InMgT 400600 Group Project Part 1 Identification

Inmgt 400600group Projectgroup Project Part 1identification Of Fut

Develop an activity (not a written survey/test) suitable for identifying potential leaders among a group of 6 to 12 individuals, based on observed behaviors and demonstration of specific leadership competencies, particularly Level 2 competencies. The activity should be relevant to leadership development or teambuilding, capable of being organized, explained, and completed within 30 minutes, and should include a method for measuring or ranking individuals based on targeted competencies. The design can be a variation of existing activities, but must be unique and not plagiarized. Equipment and supplies should be minimal, with initial reusable materials not exceeding $20 and consumables not exceeding $10. The activity must be safe, interactive, and provide a clear scoring or ranking method within 5 minutes after completion.

Paper For Above instruction

The process of identifying future leaders within organizations is critical for succession planning, organizational growth, and sustaining competitive advantage. Traditional psychometric assessments, while useful, often lack the predictive validity necessary to determine whether an individual possesses or can master essential leadership competencies in practical settings. To address this gap, developing interactive activities that objectively observe and measure competencies such as motivation, decision-making, communication, and team coordination becomes vital. This paper delineates an innovative activity designed to evaluate Level 2 leadership competencies—specifically, relational skills, problem-solving abilities, and initiative—among group members within a controlled, time-efficient environment.

Description of Activity

The activity, termed "Leadership Challenge Relay," is a team-based problem-solving task that assesses participants' leadership behaviors as they collaborate under time constraints. The activity involves a series of physical and cognitive tasks, requiring participants to communicate, strategize, delegate, and adapt dynamically. It combines elements of a relay race with puzzle-solving challenges, fostering observation of behaviors tied to leadership competencies such as conflict resolution, decision-making, initiative, and influence. The activity is designed to be engaging, safe, and measurable—allowing facilitators to rank or rate participants based on their demonstrated competencies during the process.

Estimated Time:

30 minutes (including setup, instructions, activity, and scoring)

Number of Participants:

6 to 12 individuals

Required Materials and Supplies:

  • Reusable materials: Stopwatch or timer, printed challenge sheets, cones or markers for boundaries
  • Consumable supplies: Puzzles or small items for problem-solving (cost approximately $8), tape or string for boundary marking (cost approximately $2)

Targeted Competencies

This activity measures specific leadership competencies such as initiative, communication, problem-solving, influence, and adaptability. Observable behaviors include participants' willingness to take charge, clarity of instructions, responsiveness to team members, conflict resolution strategies, and ability to motivate others under pressure.

Instructions

  1. Set up the activity area by marking boundaries and placing puzzle materials or challenge items at designated stations.
  2. Brief participants on the activity rules, emphasizing the importance of teamwork, communication, and problem-solving. Clarify the time limits for each segment.
  3. Divide participants randomly into two equal teams or three smaller groups, depending on total participants.
  4. Begin the relay by having the first participant from each team complete a set of physical or cognitive tasks (e.g., assembling a puzzle, solving a riddle).
  5. Once the task is completed, the next team member takes over, continuing the relay until all team members have participated.
  6. Observe behaviors throughout the activity, noting leadership actions such as initiating tasks, encouraging peers, resolving conflicts, and adapting to challenges.
  7. Conclude the activity when all team members have completed their tasks or after 30 minutes, whichever comes first.
  8. Immediately after, conduct a quick assessment of each participant’s contributions based on predefined criteria—such as leadership initiative, communication clarity, problem-solving effectiveness, and influence on team cohesion.
  9. Assign scores or rankings based on observed behaviors, with a maximum of 5 minutes for completing the assessment.

Evaluation of Competency

The scoring tool involves a rubric aligned with the targeted competencies. Each participant is evaluated on a scale from 1 to 5 for each competency based on observed behaviors. For example, initiative is rated on the willingness to lead or take charge, communication on clarity and encouragement, and problem-solving on creativity and effectiveness. Aggregate scores are used to determine the leadership potential of each individual, objectively ranking participants from highest to lowest. The facilitator records observations in real-time or immediately after, ensuring transparency and consistency in assessments.

Appendix

[Include printable challenge instructions, observation sheets, scoring rubrics, and any additional materials used during the activity.]

References

  • Bass, B. M. (1998). Transformational Leadership: Industrial, Military, and Educational Impact. Lawrence Erlbaum Associates.
  • Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78-90.
  • Northouse, P. G. (2018). Leadership: Theory and Practice. Sage Publications.
  • Yukl, G. (2013). Leadership in Organizations. Pearson Education.
  • Hackman, J. R., & Johnson, C. E. (2013). Leadership: A Communication Perspective. Waveland Press.
  • Seers, A., & Mumford, M. (2003). Leadership development: An assessment of effective practices. Consulting Psychology Journal, 55(4), 269-285.
  • Day, D. V., & Antonakis, J. (2012). The nature of leadership. SAGE Publications.
  • Zaccaro, S. J., Rittman, A. L., & Marks, M. A. (2001). Team leadership. The Leadership Quarterly, 12(4), 451-483.
  • Hersey, P., & Blanchard, K. H. (1988). Management of organizational behavior: Utilizing human resources. Prentice Hall.
  • McCauley, C., & Van Velsor, E. (2004). The Center for Creative Leadership handbook of leadership development. Jossey-Bass.

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