Personal Leadership Training Plan: Skills In Unit II, You St

Personal Leadership Training Plan: Skills In Unit II, you started your Personal Leadership Training Plan and focused on attributes; in Unit IV, you focused on knowledge. In this unit, you will add skills to your plan. Within your presentation, respond to the following points: What skills do you have that you can apply to the Hersey-Blanchard Situational Leadership Model (SLM) and the Vroom-Yetton Normative Decision Model? What skills would be needed to implement the SLM and the normative decision model? How could you explain the differences between the SLM and the normative decision model?

Your completed PowerPoint presentation must be a minimum of 10 slides in length, not counting the title and reference slides. Additionally, a minimum of three peer-reviewed or academic resources must be used. Keep the text on the slides concise, and use the notes section to fully explain your ideas. All sources used must be cited and referenced according to APA style.

Paper For Above instruction

Developing effective leadership skills is essential for successful management and decision-making within organizational settings. As part of a comprehensive personal leadership training plan, understanding and applying specific skills to established leadership models can significantly enhance one’s ability to lead effectively. This paper discusses my current skills that align with the Hersey-Blanchard Situational Leadership Model (SLM) and the Vroom-Yetton Normative Decision Model, the skills necessary to implement these models, and the key differences between them.

Current Skills Applicable to the SLM and Vroom-Yetton Model

My existing leadership skills include strong communication, emotional intelligence, adaptability, and problem-solving capabilities. Effective communication allows me to clearly convey expectations and feedback, which aligns with the directive and supportive behaviors outlined in the Hersey-Blanchard SLM. Emotional intelligence helps me gauge team members' readiness and adjust my leadership style accordingly. Adaptability enables me to shift between different leadership approaches depending on situational demands, a core component of the SLM. Furthermore, my problem-solving skills facilitate critical analysis necessary for decision-making within the Vroom-Yetton model.

Skills Needed to Implement the Models

Implementing the Hersey-Blanchard SLM requires skills in diagnosing team maturity levels and adjusting leadership styles—telling, selling, participating, or delegating—based on task readiness and competence. Skills in interpersonal communication, assessment, and flexibility are crucial for accurately determining team needs and responding appropriately. For the Vroom-Yetton Normative Decision Model, skills in decision analysis, consensus building, and participative leadership are essential. The ability to evaluate various decision-making procedures, involve appropriate team members, and balance control and participation are necessary for effective application of this model.

Differences Between the SLM and the Normative Decision Model

The Hersey-Blanchard SLM emphasizes situational adaptability, focusing on the maturity and readiness of followers to determine leadership style. It is primarily a developmental model that promotes tailored leadership approaches based on task and relationship behaviors. Conversely, the Vroom-Yetton Normative Decision Model concentrates on selecting the most appropriate decision-making process by analyzing factors such as problem complexity, team involvement, and time constraints. While the SLM guides the leader’s approach to followers, the Vroom-Yetton model assists in choosing the decision-making method that best fits the specific problem context.

Conclusion

Integrating personal leadership skills with established models such as the Hersey-Blanchard SLM and the Vroom-Yetton Normative Decision Model can enhance a leader’s effectiveness by allowing adaptive leadership and optimal decision-making processes. Developing and honing specific skills—such as communication, assessment, decision analysis, and flexibility—are vital for successfully implementing these models. Understanding the distinctions between the models further enables leaders to apply them appropriately, ensuring more effective leadership and organizational success.

References

• Graeff, C. L. (1983). The Situational Leadership Theory: A critical view. Academy of Management Review, 8(2), 285-291.
• Vroom, V. H., & Yetton, P. W. (1973). Leadership and Decision-Making. University of Pittsburgh Pre.
• Hersey, P., & Blanchard, K. H. (1988). Management of Organizational Behavior: Utilizing Human Resources. Prentice-Hall.
• Schermerhorn, J. R., & Bachrach, D. G. (2018). Introduction to Management. Wiley.
• Northouse, P. G. (2018). Leadership: Theory and Practice. Sage Publications.
• Yukl, G. (2013). Leadership in Organizations. Pearson.
• Schriesheim, C. A., & Neider, L. L. (1981). The Path-Goal Leadership Model: Possibilities and Pitfalls. Journal of Management, 7(2), 211-229.
• Herzberg, F., Mausner, B., & Synderman, B. (1959). The Motivation to Work. Wiley.
• Vroom, V. H., & Jago, A. G. (1988). The New Leadership: Managing Participation in Organizations. Prentice-Hall.
• Lippitt, G., Watson, J., & Westley, B. (1958). The Dynamics of Planned Change. Harcourt, Brace & World.