SMGT 622 Self-Assessment Assignment Instructions Answer ✓ Solved

SMGT 622 Self-Assessment Assignment Instructions Answer the

SMGT 622 Self-Assessment Assignment Instructions Answer the 5 questions below. In Baum’s The Wizard of Oz, the story is used as context for leadership reflection and biblical worldview. The scarecrow represents farmers, the tin man industry, the cowardly lion symbolizes William Jennings Bryan, the wizard represents the federal government, and Dorothy represents the average American who demonstrates what it takes to reach dreams.

1. Leadership resides in each of us. Take a moment and evaluate how you model Dorothy’s Way.

2. How do you spot the gifts inside your team—like courage, intellect and heart?

3. How do you listen to and seek wisdom from your team and from outsiders?

4. How do you coach and empower your team members?

5. How do you display courage and resolve to reach your goals?

6. How do you serve your team members?

Your assignment must be completed based on the following criteria:

• Minimum of 2 full pages
• Current APA format
• Since this is a reflection paper, no references are required. However, you are expected to properly cite information using current APA format where appropriate.
• Discussion about the holistic role of the athlete from a biblical worldview
• Clear biblical integration – do more than just include a Bible verse
• Include a title on the top line of the first page, followed by your name. No other identifying information is needed.
• You must include the reference information for any sources in current APA format on a separate page.

Paper For Above Instructions

Leading with Dorothy’s Way invites us to imagine leadership as a daily practice of recognizing gifts, listening well, and serving others. From a biblical worldview, leadership is not primarily about command but about stewardship and service (Greenleaf, 1977; De Pree, 1989). The Wizard of Oz metaphor helps translate theory into concrete practice for athletes who must balance competition, cooperation, and character. As Northouse (2021) argues, effective leadership is built on a combination of personal attributes and behaviors refined through experience and reflection.

Spotting gifts in a team begins with attentive observation, ongoing feedback, and an explicit culture of appreciation. Kouzes and Posner (2017) emphasize modeling the way and encouraging the heart, which supports leaders who notice courage, intellect, and heart in others and publicly recognize these strengths. Practically, this means naming specific acts of courage (e.g., speaking up in a team meeting), acknowledging intellectual contributions (e.g., strategic analysis), and praising compassionate service (e.g., helping a teammate manage stress). In a biblical frame, leadership should elevate others to shine (1 Peter 4:10; Philippians 2:3-4). Servant leadership, as Greenleaf (1977) describes, begins with the premise that leaders are stewards whose primary posture is service to others (Greenleaf, 1977; De Pree, 1989). In practice for athletes, this translates into creating spaces for peers to contribute, delegating tasks that align with teammates’ strengths, and coaching in ways that build confidence and competence (Yukl, 2013). Practically, this means naming strengths, inviting contributions, and celebrating successes to reinforce gifts.

Listening to and seeking wisdom from the team and outsiders requires humility and a willingness to test ideas through dialogue. Heifetz’s adaptive leadership framework reminds us that not all problems have technical solutions; some require listening across diverse perspectives and mobilizing people to adapt (Heifetz, 1994). Emotional intelligence, described by Goleman (1995), supports leaders who read emotions in themselves and others, enabling more effective empathy, relationship management, and decision making. When athletes open channels for feedback—from coaches, teammates, opponents, and mentors—they strengthen team coherence and resilience. Schein (2010) notes that organizational culture shapes how listening is practiced and how psychological safety supports experimentation; leaders must cultivate a climate where dissent is constructive and learning is valued (Schein, 2010). This climate is reinforced when leaders model transparent decision-making and invite feedback on tough tradeoffs.

Coaching and empowering others is a core leadership function. Northouse (2021) portrays empowerment as spreading decision rights and accountability while providing necessary support and development opportunities. This aligns with Blanchard and Johnson’s (1982) approach to situational leadership—matching coaching style to the readiness level of a follower and gradually increasing responsibility. In athletics, empowerment includes individualized development plans, mentorship, and opportunities to lead practice segments or study film. Locke and Latham’s goal-setting theory (2002) also supports empowerment by aligning individual goals with team objectives and providing clear, challenging goals with feedback loops (Locke & Latham, 2002). When teams experience ownership over strategies and performance, confidence rises, and performance improves (Kouzes & Posner, 2017). In team sports, empowerment also means giving teammates varying responsibilities to stretch their capabilities and encouraging peer coaching as a normal practice.

Courage and resolve are tested through adversity and setbacks. Servant leaders model courage by taking ethical stands even when it costs personal comfort (De Pree, 1989). Blanchard (1982) emphasizes staying true to core values and guiding others through steady, principled action, even in the face of pressure to cut corners. For athletes, resilience emerges through disciplined practice, mental training, and sustaining identity beyond wins and losses (Northouse, 2021). Moreover, athletic leaders must maintain equilibrium between toughness and care, ensuring teammates are not pushed beyond their limits. The biblical call to perseverance—“let us run with endurance the race that is set before us” (Hebrews 12:1)—serves as a continuous reminder that resolve must be anchored in faith and community (New International Version, 2011).

Serving the team requires humility, sacrifice, and a focus on others’ growth. Greenleaf’s servant leadership asserts that leadership effectiveness grows from serving first (Greenleaf, 1977). The biblical narrative amplifies this commitment: Christ’s example of preparing others for mission and service (Mark 10:45; Philippians 2:3-4). In practice, serving means protecting space for teammates to thrive, sharing credit generously, and prioritizing team welfare over personal recognition. The spiritual dimension—integrating prayerful reflection and ethical conduct—ensures leadership remains aligned with values rather than ego (Northouse, 2021). As athletes, this means prioritizing welfare, fair play, and the holistic development of the person, including character, faith, and community involvement (James 1:5; Matthew 6:33).

In applying these ideas to athletic contexts, leadership becomes a form of stewardship that honors God and serves the common good. An athlete who spots gifts, listens deeply, coaches with intention, acts courageously, and serves humbly creates a culture where teammates grow stronger together. Theories and models—authentic leadership (Avolio & Gardner, 2005), emotional intelligence (Goleman, 1995), and cultural-analytic perspectives (Schein, 2010)—provide practical tools for shaping that culture. Yet the heartbeat of Dorothy’s Way rests in daily choices: to value each teammate, to pursue wisdom with others, to empower rather than dominate, to endure with grace, and to serve as a steward of collective potential (Northouse, 2021; Greenleaf, 1977; De Pree, 1989).

References

• Northouse, P. G. (2021). Leadership: Theory and Practice (9th ed.). Sage.
• Kouzes, J. M., & Posner, B. Z. (2017). The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations (6th ed.). Wiley.
• Greenleaf, R. K. (1977). Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness. Paulist Press.
• Yukl, G. (2013). Leadership in Organizations (8th ed.). Pearson.
• De Pree, M. (1989). Leadership Is an Art. Doubleday.
• Blanchard, K., & Johnson, S. (1982). The One Minute Manager. William Morrow.
• Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam.
• Schein, E. H. (2010). Organizational Culture and Leadership (4th ed.). Jossey-Bass.
• Heifetz, R. A. (1994). Leadership Without Easy Answers. Harvard University Press.
• The Holy Bible, New International Version. (2011). Zondervan.