Saturday, December 10, 2011

Learning Team Leadership Analysis

Learning Team
Learning Team Leadership Analysis
Write a 1,450- to 1,750-word collaborative paper using the results from the How Good am I at Building and Leading Teams, What’s my Leadership Style, What’s my Preferred Conflict Handling Style, and What’s my Preferred Form of Power assessments. Include the following in your paper:

·         Analyze how each team member’s leadership style translates into specific leadership behaviors and practices.

·         Describe how each team member’s leadership style reflects one or more leadership theories from the course readings.

·         Explain how each member’s leadership style, use of power, conflict-handling style, and team skills potentially impact team effectiveness.

·         Provide assessment scores and references to the two main texts, at least three supplemental texts, and appropriate peer-reviewed literature to support your judgments, assertions, and conclusions.
11:59 pm Phoenix Time
Day 7

My portion of the assignment
I will be adding more specifics to the essay after I receive Maude's self-assessment.  But for now, this is my portion of the essay.  I have not included my peer's portions of the essay.
Table 1
Learning Team B’s Self-Assessment Results

How Good Am I
at Building and Leading a Team?

Your score is: 84

Your score is: 88

What's My Leadership Style?

Concern for People: 9
Concern for Task: 9

Concern for People: 10
Concern for Task: 13

What's My Preferred
Conflict-Handling Style?

Competing: 8
Collaborating: 16
Avoiding: 10
Accommodating: 17
Compromising: 19

Competing: 12
Collaborating: 13
Avoiding: 11
Accommodating: 14
Compromising: 15

What's My Preferred
Type of Power?
Reward 2.2
Coercive 1.7
Legitimate 4
Expert 4.7
Referent 4.7
Reward 3
Coercive 1.5
Legitimate 4
Expert 4
Referent 4

Leadership Theories
Judging from the self-assessment, each member of the team practices the transformational and charismatic leadership theory.  In the transformational leadership model, the leader provides “influence (charisma), inspirational motivation, intellectual stimulation, and individualized consideration” (Avolio & Yammarino, 2002, p. 111).  As a team, the group provides these proficiencies.
According to the self-assessment, the team obtains high scores in both the expert and reverent area.  This indicates that the team has an understanding of the content and can provide intellectual stimulation to others.  In addition, when the leadership score is within the high range, this indicates that the leader is “more effective” (Jui-Chen, 2005, p. 280) in the area of charisma as well.  The team also has high scores in collaboration, accommodation, and compromising.  These items similarly indicate that the team appears to avoid conflicts by communicating with each other to come to a mutual understand and agreement.
In an empirical study about transformational leadership theory and the emotional attributes, there is evidence that indicates that there is a correlation with how the leader communicates and the leader’s “perception of charisma” (Felfe & Schyns, 2006, p. 713).  The perception of the team’s focus is consistent with the intellectual nature of leadership and the concern for the followers as indicated by the transformational leadership model.  The transformational leadership theory’s relationship to the team’s leadership capabilities is consistent with each other.
This team self-assessment does not include information about what other follower’s perceptions are toward each individual team member’s skills in other organizational settings.  Although each team member acknowledges the level of skills and professionalism from the prior discussions and through the self-assessment, there is no data in this essay to support the follower’s point of view toward the leader’s behaviors.  The information from the followers would allow more details about the leaders and the leader’s actions toward his or her and the goals. 
The transformational leadership theory also conceptualizes “how leaders exert motivational effects through linking follower’s self-concepts” (Avolio & Yammarino, 2002, p. 257) to further enhance the role of the transformational leader.  The team uses their ideas in the discussion forums to demonstrate collaboration and learn from each other.  The team also expects each member to accomplish the goals by providing feedback and encouragement.  These aspects are similarly some aspects that are anticipated through the transformational leadership model (Avolio & Yammarino, 2002, p. 257).
In summary, each self-assessment from the learning team members display that they are capable of effective collaboration significantly to meet their goals. During the course, the team learned about the different leadership styles, theories, and the effectiveness as part of a transformational leadership model.  The team understands that communication, accommodation, and motivation are also important aspects of a transformational leadership as well as practice this model throughout the project and in their discussions.  As perceived through the self-assessment and discussion forums, each team member shares commonalities in his or her concern for others, concern for their tasks, collaboration, accommodation, compromises, expertise, and reverence.  These aspects are important to the group and toward transformational leadership.


Avolio, B. J., & Yammarino, F. J. (2002). Transformational and charismatic leadership: The road ahead. San Diego, CA: Emerald.
 Felfe, J., & Schyns, B. (2006). Personality and the perception of transformational leadership: The impact of extraversion, neuroticism, personal need for structure, and occupational self-efficacy. Journal of Applied Social Psychology, 36(3), 708-739. doi:10.1111/j.0021-9029.2006.00026.x
Jui-Chen, C., Silverthorne, C. (2005). Leadership effectiveness, leadership style and employee readiness. Leadership & Organization Development Journal, 26(3), 280-288.