LED 514 Trident University Personal Leadership Style and Values Paper Assessing Yourself and Your Environment One common focus of coaching in organization

LED 514 Trident University Personal Leadership Style and Values Paper Assessing Yourself and Your Environment

One common focus of coaching in organizational settings is to work with an employee to construct a personal development plan. In this SLP, you will be developing your own Leadership Growth Plan (LGP). The purpose is to have you learn the steps to developing such a plan so you can help others you are coaching to do the same, but also to come out of the class with a personal plan for your own development as a leader.

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Why create a Leadership Growth Plan?

It is one thing to want to be a good leader. It is another thing to achieve it. Research shows that people who have a vision for where they want to go and then write it down and develop a plan to achieve it, are more successful than people who do not. An LGP is designed to help you assess your current skills and capacities as a leader, set goals, and make a plan for enhancing your effectiveness by acquiring new skills.

For an example of what a personal leadership growth plan might look like, see the following:

Create a Personal Leadership Growth Plan (n.d.) Retrieved from http://www.myafchome.org/assets/Convention/2012_Convention/personal%20leadership%20growth%20plan-ew.pdf

Guide to the Completion of a Personal Development Plan. (n.d.). Retrieved from http://www.collegiovolta.org/images/example_pdp_2016.pdf

Assignment Instructions

In this module, we will begin with the first phase of creating your plan. You will engage in some assessment and reflection addressed toward giving you a picture of “Who am I”? Then you will write up what you have learned about yourself in a two- to three-page paper. The paper should be an integrated essay assessing your current attributes and capabilities as a leader. Do not just line up the four topics below and report on them as in a short-answer test. Use them to “tell the story” of who you are.

Keys to the Assignment

To assess yourself as a leader, consider the following and incorporate your answers into your paper.

What are your values?
Make a list of everything that is important to you in life. Do not censor or edit anything, just get it all on paper. You may find that you think of things you would not have expected.
Read through the list several times, choose the five most important values, and list them in order of importance.
Define each value in terms of why it is important to you.
What is your leadership style?
You have undoubtedly assessed your leadership style in one or more classes or at work. If you can recall your dominant style, name and describe it. The most common styles are authoritarian, consulting, participative, and delegating, but there are others.
Using the authoritative style, you tend to make all important decisions, including how jobs are performed.
Using the consulting style, you ask for employee input, but then make the decision yourself.
Using the participative style, you involve employees as partners in the decision.
Using the delegating style, you empower employees to make the decisions on their own as appropriate.
If you want to take a new assessment questionnaire, there are many on the Internet. Just cite the instrument you are using.
What motivates you?
Not everyone is motivated by the same things. What does it for you? Compensation, titles, perks, social status, money, helping others, doing a good job, winning?
Repeat the process you used in assessing your values.
How are your skills in the following competencies?
Developing subordinates: fostering employee engagement and commitment to the job and the organization, developing job-related skills and abilities, building decision-making capabilities, encouraging personal accountability for job responsibilities.
Modeling desirable behaviors: As a leader you are the “voice” of the organization. You exemplify its ethics, values, and expectations of employees. You do not ask people to do things you would not do yourself.
Challenging the status quo: Are you willing to try something different, think outside the box, take risks? Leaders do not simply accept things the way they have always been, but ask, “How can we do it better?”
Accountability: Leaders take responsibility for getting the job done. Leaders try new ideas, create action plans, and evaluate results.
SLP Assignment Expectations
Include a cover page and reference page in addition to the 2-3 pages of analysis described above.
Your paper should include introduction and conclusion paragraphs.
Use headings to indicate major sections of the report.
Cite and reference any outside sources.
Use APA formatting.
Proofread and edit your papers carefully. The expectation is zero errors. Module 1 – BackgroundHE PRINCIPLES OF COACHING
All articles on the Home, Background, Case, and SLP pages are
required unless otherwise noted.
The Leader as Coach – What are the Benefits?
The main reason for leaders to coach their subordinates is
for performance management. Coaching, when done right, improves
an employee’s skills and capability to find his own solution to problems
and to reframe challenges. It can help people achieve more from their
job and their career. A recent study by Bersin & Associates found that
organizations that train their managers in coaching have markedly better
performance, including:
Higher levels of productivity
Better employee engagement with the firm
Better financial performance
Read the following executive summary of this report:
Garr, S. S. (2011) High-impact performance management: Maximizing
performance coaching. Retrieved from http://resnikpartners.com/wpcontent/uploads/2012/11/Bersinstudy2executivesummary_000.pdf
The following article is from Leading Concepts, a firm founded by
several former Rangers. It provides a compelling argument for why
leaders need to develop coaching skills and lays the foundation for a
number of topics we will cover in this module and the rest of the course.
Be a Better Coach, Video, Available in the Trident Online Library
Given that 73% of organizations that successfully teach coaching skills
achieve above-average business results (vs. only 46% who do an
“average” job), why don’t more leaders engage in coaching? The
research reveals several recurring barriers to coaching:
Managers lack coaching skills
Managers feel that coaching is too time consuming
Managers do not believe that coaching pays off in improved performance
or “the bottom line”
Executive leadership does not support or encourage coaching
Coaching Skills
There are four basic skills that must be mastered to be successful at
1. Listening. Active listening is arguably the most basic of the skills. If the
coach does not know how to listen, none of the other skills will
matter. Read Part 2 (pp. 19-36) related to effective listening in the
following text. You can find this book through the Trident Online Library –
EBSCO eBook Collection.
Romero, D. B. (2009). The Business of listening: Become a more
effective listener. Rochester, N.Y: Axzo Press.
The following article defines “active listening,” and what it means
to be an empathetic listener:
Ohlin, B. (21 July 2016). Active listening: The art of empathetic
conversation. Positive Psychology Program. Retrieved
from https://positivepsychologyprogram.com/active-listening/
2. Setting Goals. A coach must be able to help the coachee set goals. The
ability to set SMART goals means setting goals that are Specific,
Measurable, Attainable, Realistic, and Time sensitive.
This video will teach you how to set SMART goals:
Reynolds, M. (2011). Achieving smart goals. [Books24x7 version].
Available in the Trident Online Library.
3. Questioning. A coach has to learn how to ask the right kinds of questions.
Throughout the course you will read a lot about these types of questions
and have the chance to practice asking them. Essentially, these types of
questions seek to understand – not to judge. When the coach asks
questions, she is trying to elicit ideas from the coachee about how to best
frame a problem instead of imposing her own interpretation. By doing this,
the coach is trying to stimulate the coachee’s imagination and creativity.
Asking questions can also focus the coachee’s attention on a certain
area. Maybe the person is having performance problems – if that’s the
case, you could ask questions to direct the coachee’s attention to ways
to improve performance. Another benefit of asking questions is that it
gives ownership of a problem to the coachee. Instead of telling the
coachee how to solve a problem, you give the individual the tools to
come up with ideas. This can foster a feeling of commitment in the
You will get the most meaningful answers if you use open
questions. Instead of asking questions that begin with “Will you” or
“Can you,” for instance, ask questions that begin with “How,” “Tell me,”
“What,” or “Why.”
Read the full article “Coaching questions and powerful questions.” Save
it for future use. It covers the right type of questions to ask in a broad
variety of coaching situations:
Cardon, A. (2008). Coaching questions and powerful
questions. Metasysteme Coaching. Retrieved
from http://www.metasysteme-coaching.eu/pdfexport.php?nid=774
Here are some examples of effective open-ended coaching questions:
What questions: Focus
o What do you want to achieve?
o What results do you anticipate?
o What are the possibilities?
• Why questions: Ownership, purpose
o Why is this important?
o What impact will this have on the organization?
o What really matters to you and others about this situation?
• Why not? Barriers
o What is the likelihood of this not working?
o What is the worst case scenario?
o What has gone wrong with similar situations in the past?
• How? Plan
o What steps have you taken so far?
o What is the next step?
o Who needs to be involved?
4. Providing Support and Feedback
Acknowledging positive behavior is so important to the coaching process
that it has been called the most important of all coaching activities. It
builds trust and confidence. However, it is also important to recognize
that the coach has to learn how to give negative feedback or risk
depriving the coachee of knowing what he is doing wrong and how to
improve. Many people do not like to give negative feedback because
they are afraid of the reaction they might get.
The following article from the Trident Online Library (ProQuest
database) gives some practical and down-to-earth suggestions for
delivering constructive, but critical feedback:
Berglas, S. (2013). Negative feedback. Leadership Excellence
Essentials, 30(11), 11. Available in the Trident University Online Library.

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