ANGLIA RUSKIN UNIVERSITY FACULTY: ASHCROFT INTERNATIONAL BUSINESS SCHOOL MODULE TITLE: EXECUTIVE LEADERSHIP MODULE CODE: BC415007S ACADEMIC YEAR: 2011/2012 SEMESTER/TRIMESTER: 2-(MBA) BUSINESS ADMINISTRATION STUDENT ID NUMBER: 1134784/1 SCHOOL OF ACCOUNTING AND MANAGEMENT LIMITED HAND IN DATE: AUGUST 13 TH , 2012 SUBMITTED: AUGUST 13 TH , 2012 WORD COUNT: 4,000 WORDS
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ANGLIA RUSKIN UNIVERSITY
FACULTY: ASHCROFT INTERNATION AL BUSINESS
SCHOOL
MODULE TITLE: EXECUTIVE LEADERSHIP
MODULE CODE: BC415007S
ACADEMIC YEAR: 2011/2012
SEMESTER/TRIMESTER: 2-(MBA) BUSINESS ADMINISTRATION
STUDENT ID NUMBER: 1134784/1
SCH OOL O F A CC OUN TIN G AN D MAN AGE MENT
L IMI TED
HAND IN DATE: AUGUST 13 T H , 2012
SUBMITTED: AUGUST 13 T H , 2012
WORD COUNT: 4,000 WORDS
EXECUTIVE LEADERSHIP
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TABLE OF CONTENTS
Executive summary i
1.0 Introduction 1
2.0 Crit ical ref lect ion on recent leadership and its effect iveness 3
2.1 Leadership styles 3
2.1 Motivat ion and Job sat isfact ion 4
2.3 Emotional and social intel l igence 6
3.0 Theoretical concept of the above leadership elements 8
4.0 Recommendation for future leadership development 11
5.0 References i
6.0 Bibl iography
7.0 Appendices
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EXECUTIVE SUMMARY
Leadership is a fundamental requirement of an organizat ion’s survival . The
dynamics an organizat ion goes through during its l i fe cycle, demands leaders
who are f lexible and adaptive to change. Leadership styles become a cr it ical
requirement in expedit ing such changes because not al l styles are suitable for
al l s ituat ions. In this report, various leadership styles and theories have been
described; some of the theories explored include :
Trait Theory
Behavioral Theory
Contingency or Situat ional Theory.
There are many leadership styles which are suited to dif ferent organizat ional
sett ings such as ; Visionary, Transformational , S ituat ional and Transact ional
Leadership. This report detai ls a cr it ical analysis of the writer’s leadership
experience with in the Trinidad and Tobago Pol ice Service , where she was a
supervisor of Information Technology Unit .
The writer as a newly appointed lea der of the department identif ied three
leadership issues as cr it ical for restoring organisat ional and developmental
goals to help her in pursuit of personal growth, through al ignment of a mission
in attaining her vis ion. The three leadership chal lenges addressed in th is
report include:
Leadership styles
Motivat ion and Sat isfact ion
Emotional intel l igence
along with other recommendations for a future leadership development pla n.
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1.0 INTRODUCTION
Leadership is the provision of guidance to others i n execution of a shared
dream. This s imple def init ion implies that leadership exists only i f there are
people to be led and there is a circumstance that demands it . Leadership is an
art of inspir ing others to achieve share d dreams (Hersey & Blanchard, 1996,
p.34-39); i t p lays an instrumental rol e in the success of any organizat ion . An
effect ive leader is one who is able to motivate his subordinates and inspire
them to commit themselves to the vis ion a nd object ives of an org anizat ion, he
should possess leadership ski l l s that are suited to organis at ional dynamics.
This means that she/he should know that an organizat ion goes through various
stages during which it encounters varied chal lenges that require special
leadership strategies to expedite them. According to Bennis, Spreitzer and
Cummings (2001, p.128), an effect ive leader is a leader who is able to adopt a
f lexible leadership style that bef its the dynamics of organizat ional l i fe.
There are many leade rship styles in existence today; some of the most
common styles include servant leadership, transformational leadership,
vis ionary leadership, transact ional leadership, and autocrat ic or coercive
leadership (Davis, 2011, p.47). The writer of this paper is a supervisor of
Information Technology Unit in the Trinidad and Tobago Pol ice Service , though
with l i tt le experience in Information Technology, she wields in excess of
f i f teen years ’ experience in pol ic ing. In this new designation, she has to
coordinate act ivit ies of a team of female off icers who are tasked with the
responsibi l i t ies of ensuring that communicat ion channels a re up and
funct ioning at al l t imes. Some of her other duties include:
Assigning, direct ing and reviewing th e work of subordinate
Planning and carrying out the training and development of staff
Evaluating employees work performance,
Planning, scheduling and coordinating work operat ions
Solving problems related to the work supervised
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Determining material , equipment and faci l i t ies needed
Part icipat ing in projects relat ing to assigned responsibi l i t ies
Monitors and ensure security f i les are not compromised
Determining the needs and developing plans to meet the needs of
customers
The writer was promoted to this posit ion in early 2009 after meeting
leadership evaluat ion cr iteria by her senior unit supervisor which was
identif ied in a SWOT A nalysis The evaluat ion found a close associat ion of the
writer’s personal ity traits and type A personal ity attr ibutes such as sensit ivity
to t ime, result -oriented, abi l i ty to lead others by example, ambit ious, and, the
abi l ity to mult i -task (Fr iedman, 1996 p. 31). The transcripts of the SWOT
quest ionnaire are attached to the appendices a -t) . Besides her formal
occupation as a supervisor within the pol ice service, she is also engaged in
counsel ing youths, teaching aerobics and charitable act ivit ies along the East
West corridor. She is also Vice-Chair of the Calder Hal l Youth Organisat ion,
advisor to the Big Sister Foundation and a member of the Associat ion of
Business Executives. The abi l ity to involve in these hordes of informal
act ivit ies whilst working in the pol ice service is one of the strengths that were
identif ied by her supervisors to warrant promotion in to this new role.
The writer’s vis ion is to become an effect ive leader by bridging the
weaknesses identif ied in her SWOT assessment , while leveraging on her
strengths. The weaknesses include impatience, exasperat ion, and irr itat ion.
She is obsessed with results in al l she d oes and easi ly gets frustrated and
irr itated when results are not forthcoming (Friedman, 1996, p.32). She was
promoted to this posit ion amid leadership cr ises in the unit which had
resulted in high staff turn -over, low motivat ion leading to poor performanc e
and high confl icts among the subordinates in the unit .
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2.0 CRITICAL REFLECTION ON RECENT LEADERSHIP AND ITS EFFECTIVENESS
At the t ime of promotion to leadership of the Information Technology Unit , i t
comprised mainly of female employees who had been led in the past by men.
This Information Technology department is one of the 32 units that make up
Trinidad Tobago Pol ice service which has an overal l populat ion of 6,399 ful l
t ime pol ice off icers and 790 supplemental off icers. There was a dire need for
change leadership as evidenced in the transcripts attached to the appendix
and the writer was promoted to this posit ion with senior management’s trust
and confidence of restoring order in the unit .
From the exist ing problems which the writer was briefed upon he r promotion,
it was evident that the lapses stemmed from poor leadership qual it ies and
styles that were obl ivious to subordinates’ diversity. As the new leader she
considered leadership styles, motivat ion and job sat isfact ion, emotional and
social intel l igence as cr it ical leadership issues of concern in addressing the
problem. Their appl icat ion and effect iveness are as described below:
2.1 LE A D E R SH IP STY LE S
Previous supervisors of the Information Technology Unit were
predominantly male off icers who employed transact ional and autocrat ic
leadership styles characterized by issuance of orders which demanded
str ict adherence by the subordinates. They did not l isten to the pl ight of
their subordinates and lacked leadership ski l ls to al ign the object ives of
the employees with the vis ion and goals of the organizat ion. They
employed one-way top-down communicat ion which did not al low them to
l isten to their subordinates’ complaints and views on t he way they wanted
to be led. The subordinates were not given avenues of communicat ing
their issues to the management and only received orders from above as
evidenced in most of the research responses in the transcripts attached to
the Appendix. Most of the respondents cited transformational, vis ionary,
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situat ional, and servant leadership as the most appropriate leadership
style that wil l restore motivat ion and commitment among the subordinates
in the Information Technology unit . The writer considered
Transformational and Visionary leadership as the most effective styles of
solving leadership cr is is. The change leadership employed identif ied the
organizat ional vis ion which is maintenance of law and order and employed
inspirat ional ski l ls to make subordinates commit themselves to its
achievement. The new leader’s ski l ls and attr ibutes such as integrity and
effect ive communicat ion as cited in quest ion one of the transcripts in the
attachment were instrumental in effect ive implementation of the above
proposed change leadership. The key strategies involved interpretat ion of
the organizat ion’s vis ion to the subordinates and creat ing value and
meaning to their work. Many of them were able to identify higher reasons
of working such as self -actual izat ion and fulf i l lme nt than money.
Transformational and vis ionary leadership led to improved motivat ion, low
staff turnover and improved qual ity of work as seen in f igure 2 in the
appendix.
2.2 MO TIV A T IO N A ND JO B S A TIS FA C T IO N
From the attached research transcripts, i t is clear t hat lack of motivat ion
among the employees in the Information Technology department is one of
the primary causes of poor performance. Some of them felt undervalued
and exploited instead of being appreciated for their efforts at work. From
this background information, it was apparent for the writer to employ
motivat ional ski l ls to promote job sat isfact io n among the subordinates.
The basic motivat ional ski l ls employed by the writer included recognit ion
of subordinates’ efforts by word confirmation, promotion, recognit ion of
their object ives and commitments in l i fe, and inter -personal
communicat ion (Grenway, 2008, p.21; Petroni &Colacino, 2008 , p. 22).
Word confirmation of subordinates’ efforts involved praising dist inguished
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performers and encouraging them to keep up the spir it of hard work.
Those who did not merit this recognit ion were also encouraged to improve
their performance. The writer implemented promotion strategy at the
unit ’s level by delegating supervisory roles to high performers and
encouraged others to fol low suit in order to prepare themselves for future
supervisory roles in the larger pol ice service , she also communicated their
recognit ion to senior management. Delegation of duties promoted self -
management among the team members which reduced le adership
involvements. Inter -personal communicat ion between the writer and
subordinates, also, among subordinates themselves promoted unity of
purpose and teamwork which were essential in reducing confl icts and
promoting employees’ commitment to the organi zat ional object ives. The
writer employed open door pol icy to enhance inter personal
communicat ion.
Recognit ion of subordinates’ commitments in l i fe made them feel valued
by the organizat ion and boosted th eir motivat ion to work. This open door
pol icy encouraged open communicat ion from the subordinates without
vict imisation. The writer’s act ive l istening ski l ls were essential in
understanding the subordinates’ pl ight. She then used communicat ion
ski l l s to correlate these commitments and the organizat ion’s ob ject ives.
The subordinates were able to see how achievement of the organizat ion’s
goals is cr it ical in achievement of their personal object ives and self -
actual izat ion. The cumulat ive effects of motivat ion led to the improvement
in employees’ job sat isfact i on as seen in improved performance, decl ine in
conf l icts, complaints and disagreements, and a reduction in staff turnover
rate (Manzoor, 2011, p.3 -4). Behavioral and contingency theories are well
explored in this change leadership plan. The writer used her personal
behavioral traits and the premise of s ituat ional theory to motivate
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employees to higher commitment to the Trinidad and Tobago Pol ice
Service.
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2.3 EMOT IO NA L A ND SO C IA L IN TE L L I GE NC E
Emotional and social intel l igence is the leadership abi l ity to identify and
control one’s emotions and others’ (Kluemper, 2008, pp.1407). Emotional
intel l igence is essential in identifying one’s leadership strengths and
weaknesses and developing measures to expedite weaknesses while taking
advantage of opportunit ies b orne from strengths. It helps a leader to
understand the strengths of the subordinates and develop a good inter -
personal relat ionship with them. According to Davis (2011, p.35), there are
two major perspect ives of emotional intel l igence; inter -personal and intra-
personal intel l igence. The former embodies the abi l ity to understand other
people; i t helps a leader to know how other people work, what motivate s
them, and how to develop a working relat ionship with them. Intra -personal
intel l igence is one’s abi l it y to comprehend self ; i t helps a leader to access
personal thoughts, feel ings, the way of working, l ikes and disl ikes,
purpose, and the relat ionship between them. Ruderman et al . (2001, p. 3 -
4) underscores that the knowledge of self is helpful to a leader in
developing a leadership style which is authentic to one’s personal ity and
building motivat ional phi losophies for success in leadership. The key
competences in emotional intel l igence include self -awareness, self -
regulat ion, motivat ion, empathy, and socia l sk i l ls . Self - regulat ion helped
the writer to manage internal states through adaptabi l ity, self - control ,
trustworthiness, and conscientiousness. Motivat ion helped the writer in
developing a guide to faci l i tate achievement drive, commitment, and
optimism among the subordinates. Empathy or awareness of others was
cr it ical in leveraging diversity, developing fol lowers and developing a
service orientat ion geared towards leadership change that enhances
performance (Davis, 2011, p.38). The writer’s social ski l ls were used in
effect ive communicat ion, inf luence, conf l ict management and resolut ion,
cooperat ion and col laborat ions, a lso bui lding team bonds.
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The knowledge of her subordinates was sought through team interact ions
and interpersonal communicat ion betwee n them. She lobbied for team
building sessions from senior management to enhance team interact ion to
expose subordinates’ strengths and weaknesses. Self -awareness and
knowledge of the subordinates were used in developing a team culture
that values staff diversity and promote performance (Luca & Tarricone,
2011, p.369). The effect ive implementation of emotional intel l igence and
i ts f indings was helpful in promoting teamwork among the unit ’s
employees and consequent improvement in performance. Behavioral
theory is well explored in emotional intel l igence because personal traits
and behavior of the writer were used in promoting team cohesion among
the subordinates (Masoudi, 2011, pp. 540-543).The overal l effects of the
appl icat ion of emotional intel l ige nce, employees’ motivation,
transformational and vis ionary leadership styles led to high performance
in the Information Technology unit , low staff turnover, a decl ine in
conf l icts among subordinates and the new supervisor. These indicators
were ref lected in the f irst and subs equent years of performance appraisals
in the unit . The writer was capped as the most effect ive and productive
supervisor in the history of that department . A research was conducted in
the pol ice service after two years of the writer’s reign as the supervi sor of
Information Technology Unit to f ind out which department employees
preferred most to work in. The opinion pol l indicated that 70% of them
would prefer Information Technology department as shown in f igure 1 in
the appendix. The results show a big per formance improvement when
compared to 10% of 2007 during the reign of the writer’s predecessor as
shown in f igure 3 in the appendix. A performance assessment of 2010 on
how each department faired towards the achievement of key performance
indicators (KPIs ) for that year indicated that I nformation Technology unit
was the most productive at 52% when compared to two other top
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performing units or departments. The results show that the writer’s
leadership style was effect ive.
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3.0 THEORETICAL CONCEPT OF THE ABOVE LEADERSHIP ELEMENTS
The success of any group entity or organizat ion is determined by its
leadership. The posit ive dif ference in the performance of Information
Technology Unit seen during the tenure of the wr iter as the unit ’s supervisor
underscores that di fferent leadership styles have dif ferent impacts on leader -
led relat ionship and performance of an organizat ion. There are dif ferent types
of leadership styles such as transact ional, transformational, vis ionary, and
situat ional leadership.
Transact ional leadership, also referred to as managerial leadership, is
characterised by str ict adherence to an outl ine of commands. This
leadership style uses reward and punishment as a motivat ional tool.
According to Bass (2008, p.50), people working under a transact iona l
leader are motivated to work hard in order to be rewarded and evade
punishment . The predecessor of the writer employed a managerial style
of leadership characterised by issuance of orders and commands to the
subordinates. The system denied the latter a c hannel of communicat ing
their pl ight to their leaders leading to frustrat ions and high staff
turnover (Vroom & Jago, 1974, p.325). This was expected because one
way communicat ion leads to lack of understanding by the communicator,
who is the supervisor in this case. This wil l consequently result in
dissat isfact ion and eventual quitt ing of jobs by employees.
Transformational leadership entai ls motivat ion of subordinates and
connecting their individual object ives in l i fe with the vis ion and goals of
the organizat ion (Al imo, Metcalfe & Alban-Metcalfe, 2001, p.5-8). Its
popularity is based on its abi l i ty to identify subordinates with the
organizat ion’s object ives and goals , which promotes greater
commitment to work. Burns is one of the proponent theorists of
transformational leadership. In his book t it led “ Leadership”, i t is
underscored that transformational leadership transcends usual
relat ionship between a leader and fol lowers and inspire them to a
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higher commitment to work that leads to personal fulf i l lment and self -
actual izat ion (Davis, 2011, p.11; Burns, 1978). It makes subordinates
feel they are part of ownership of the organizat ion. This higher
inspirat ion can be achieved through leader’s focus on organizat ion’s
vision, appeal ing to the senses of fol lowers, creat ing value and meaning
in their work, and disseminating adequate information on roles, duties,
and organizat ional phi losophies.
Visionary leadership entai ls sett ing a vision and mobil is ing fol l owers to
the commitment of its achievement. A vis ionary leader translates the
vis ion of an organizat ion into a meaningful and individual ised
phi losophy, consistent with each individual’s object ives and motivate s
them to its pursuit . According to Wang, Chic h-Jen, and Mei-Ling (2010,
p.3925), vis ionary and transformational leadership leads to improved
organizat ional performance.
The use of motivat ional and inspirat ional ski l ls by the writer transformed the
perception of her subordinates about their work and improved their
commitment to the vis ion of the organisat ion . Such ski l ls inc luded open -door
pol icy, act ive l i stening ski l ls , involving subordinates in the decision making
process by l istening to their opinions and integrat ing them in to the work plan.
According to Saleem, Mahmood, and Asif (2010, p.215), motivat ion of
employees promotes their loyalty in their leader and emotional attachment to
the organizat ion which leads to job sat isfact ion. A sat isf ied employee is self -
driven and performs assigned work with minimum supervision (Ukandu &
Ukpere, 2011, p.11523). In general , job sat isfact ion leads to improved
The effect iveness of the appl icat ion of emotional and social intel l igence is well
grounded in theory. According to Kafetsios and Zampetakis (2008, p. 715),
emotional intel l igence promotes social relat ionship and trust among
employees in an organizat ion. The two organizat ional elements improve
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employees’ job sat isfact ion and good performance. Blake, Sheperd, and
Mouton (2008, p.144), argues that the most effect ive leadership style is the
one that leverages on the balance between concern for organizat ion’s workers
and its vis ion.
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4.0 RECOMMENDATION FOR FUTURE LEADERSHIP DEVELOPMENT
The writer has succeeded in h er leadership role as a supervisor of Information
Technology unit ; however, there is st i l l an opportunity for improvement and
thus the need to explore more f ields of effect ive leadership. From the
leadership experience, the writer identif ied team trust , motivat ional ski l ls ,
effect ive communicat ion, developing an effect ive working team and personal
leadership as f ields of leadership growth to be explored. The vis ion is to
become an effect ive change l eader in the pol ice service. Described in table 1
below are the leadership development act ion plan and required support
materials and tools. The rat ionale of the leadership development plan is the
fundamental bel ieve that while leadership is an inborn trai t , i ts success is
greatly inf luenced by a leader’s traits, behaviors, and the situat ion that
requires leadership Bennis (2007, p.4).
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Leadership Strategy Required skills an attributes Actions Tools and support materials Timeline
Effective communication
Clear communication up, down, and across the Unit’s ranks, consultative actions, confidence, and active listening skills
Attending workshop seminars on effective communication skills, initiating self- help reading programs of communication skills through online support and literature on communication skills, and leadership consultation from successful leaders in various capacities.
Support of top management of Trinidad and Tobago Police Service, seminars and workshops, a coach and a mentor, and assessment questionnaires to assess progress
The program will commence on 1st October, the year 2012 and last for five weeks. Assessment will be done after every fortnight to ascertain whether the program is effective or not.
Motivational skills
To know what drives and motivates team members of Information Technology Unit, to develop motivation skills, to promote trust and team-work spirit in the team, to develop abilities to correlate personal objectives of subordinates and the vision and goals of an organization, and to know personal leadership weaknesses and strengths
Lobbying for team interaction through team building sessions for the department, lobbying for rewarding of distinguished performers at work, living the vision and objectives of the organization, adopting professional coaches and mentors, implementing an open-door policy which is essential in developing inter-personal relationship and friendship between the writer and subordinates
Police Service’s support, workshops and seminars on motivational skills, developing emotional intelligence, developing inter-personal relationship with subordinates, coaches and mentors, and distribution of prints of organization’s philosophies such as mission and vision to the subordinates
The program Events will take Two months beginning from the Second week of November 2012. The writer will go Through the development plan for two weeks and then conduct her subordinates. Through the same Program for the remaining six weeks of the program. Two Team building sessions will be scheduled in the second and fourth week of the program. An evaluation of emotional and social intelligence progress will be evaluated at the third and sixth week of the program to measure effectiveness of the intervention program.
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Leadership Strategy Required skills an attributes Actions Tools and support materials Timeline
Team trust
Open Communication, honesty, self-awareness and knowledge of team
members, self-confidence, self-awareness, knowing what motivates
subordinates and how to develop skills that promote trust and
confidence among them
Attending leadership trainings, seminars, and workshops, personal
meditation and reflection, and allowing others to assess the writers weaknesses and strengths and my values, and being open to criticism and willingness to take
advice.
Coaches and mentors, assessment tools like DISC questionnaires , Organizational support
and reading materials on how to develop trust among workers
A six weeks’ program will be implemented after communication
program. A coach will guide the writer through a single session every week with a professional
coach. Reading and self-reflection throughout the program will be critical. Evaluation of personal value system will be done by at
least two external contact evaluators on weekly basis. A team building session with subordinates will be organized when the training
program ends.
Personal leadership profile
To develop emotional intra-personal intelligence, to know personal weaknesses and strengths, self-knowledge of the writer’s character and developing it into a personalized leadership profile.
Administering Questionnaires seeking opinion and views of others about the writer, consulting other successful leaders on effective leadership style that suits my work situation and personality type, researching on the leadership styles of previous supervisors to know why they failed or succeeded, and carrying out a research in the external organizations on the various leadership styles and their effectiveness
A coach and a mentor, Team members, Materials on developing leadership skills, organizational support assessment questionnaires.
The program will take five weeks following team trust. Evaluation of the writer’s personality development and strengths will be done at the beginning and end of the program to assess the reliability of the program. Coaching and training on how to use the exposed personality strengths to develop leadership opportunities will also be employed.
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Leadership Strategy Required skills an attributes Actions Tools and support materials Timeline
Developing an effective working team
Clear purpose, effective processes and systems, good communication, cooperation and participation, mutual trust, commitment, supportive environment and appropriate leadership
Professional training on building teamwork, workgroups, and teams through seminars and workshops, extensive reading on teamwork, consulting successful team leaders on how to promote teamwork in a work group, and developing a Consultative leadership with subordinates to find out how they want to work.
Organization’s support subordinates cooperation. Mentors and coaches, literature on leadership, and evaluation and assessment toolkits for assessing progress
The training program will last for six weeks after developing a personalized leadership style. There will be two mentorship and coaching sessions per week. An assessment questionnaire will be administered to the subordinates to seek their views on the way they want to be led at the training’s end.
Table1: Recommended leadership development plan
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The above leadership development plan wil l be implemented in s ix months as
seen in the t imeline column of the table. The assessment cr iteria wil l entai l
the administrat ion of two assessment quest ionnaires at the beginning and end
of the leadership plan to col lect people’s opinions of the effect iveness of the
writer as a supervisor of the Information Technology department. The f indings
from the two assessments wil l be compared to verify whether the intervention
program is effect ive or not. The vis ion and obj ect ives of the plan are specif ic,
measurable, attainable , real ist ic and t ime bound (S.M.A.R.T) . This is because
the required ski l ls and attr ibutes in the plan are key elements of effect ive
leadership consistent with theoretical expectat ions. For instance, the writer’s
leadership style is transformational and vis ionary as described above. The two