recognition of the need to listen to this perspective and provide a rationale for change.
Motivation
Has the drive and energy to achieve clear results and make an impact and, also, to balance
short- and long-term goals with a capability to pursue demanding goals in the face of rejection
or questioning.
Conscientiousness
Displays clear commitment to a course of action in the face of challenge and matches “words
and deeds” in encouraging others to support the chosen direction. Shows personal
commitment to pursuing an ethical solution to a difficult business issue or problem.
9
Appendix 2. Profiles of the three leadership styles showing their typical scores on the
Leadership Dimensions Questionnaire: Goal Oriented (G), Engaging (E) and Involving (I)
LDQ dimension
Low
Medium
High
Critical Analysis & Judgement
EI
G
Vision & Imagination
E
GI
Strategic Perspective
EI
G
Engaging Communication
GI
E
Managing Resources
E
I
G
Empowering
G
I
E
Developing
GI
E
Achieving
EI
G
Self-awareness
G
EI
Emotional Resilience
GEI
Motivation
GEI
Interpersonal Sensitivity
GI
E
Influencing
G
EI
Intuitiveness
GI
E
Conscientiousness
GEI
Appendix 3. Style-context “goodness of fit” matrix
Leadership Style
Context
Relatively Stable
Significant Change
Transformational Change
Goal-oriented
Good fit
Moderate fit
Poor fit
Involving
Moderate fit
Good fit
Moderate fit
Engaging
Poor fit
Moderate fit
Good fit
10
Appendix 4. Full Testimonials from Five Leading Consultants and Academics
1. Testimonial from an eminent academic and consultant Occupational Psychologist
I think there are several ways in which the LDQ stands out from other measures in the field.
Firstly, it was developed from a long term, thorough and UK-based research programme on
leadership – to me, as an academic, this is crucial attribute and (I am sorry to say) all too rare.
Second, the LDQ is based on careful coverage of 15 highly relevant dimensions – that
relevance is something which is also apparent to candidates, so providing high ‘face validity’
which is important in generating a positive response from them when they receive feedback.
Thirdly, the dimension scores provide the backdrop for a sophisticated picture of how an
individual ranges across different leadership styles. The fourth and final factor that
recommends the LDQ to me is that it – uniquely – steps outside the individual leader to look
at the organisational context in which he or she operates, and assesses the extent to which
their leadership style is appropriate to it.
The other measures available for measuring leadership attributes and style are, in my
experience, mostly unsatisfactory in one way or another. For example, I used a selfassessment version of one of the most frequently used questionnaires in a project at the
Cabinet Office some years ago and found it yielded almost no useful information, largely as a
result of failing to differentiate sufficiently between candidates, all the latter tending to produce
very similar profiles. This was very disappointing, and all the more so as it was in the context
of a flag-ship programme to identify – from an already highly selected group – a cadre of
senior civil servants with exceptional potential for fast track development to the top levels in
Whitehall (i.e. Director General or Permanent Secretary). On the second iteration of this
assessment programme I introduced the LDQ as a replacement for the questionnaire
previously chosen, and used it alongside the NEO personality questionnaire as part of the
comprehensive assessment process. It immediately provided a much richer set of data on the
candidates and made a valuable contribution to their assessment. I have used it a number of
times since, mainly in carrying out individual psychological assessments of candidates for
very senior positions in a range of public sector roles and again it has consistently yielded
very worthwhile and helpful insights.
Overall, the LDQ is the only leadership questionnaire I would consider using in my
assessment work.
Dr Clive Fletcher BA, PhD, C.Psychol, FBPsS, FRSM
Emeritus Professor, Goldsmiths’ College, University of London
Managing Director, Personnel Assessment Ltd.
2. Testimonial from the CEO of a leading Management Consultancy
As the Chief Executive of a Company designing learning and development programmes and
delivering them across the globe, I have found the use of the LDQ leads to some very
valuable and stimulating conversations with those who completed the survey. Let me give you
an example:
Recently, we were asked to design a four-day team building workshop for nearly 60 directors
running stand-alone legal entities that were held within a large international listed group. Their
seniority and experience meant that I wanted to supplement the LDQ report with a private and
confidential telephone discussion session for each of the participants in order to get them to
examine critically their displayed behaviours and attitudes. I was one of three coaches who
spoke to and challenged the most senior members of the group, sometimes for much longer
than the scheduled 30 minutes.
One unique facet of the LDQ is to offer an analysis of whether the leadership style of the boss
is appropriate to the challenges facing their organisation and, for me, it was around this area
that the most rewarding aspects of the discussions took place. For some they were given the
opportunity to consider whether they should be working in a more strategically demanding
role, and for others whether they should be more forthcoming with their analysis of future
potential, shouting louder their opinions about the investment needed to develop further the
core propositions of their unit.
It is unlikely that these conversations would have taken place without the stimulus of the LDQ.
John Cross
Chief Executive
iSolon Ltd
11
3. Testimonial from Client Director, Executive Education, Henley Business School
The Leadership Dimensions Questionnaire is used extensively across the Executive
Education delivery portfolio at Henley Business School.
Of particular value to a closed cohort in a company programme is the LDQ organisational
context sub scale which offers a unique insight for the participants regarding the level of
change their organisation is experiencing and what impact that could have on their future
leadership style and practice. This element of the LDQ provides a robust foundation upon
which the action plans and leadership agendas of the participants are built. Post programme
coaching and action-learning group conversations are often centred on this element.
The LDQ is used to great effect on the flagship Advanced Management Programme at Henley
Business School.
The AMP is for Senior Managers who are being prepared for a more strategic role within their
organisation. The participants are a truly international group from all sectors and geographies.
The use of accessible language, easy to understand presentation of the leadership
dimensions and development guidelines are very beneficial in this context. The LDQ is very
well aligned to the content of the AMP and provides insight around both the rational and
emotional elements of leadership. The LDQ enables the participants to focus on their
essential development needs ensuring fit for future leadership capability in their individual
context.
Paul Bennett
Client Director,-Executive Education & Director, Advanced Management Programme
(2005 – 2013), Henley Business School
4. Testimonial from the Managing Director of a major international Corporate
Governance consultancy
Global Governance Services Ltd. (GGS) provides a variety of governance related services to
policy makers, multi-national companies, banks and financial institutions, and director training
organisations around the World. The services provided by the company include: director
training, board development and board evaluation. Staff within GGS have used the
Leadership Dimensions (LD) framework on many occasions that include:

The training of corporate governance trainers
The LDQ framework forms a central part of the Global Corporate Governance Forum’s
(GCGF)1 Board Leadership Training Programme, the Flagship Programme for the Forum.
The training programme is structured upon the Board Leadership Training Resource Kit (first
published in 2007) which contains a full description of the LD model. To date over 750
corporate governance trainers in over 80 countries have received training in the LD
framework. Since attending the training of the trainers (ToT) courses each of these trainers is
expected to cascade this framework, inter alia, out to the participants that are attending
governance courses in their own countries.

Development of the UK Governance National Occupational Standards
GGS was responsible for the development of the UK Governance National Occupational
Standards for its client, the Council for Administration (CfA). The CfA is the National
Standards Setting Body for Business & Administration and Governance Skills in the UK. The
UK Governance National Occupational Standards used the leadership dimensions as a
foundation for developing a competence framework for directors in the public, private and not
for profit sectors.
The reasons for selecting the LD model for both of these projects included that it had been:
 Developed from well grounded research activity by well respected academics and
professional practitioners


Academically validated through publications in many academic journals (many of
them refereed journals)
Used in a wide variety of organisations in the private, public and voluntary sectors.
1
The Forum is a subsidiary of the International Finance Corporation which in turn is a
subsidiary of the World Bank Group.
12
I am firmly of the opinion that the LD framework is at the forefront of leadership assessment.
Chris Pierce,
Managing Director,
Global Governance Services
5. Testimonial from a leading academic and consultant Occupational Psychologist
I conduct individual manager and director development and coaching as part of my
consultancy work.
I decided to use LDQ many years ago for a number of reasons:



It was designed and developed based on an extensive review of the leadership
literature and on a large number of research studies, many of which are published in
reputable journals;
The 15 dimensions cover the main competencies required for Emotionally Intelligent
Leadership; and
The assessment of context and subsequent identification of the appropriate
leadership style for that context is an invaluable output not found in any other
leadership questionnaire known to me.
I have used the LDQ report as the basis of feedback to a large number of managers and
directors, the vast majority of whom have found the results to be accurate and very useful to
them, especially results based on a 360-degree assessment. I will continue to use LDQ in my
work and commend it to professional colleagues.
Professor Kevin Money, PhD,
Managing Director, The Positive Psychology Forum.
Director, The John Madejski Centre for Reputation, Henley Business School.
13
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