WordPress.com



1504950297688000-7359651583055Personal Review of Leadership AttributesMichelle Wallace00Personal Review of Leadership AttributesMichelle Wallace-1148080-928370003009900-460375March 201300March 2013-19050056832500-4191007972425Virginia Commonwealth UniversityELDP 717wallace2@mymail.vcu.edu 00Virginia Commonwealth UniversityELDP 717wallace2@mymail.vcu.edu 583441982978392002-337185619760Personal Review of Leadership AttributesBackgroundLeadership, whether it is one individual or a team of individuals, should create meaning and purpose for the organization. In education, there are various levels of leaders including division leaders, school leaders and teacher leaders. Division leaders must create a clear vision and mission for the entire school system. School leaders must develop a plan as to how their school can contribute to the overall mission and vision of the division while meeting the unique needs of the students which they serve. Teacher leaders are teachers in a school, who not only meet the needs of students within their classrooms, but they also seek ways which will help other teachers and students contribute to the success of the school. I began my career as a classroom teacher and quickly grew into a teacher leader. Now, as a division leader, I can see how my leadership has grown and developed over time. Since entering into the Doctoral program, I can see that my leadership traits are evolving. This report on my personal leadership data will compare how my leadership traits have changed since entering into the doctoral program. First, my personal leadership platform will be discussed. Next, my leadership qualities will be examined quantitatively. Finally, my leadership data will be analyzed to provide possible implications for improvement in my leadership qualities.Table of ContentsBackground………………………………...…..2Personal Leadership Platform……………..3-5Quantifying My Leadership Qualities………6Myers-Briggs…………………………………..7LCI……………………………………………8-9Personal 360: Baseline……………………..9-13Personal 360: Current……………………14-16Analysis of Data…………………………..17-1800Personal Review of Leadership AttributesBackgroundLeadership, whether it is one individual or a team of individuals, should create meaning and purpose for the organization. In education, there are various levels of leaders including division leaders, school leaders and teacher leaders. Division leaders must create a clear vision and mission for the entire school system. School leaders must develop a plan as to how their school can contribute to the overall mission and vision of the division while meeting the unique needs of the students which they serve. Teacher leaders are teachers in a school, who not only meet the needs of students within their classrooms, but they also seek ways which will help other teachers and students contribute to the success of the school. I began my career as a classroom teacher and quickly grew into a teacher leader. Now, as a division leader, I can see how my leadership has grown and developed over time. Since entering into the Doctoral program, I can see that my leadership traits are evolving. This report on my personal leadership data will compare how my leadership traits have changed since entering into the doctoral program. First, my personal leadership platform will be discussed. Next, my leadership qualities will be examined quantitatively. Finally, my leadership data will be analyzed to provide possible implications for improvement in my leadership qualities.Table of ContentsBackground………………………………...…..2Personal Leadership Platform……………..3-5Quantifying My Leadership Qualities………6Myers-Briggs…………………………………..7LCI……………………………………………8-9Personal 360: Baseline……………………..9-13Personal 360: Current……………………14-16Analysis of Data…………………………..17-18-1181100-91186000577641583251343003-1143000-9144000034290007124700002990850552450Successful LeadersPersonal characteristics vary by leaders based on their personal backgrounds and experiences. According to a study conducted by Luthans, Yodgetts, and Rosenkrantz (1988), “communication and human resource management” were two traits of leaders who were deemed as “effective” by their subordinates while “networking” was the most relevant trait to leaders deemed as being “successful” (Bolman & Deal, 2008, pp. 323-325). Success in this study was determined by how fast people got ahead of others. Networking was strongly related to getting ahead and primarily involves politics and interacting with external constituents (Bolman & Deal, 2008, p. 324). Successful leaders may or may not possess the same characteristics as effective leaders. Yet it seems that the one characteristic that sets a successful leader apart from an effective leader is the ability to network effectively. Successful leaders are most likely involved in many arenas, including the community within and beyond their organization. Today’s successful leaders are also networked electronically to various organizations beyond their primary employment. They are likely to be active with online social networking sites such as Twitter, Ning, and LinkedIn. Successful leaders use the political frame to help them work their way up the ladder of success by forming relationships with external constituents with whom they can connect to help them reach their career goals.00Successful LeadersPersonal characteristics vary by leaders based on their personal backgrounds and experiences. According to a study conducted by Luthans, Yodgetts, and Rosenkrantz (1988), “communication and human resource management” were two traits of leaders who were deemed as “effective” by their subordinates while “networking” was the most relevant trait to leaders deemed as being “successful” (Bolman & Deal, 2008, pp. 323-325). Success in this study was determined by how fast people got ahead of others. Networking was strongly related to getting ahead and primarily involves politics and interacting with external constituents (Bolman & Deal, 2008, p. 324). Successful leaders may or may not possess the same characteristics as effective leaders. Yet it seems that the one characteristic that sets a successful leader apart from an effective leader is the ability to network effectively. Successful leaders are most likely involved in many arenas, including the community within and beyond their organization. Today’s successful leaders are also networked electronically to various organizations beyond their primary employment. They are likely to be active with online social networking sites such as Twitter, Ning, and LinkedIn. Successful leaders use the political frame to help them work their way up the ladder of success by forming relationships with external constituents with whom they can connect to help them reach their career goals.-342900438150“Leaders must be close enough to relate to others, but far enough ahead to motivate them.”-John Maxwell00“Leaders must be close enough to relate to others, but far enough ahead to motivate them.”-John Maxwell-4000501600200Personal Leadership PlatformEffective LeadersEffective leaders build relationships, create a shared vision with the organization, set high standards, and have a genuine belief in the organization. Effective leaders use encouragement and rewards to help motivate the organization to be successful. Effective leaders recognize accomplishments within the organization, no matter how small or large. Bolman and Deal (2008) describe two leadership propositions which offer divergent perspectives. One proposition states that “good leaders must have the right stuff—qualities like vision, strength, and commitment.” While the other proposition holds that “good leadership is situational; what works in one setting will not work in another” (p. 345). I believe that both propositions can be applied to effective school leaders. I feel without the “vision, strength and commitment” then effective school leaders would not be able to adapt to “situational changes” that may occur at any given time in a school division. Imagine a school division which is facing personnel cuts due to budget constraints. An effective leader who has built genuine relationships with staff members will be able to effectively work through such budget cuts. The effective leader will involve staff to help make decisions to lessen cuts to personnel. Also, the effective leader will be committed to seeing that the least amount of personnel be impacted by such necessary cuts.00Personal Leadership PlatformEffective LeadersEffective leaders build relationships, create a shared vision with the organization, set high standards, and have a genuine belief in the organization. Effective leaders use encouragement and rewards to help motivate the organization to be successful. Effective leaders recognize accomplishments within the organization, no matter how small or large. Bolman and Deal (2008) describe two leadership propositions which offer divergent perspectives. One proposition states that “good leaders must have the right stuff—qualities like vision, strength, and commitment.” While the other proposition holds that “good leadership is situational; what works in one setting will not work in another” (p. 345). I believe that both propositions can be applied to effective school leaders. I feel without the “vision, strength and commitment” then effective school leaders would not be able to adapt to “situational changes” that may occur at any given time in a school division. Imagine a school division which is facing personnel cuts due to budget constraints. An effective leader who has built genuine relationships with staff members will be able to effectively work through such budget cuts. The effective leader will involve staff to help make decisions to lessen cuts to personnel. Also, the effective leader will be committed to seeing that the least amount of personnel be impacted by such necessary cuts.5737225828675040042842146846161Drath (2001) believes leadership tasks include setting direction, creating commitment and facing adaptive challenge (pp. 18-27). The leadership tasks as he describes them meld with the two outstanding preferences I described as most affecting my leadership role. “Setting direction” answers questions like “where are we going” and “what do we want to accomplish?” To know the answers to these questions, a leader must conduct research and develop a plan or roadmap to follow once a goal has been set. “Creating and maintaining commitment” involves creating the coordinating efforts to establish commitment within the organization and then keeping the alignment within the organization when struggles exist. This requires the use of sensing and precision skills. “Facing adaptive challenge” refers to how a leader will react to a challenge which has not been experienced previously. For this leadership task, it is important for a leader to gather information in order to make decisions. As a leader using this skill, I understand the importance of not making decisions hastily. Bolman and Deal (2008) describe leadership in the four frames: Structural, Human Resource, Political, and Symbolic. The four frames can be applied to leadership to help leaders solve problems and complete tasks in organizations. Frames can be used alone or some leaders may choose to use a multi-frame approach. The structural frame focuses on rules, roles, goals and policies. Leadership is viewed as an architectural structure for the organization (Bolman & Deal, 2008). In referring to my “use first” LCI preference of precision and sequence one can see where I appreciate the structural frame. I believe that structure lends itself to an organized establishment in which everyone has a defined purpose and they understand how they contribute to the group. 00Drath (2001) believes leadership tasks include setting direction, creating commitment and facing adaptive challenge (pp. 18-27). The leadership tasks as he describes them meld with the two outstanding preferences I described as most affecting my leadership role. “Setting direction” answers questions like “where are we going” and “what do we want to accomplish?” To know the answers to these questions, a leader must conduct research and develop a plan or roadmap to follow once a goal has been set. “Creating and maintaining commitment” involves creating the coordinating efforts to establish commitment within the organization and then keeping the alignment within the organization when struggles exist. This requires the use of sensing and precision skills. “Facing adaptive challenge” refers to how a leader will react to a challenge which has not been experienced previously. For this leadership task, it is important for a leader to gather information in order to make decisions. As a leader using this skill, I understand the importance of not making decisions hastily. Bolman and Deal (2008) describe leadership in the four frames: Structural, Human Resource, Political, and Symbolic. The four frames can be applied to leadership to help leaders solve problems and complete tasks in organizations. Frames can be used alone or some leaders may choose to use a multi-frame approach. The structural frame focuses on rules, roles, goals and policies. Leadership is viewed as an architectural structure for the organization (Bolman & Deal, 2008). In referring to my “use first” LCI preference of precision and sequence one can see where I appreciate the structural frame. I believe that structure lends itself to an organized establishment in which everyone has a defined purpose and they understand how they contribute to the group. -5524504343400Understanding My Leadership BeliefsI want to be a successful leader who is effective in leading a school division to meeting the needs of its students. I want to be a leader who is compassionate with staff needs, considerate of others’ concerns, and successful at implementing plans which lead to improvement. In my efforts to be an effective leader, I strive to form trustworthy relationships with subordinates as well as with colleagues. When I was a high school science teacher, I held my students to high standards and ensure that each individual rose to their own potential. As a leader, I seek to encourage teachers to challenge themselves in their profession. For teachers whom I supervise for specific programs, I have high expectations for their success. I believe in offering recognition and rewards when they meet their potential. Overall, I want to be an effective leader who can determine when change is needed and who can implement processes to bring about successful change.00Understanding My Leadership BeliefsI want to be a successful leader who is effective in leading a school division to meeting the needs of its students. I want to be a leader who is compassionate with staff needs, considerate of others’ concerns, and successful at implementing plans which lead to improvement. In my efforts to be an effective leader, I strive to form trustworthy relationships with subordinates as well as with colleagues. When I was a high school science teacher, I held my students to high standards and ensure that each individual rose to their own potential. As a leader, I seek to encourage teachers to challenge themselves in their profession. For teachers whom I supervise for specific programs, I have high expectations for their success. I believe in offering recognition and rewards when they meet their potential. Overall, I want to be an effective leader who can determine when change is needed and who can implement processes to bring about successful change.100330169545000-952501543050Place Photo Here,Otherwise Delete Box00Place Photo Here,Otherwise Delete Box-495300571500“The led must not be compelled; they must be able to choose their own leader”-Albert Einstein00“The led must not be compelled; they must be able to choose their own leader”-Albert Einstein-1165860-920115002337435-9119870Place logo or logotype here,otherwisedelete this.00Place logo or logotype here,otherwisedelete this.4521835-2617470 Delete text and place photo here.00 Delete text and place photo here.2291080-2620645 Delete text and place photo here.00 Delete text and place photo here.203835-1739900companyname00companyname1969135-7833360SMTWTFS12345678910111213141516171819202122232425262728293000SMTWTFS1234567891011121314151617181920212223242526272829302273935-361696020080020085194935-8442960005885597831148750052952757677785Opening myself up to learning about leadership: This photo was taken at the beginning of my Doctoral program journey.00Opening myself up to learning about leadership: This photo was taken at the beginning of my Doctoral program journey.3657600679069000376491568749210031197182353235Lencioni (2002) reminds leaders that without a foundational basis of trust in an organization then there will be floundering success. Once trust has been established, then organizations can work to face the fear of conflict, lack of commitment, avoidance of accountability, and inattention to results. If a team allows any of these dysfunctions to flourish, then the team begins to deteriorate (Lencioni, 2002). As a leader with extrovert tendencies, I focus on the outer world of people and things. I tend to try to make connections with people to form lasting, trustworthy relationships. It is from this foundation of trust that I feel we can move forward to accomplish goals using a set plan where everyone contributes and is accountable for their actions. My preference strengths of precision and sequence help me to stay on course to get tasks completed in an orderly manner. It is through formative relationships that I am able to do this without the stress of feeling that I must do it alone. 00Lencioni (2002) reminds leaders that without a foundational basis of trust in an organization then there will be floundering success. Once trust has been established, then organizations can work to face the fear of conflict, lack of commitment, avoidance of accountability, and inattention to results. If a team allows any of these dysfunctions to flourish, then the team begins to deteriorate (Lencioni, 2002). As a leader with extrovert tendencies, I focus on the outer world of people and things. I tend to try to make connections with people to form lasting, trustworthy relationships. It is from this foundation of trust that I feel we can move forward to accomplish goals using a set plan where everyone contributes and is accountable for their actions. My preference strengths of precision and sequence help me to stay on course to get tasks completed in an orderly manner. It is through formative relationships that I am able to do this without the stress of feeling that I must do it alone. 3146425577850Framing Leadership:StructuralHuman ResourcePoliticalSymbolic-Bolman and Deal00Framing Leadership:StructuralHuman ResourcePoliticalSymbolic-Bolman and Deal-578485523875The human resource frame focuses on needs, skills, and relationships. It reflects the organization as a unit such as a family. Using the human resource frame will maintain a balance between human needs and the formal roles within an organization (Bolman & Deal, 2008). As a leader with an ESTJ personality preference I utilize the human resource frame to form meaningful relationships with staff members. In doing this I am able to then utilize staff members to help me organize projects and get things done in the most efficient way possible. The political frame focuses on power, competition, power, and organizational politics. It is used for advocacy and political influence (Bolman & Deal, 2008). As a leader I probably utilize this frame the least. There are times when I need to exercise power within my current position; and when used it is usually in combination with the structural frame as I engage people to complete certain tasks for the organization.The symbolic frame gives meaning and creates culture for the organization. This frame can be used to inspire individuals within the organization and is often represented with a ceremony or ritual (Bolman & Deal, 2008). If I utilize the symbolic frame, then I am most likely going to incorporate it into another frame as well. As part of our staff development plan each year, there is a celebration of the school/division accomplishments. This is incorporated into the professional development “plan” for which I am responsible. Overall, as a leader, I mostly utilize the structural and human resource frames sprinkled with the political and symbolic frames as needed. 00The human resource frame focuses on needs, skills, and relationships. It reflects the organization as a unit such as a family. Using the human resource frame will maintain a balance between human needs and the formal roles within an organization (Bolman & Deal, 2008). As a leader with an ESTJ personality preference I utilize the human resource frame to form meaningful relationships with staff members. In doing this I am able to then utilize staff members to help me organize projects and get things done in the most efficient way possible. The political frame focuses on power, competition, power, and organizational politics. It is used for advocacy and political influence (Bolman & Deal, 2008). As a leader I probably utilize this frame the least. There are times when I need to exercise power within my current position; and when used it is usually in combination with the structural frame as I engage people to complete certain tasks for the organization.The symbolic frame gives meaning and creates culture for the organization. This frame can be used to inspire individuals within the organization and is often represented with a ceremony or ritual (Bolman & Deal, 2008). If I utilize the symbolic frame, then I am most likely going to incorporate it into another frame as well. As part of our staff development plan each year, there is a celebration of the school/division accomplishments. This is incorporated into the professional development “plan” for which I am responsible. Overall, as a leader, I mostly utilize the structural and human resource frames sprinkled with the political and symbolic frames as needed. -1109345-9309100057934768297839600638741355501640“Whatever the circumstances of your life, the understanding of type can make your perceptions clearer, your judgments sounder, and your life closer to your heart’s desire.”-Isabel Briggs Myers00“Whatever the circumstances of your life, the understanding of type can make your perceptions clearer, your judgments sounder, and your life closer to your heart’s desire.”-Isabel Briggs Myers-290830492823500-383583588937Quantifying My Leadership QualitiesThree studies will be used to analyze myself and apply this understanding to an analysis of my leadership, including my strengths and weaknesses. These include the results from the Myers-Briggs Type Indicator, the Learning Connections Inventory, and the Personal 360 Leadership Aspects Study.Myers- Briggs Type Indicator- based on Carl Jung’s psychological types; the indicator reports your type preferences on four scales which deal with where you focus your attention, the way you look at things, the way you make decisions about things, and how you deal with the outer world (Myers & Briggs Foundation, 2011). Learning Connections Inventory- an instrument which measures the degree to which individuals use interactive patterns of learning and operation based on sequence, precision, technical processing and confluence (LCR LLC, 2011).Personal 360 Leadership Aspects Study- based on a survey created by professors at Virginia Commonwealth University. 00Quantifying My Leadership QualitiesThree studies will be used to analyze myself and apply this understanding to an analysis of my leadership, including my strengths and weaknesses. These include the results from the Myers-Briggs Type Indicator, the Learning Connections Inventory, and the Personal 360 Leadership Aspects Study.Myers- Briggs Type Indicator- based on Carl Jung’s psychological types; the indicator reports your type preferences on four scales which deal with where you focus your attention, the way you look at things, the way you make decisions about things, and how you deal with the outer world (Myers & Briggs Foundation, 2011). Learning Connections Inventory- an instrument which measures the degree to which individuals use interactive patterns of learning and operation based on sequence, precision, technical processing and confluence (LCR LLC, 2011).Personal 360 Leadership Aspects Study- based on a survey created by professors at Virginia Commonwealth University. -1238861-90383900-1139825-73977500-80180681383877007-4610756918044ESTJ:Extrovert, Sensing, Thinking, Judgment00ESTJ:Extrovert, Sensing, Thinking, Judgment-368300470535Myers-Briggs Type IndicatorThe Myers- Briggs Type Indicator (MBTI) gives a deep understanding as to who I actually am. This inventory looks at four preference strengths based on an individual’s answers to a variety of questions. The preference strengths include: extraversion versus introversion; sensing versus intuition, thinking versus feeling; and judging versus perceiving. My personal scores reported me as type ESTJ, with a temperament of SJ. The highest score is seventy on each scale, with zero being the mid-range for the preference strengths. The higher the score indicates the stronger preference. My scores are as follows: E- 23; S-35; T-13; J-25. As a person with extrovert tendencies, I like to direct outwardly towards people and things. I am focused, yet relaxed and confident in my decisions. I have an understandable attitude. This could not be truer, as I am usually the one to whom my coworkers and friends come for advice. Being this accepting to be around others may invite guests when I am working on a task, thus putting off my task and creating an inability for me to complete the task on-time. My score is not that high, only 23, so I do feel that I also have some introvert tendencies. I like to be alone in my work environment where it is quiet and I can concentrate. Sensing is the highest score for me on the four preference scales. I like practical and real things. I live life as it is and rarely like change. 00Myers-Briggs Type IndicatorThe Myers- Briggs Type Indicator (MBTI) gives a deep understanding as to who I actually am. This inventory looks at four preference strengths based on an individual’s answers to a variety of questions. The preference strengths include: extraversion versus introversion; sensing versus intuition, thinking versus feeling; and judging versus perceiving. My personal scores reported me as type ESTJ, with a temperament of SJ. The highest score is seventy on each scale, with zero being the mid-range for the preference strengths. The higher the score indicates the stronger preference. My scores are as follows: E- 23; S-35; T-13; J-25. As a person with extrovert tendencies, I like to direct outwardly towards people and things. I am focused, yet relaxed and confident in my decisions. I have an understandable attitude. This could not be truer, as I am usually the one to whom my coworkers and friends come for advice. Being this accepting to be around others may invite guests when I am working on a task, thus putting off my task and creating an inability for me to complete the task on-time. My score is not that high, only 23, so I do feel that I also have some introvert tendencies. I like to be alone in my work environment where it is quiet and I can concentrate. Sensing is the highest score for me on the four preference scales. I like practical and real things. I live life as it is and rarely like change. 2886559470890This can be seen by my stability in my family and career path. I work using learned skills and pay attention to details. I am typically patient with details. I often recognize details that others tend to overlook. Being detail oriented, I am a good planner and like to organize things. I tend to remember details, particularly about facts of events that have occurred. It bothers me when something is out of place and/or I cannot remember certain details. I usually cannot get the “thing” out of my mind until I figure out the missing details. I scored about mid-range on the sensing scale, so I still may have some slight tendencies of intuition. I think this may relate to my ability to perceive possibilities in a situation and focus on patterns. I am a thinker according to my score on the MBTI preferences. I tend to base my decisions on the logic of a situation and founding principles. I keep the work environment work related and the personal environment more fun and relaxed. I believe in fair treatment to all people in most situations, but I do see that individual differences may sway a decision. I follow policies and often refer to policies and procedures when dealing with a situation. This was my lowest score with only 13 points on the thinking preference scale; therefore, I feel that I also have some of the feeling tendencies. I tend to focus on harmony and people-everyone just getting along so we can complete a task. I am often a mediator for groups. I have genuine care and concern for others in many situations (feeling); however, in certain situations where I feel that someone else has taken advantage of others or the situation, then I feel exposure of their wrongs is necessary (thinking). My judgment qualities help me to be organized and in control. I work on deadlines and a schedule. I like to focus on completing a task and when I do finish something major, I have a sense of accomplishment and purpose. My facial expressions often give me away because of my judgment tendencies. I am easy to read and therefore colleagues, family and friends can often interpret my thoughts and feelings, especially if they know me well. Sometimes, though, these expressions can get misread--like when I am confused about a situation, some may get the read that I am upset or angry. 00This can be seen by my stability in my family and career path. I work using learned skills and pay attention to details. I am typically patient with details. I often recognize details that others tend to overlook. Being detail oriented, I am a good planner and like to organize things. I tend to remember details, particularly about facts of events that have occurred. It bothers me when something is out of place and/or I cannot remember certain details. I usually cannot get the “thing” out of my mind until I figure out the missing details. I scored about mid-range on the sensing scale, so I still may have some slight tendencies of intuition. I think this may relate to my ability to perceive possibilities in a situation and focus on patterns. I am a thinker according to my score on the MBTI preferences. I tend to base my decisions on the logic of a situation and founding principles. I keep the work environment work related and the personal environment more fun and relaxed. I believe in fair treatment to all people in most situations, but I do see that individual differences may sway a decision. I follow policies and often refer to policies and procedures when dealing with a situation. This was my lowest score with only 13 points on the thinking preference scale; therefore, I feel that I also have some of the feeling tendencies. I tend to focus on harmony and people-everyone just getting along so we can complete a task. I am often a mediator for groups. I have genuine care and concern for others in many situations (feeling); however, in certain situations where I feel that someone else has taken advantage of others or the situation, then I feel exposure of their wrongs is necessary (thinking). My judgment qualities help me to be organized and in control. I work on deadlines and a schedule. I like to focus on completing a task and when I do finish something major, I have a sense of accomplishment and purpose. My facial expressions often give me away because of my judgment tendencies. I am easy to read and therefore colleagues, family and friends can often interpret my thoughts and feelings, especially if they know me well. Sometimes, though, these expressions can get misread--like when I am confused about a situation, some may get the read that I am upset or angry. -1149350-9448800058037108095283800832406856177980003010535537210PrecisionPrecision is my highest scored pattern with 29 as the score. I like to have details and get directions to get a task completed. I will struggle when there is little sense of direction to follow, especially in a work situation. I like to plan out a quest (sequence) and then get the fine details to follow it through. This quality has made me successful in my position as I write grants and also plan for effective staff development as it relates to instruction. In grants that I write and plans that I make, I am detail-oriented and like to have all the “t’s” crossed and “i’s” dotted. SequenceMy second highest pattern is sequence with 27 as the score. I love to plan, make lists, check off my lists, and see the plan all the way through to the end. If I start something, whether a project or something for fun, I like to see it through to the end, despite the results. I rarely start something without having some sort of plan in mind. While working, I like to plan out training dates/meetings with a time frame in mind and specific topics to complete. I like to check off the agenda as it is completed. I even pay attention to the fine details and make sure that everyone else knows what is going on too. 00PrecisionPrecision is my highest scored pattern with 29 as the score. I like to have details and get directions to get a task completed. I will struggle when there is little sense of direction to follow, especially in a work situation. I like to plan out a quest (sequence) and then get the fine details to follow it through. This quality has made me successful in my position as I write grants and also plan for effective staff development as it relates to instruction. In grants that I write and plans that I make, I am detail-oriented and like to have all the “t’s” crossed and “i’s” dotted. SequenceMy second highest pattern is sequence with 27 as the score. I love to plan, make lists, check off my lists, and see the plan all the way through to the end. If I start something, whether a project or something for fun, I like to see it through to the end, despite the results. I rarely start something without having some sort of plan in mind. While working, I like to plan out training dates/meetings with a time frame in mind and specific topics to complete. I like to check off the agenda as it is completed. I even pay attention to the fine details and make sure that everyone else knows what is going on too. 49641394470200-387350252730LCI Traits: Precision, Sequence, Technical Reasoning, Confluence00LCI Traits: Precision, Sequence, Technical Reasoning, Confluence-3990812304470Learning Connections IndicatorThe LML Advanced Learning System helps to explain what tendencies a person “uses first” and “avoids” based on the results of that individual’s Learning Connections Inventory. It is based on how the brain takes in stimuli and processes information through its patterned operations. The LCI score is divided into three score ranges, which help to determine an individual’s learning patterns. The ranges include: (1) 25 and higher- “use first” pattern- individuals are comfortable with these learning patterns and use them first in situations; (2) 24-18- “use as needed” pattern- individuals will use this pattern if needed for a specific situation at a given time; and (3) 17 and lower- “avoid” pattern- individuals will avoid the use of this pattern and if they do have to use this pattern, they will feel much discomfort. There are four patterned operations that form the learning connections matrix which consist of synchronous interactions of sequence, precision, technical reasoning and confluence. My personal scores reflect precision and sequence patterns as “use first” and technical reasoning and confluence as needed. I did not have any “avoid” patterns. 00Learning Connections IndicatorThe LML Advanced Learning System helps to explain what tendencies a person “uses first” and “avoids” based on the results of that individual’s Learning Connections Inventory. It is based on how the brain takes in stimuli and processes information through its patterned operations. The LCI score is divided into three score ranges, which help to determine an individual’s learning patterns. The ranges include: (1) 25 and higher- “use first” pattern- individuals are comfortable with these learning patterns and use them first in situations; (2) 24-18- “use as needed” pattern- individuals will use this pattern if needed for a specific situation at a given time; and (3) 17 and lower- “avoid” pattern- individuals will avoid the use of this pattern and if they do have to use this pattern, they will feel much discomfort. There are four patterned operations that form the learning connections matrix which consist of synchronous interactions of sequence, precision, technical reasoning and confluence. My personal scores reflect precision and sequence patterns as “use first” and technical reasoning and confluence as needed. I did not have any “avoid” patterns. -1188085-92900500-9109888081636900927329647590316Like the shells on the beach, leaders must be prepared to weather any storm.00Like the shells on the beach, leaders must be prepared to weather any storm.3026044336183Personal 360 Leadership Aspects: Baseline DataA personal 360 leadership survey was created by professors of the Doctoral program at Virginia Commonwealth University. The baseline data was representative of data completed during the first year of the author’s Doctoral program completion. A personal “360” assessment of leadership characteristics was completed to determine how peers, subordinates, and a supervisor view the leadership qualities possessed. This information was compared to assessment results that I completed on myself. The study included one complete submission by her supervisor, three complete submissions by three different collegial peers, two complete submissions and one incomplete submission by three different subordinates, and one complete submission by herself. The data included were disaggregated by comparing personal/self-data to data of each group which participated in the study. Two data figures are used to compare the data: supervisor data compared to self-data; and peers’ and subordinates’ data compared to self-data. The 360 assessment looks at leadership aspects in ten different categories. The ten categories include: setting direction, teamwork, sensitivity, judgment, orientation, organizational ability, oral communication, written communication, developing others, and understanding self-strengths and weaknesses. Each category score is determined by answering a set of questions for each category, ranking the scores on a scale of one (ineffective) to five (outstandingly effective) and then taking the median of the scores for each individual category. 00Personal 360 Leadership Aspects: Baseline DataA personal 360 leadership survey was created by professors of the Doctoral program at Virginia Commonwealth University. The baseline data was representative of data completed during the first year of the author’s Doctoral program completion. A personal “360” assessment of leadership characteristics was completed to determine how peers, subordinates, and a supervisor view the leadership qualities possessed. This information was compared to assessment results that I completed on myself. The study included one complete submission by her supervisor, three complete submissions by three different collegial peers, two complete submissions and one incomplete submission by three different subordinates, and one complete submission by herself. The data included were disaggregated by comparing personal/self-data to data of each group which participated in the study. Two data figures are used to compare the data: supervisor data compared to self-data; and peers’ and subordinates’ data compared to self-data. The 360 assessment looks at leadership aspects in ten different categories. The ten categories include: setting direction, teamwork, sensitivity, judgment, orientation, organizational ability, oral communication, written communication, developing others, and understanding self-strengths and weaknesses. Each category score is determined by answering a set of questions for each category, ranking the scores on a scale of one (ineffective) to five (outstandingly effective) and then taking the median of the scores for each individual category. -289979645186100-740044413676Technical ReasoningTechnical reasoning is an “as needed” tendency for me with a score of 21. “As needed” to me means that if I can benefit from using technical reasoning skills, then I will use it. I like to have things written out (lists, plans, details). I like to read directions before assembling and I follow the steps in order.ConfluenceConfluence is another “as needed” skill for me with a score of 20. I will only use this skill where I see that it serves a purpose. I like to take chances and don’t mind failing, but not all of the time. I prefer to deal with real situations with concrete decisions. Improvising will sometimes overwhelm me, until I see that it works okay. I like to brainstorm, when there is a specific purpose. For me, this is usually when I am developing a plan in either my personal or professional life.FlexibleThe results of the LCI indicate that I am a flexible learner. I like to experience learning in different ways, although I learn best with established goals, objectives and steps in place. Although I may feel slightly uncomfortable with technical reasoning and confluence tendencies, I still see the importance of stepping outside the box and trying new things to get tasks completed. I feel that my tendencies together make me a strong learner and leader. 00Technical ReasoningTechnical reasoning is an “as needed” tendency for me with a score of 21. “As needed” to me means that if I can benefit from using technical reasoning skills, then I will use it. I like to have things written out (lists, plans, details). I like to read directions before assembling and I follow the steps in order.ConfluenceConfluence is another “as needed” skill for me with a score of 20. I will only use this skill where I see that it serves a purpose. I like to take chances and don’t mind failing, but not all of the time. I prefer to deal with real situations with concrete decisions. Improvising will sometimes overwhelm me, until I see that it works okay. I like to brainstorm, when there is a specific purpose. For me, this is usually when I am developing a plan in either my personal or professional life.FlexibleThe results of the LCI indicate that I am a flexible learner. I like to experience learning in different ways, although I learn best with established goals, objectives and steps in place. Although I may feel slightly uncomfortable with technical reasoning and confluence tendencies, I still see the importance of stepping outside the box and trying new things to get tasks completed. I feel that my tendencies together make me a strong learner and leader. 9004307664450"Know thyself," said the old philosopher, "improve thyself," said the new. Our great object in time is not to waste our passions and gifts on the things external that we must leave behind, but that we cultivate within us all that we can carry into the eternal progress beyond.-Edward Bulwer-Lytton00"Know thyself," said the old philosopher, "improve thyself," said the new. Our great object in time is not to waste our passions and gifts on the things external that we must leave behind, but that we cultivate within us all that we can carry into the eternal progress beyond.-Edward Bulwer-Lytton-2419356360795Figure 1. Baseline data for how M. Wallace views her personal leadership attributes.Figure 1. Baseline data for how M. Wallace views her personal leadership attributes.-416485215138000-349624430306Understanding My Personal LeadershipFigure 1 shows a graphical representation of how I view my leadership skills in each of the ten categories. In regard to sensitivity, which involves communication of feelings/needs, voicing disagreement, and interactions with others, I have a median score of three, which is satisfactory. For setting direction, which involved articulating visions, setting objectives, acknowledging achievements, and generating enthusiasm toward common goals, I have a median score of 3.5. For all other categories, my personal median score is four, which is highly effective.00Understanding My Personal LeadershipFigure 1 shows a graphical representation of how I view my leadership skills in each of the ten categories. In regard to sensitivity, which involves communication of feelings/needs, voicing disagreement, and interactions with others, I have a median score of three, which is satisfactory. For setting direction, which involved articulating visions, setting objectives, acknowledging achievements, and generating enthusiasm toward common goals, I have a median score of 3.5. For all other categories, my personal median score is four, which is highly effective.-1203205-93717500-1210945-79692500-91123480696081110011142557701386840A self that is only differentiated - not integrated - may attain great individual accomplishments, but risks being mired in self-centered egotism. By the same token, a person who self is based exclusively on integration will be well connected and secure, but lack autonomous individuality. Only when a person invests equal amounts of psychic energy in these two processes and avoids both selfishness and conformity is the self likely to reflect complexity.- Mihaly Csikszentmihalyi00A self that is only differentiated - not integrated - may attain great individual accomplishments, but risks being mired in self-centered egotism. By the same token, a person who self is based exclusively on integration will be well connected and secure, but lack autonomous individuality. Only when a person invests equal amounts of psychic energy in these two processes and avoids both selfishness and conformity is the self likely to reflect complexity.- Mihaly Csikszentmihalyi3302482434149500-5912074016528Supervisor’s Perceptions of My LeadershipMy self-perceptions were compared with the perceptions from my supervisor, peers, and subordinates. The data were compared in the same ten categories and the data means were determined the same way as previously explained. Figure 2 shows a graphical representation comparing my personal perceptions of leadership qualities to my supervisor’s perceptions of my leadership qualities. According to Figure 2, the supervisor views my written communication skills as outstandingly effective while I view my own written communication as highly effective. The supervisor also rates me higher I do myself in the categories of setting direction, teamwork, and sensitivity. The supervisor and personal medians overlap for all other categories with a highly effective median score of four.00Supervisor’s Perceptions of My LeadershipMy self-perceptions were compared with the perceptions from my supervisor, peers, and subordinates. The data were compared in the same ten categories and the data means were determined the same way as previously explained. Figure 2 shows a graphical representation comparing my personal perceptions of leadership qualities to my supervisor’s perceptions of my leadership qualities. According to Figure 2, the supervisor views my written communication skills as outstandingly effective while I view my own written communication as highly effective. The supervisor also rates me higher I do myself in the categories of setting direction, teamwork, and sensitivity. The supervisor and personal medians overlap for all other categories with a highly effective median score of four.-8471653710492Figure 2. Personal perceptions compared to supervisor perceptions.00Figure 2. Personal perceptions compared to supervisor perceptions.-84701511975300-441960742061000-1127497-851338005805170813879512100121-5424994464979Others’ Perceptions of My LeadershipFigure 3 shows a graphical representation comparing my personal perceptions of leadership qualities to three peers’ perceptions of my leadership qualities and three subordinates’ perceptions of my leadership qualities. Peers and subordinates rate my leadership qualities higher than I rate these qualities in each of the categories. The only exception for this is the developing others category where peers and I both rate this quality as highly effective. Peers rate my leadership traits as outstandingly effective in all categories except developing others. Subordinates rate my leadership traits as outstandingly effective in all categories except understanding my own strengths and weaknesses which shows a mean of 4.5.00Others’ Perceptions of My LeadershipFigure 3 shows a graphical representation comparing my personal perceptions of leadership qualities to three peers’ perceptions of my leadership qualities and three subordinates’ perceptions of my leadership qualities. Peers and subordinates rate my leadership qualities higher than I rate these qualities in each of the categories. The only exception for this is the developing others category where peers and I both rate this quality as highly effective. Peers rate my leadership traits as outstandingly effective in all categories except developing others. Subordinates rate my leadership traits as outstandingly effective in all categories except understanding my own strengths and weaknesses which shows a mean of 4.5.-1339853718319Figure 3. Personal perceptions compared to peer and subordinate perceptions.Figure 3. Personal perceptions compared to peer and subordinate perceptions.-307429313471003081655407670“Type yourcallout text here.”00“Type yourcallout text here.”-1153554-92900500Leadership CategoryPeerSubordinateSupervisorPersonalSetting Direction5543.5Teamwork5554Sensitivity5543Judgment5544Results Orientation5544Organizational Ability5544Oral Communication5544Written Communication5554Developing Others4544Understanding My Own Strengths and Weaknesses54.5445805738806568513100131-86316250190Bringing it all TogetherTo further understand all of the data collected on my personal leadership aspects, a comparison table is used. Table 1 is a comparison table showing the means of each category of the 360 assessment of leadership qualities. In the table, a score of five means outstandingly effective, a score of four means highly effective, a score of three means satisfactory, and a score of 3.5 falls between satisfactory and highly effective. The data is disaggregated by roles based on the relationship to me. The table allows for data to be compared across the leadership categories by role. Upon first glance of the data, one might notice that I typically rated myself lower in all categories as compared to peers and subordinates. Also, it is noticed that I rated myself the same or lower in all categories as compared to my supervisor.00Bringing it all TogetherTo further understand all of the data collected on my personal leadership aspects, a comparison table is used. Table 1 is a comparison table showing the means of each category of the 360 assessment of leadership qualities. In the table, a score of five means outstandingly effective, a score of four means highly effective, a score of three means satisfactory, and a score of 3.5 falls between satisfactory and highly effective. The data is disaggregated by roles based on the relationship to me. The table allows for data to be compared across the leadership categories by role. Upon first glance of the data, one might notice that I typically rated myself lower in all categories as compared to peers and subordinates. Also, it is noticed that I rated myself the same or lower in all categories as compared to my supervisor.-354965739203500-800100825946414100141731520722503000-654269425669Personal 360 Leadership Aspects: Current DataMy Perceptions of My LeadershipThe same personal 360 leadership aspects survey was completed again after one year. In addition to completing the data myself, three peers, five subordinates, and one supervisor also completed the survey. This is an increase of two subordinates who completed the data. The 360 leadership aspects survey was again based on ten different categories. The ten categories include: setting direction, teamwork, sensitivity, judgment, orientation, organizational ability, oral communication, written communication, developing others, and understanding self-strengths and weaknesses. Each category score is determined by answering a set of questions for each category, ranking the scores on a scale of zero (ineffective) to four (outstandingly effective) and then taking the median of the scores for each individual category. The rating scale used for the current data (scale of zero to four) was different than that used by the baseline data (scale of one to five). This should be considered when making generalizations about the two data sets.Figure 4 shows a graphical representation of how I view my leadership skills in each of the ten categories after a year in the Doctoral program. In regard to sensitivity, which involves communication of feelings/needs, voicing disagreement, and interactions with others, I have a median score of four, which is outstandingly effective. For setting direction, which involved articulating visions, setting objectives, acknowledging achievements, and generating enthusiasm toward common goals, I have a median score of 4. Teamwork and Organizational Ability both have scores of 3. 00Personal 360 Leadership Aspects: Current DataMy Perceptions of My LeadershipThe same personal 360 leadership aspects survey was completed again after one year. In addition to completing the data myself, three peers, five subordinates, and one supervisor also completed the survey. This is an increase of two subordinates who completed the data. The 360 leadership aspects survey was again based on ten different categories. The ten categories include: setting direction, teamwork, sensitivity, judgment, orientation, organizational ability, oral communication, written communication, developing others, and understanding self-strengths and weaknesses. Each category score is determined by answering a set of questions for each category, ranking the scores on a scale of zero (ineffective) to four (outstandingly effective) and then taking the median of the scores for each individual category. The rating scale used for the current data (scale of zero to four) was different than that used by the baseline data (scale of one to five). This should be considered when making generalizations about the two data sets.Figure 4 shows a graphical representation of how I view my leadership skills in each of the ten categories after a year in the Doctoral program. In regard to sensitivity, which involves communication of feelings/needs, voicing disagreement, and interactions with others, I have a median score of four, which is outstandingly effective. For setting direction, which involved articulating visions, setting objectives, acknowledging achievements, and generating enthusiasm toward common goals, I have a median score of 4. Teamwork and Organizational Ability both have scores of 3. 41776655517515Leadership and learning are indispensable to each other.-John F. Kennedy?One of the hardest tasks of leadership is understanding that you are not what you are, but what you're perceived to be by others.-Edward L. FlomLeadership is based on inspiration, not domination; on cooperation, not intimidation.-William Arthur Wood00Leadership and learning are indispensable to each other.-John F. Kennedy?One of the hardest tasks of leadership is understanding that you are not what you are, but what you're perceived to be by others.-Edward L. FlomLeadership is based on inspiration, not domination; on cooperation, not intimidation.-William Arthur Wood27510834272456Figure 4. Current data of how M. Wallace views her leadership attributes.00Figure 4. Current data of how M. Wallace views her leadership attributes.275025056734000-1148080-91948000-1142649-90273000197069108519Leaders don't create followers, they create more leaders.-Tom Peters00Leaders don't create followers, they create more leaders.-Tom Peters57518307963535150015-551791036847My Supervisor’s Perceptions of My LeadershipFigure 5 shows a graphical representation comparing my personal perceptions of leadership qualities to my supervisor’s perceptions of my leadership qualities. According to the figure, the supervisor views my understanding of my own strengths as satisfactory while I view myself as outstandingly effective. The supervisor agrees with me on the categories of written communication, oral communication, results orientation, judgment, and teamwork. The supervisor also appears to be more critical of me in the categories of developing others, sensitivity, and setting direction.00My Supervisor’s Perceptions of My LeadershipFigure 5 shows a graphical representation comparing my personal perceptions of leadership qualities to my supervisor’s perceptions of my leadership qualities. According to the figure, the supervisor views my understanding of my own strengths as satisfactory while I view myself as outstandingly effective. The supervisor agrees with me on the categories of written communication, oral communication, results orientation, judgment, and teamwork. The supervisor also appears to be more critical of me in the categories of developing others, sensitivity, and setting direction.-1497722928708002126817689369Figure 5. Personal perceptions compared to supervisor perceptions based on current data.00Figure 5. Personal perceptions compared to supervisor perceptions based on current data.-1191895-91376500-894914791500016100161-324485208915Others’ Perceptions of My LeadershipThe final set of data from the 360 inventory of personal leadership aspects demonstrates a comparison view of peers, subordinates, and myself. The data indicates that the subordinates and I have similar views of my leadership skills while peers may be just slightly more critical of my leadership attributes. Figure 6 show a data comparison of averages of peers, subordinates, and personal data sets. All three data sets show about the same average of 3.8 for oral communication. While I rate myself lower on organizational ability, my subordinates rate me higher. While I rate myself high on knowing my strengths and weaknesses, my peers rate me at 3.17. This may indicate that I have more strengths or weaknesses that I recognize myself. It may also indicate that peers and subordinates feel that I do not understand my own strengths or weaknesses. However, the data does not indicate whether strengths or weaknesses need to be recognized more. 00Others’ Perceptions of My LeadershipThe final set of data from the 360 inventory of personal leadership aspects demonstrates a comparison view of peers, subordinates, and myself. The data indicates that the subordinates and I have similar views of my leadership skills while peers may be just slightly more critical of my leadership attributes. Figure 6 show a data comparison of averages of peers, subordinates, and personal data sets. All three data sets show about the same average of 3.8 for oral communication. While I rate myself lower on organizational ability, my subordinates rate me higher. While I rate myself high on knowing my strengths and weaknesses, my peers rate me at 3.17. This may indicate that I have more strengths or weaknesses that I recognize myself. It may also indicate that peers and subordinates feel that I do not understand my own strengths or weaknesses. However, the data does not indicate whether strengths or weaknesses need to be recognized more. -3231937674128Figure 6. A demonstration of how M. Wallace views her data attributes compared to how peers and subordinates view her data attributes.0Figure 6. A demonstration of how M. Wallace views her data attributes compared to how peers and subordinates view her data attributes.-417216327473900-1210945-9518650057080158056880170017-3708407153275Leaders Develop Other Leaders00Leaders Develop Other Leaders-496614358929Analysis of DataI feel that my own personal experiences growing up and throughout life have helped me develop into the confident leader that I am today. My current role is the Director of Instruction and Grants for a school division. I am one of five administrators for the division, so multi-tasking is a requirement of the job. There is no way that I alone can accomplish everything that needs to be done in my job. Therefore, it is imperative that I utilize the strengths of my team to help me. To form an ideal team I know that I need to find those with qualities and strengths that are different from my own. As an ESTJ, I need an INFP to give me balance. Where I like to organize projects and people to get things done, an INFP on my team can be the catalyst for implementing ideas. Where I like to keep track of essential details (sensing), I need someone on my team who will tackle difficulties with zest and supply ingenuity on problems (intuitive). While I will stand firm against opposition and hold consistently with policy (thinkers), I need someone on my team who will forecast how others will feel and appreciate my efforts (feelers). As an ESTJ, I like to think that I can get along with just about anyone. However, I may have trouble working with others who are ESTJ’s or who possess many of the same qualities as myself. Opposites tend to attract for a reason. I believe that reason is balance in the relationship. 00Analysis of DataI feel that my own personal experiences growing up and throughout life have helped me develop into the confident leader that I am today. My current role is the Director of Instruction and Grants for a school division. I am one of five administrators for the division, so multi-tasking is a requirement of the job. There is no way that I alone can accomplish everything that needs to be done in my job. Therefore, it is imperative that I utilize the strengths of my team to help me. To form an ideal team I know that I need to find those with qualities and strengths that are different from my own. As an ESTJ, I need an INFP to give me balance. Where I like to organize projects and people to get things done, an INFP on my team can be the catalyst for implementing ideas. Where I like to keep track of essential details (sensing), I need someone on my team who will tackle difficulties with zest and supply ingenuity on problems (intuitive). While I will stand firm against opposition and hold consistently with policy (thinkers), I need someone on my team who will forecast how others will feel and appreciate my efforts (feelers). As an ESTJ, I like to think that I can get along with just about anyone. However, I may have trouble working with others who are ESTJ’s or who possess many of the same qualities as myself. Opposites tend to attract for a reason. I believe that reason is balance in the relationship. 3051810357505To facilitate team building in my organization, I think it is important to look at different types of analyses such as the MBTI or the LCI. These inventories tend to help organizations understand the qualities and strengths of the group. I conducted a similar process with a communication study with our administrative team. Through this study, we were able to determine the communication styles of ourselves and then relate it to the communication styles of the rest of our team. Through the process, we could see where our holes were in communication and how a breakdown in communication could occur with our groupAfter reviewing the baseline data, one item in which my responses are confirmed by others is the “developing others” category. Personal data, supervisor data, and peer data all reflect a score of four or consideration of being highly effective in developing others. This is also true for the current data; however, subordinates have a closer average score compared to my score. “Developing others” refers to the following descriptions which were rated one to five:Share expertise gained through experienceEncourage others to change behaviors that inhibit professional growthRecommend specific developmental strategiesAsk others for their perceptions of their professional development needsSeek agreement on specific actions to be taken for developmental growth. It is interesting to note that the subordinates for whom I would try to help develop growth scored this as outstandingly effective in this category of the baseline data as well as in the current data. 00To facilitate team building in my organization, I think it is important to look at different types of analyses such as the MBTI or the LCI. These inventories tend to help organizations understand the qualities and strengths of the group. I conducted a similar process with a communication study with our administrative team. Through this study, we were able to determine the communication styles of ourselves and then relate it to the communication styles of the rest of our team. Through the process, we could see where our holes were in communication and how a breakdown in communication could occur with our groupAfter reviewing the baseline data, one item in which my responses are confirmed by others is the “developing others” category. Personal data, supervisor data, and peer data all reflect a score of four or consideration of being highly effective in developing others. This is also true for the current data; however, subordinates have a closer average score compared to my score. “Developing others” refers to the following descriptions which were rated one to five:Share expertise gained through experienceEncourage others to change behaviors that inhibit professional growthRecommend specific developmental strategiesAsk others for their perceptions of their professional development needsSeek agreement on specific actions to be taken for developmental growth. It is interesting to note that the subordinates for whom I would try to help develop growth scored this as outstandingly effective in this category of the baseline data as well as in the current data. -1154430-87450400-8274058138795181001813346450543616900-1181107139262Why the beach and seashells? The beach is ever-changing and evolving as a leader should be. Sometimes the ocean at the beach is calm and peaceful and at other times the ocean replicates a sense of urgency. Some people visit the beach in search of answers and others in search of peace and reassurance. Seashells represent the tough shell that leaders must have. Seashells are carried by the ocean waters as leaders are guided by their values and principles. Yet when they land on the beach, they stand out as individuals among the millions of grains of sand. Although some shells may resemble other shells, the greatest ones demonstrate uniqueness, character, and strength.00Why the beach and seashells? The beach is ever-changing and evolving as a leader should be. Sometimes the ocean at the beach is calm and peaceful and at other times the ocean replicates a sense of urgency. Some people visit the beach in search of answers and others in search of peace and reassurance. Seashells represent the tough shell that leaders must have. Seashells are carried by the ocean waters as leaders are guided by their values and principles. Yet when they land on the beach, they stand out as individuals among the millions of grains of sand. Although some shells may resemble other shells, the greatest ones demonstrate uniqueness, character, and strength.-828040360680Looking deeperAfter further review of the baseline data, one item not supported by others compared to my data is the sensitivity category. I rated myself with a score of three or satisfactory in the baseline data. Peers and subordinates rated her as outstandingly effective and her supervisor rated her as highly effective in the baseline data. In the current data, I rated myself as outstandingly effective. I propose that this change in my own response is a result of being in the Doctoral program and I am more alert with how to respond to others in sensitive situations. “Sensitivity” refers to the following descriptions which were rated one to five:Interact professionally and tactfully with othersElicit perceptions, feeling, or concerns of othersVoice disagreement without creating unnecessary conflictCommunicate necessary information to appropriate persons in a timely mannerExpress written, verbal, and/or nonverbal recognition of feelings, needs, or concerns in responding to others. Based on the baseline data, I am more critical of the sensitivity to others. The current data indicates that I am more aware of my sensitivity to others. Peers and subordinates consider me to be great at being sensitive to others and they are the ones who typically would be on the receiving end of how I interact with others.00Looking deeperAfter further review of the baseline data, one item not supported by others compared to my data is the sensitivity category. I rated myself with a score of three or satisfactory in the baseline data. Peers and subordinates rated her as outstandingly effective and her supervisor rated her as highly effective in the baseline data. In the current data, I rated myself as outstandingly effective. I propose that this change in my own response is a result of being in the Doctoral program and I am more alert with how to respond to others in sensitive situations. “Sensitivity” refers to the following descriptions which were rated one to five:Interact professionally and tactfully with othersElicit perceptions, feeling, or concerns of othersVoice disagreement without creating unnecessary conflictCommunicate necessary information to appropriate persons in a timely mannerExpress written, verbal, and/or nonverbal recognition of feelings, needs, or concerns in responding to others. Based on the baseline data, I am more critical of the sensitivity to others. The current data indicates that I am more aware of my sensitivity to others. Peers and subordinates consider me to be great at being sensitive to others and they are the ones who typically would be on the receiving end of how I interact with others.3003090754402When the data study was completed the second time, some of the same peers and subordinates were used while others had not completed the survey last year. This may have impacted the results from the baseline data to the current data. Last year, the scale for the survey ran from one to five while this year the scale ran from zero to four. For this reason, it is more important to use the descriptions of the data scale rather than the actual number (i.e. highly effective, ineffective, etc). In comparison to the baseline data and the current data, it seems that I was more critical of myself last year as I am this year. I attribute this to the fact that I am more aware of my leadership traits this year as a result of studying my leadership traits in the Doctoral program. Through this program, I have been exposed to considering different viewpoints and reserving judgment on others. 00When the data study was completed the second time, some of the same peers and subordinates were used while others had not completed the survey last year. This may have impacted the results from the baseline data to the current data. Last year, the scale for the survey ran from one to five while this year the scale ran from zero to four. For this reason, it is more important to use the descriptions of the data scale rather than the actual number (i.e. highly effective, ineffective, etc). In comparison to the baseline data and the current data, it seems that I was more critical of myself last year as I am this year. I attribute this to the fact that I am more aware of my leadership traits this year as a result of studying my leadership traits in the Doctoral program. Through this program, I have been exposed to considering different viewpoints and reserving judgment on others. 58051708259445191001911149009668656900-269543477672Using Data to Improve Leadership QualitiesOne thing that I noticed with the 360 data from the baseline last year to the current data this year is that I was less critical of myself where my peers and supervisor were more critical. While I would like to think that there were errors in the data, I must recognize that perhaps this year the quality of my work has not been as good as in the past. I attribute this to the fact that I have been assigned more leadership roles this year. In the past, my leadership traits have been recognized as being strong. This year, with the extra duties added on, I feel that I am always working deadline to deadline at work. In a small school division it is expected that everyone will have multiple duties. However, there comes a point where one cannot do any more. Although my own understanding of my leadership traits is better, I am not portraying those qualities in my work. In reviewing the raw scores which were used to create the average and median scores for each of the categories, there were no scores lower than “satisfactory” on the scales from both the baseline and the current 360 data.I will use the 360 data to contribute to any improvement of the display of my leadership aspects. I am most interested in my supervisor’s view of how I handle leadership tasks. In reviewing the current data, I need to work on the categories of setting direction, sensitivity, developing others, and understanding my own strengths and weaknesses as a leader. I feel that being more reflective in my work will allow these traits to be developed. The simple fact of bringing these traits to my attention will help me to improve. I will also look to my peers to help me with strategies to address some of these traits, since my peers were among those rating my qualities. ConclusionsAfter a thorough review and analysis of my own personality traits, I have been able to see how my own personality may affect the dynamics of any group with whom I am working. It is very apparent to me that I will need group members whose strengths balance out my blind spots. Likewise, they will need me to balance out their weaknesses. This analysis has not only helped me in this class, but also in my personal and professional everyday life.An individual’s perceptions of themselves and their personal leadership attributes can vary greatly from the perceptions other their peers, subordinates, and their supervisor. Using the 360 assessment of leadership skills data, I can reflect on the data and use the data to determine areas of leadership which will need to be strengthened. 00Using Data to Improve Leadership QualitiesOne thing that I noticed with the 360 data from the baseline last year to the current data this year is that I was less critical of myself where my peers and supervisor were more critical. While I would like to think that there were errors in the data, I must recognize that perhaps this year the quality of my work has not been as good as in the past. I attribute this to the fact that I have been assigned more leadership roles this year. In the past, my leadership traits have been recognized as being strong. This year, with the extra duties added on, I feel that I am always working deadline to deadline at work. In a small school division it is expected that everyone will have multiple duties. However, there comes a point where one cannot do any more. Although my own understanding of my leadership traits is better, I am not portraying those qualities in my work. In reviewing the raw scores which were used to create the average and median scores for each of the categories, there were no scores lower than “satisfactory” on the scales from both the baseline and the current 360 data.I will use the 360 data to contribute to any improvement of the display of my leadership aspects. I am most interested in my supervisor’s view of how I handle leadership tasks. In reviewing the current data, I need to work on the categories of setting direction, sensitivity, developing others, and understanding my own strengths and weaknesses as a leader. I feel that being more reflective in my work will allow these traits to be developed. The simple fact of bringing these traits to my attention will help me to improve. I will also look to my peers to help me with strategies to address some of these traits, since my peers were among those rating my qualities. ConclusionsAfter a thorough review and analysis of my own personality traits, I have been able to see how my own personality may affect the dynamics of any group with whom I am working. It is very apparent to me that I will need group members whose strengths balance out my blind spots. Likewise, they will need me to balance out their weaknesses. This analysis has not only helped me in this class, but also in my personal and professional everyday life.An individual’s perceptions of themselves and their personal leadership attributes can vary greatly from the perceptions other their peers, subordinates, and their supervisor. Using the 360 assessment of leadership skills data, I can reflect on the data and use the data to determine areas of leadership which will need to be strengthened. -1110018-93662500-1176020-9340850024345908042275200020-365078165933ReferencesBolman, L. G., & Deal, T. E. (2008). Reframing Organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass.Drath, W. (2001). The deep blue sea: Rethinking the source of leadership. San Francisco, CA: Jossey-Bass.Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. San Francisco, CA: Jossey-Bass.Learning Connections Resources (2011). Myers & Briggs Foundation (2011). , L. G., & Deal, T. E. (2008). Reframing Organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass.Drath, W. (2001). The deep blue sea: Rethinking the source of leadership. San Francisco, CA: Jossey-Bass.Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. San Francisco, CA: Jossey-Bass.Learning Connections Resources (2011). Myers & Briggs Foundation (2011). Note:Michelle WallaceMichelle Wallace, Graduate School, School of Education, Virginia Commonwealth University.This is a culminating assignment for EDLP 717. The author reflects on data which demonstrates how peers, subordinates, and a supervisor view her personal aspects of leadership as compared to how she views her leadership aspects00Author Note:Michelle WallaceMichelle Wallace, Graduate School, School of Education, Virginia Commonwealth University.This is a culminating assignment for EDLP 717. The author reflects on data which demonstrates how peers, subordinates, and a supervisor view her personal aspects of leadership as compared to how she views her leadership aspects-1148080-911860002337435-9246870Place logo or logotype here,otherwisedelete this.00Place logo or logotype here,otherwisedelete this.2197735-9119870Place logo or logotype here,otherwisedelete this.00Place logo or logotype here,otherwisedelete this.4521835-2617470 Delete text and place photo here.00 Delete text and place photo here.2291080-2620645 Delete text and place photo here.00 Delete text and place photo here.203835-1739900companyname00companyname1969135-7833360SMTWTFS1234567891011121314151617181920212223242526272829303100SMTWTFS123456789101112131415161718192021222324252627282930312273935-361696020080020085194935-8442960january00january ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download