PLP Self-Assessment Activities

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University of Guelph *

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2010

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Management

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Feb 20, 2024

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Yellow = Strongest Green = Wish to work on Self-Assessment of Leadership Qualities and Skills A. The Qualities of Leadership Instructions: For each of the statements below, indicate how full your cup is. That is, on a 1 to 5 scale, with 5 being full to overflowing, how do you measure against your own sense of the optimum? Empty to low Half full Full to overflowing 1 2 3 4 5 1. I know myself, my values and skills, my strengths and weaknesses. 4 2. I am confident of meeting most challenges and emerging intact and feeling good about myself. 4 3. I have a vision of where we ought to be going as a group, community, society, and people. 4 4. I call my group, community or organization to act out of values that transcend the day-to-day, business-as-usual, garden-variety norms of operation. 2 5. I possess above-average intelligence; I have lived long and perceptively and use that intelligence to create wisdom, and my actions are tempered by judgment . 4 6. The learning process constantly excites me. 3 7. I am constantly renewed by what I learn and by my interaction with others. 4 8. I am constantly amazed at how I pick out the very broadest implications of enterprises and projects that others see in narrow terms. 4 9. I see events today along a continuum in time, with major trends and the sweep of history

propelling change. 4 10. I see the way to success is through steady coalition building. 3 11. I see great wisdom in building the capabilities of others, empowering them, motivating them to do their best. 4 12. I possess stamina, energy, tenacity, and enthusiasm for my work. 4 13. I have the courage to take on what I know is right, regardless of my critics and detractors. 3 14. I possess high integrity and intellectual honesty. 3 15. I have high moral character, I know what is right and wrong, and act accordingly. 4 16. I am willing to take risks for something I believe in, whether for people or ideals. 4 17. I am an active, effective listener; people seek me out as a listener. 3 18. I present my ideas logically, forcefully, and effectively; my ideas are often adopted . 3 19. I understand the nature of power; I exercise and respect power. 5 20. I translate authority as responsibility and assume my share of it. 2 21. I achieve results through concentrating on clear goals over time; I build small successes into something larger. 3 22. I have a healthy sense of humour; I laugh at myself and keep cynicism and sarcasm in rein. 4 23. I keep perspective; I know where we are in a process, how far we've come, how far we've got to go, what's important in the short run and the long. 4 24. I am known for my flexibility, responding to a variety of situations with appropriate skills, styles and perceptions.

B. The Skills of Leadership Instructions: The following skills have been identified as important to Leadership. Use the scale to rate your skill level. Low Level of Competence Often Practice Skill In order to Improve Confident and Capable 1 2 3 4 5 Personal Relationship Skills (working with others): 25. I listen actively to colleagues and those with whom I work; I hear their words and their feelings. 3 26. I maintain an open, warm relationship with others, encouraging them with praise and genuine respect of their views and feelings. 4 27. I provide others with clear feedback, reinforcing positive contributions, clarifying and confronting as is helpful. 3 28. I elicit information and ideas by asking open-ended questions. 2 29. I mediate for others, helping them find and reinforce the common ground on which solutions can be built. 2 30. I facilitate interpersonal and group relationships, teaching by example; and by making these relationships visible I provide both knowledge and skills about productive behaviour. 3 31. I help groups maintain discipline and direction toward achievement, while suggesting ways in which all members of a group can participate. 4 Task Accomplishment Skills (getting the work done): 32. I initiate ideas, actions, solutions, and procedures. 3 33. I elaborate on ideas, using examples and definitions. 3 34. I communicate ideas effectively. 4 35. I coordinate ideas, activities, relationships, making sense out of the piece. 4 36. I seek information and clarification to shed light on ideas and suggestions. 4

37. I provide information, bringing a base of understanding to the subject at hand. 4 38. I analyze the idea, task or process, developing an understanding of each piece and its relationship to the whole. 5 39. I diagnose the sources of difficulties. 5 40. I summarize for the group, offering information, alternatives, or perspectives for consideration. 3 41. I evaluate progress, process and products, holding them up to comparison with standards or expectations. 4 42. I manage, using a combination of planning, task assignment, and guidance to meet goals. 5 PLP 2 Table 3: Leadership Attributes Name Attribute Leadership or Management Head/Heart/Hands Person 1 (Franklin, Teacher) ● Skill ● Skill ● Trait ● Quality ● Approach ● M ● L ● L ● L ● M ● Head ● Heart ● Heart ● Heart ● - Person 2 (Karim, Friend) ● Skill ● Trait ● Trait ● Quality ● Approach ● L ● M ● L ● L ● L ● Heart ● - ● Heart ● Head ● Heart Person 3 (Jerry, Manager) ● Skill ● Trait ● Quality ● Approach ● M ● M ● M ● L ● - ● - ● Hands ● - PLP 3 ● Task or Relationship Orientation: I see myself as being more focused on relationships. This results from my conviction that task performance depends on a cooperative and constructive team dynamic. My top priorities are establishing a healthy work atmosphere and cultivating strong interpersonal connections. ● Leadership (Managerial) Grid Style: ● Current Leadership Style: My style is in line with team management. It's important to strike a balance between production and people-centeredness, with a focus on participation and teamwork (Northouse, 2022).

● Desired Leadership Style: My goal is to improve my consideration in the context of team management. I aim to enhance overall work performance and fortify relationships by creating a positive team environment (Northouse, 2022). PLP 4 Test Trial A: 30 seconds Associations: ● Male/Leader: Emily, Josh, Brandon, Peter, Donna, Ian, Andrew ● Female/Supporter: Supporter, Ambitious, Determined, Debbie, Katherine, Dynamic, Understanding, Sympathetic, Compassionate, Jane, Assertive My connections in Test Trial A demonstrated a faster reaction time for terms associated with men and leadership attributes. Words like "Ambitious," "Determined," and "Assertive" were quickly associated with the male group, suggesting a subliminal bias that associates males more strongly with leadership qualities. Personal Experiences: After considering it, I realized some of my experiences match the findings. I unintentionally preferred or connected particular leadership attributes more easily with men in leadership circumstances, which affected how I saw people in leadership positions. Test Trial B: 35 seconds Associations: ● Male/Supporter: Supporter, Emily, Josh, Brandon, Helpful, Dynamic, Debbie, Understanding, Sympathetic, Compassionate, Jane ● Female/Leader: Leader, Ambitious, Peter, Donna, Determined, Ian, Andrew, Assertive In contrast to Test Trial A, the connections in Test Trial B showed a marginal delay in associating females with leadership traits. This implies that, even when the word categories are reversed, there is an implicit bias favouring men in leadership positions. PLP 5 A Tale of Two Stories: Self-Assessment Activity Part I: Voicing Values I can think of one particular experience from my summer employment at a marketing company where I ran into a predicament where my morals and what was expected of me didn't align. The choice concerned starting a new product's marketing campaign. The marketing team suggested inflating the product's features and making erroneous claims to draw in buyers. As a reaction: 1. What did you do, and what was the impact? ● I raised my concerns about the intended campaign during the team meeting. I advocated for a more open and truthful strategy emphasizing the product's

natural benefits. The team had a contentious debate over the impact, but ultimately, the campaign was changed to comply with moral marketing principles. This choice improved the business's standing for integrity and honesty. 2. What motivated you to speak up and act? ● My drive came from a strong sense of moral obligation since I thought the suggested course of action went against ethical principles. (Northouse, 2022) 3. How satisfied are you? How would you like to have responded? ● I acknowledge that my activities have had a positive effect, therefore I'm not too unhappy. In an ideal world, I would have addressed the ethical ramifications of the suggested behaviours with even more vigour. 4. What would have made it easier for you to speak/act? ● Things within my control: ● Enhanced self-confidence and assertiveness. ● Improved communication skills. ● Things within the control of others: ● a more welcoming and understanding corporate culture that promotes moral dialogue. (Northouse, 2022) Part II: Silent Discontent Reflecting on another scenario, I faced a values conflict where I chose not to speak up. The decision involved a collaborative project in a student team, and the dispute arose when team members considered presenting incomplete data to make our project appear more robust. In response: 1. What happened? ● I didn't say anything during the team talks because I didn't want to express my worries or suggest a different approach. As things happened, the team decided to use a class presentation to give the partial facts. As a result, the project received a poorer evaluation, and there was a lost chance to emphasize how crucial academic integrity is. 2. Why didn’t you speak up or act? What would have motivated you to do so? ● Significant barriers included worries about being fired and fear of possible retaliation. I would have spoken out if the company culture had been less punishing and more supportive. (Northouse, 2022) 3. How satisfied are you? How would you like to have responded? ● I am unhappy because I know that remaining silent allowed unethical behaviour to continue. In a perfect world, I would have responded by raising my concerns despite the apparent dangers. 4. What would have made it easier for you to speak/act? ● Things within my control:

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