Personality Plus free essay sample

The style approach focuses on the leader’s task behavior of facilitating organizational goal achievement, group achievement with others, themselves, and the situation. Lastly, psychodynamic leadership’s purpose is to increase the awareness of the type of personality and the personality connection with work and relationships. Findings from the Leadership Assessments This summary presents snapshot findings from four leadership assessments, traits, skills, style, and psychodynamic completed by me. My scores for the four leadership assessments include a self-rating score of 5 in the Leadership Traits Assessment (Table 1 and 2). My self-rating scores for the skills’ assessment are a 28 in technical skills, a 24 in human skills, and a conceptual skills’ score of 29 (Table 3). My self-rating scores for the style’s approach are task 44 and relationship 42 (Table 4). Finally, my score for the psychodynamic assessment is ISFP (Introvert, Sensor, Feeler, and Perceiver) (Table 5. ). My strongest attributes in my self-rating leadership questionnaire for 13 attributes have a rating of 5 except for the attribute â€Å"self-assured. † It has a rating of 4. The 13 attributes have developed within me consistently and spiritually through my life in the workplace, education, and social. For example, having knowledge of who I am spiritually facilitates comprehension of the leadership traits that are necessary for leadership (Northouse, 2013). The two strongest attributes and scores in the skills’ inventory are technical a 28 and conceptual skills a 29. The two are within proximity to each other and are both very strong attributes. The style questionnaire attribute task is the higher of the two by two points which indicates that my actions are central for others and the task (Northouse, 2013). My strongest psychodynamic attributes according to this assessment are â€Å"introvert† and â€Å"sensor. † The results in the psychodynamic assessment reflect strength in â€Å"introvert† and â€Å"sensor† attributes. Through this approach, I have become more aware of two areas â€Å"introvert† and â€Å"sensor† where I know my personality is strong. However, completing similar assessments under different situations and circumstances have yield different results of ISTP (Introvert, Sensor, Thinker, and Perceiver). The first assessment is the Leadership Traits Questionnaire which utilizes an assessment questionnaire to measure personality traits emphasizing individual strengths and pointing our weaknesses (Northouse, 2013). The questionnaire, only, was completed by five coworkers and me applying a rating scale from 1 to 5 with 5 being the highest to 14 statements. The scores of each assessment were compiled in appropriate columns for each rater. An average was taken for each of the 14 items and placed in the â€Å"Average or Range of Rating by 3-5 others† column. Table 1 is compiled of three columns â€Å"Self-rating,† â€Å"Average or Range of Rating by 3-5 others,† and â€Å"Rating of Leader† (Northouse, 2013). The â€Å"chosen leader† to analyze is Disciple Hernandez, chief executive administrator at Riverdale Middle School. I found my self-rating score (5) compared to the average score of (5) to be the same in the following categories: articulate, perceptive, diligent, and sensitive, and the same score of (4) in self-assured compare to the average score of. It appears from this profile that I am stronger in conceptual skills, technical skills, and human skills third. This is an indication that I can improve in human skills and research this category to determine what components of human skills need further improvement. We naturally presume that we function naturally in human relations with others, but realizing that certain human relations skills are needed for different situations. For example, a different set of human relations skills are required for leaders working with individuals on problem solving assignments. Table 2 Skills Inventory Total Scores of Self and Selected Leader Technical SkillsHuman SkillsConceptual Skills Self-rating282429 Rating of leader292023 Note. adapted from Nordhouse (2010) p. 64. Area of strength is highlighted in yellow. Style scores focuses on â€Å"who the leaders are† rather than what they do which is the approach taken by traits and skills. It measures two types of leadership behavior: â€Å"task† and â€Å"relationship† (Northouse, 2013). If â€Å"relationship† is higher than â€Å"task,† it means that you are people oriented, and if the â€Å"task† skill is higher than â€Å"relationship,† it suggests that your leadership is task oriented as it relates to the people (Northouse, 2013). Table 3 Style Questionnaire Summary Scores of Self and Selected Leader and Interpretation Task Scoring InterpretationRelationship Scoring Interpretation Self Rating44High Range42High Range Rating of Leader46Very High Range42High Range The psychodynamic approach is comprised of four paired sentences in groups of twos. The sentence preferences are Extrovert, Introvert, Sensor, Intuitor, Thinker, Feeler, Judger, and Perceiver. The pairs are Extrovert and Introvert, Thinker and Feeler, Sensor and Intuitor, and Judger and Perceiver. The responses are scored based on a scale of 1 – 6. The paired sentences must total 7. If one scores a 5 on one of the questions, the other question must total 2 (5 + 2 = 7). Sentences rating of 4 and 3 indicate that no strong preference is presence and the type could be either of the pair. Table 4 Psychodynamic Approach Scoring Interpretation Self AssessmentISFP Assessment of LeaderESFJ A comparison of attributes of Self and Selected Leader reflects that the Selected leader’s strongest attribute is technical, a skill that is observed at lower management rather than at upper management (Northouse, 2013). Self’s attribute in comparison to Selected Leader is conceptual a skill that is typically observed at upper management level (Northouse, 2013). This determination indicates that Selected Leader’s position is paramount to a school’s success. Table 5 Comparison of Strong Attributes of Self and Selected Leader TraitSkillStylePsychodynamic Approach Self AssessmentSee Table 5. 1ConceptualTaskISFP Assessment of LeaderSee Table 5. 1TechnicalTaskESFJ Self-Assessment and Chosen Leader Assessment scores are the same except for attributes â€Å"Self-confident, Self-assured, and Determined. † Table 5. 1 Leadership Traits Questionnaire Ratings Leadership Traits Scoring Ratings Self – AssessmentAssessment of Chosen Leader Articulate55 Perceptive55 Self-confident54 Self-assured45 Persistent55 Determined54 Trustworthy55 Dependable55 Friendly55 Outgoing55 Conscientious55 Diligent55 Sensitive55 Empathic55 Strongest Attributes of Self and Chosen Leader: Two Examples The attributes of strength provide a standard by where leaders should look if they desire to become leaders (Northouse, 2013). The performance indicator for a Chief Executive Administrator is the academic performance of the students. Two sections will be illustrated for all strengths for Self leader and Chosen Leader. Effective Leader’s Strongest Attributes in Action An example that demonstrates all my attributes of strengths in leadership is illustrated in the vignettes below. The traits, skills, style and psychodynamic approaches are demonstrated in several vignettes. The traits in this questionnaire have been the thread that have interlaced and developed a deeper understanding of who I am, how I will affect change in others and in organizations (Northouse, 2013). These 14 attributes are demonstrated in my role as a faculty interacting with day-to-day tasks of best practices as a school leader in the classroom, professional development workshops, and in stakeholders meetings (parents, staff, and community leaders). Additionally, having an understanding of how these attributes have developed within me has significantly enhanced collaboration and development of relationships, socially, among other teachers. An example of technical and conceptual skills in the skills approach is demonstrated through the following events. I worked alongside the technology support team to establish the new Gradebookwizard application for teachers to input grades into its system and generate reports. Teachers and administrative staff were trained. Prior experience in working alongside a technology team and assisting in the set up an accounting system for institution of higher education provided me with the technical skills and problem solving skills to lead this group. The trait attributes were greatly developed from prior experience resulting in enhanced capacity for the Gradebookwizard task and others. Conceptual skills were applied in the establishment of a student leadership council and the writing of a grant entitled Citizens Exercising the Right to Vote (CERV) for which the school was awarded $2500. Conceptual skills demonstrated were creativity, innovative, performance of human procedures, perception, and cognitive thinking. The assignment of the graduating 8th grade faculty for 9 years has enhanced my capacity for leadership, earning the respect of peers, being a lifelong learner, open-minded and friendly, influencing social change and educational practices. The assignment is an annual year-end event that involves coordinating multiple tasks, departments, students, and people (internal and external) that result in a successful year-end close. In a work team as a middle school teacher and chair person of several committees, there are not subordinates, but this assessment and others similar have confirmed that â€Å"introvert† and â€Å"sensor† are strong attributes of my psychological type for this situation (Northouse, 2013). Effective Chosen Leader’s Strongest Attributes in Action An example of my chosen effective leader’s strongest attributes (traits, skill, style, and psychodynamic approaches) are traits, technical, conceptual, task and relationship, and ESFJ. The Chosen Leader’s attributes of strength involves his daily performance of encouraging students in their academic achievement, expedite, articulate, and communicate the vision and mission of the school to external stakeholders for the betterment of the student. Additionally, the Chosen Leader advocates success for students to executive management ensuring that students operate a successfully, efficiently, and in a safe environment (Costellow, 2011). The chosen leader consistently goes further than what his job description requires to effectively impact the academic success of students. His knowledge and leadership skills affect all aspect of students’ learning and stakeholders (parents, students, faculty, staff, community leaders, superintendents, and founder and senior staff members). He demonstrates strong trait attributes when he coordinates and leads weekly professional development meetings, finds way to encourage staff, interacts with parents in problem-solving, counseling, daily prayer, praise and worship, and collaborates with the school, community leaders, and the greater organization (founder and senior staff members) (Principal Development, 2008). The chosen leader is an effective leader who flourishes in technical, human, and conceptual skills. There is no problem too difficult for my Chosen Leader to solve. He is either hands-on in the process or providing instructions for the problem to be solved. One of the strong attributes that was transparent when he arrived in his new position was his care and concern for humans as well as organizational tasks (Northouse, 2013). He creates an atmosphere of collaboration, social, rigor, friendly, and empathic (Northouse, 2013). Above all, he assures literacy and current knowledge of 21st century technology, a safe environment, compliance with the mission and vision of the greater organization/ministry, and state and common core standards (Northouse, 2013) (Principal development, 2008). Leadership Theory and Research Among the different centuries of studies of leadership traits and characteristics a â€Å"major leadership traits,† an â€Å"extended list,† can be developed by leaders. The â€Å"extended list† includes â€Å"intelligence, self-confidence, determination, integrity, and sociability† (Northouse, 2013). Researchers from other studies identified similar traits that are associated with leadership (Northouse, 2013). I identify with the traits theory attributes because these are the traits that I have grown up with, and have developed from my environment, culture, social culture, and experience. A criticism is that these traits are not necessarily practical for training and developing leaders, but the focus for my earlier training was that they were excellent tools to possess. There is no classic or defined list, according to Northouse (2013), I agree with him that the traits approach can be used as a â€Å"personal awareness† tool. On the contrary, the skills approach can be â€Å"learned or developed,† consistent with a leadership curriculum education program, is obtainable by everyone, an interesting feature. The leadership theories and the material on cultural competency have personally been beneficial in helping me identify, analyze, synthesize, and evaluate knowledge about significant components of a particular culture. Culture and beliefs influence behaviors and the style approach extended research of leadership to include the actions and behaviors of leaders (Northouse, 2013). This helps me to focus on my behavior and action as a leader in all contexts and effectively build culture competency to move from ethnocentrism to ethnorelativism in circumstances with which I may be confronted (Bennett, 1986). It also helps me to garner and acquire an appreciation for cultural diversity. Conclusion: Personal Implications of Comparing Leadership Capacities It can be noted from Table 5 and 5. 1 the comparison of Self and Chosen Leader. Self scores are very similar to Chosen Leader’s scores in the trait approach which could mean that the Chosen Leader has elevated the profession in his preparation of training and developing his teachers’ leadership skills and styles to the extent that they match. The results of the Chosen Leader and Self style ratings reveal an exact match which could mean that they both have the same style of leadership, task oriented. Also noted in comparing Self to Chosen Leader that their psychodynamic types are different as it relates to â€Å"introvert and Extrovert† and â€Å"Perceiver and Judger. † Recommendations that I might make to myself would be continue to seek mentoring and training from Chosen Leader’s professional development workshops, continue pursuing building leadership education through leadership programs, and seek more assignments to lead in lead teacher roles. Research supports leaders developing teachers. A few are listed for these ideas. â€Å"Providing Support for Teacher Leaders,† â€Å"Principals and Teachers’ Perceptions of Critical Leadership Skills,† and â€Å"Building Teacher Leadership Capacity through Educational Leadership Programs.