Personal Leadership Assessment and Plan

The theme of this paper is Personal Leadership Assessment & Plan. The PLAP was done to assess my leadership skills, strong points vs. weak points, and what my plan of action is to better those skills. I gathered sources from various places such as reading material, both class work and pleasure, Myers Briggs Type Indicator (MBTI), Strong Interest Inventory, internet site, and interviews with other leaders. After assessing my managing skills -self, communication, diversity, ethics, teams, and change- I concluded that 4 of the 6 were strong points and that I have short term and long term plans of action. My short term strategy is to take classes in the Fall and Spring that will continue to enhance my knowledge. My long term plan of action is to pursue a career that will allow me to implement these skills.

A competency is an interconnected set of skills, behaviors, attitudes, and knowledge needed by an individual to be successful in most professional and managerial positions. In order to develop a leader, the study of organizational behavior must take place.The theme of this paper is to describe how 6 competencies are woven into my life and how I plan to implement them. The 6 competencies I found best suiting for myself are: managing self, managing communication, managing diversity, managing ethics, managing teams, and managing change.

There are several core components for the managing self competency. The first is to understand my own and others’ personality and attitudes. Over time, I have come to realize who I, Tara Barnette, truly am. For so long I tried to be like the type of people with whom I “hung around” with. I have finally come to realize what my own values and beliefs are-not my parents and not my friends. I have also come to realize not everyone is or will ever be like me. There may be similarities, but no one is like another; furthermore, you can’t change a person’s personality or attitude no matter how hard you try. The next core component is the ability to identify, evaluate, and understand myself, others and the immediate environment. With this test I have learned I am an ESFP (Extraverted, Sensor, Feeler, and Perceiver). Generally, I have found that I am warm-hearted, outgoing, accepting, and friendly, enjoy everything and make things more fun for others by their enjoyment. I enjoy knowing what’s going on and join in eagerly. I find remembering facts easier than mastering theories. I am best in situations that need sound common sense and practical ability with people. With this in mind, I must evaluate other people around me and know how they best operate. The next core component is the ability to understand and act on my own and others’ work-related motivations and emotions. I have found that I am most motivated by personal feedback, seeing my work affect others positively, and recognition. Everyone is motivated by something different-the key to a good leader is motivating each employee with what “makes them tick” and not use the same motivation for every person. The next core component is the ability to assess and establish my own developmental, personal, and work-related goals. Due to a class I am taking this semester, Senior Practicum Prep, I have analyzed myself and established my personal and work-related goals. My personal goal is to complete my BHS degree by May 2004, and then implement what I have learned by finding a career, such as Pharmaceutical Representative, that allows me to utilize what I have learned. The last but not least core component is the ability to take responsibility for managing myself and my career over time and through stressful circumstances. I have kept a daily planner that has made me develop a daily plan of action for getting my school work done and still allow time for relaxation and doing things I enjoy. I rated myself this because I feel I have an excellent grasp on assessing myself and others. Not only is managing self competency important, but also, managing communication.

Like self competency, this too has several core components. The first element is the ability to convey information, ideas, and emotions to others in such a way that they are received as intended. I believe I have a strong describing skill-in other words, I am able to relay clearly and accurately what I am trying to say. The next factor is the ability to provide constructive feedback to others. Due to the fact that I am motivated by feedback, I find this concept exceptionally important. As I once heard, it’s all about how you say something, not necessarily what you say. The next component is the ability to engage in active listening-the process of integrating informational and emotional inputs in a search for shared meaning and understanding. I feel that I use the questioning skill-the ability to ask for information and opinions in a way that gets relevant, honest, and appropriate responses. I used this skill primarily during interviews with other leaders. During the interviews, both leaders expressed how vital communication is. Without communication, whether it’s nonverbal, verbal, written, or via internet, goals and objectives can not be achieved to their fullest extent and issues will never be resolved. I feel I get my point across to other people, but feel I could do a better job, especially in persuasion. Not only are managing self and communication important, but also, managing diversity.

Like the other competencies, this too has several core components. The first is the ability to encourage an environment of inclusion with those who posses characteristics different from your own. Like both leaders said in the interview, if you have all Chiefs and no Indians, nothing will get done; everyone will be too busy telling someone else what to do. It is always important to seek variety and different views. If everyone thought the same, inspiration would have no meaning. The next component is the ability to learn from those with different characteristics, experiences, perspectives, and backgrounds. I feel I am open-minded and am always seeking information from various people before I make a decision. I always look to someone I know has my best interest at heart, I look to someone who knows a lot about the subject, and I look to someone who is unbiased. After information is gathered, I am able to make a well-rounded decision. The next factor is the ability to embrace and develop personal tendencies that support diversity in the workplace and elsewhere. Every time I had a new idea, I sought out all 10 people and got their view on my idea and how it would affect them. I have always tried to be personal in and outside the work place with other individuals different than me. It is a fact that bringing diversity to the table can only enhance a situation, not diminish it. So many people think it is okay to have the guideline, “do as I say, not as I do.” What good is it for example, an individual tell me it is wrong to steal from the company, but yet they take money themselves? People abide by what you do, not what you say. This is why the saying is true, “actions speak louder than words.” The last but not least component is the ability to apply laws and regulations. Policies and rules were put into place for a reason, not for the sake of more paperwork or to make your job harder or less fun. In today’s society it is difficult to know whether you got a job because you are qualified or because of your race or gender. The law does state not to be discriminatory, but taking it to the point of hiring someone because of their race or gender instead of who’s the best candidate, is taking it too far. On a scale of 1 to 5, I would rate myself a 5. I am an open-minded person and believe completely that diversity has much to offer and offers “checks and balances.” In the reading of The Challenge of Change in Organizations, there was a quote that I feel sums this topic up; “The personnel of our train were…a wonderful collection of many people with as many different dispositions and characteristics.” Not only are managing self, communication, and diversity important, but also, managing ethics.

Like the other competencies, ethics too has core components. The first core component is the ability to identify and describe the principles of ethical decision making and behavior. Although many of us would like to believe we live in a world of total trust and respect, unfortunately it’s not true. Although I still struggle with this a little, with practice I have gotten better. When dealing with ethics, there are several things you must consider: the magnitude of consequences, the probability of effect, the social consensus, the temporal immediacy, the proximity, and the concentration of affect. For these things, it is best to apply the laws and rules of conduct-honesty and openness. I have a strong Christian background that gives me a loud conscious; however, I still struggle time to time with the fine lines between right and wrong, and thinking before acting. Not only are managing self, communication, diversity, and ethics important, but also managing teams.

Team-what does is mean? This is one of my favorite words; so much so, I made up an acronym for it: T-together, E-everyone, A-achieves, M-much. As with the other competencies, this too has core components. First, one must acquire the skill of determining the circumstances and choose whether a team approach is best; and if so, the ability to participate in and/or lead the people through a process of goals. I have always believed that team work is something to be desired in a work place. I have always pulled my own weight and expected others to do the same. I have a tendency to take on the “leader” role when in a team. I generally pose goals and a clear way of reaching those goals. If someone begins to slack off, I try to motivate them in a way that is fitting to their personality, and tactfully tell them how to reach a goal by pulling their weight. It is like Coach K stated in his book Leading with the Heart, “You develop a team to achieve what one person cannot accomplish alone. All of us alone are weaker, by far, than if all of us are together. The other component is the ability to deal with personal and task-related conflicts among team members before they become disruptive. Also, one must take corrective action if needed. In general, I take the individual aside where no one else is around and find out what the root of the problem is. I try to re-direct their energy into a positive manner. If the first warning doesn’t work, another counseling session is held. Then, if the problem arises again, that individual may be let go. Since the day I was born, I have had a leadership personality waiting to be used. I have had practice in work and in school being a leader. This is something I have a strong desire for and plan to seek in the future. Not only are managing self, communication, diversity, ethics, and teams important, but also managing change.

“The managing change competency involves the ability to recognize and implement needed adaptations or entirely new transformations in the people, tasks, strategies, structures, or technologies in a person’s area of responsibility”. The challenge of change in an organization can be a tricky situation. As a leader, you must posses the leadership ability to help employees succeed in the new situation. In order to be successful in helping those employees, you must first be able to apply the previous competencies. As with the previous competencies, this too has core components. The first component is the ability to provide leadership to changing situations. You must be able to diagnose pressures and resistance to change, and the plan of action to help employees. When diagnosing, I try to ask questions such as: How does the environment make you feel? What is the root of your resistance or pressure? What can I do to help you overcome these pressures or fears and help you succeed? What were the things that made you feel comfortable before the change? What issues need to be taken care of and left behind? After seeking answers and learning about each individual, I would apply whatever model of change best suited our company. On the flip side of this, I am an individual whose wheels are always turning. In my last job, I was known as the “great ideas” girl. I am always looking for ways to improve and make things more efficient and exciting (sometimes I think I drove my manager nuts!). It was quite touching that when I was leaving Anderson Neurological, they gave me a little ceramic angel piggy bank that says “great ideas” on it. They stated, “We expect many great ideas from you in the future. Every time you have a great idea, put a penny in the bank, and one day you’ll be a millionaire.” I love changes and the new challenges it brings. Life is too short to stay monotonous; change and challenge stimulate the brain!

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Differing Leadership Styles

1.0 This aim of this essay is to examine differing styles of leadership and their effect on group performance and communication by defining each style and explaining the advantages and disadvantages of each. Due to word constraints this paper will only provide an overview of the topic and will focus on leaders of business task groups in particular.

1.1 Leadership style can be defined as “a pattern of emphases, indexed by the frequency or intensity of specific leadership behaviour or attitudes which a leader places on the different leadership functions” (Casimir, 2001). Alternatively, Anderson and McColl-Kennedy (2002, p. 546) suggest that leadership style is the way in which a leader mobilises and focuses the group members toward achieving organisational goals. Group performance relates to how effectively members achieve the overall tasks and functions set for the group (Lie et al, 2003), whilst communication is broadly defined by The Cambridge Dictionary of American English as successfully giving thoughts, feelings, ideas or information to others through speech, writing, bodily movements or signals.

2.0 Leadership styles can be described as either directive or supportive and can be further categorised as Authoritarian, Participative or Laissez-faire, although a number of alternative titles exist (Myczyk & Steel, 1998).

2.1 An authoritarian leader is one who, as the title suggests, runs their group very much as a dictatorship. They hold all of the authority for group and are personally responsible for the actions and tasks performed by group members and hold themselves accountable for the conclusions and recommendations formed by the group (Koene, Soeters & Vogelaar, 2002). It is not often that an authoritarian leader delegate’s responsibility, tasks or leadership responsibilities to other group members but instead remains the central control. Ehrhart & Klein (2001, p. 162) describes how a leader taking an authoritarian view will generally not ask for input from group members and does not encourage group members to think for themselves and become pro-active in meeting the group task. Communication not relating to the task on hand is not encouraged or rewarded within this leadership style and instead, the leader will communicate information to the group members in a one-way only communication stream (Norrgern & Schaller, 1999).

2.2 The tasks of a group being led by an authoritarian leader are quite often met faster than any other leadership style, as there is minimal time for discussion and debate of ideas and solutions. However, if this method is to be efficient in its recommendations then the group leader must be fully aware and conversant in the task at hand, the possible solutions and must also have the ability to investigate those solutions and make relevant choices and recommendations based on that information (Casimir, 2001). Given this, the task may not always be achieved as effectively as it could have been had there been more discussion regarding the alternatives.

2.3 Gans, Lape & Rutan (2002, p. 58) states that another symptom of the one-way communication channel adopted by authoritarian leaders is that members are often unaware of the progress or direction of the group. This can lead to poor motivation of members who have no desire to work on a project when they are unsure of its progress and receive little or no attention for their role. People in these groups are less likely to challenge the group leader as they are seen to hold little standing in comparison.

2.4 Muczyk & Steel 1998, suggests that it is in times of crises when directive, autocratic leadership behaviour is more acceptable. A real world illustration of this point can be found by looking at First Bank System of Minneapolis and the appointment of John Grundhofer in 1983, who was bought in to overhaul the organisation and better facilitate shareholders interests, which had lost nearly $11 million in the previous year. After six months of tough decisions, Grundhofer had increased the market value of the company by over $15 million as a result of his autocratic leadership style and cut throat decision-making.

3.0 In contrast to authoritarian leadership, participative leaders delegate authority, responsibility and leadership tasks to other group members. Members of the group are actively encouraged to contribute ideas and are involved in the decision making process (Anderson & McColl-Kennedy, 2002). Whilst the leader is still responsible for the outcomes of the group and the implementing of strategies, group members are responsible for the tasks that they have been delegated and are held accountable for their decisions.

3.1 The communication channel is two-way under this leadership style, flowing from the leader to group members and visa versa. Regular meetings and feedback from the leader to members support this channelling of information (Lie et al, 2003).

3.2 The role of a participative leader differs somewhat than that of an authoritative style. Emphasis shifts from investigating alternatives and decision-making to more of a management role, in co-ordinating the delegation of responsibilities to other group members. In this style Coene, Soeters & Vogelaar (2002, p. 202) suggests it is common for the leader to become a ‘referee’ of sorts to control the behaviour of members and to ensure that they are co-operating and facilitating teamwork for the best interests of accomplishing the common goal.

3.3 Whilst an authoritarian leader is only interested in the goals of the organisation, a participative leader will give some consideration to the interests of the group and how best to advance these, in addition to fulfilling the task (Myczyk & Steel, 1998).

3.4 One of the advantages of participative leadership is that the decisions made are often more effective than authoritarian styles. This is due to the more extensive research and discussion of alternatives, as well as the inclusion of multiple points of view (Gans, Lape & Rutan, 2002). Group members led by a participative leader are often more productive, effective, co-operative and efficient than members who are led by other leadership styles, as suggested by Casimir (2001, p. 265). Group motivation is also higher than in any other leadership style as members are acknowledged and praised for their role within the group.

3.5 In situations where there is only one alternative, this type of leadership may not be successful, as members could spend time looking for alternatives that do not exist. Whilst the time taken to reach group goals may be slightly higher than that of a group operating under an authoritarian leader, the benefit of more detailed investigation and recommendations will normally offset this (Anderson & McColl-Kennedy, 2002). This leadership style may also not be effective if there are pressing time constraints on the project. The time involved in the different stages of delegating, investigating and evaluating options as well as facilitating group members may be too great to the organisation if an immediate solution is required.

4.0 The third category of leadership technique is the Laissez-faire model, also known as the permissive style. Unlike the previous two styles, permissive leaders are generally not involved in the operations of the group and instead hold an almost silent role (Lie et al, 2003). This leadership style can be either extremely effective or not effective at all based on the communication flow within the group. If communication is unclear then this can lead to the frustration of group members and ultimately, poor performance. In its most efficient form the communication within the group is clear and purposeful which allows group members to have a sense of direction (Norrgern & Schaller, 1999). To be effective, communication channels must exist between the leader and the members and visa versa, as well between the group members themselves.

4.1 A common problem with permissive leadership is that the leader is so undefined that it often appears as if there is no leader at all. Eventually, group members will start to take on leadership responsibilities and characteristics of a leader. If more than one group member does this then there is the potential to cause great conflict.

4.2 Koene, Soeters & Vogelaar (2002, p. 200) details how the permissive leader often uses their delegation abilities to depart themselves from any responsibility or accountability of the group’s outcomes and as such the group members themselves may feel overwhelming pressure to perform too highly and take on too much responsibility.

4.3 Laissez-faire leadership did not work in favour of General Motors Corporation Chief Executive Officer, Robert Stemple, as the company lost market share and billions of dollars due to Stemple’s inability to make difficult decisions and the undefined roles or group members (Muczyk & Steel, 1998).

5.0 There is no right or wrong style of leadership, and indeed many leaders use a combination of styles. The success of a particular group and there ability to achieve the goals of an organisation lies initially in selecting which is the appropriate style of leadership behaviour to adopt in that particular situation (Ehrhart & Klein, 2001). This can depend on the time constraints, the group members, the task at hand and many other variables. There are advantages and disadvantages of each and these should be carefully considered when choosing a leadership style. Anderson & McColl-Kennedy (2002, p. 552) discusses how if a leader is only interested in self-promotion then leadership style will be irrelevant as each style can be manipulated for personal gain. Although leadership style can be accountable for some disconcertion, it is the leader who is carrying the style that will inevitably challenge its effectiveness.

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