Management Leadership Milestone 2: Path-Goal Assessment Comp

Management Leadership Milestone 2: Path-Goal Assessment Comparison Guidelines and Rubric

For this milestone, you must first complete the self-assessments in “Leadership,” chapters 5 & 6, accessible through the table of contents under "Leadership Instrument" for each chapter. Then, score your observer responses for the same chapters according to the directions in the textbook. To complete this milestone, be sure to address the following critical elements: compare your self-assessments for chapters 5 & 6 with your observers’ responses, analyze possible reasons for any differences, and describe how this information can inform your leadership development plan.

Your milestone submission should be approximately two paragraphs in length, double-spaced, in 12-point font with one-inch margins. Any references must be cited in APA format.

Paper For Above instruction

Understanding leadership perceptions through self-assessment and observer feedback is a vital process for developing effective leadership skills. In chapters 5 and 6 of the “Leadership” textbook, self-assessments provide valuable insights into one's perceived leadership strengths and areas for improvement. Observers’ responses serve as external viewpoints, which may differ due to various factors such as personal biases, differing perceptions, or limited interaction contexts. Comparing these assessments reveals discrepancies or agreements that can highlight blind spots or confirm strengths. For example, a person might view themselves as highly participative, while observers may perceive their style as more directive. Such differences prompt critical reflection on the accuracy of self-perception and the importance of aligning internal understanding with external feedback.

Several reasons might explain the variations in assessments. Cognitive biases, such as the self-enhancement bias, often lead individuals to overestimate their leadership abilities. Conversely, observers might evaluate based on different situational contexts or limited interactions, leading to more conservative or skewed judgments. Additionally, cultural factors and personal relationships influence observer responses, which may either inflate or diminish perceived leadership effectiveness. Recognizing these potential discrepancies enables leaders to develop a more comprehensive and balanced understanding of their leadership style. This awareness is crucial for targeted development initiatives, such as enhancing communication skills or adapting leadership approaches to different situations.

Utilizing this information effectively is essential in designing a tailored leadership development plan. For instance, if self-assessments indicate strong confidence in participative behaviors but observer feedback suggests a tendency toward directive leadership, then a focus on improving participative skills is warranted. Leaders can set specific goals to increase engagement with followers, seek feedback regularly, and practice situational adaptability. Furthermore, understanding the causes behind assessment differences enables individuals to address underlying biases or contextual factors, thereby fostering more authentic and effective leadership. Ultimately, integrating self-assessment and observer feedback creates a continuous improvement loop, promoting self-awareness, accountability, and growth in leadership capacities.

References

• Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage Publications.
• Hersey, P., Blanchard, K. H., & Johnson, D. E. (2013). Management of organizational behavior: Utilizing human resources (10th ed.). Pearson.
• Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). Sage Publications.
• Yukl, G. (2013). Leadership in organizations (8th ed.). Pearson.
• Graeff, C. L. (1997). The management of virtual teams. The Leadership Quarterly, 8(4), 423-441.
• Cummings, T. G., & Worley, C. G. (2014). Organization development and change (10th ed.). Cengage Learning.
• Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78-90.
• Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge (6th ed.). Jossey-Bass.
• Avolio, B. J., & Bass, B. M. (2004). Multifactor Leadership Questionnaire Manual. Mind Garden.
• Bryman, A. (2011). Leadership and organizations. Routledge.