Busm 4194 Leading For Change Semester 1 2014 Assessme 510629

Busm 4194 Leading For Change Semester 1 2014assessment Task 1 Leade

This assessment task is a report that requires you to explore the Central Michigan University competencies model, identify your leadership strengths and weaknesses within this context, review relevant leadership theories, create a leadership development plan, seek feedback from an established leader, incorporate this feedback into your plan, outline how you will achieve your development goals, and describe how you will evaluate your progress.

The report should be approximately 2,500 words (excluding references and appendices), structured with an introduction, body, and conclusion, and supported by key theory and practice literature according to the RMIT Business Referencing Guide. You must demonstrate critical thinking, questioning existing ideas, and analyzing the reliability and applicability of sources. The report should also include practical details such as timeframes for development and methods of evaluation.

Paper For Above instruction

The importance of leadership development in contemporary organizational settings cannot be overstated. As organizations face rapid change, global competition, and technological advancements, effective leadership is essential for navigating challenges and driving strategic success. This report explores the application of the Central Michigan University (CMU) competencies model as a framework for personal leadership development. It critically examines individual strengths and weaknesses and integrates relevant leadership theories to formulate a comprehensive development plan. Furthermore, it emphasizes the importance of feedback, strategic planning, and evaluation for continuous growth and leadership effectiveness.

Introduction

Leadership development is a systematic process aimed at enhancing an individual's capacity to effectively influence and guide others within organizational contexts. The CMU competencies model provides a structured approach to identify core competencies essential for successful leadership such as self-awareness, communication, integrity, strategic thinking, and adaptability. This report is structured to evaluate personal leadership qualities, relate these to established leadership theories, and propose a strategic development plan that capitalizes on strengths and addresses weaknesses.

Understanding the CMU Competencies Model

The CMU model comprises a holistic set of competencies that encompass various dimensions of effective leadership, including personal qualities, interpersonal skills, and organizational capabilities. Fully utilizing this model involves assessing where individual leadership aligns or diverges from these competencies. For example, a leader might excel in strategic thinking but need improvement in emotional intelligence. The model encourages reflection and targeted development to achieve balanced leadership capabilities essential for organizational success.

Diagnosis of Personal Strengths and Weaknesses

A thorough assessment of personal leadership begins with reflective self-evaluation complemented by 360-degree feedback from colleagues and mentors. Using journals, self-assessment tools such as the Emotional Intelligence Appraisal, and feedback from supervisors, I identified my strengths including strong strategic planning skills and ethical integrity. Conversely, my weaknesses include limited cross-cultural communication skills and a tendency to avoid conflict. These areas are critical in diverse organizational environments and require deliberate development efforts to enhance my leadership effectiveness.

Leadership Theories and Their Relevance

Various leadership theories have informed my understanding of effective leadership. Transformational leadership, emphasizing motivation, inspiration, and individualized consideration, aligns with my goal to foster team engagement and innovation. Servant leadership underscores the importance of serving others, which resonates with my emphasis on ethical integrity. Additionally, situational leadership advocates adapting style based on followers' maturity levels, relevant for developing flexibility in diverse contexts. These theories collectively inform my leadership development plan, emphasizing motivation, service, and adaptability.

Industry-Specific and Personal Considerations

Considering my professional background in the financial services sector, industry-specific issues such as regulatory compliance, risk management, and stakeholder communication are pivotal. My cultural background as an Asian-Australian influences communication styles and leadership approach, often emphasizing harmony and consensus. Gender considerations also shape my leadership identity, affecting perceptions and interactions within organizational hierarchies. Recognizing these personal and industry-specific factors ensures that my development plan is contextualized and pragmatic.

Leadership Development Plan

The development plan spans a three-year horizon, with specific milestones for skills enhancement and behavioral change. Key components include attending cross-cultural communication training, participating in leadership coaching, and engaging in projects that promote innovation and stakeholder engagement. The plan emphasizes incremental goals: improving conflict resolution within six months, expanding strategic roles within one year, and developing mentoring capabilities over three years. Action steps are aligned with evidence-based practices in leadership development literature.

Seeking and Incorporating Feedback

Feedback from a senior leader within my organization revealed that my strategic communication could be clearer and that I should seek more diverse perspectives. Their advice prompted me to include a formal feedback mechanism and peer review sessions in my development plan. Adjustments based on this input include incorporating regular feedback loops, engaging in active listening exercises, and broadening my stakeholder engagement to include cross-departmental teams. This iterative process ensures continuous improvement.

Achieving Development Goals

Implementation involves deliberate practice, mentorship, and participation in leadership projects. For example, to enhance cross-cultural communication, I plan to enroll in intercultural competency workshops and apply learned skills in international project teams. To build strategic thinking, I will undertake strategic planning assignments and seek rotational assignments in strategic units. Monitoring progress will involve documenting experiences, seeking ongoing feedback, and reflective journaling, aligned with Kirkpatrick’s training evaluation model.

Evaluation of Leadership Development

To assess progress, I will utilize quantitative and qualitative measures, including peer evaluations, self-reflection, and achievement of set objectives. Pre- and post-assessment tools such as leadership inventories will track improvements in key competencies. Additionally, I will measure progress through specific KPIs, such as successful project completion, stakeholder satisfaction, and recognition from leadership. This systematic evaluation ensures alignment with my overarching goal of sustained leadership growth.

Conclusion

Leveraging the CMU competencies model in conjunction with leadership theories provides a robust framework for personal development. By critically diagnosing strengths and weaknesses, seeking targeted feedback, and implementing a structured development plan, I aim to enhance my leadership capacity within the dynamic landscape of financial services. Continuous evaluation and adaptation are vital to achieving sustained leadership excellence, ultimately contributing to organizational success and personal fulfillment.

References

  • Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage Publications.
  • Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78-90.
  • Northouse, P. G. (2018). Leadership: Theory and Practice (8th ed.). Sage Publications.
  • Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
  • Cameron, K. S., & Green, M. (2012). Making sense of leading organizational change: Journal of Change Management, 12(4), 317-329.
  • Yukl, G. (2012). Leadership in Organizations. Pearson.
  • Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring Leadership: Theory and Practice. Jossey-Bass.
  • Mintzberg, H. (2004). Managers, not MBAs: A Hard Look at Management Development. Berrett-Koehler Publishers.
  • Robinson, S. P., & Judge, T. A. (2019). Organizational Behavior (18th ed.). Pearson.
  • Day, D. V. (2000). Leadership development: A review in context. The Leadership Quarterly, 11(4), 581-613.

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