Strengths and Weaknesses in Leadership and Followership - Essay Example

?Question 1a) Critically evaluate and reflect upon your current strengths and weaknesses in leadership and followership (competencies, knowledge, skills and attributes). Leadership is a concept that can incorporate a high range of characteristics. Observing their responses to various challenges can identify the strengths and weaknesses of leaders. Referring to my leadership strengths and weaknesses, I would highlight the following issues: Up today, I have been able to cooperate effectively with my colleagues taking initiatives, where necessary, for resolving critical problems. Most important, I am committed to my studies, trying to respond to all the demands of my position. I have always tried to examine thoroughly the requirements of every task assigned to me, focusing on details. In case of mistakes or failures I’ve been able to respond immediately, suggesting appropriate plans of action. Every time that I had to organize a team – work, I’ve managed to handle the relevant project effectively, either as the leader or just as a member of the team. I’m trying to inspire confidence and trust and to take the responsibility of failures, when I have failed in managing a project. I also try to continuously develop my skills and competencies and to support innovation and collaboration. On the other hand, I have often failed in identifying early the risks related to a particular task. Also, in certain cases, I have avoided asking for support in developing the task assigned to me, preferring to try myself to find a solution. Moreover, when I have to deal with a complex task on which I need to take a decision I may need more time than initially estimated, as set in the relevant task, trying to check thoroughly all details and requirements. 1b) Using specific examples of strengths and weaknesses from your evaluation in part 1a) above, identify how you might develop your leadership and followership further in both the short-term and longer-term. According to the issues discussed above, my leadership style should be improved and developed; initiatives would be taken so that my leadership competencies would be increased both in the short and the long term. The Executive Maturity model, as applied in Microsoft (Trathen 2007, p.71) could possibly help in the achievement of the above target. The Executive Maturity model is based on the idea that the leader should be able to respond effectively to the needs of others under pressure (Trathen 2007). The above model incorporates two key phases: in the first phase, the leader needs ‘to be aware of his own feelings, thoughts and values’ (Trathen 2007, p.71). In the second phase, the leader has ‘to manage the emotional needs of others’ (Trathen 2007, p.71), keeping a balance. On the other hand, Alexander (2008) notes that the key characteristic of a successful leader would be his ability to ‘handle crises and mitigate effects’ (Alexander 2008, p.34). Cooper (2010) notes that the identification of a leader’s competencies is necessary before trying to improve the leader’s effectiveness. After reviewing my leadership strengths and weaknesses, as presented in the previous section, I would come to the following conclusion: I should emphasize more on decreasing the time I need for managing complex tasks, so that I would become more efficient in a range of projects; I should continue focusing on details but I would try to limit the time spent on issues of secondary importance. The Executive Maturity model would help me to change my leadership style, setting appropriate priorities and increasing collaboration. Question 2 Are leaders born or made? Each leader has unique characteristics, even if the particular fact is not clear. Indeed, the leadership style is closely related to the personality of each individual and from this point of view it would be quite difficult to identify two leaders that would respond exactly the same to a series of critical events. Yuki (1988) have noted that ‘leadership effectiveness varies across situations’ (Yuki 1988, cited in DeMetropolis, 2003, p.34). At the same time, Weerakit (2007) noted that the success of a leader could be evaluated emphasizing on different skills and competencies, according to the demands of the particular position and the leader’s environment. For example, a particular leader could be characterized as successful because he is highly skilled in ‘managing stakeholders’ (Weerakit 2007, p.64), while another leader would be characterized as successful because he is quite effective in promoting motivation (Weerakit 2007). In regard to this issue, a critical question has appeared: is a successful leader born or made? Different views have been developed in the literature in regard to this issue. Avolio (2004) notes that leaders are made, a view that is based on the following fact: most of leaders worldwide tend to participate in seminars and other educational courses for improving their leadership abilities (Aviolio 2004, p.2); this practice verifies the view that leaders are not born but they are made (Avolio 2004). The above view is aligned with that of Gardner (1990, in Avolio 2004) who also noted that successful leaders are made. From the same point of view, Gorchels (2011) noted that’ leaders are made’ (Gorchels 2011, p.15). On the other hand, there is the view that leaders, by the nature, have specific qualities, i.e. they are born and they are not made. This view has been primarily developed by ‘Sir Francis Galton, in 1869’ (Shriberg and Shriberg 2010, p.96). According to sir Galton, ‘the qualities that make great leaders are biologically inherited’ (Shriberg and Shriberg 2010, p.96). The particular view is aligned with the trait theory on leadership. The above theory is based on the idea that leadership is based on particular traits, i.e. characteristics; in the context of this theory, leaders are born and they are not made. Such characteristics, which can be related to the leader’s ‘physical or mental status’ (Rausch 2008, p.161) are for example: ‘self-confidence and integrity’ (Chance and Chance 2002, p.86). According to the trait theory they are these characteristics that define ‘the quality of a leadership style’ (Rausch 2008, p.161). Evaluating the different views on leadership, as presented above, the following assumption could be made: leadership characteristics are related to the personal characteristics, i.e. the personality of each leader. However, every leader needs to periodically review his skills and weaknesses and be informed on the changes of his environment; thus, a leadership style is continuously checked and appropriately alternated so that risks for failures in regard to leadership decisions are minimized. From this point of view, leadership is both inherited and learned, a view aligned with the view of Larkin (2007, p.28). Question 3 What is the difference between leadership & management? A common problem when evaluating the quality and the characteristics of a leadership style is its potential differentiations from management. In fact, it has been proved that leadership is not identical to management, even if certain similarities seem to exist between these two concepts. Different theories have been developed for explaining the relationship between leadership and management. The classical management theory promotes the idea that ‘a manager should have the same qualities with a leader’ (Kliem 2004, p.3). Moreover, Henry Mintzberg claimed that there are ‘ten managerial roles’ (Lussier and Achua 2009, p.9) which are necessary for leaders in order ‘to promote the organizational objectives’ (Lussier and Achua 2009, p.9). The model of Mintzberg is presented in Figure 1 below. The particular model makes clear that a leader needs to be able to respond to three different categories of roles and to develop appropriate activities, for facing the challenges of each role, as analysed in Figure 1 (Appendix). Figure 1 – Mintzberg – ten managerial roles model (Source: http://www.lmcuk.com/management-tool/mintzberg-s-ten-management-roles) The model of Mintzberg on managerial roles leads to the following assumption: a manager, who is expected to be appropriate skilled so that he can respond to these roles, can be considered also as a leader, who also has to respond to the demands of these roles. In other words, the ten-managerial roles model of Mintzberg promotes the idea that management is similar to leadership. In regard to the specific issue, Lussier and Achua (2009) note that leadership can be characterized as similar but not identical to management. It is explained that a leader needs to be able to perform successfully to the ten managerial roles suggested by Mintzberg, but these roles are part of leadership, meaning that leadership is wider than management. Management is just an aspect of leadership (Lussier and Achua 2009). There are also scholars who claim that leadership is different from management; Kotler, for example, supports that ‘leadership and management are distinct constructs’ (Kotler 1990, in Northouse 2009, p.11). Another scholar supported the above idea is Rost (1991) who characterized leadership as ‘multidirectional relationship and management as unidirectional relationship’ (Rost 1991, in Northouse 2009, p.11). From a similar point of view DeCarlo (2010) noted that managers are likely ‘to follow rules and avoid changes’ (DeCarlo 2010, p.28) while leaders need to take risks if required in order to achieve particular targets. In regard to the above, Rost (1993) notes that leadership may be similar with management but just as of their nature, meaning the involvement of both managers and leaders in the development of various organizational plans. If focusing on their elements, leadership and management are different, a view that it is verified by the following fact: if leadership would be the same concept as management then there would be no reason for this concept to be developed (Rost 1993). In summary, it could be stated that leadership focuses on establishing and promoting the practices that will enhance the performance of organization. Management aims to ensure that employees will follow the guidelines of the leader so that the targets set are achieved. References Alexander, D. (2008) A Modified Delphi Study of Future Crises and Required Leader Competencies. London: ProQuest. Avolio, B. (2004) Leadership Development In Balance: Made/born. London: Routledge. Chance, P., Chance, E. (2002) Introduction to Educational Leadership and Organizational Behavior. New York: Eye on Education Inc. Cooper, D. (2010) Leadership Risk: A Guide for Private Equity and Strategic Investors. Hoboken: John Wiley & Sons. DeCarlo, D. (2010) Extreme Project Management: Using Leadership, Principles, and Tools to Deliver Value in the Face of Volatility. Hoboken: John Wiley & Sons. DeMetropolis, G. (2003) Uxo Team Leadership: How a Leader Creates and Handles an Effective Unexploded Ordnance (Uxo) Team. St Leonards: Universal-Publishers. Gorchels, L. (2011) The Product Manager's Handbook. McGraw-Hill Professional. Kliem, R. (2004) Leading High Performance Projects. Boca Raton: J. Ross Publishing. Larkin, E. (2007) Ready to Lead?: Prepare to Think and Act Like a Successful Leader. Essex: Pearson Education. Lussier, R., Achua, C. (2009) Leadership: Theory, Application, & Skill Development. Belmont: Cengage Learning. Northouse, P. (2009) Leadership: Theory and Practice. London: SAGE. Rausch, E. (2008) Planning, Common Sense, and Superior Performance. Charlotte: IAP. Rost, J. (1993) Leadership for the Twenty-First Century. Westport: Greenwood Publishing Group. Shriberg, A., Shriberg, D. (2010) Practicing Leadership Principles and Applications. Hoboken: John Wiley and Sons. Trathen, S. (2007) Executive Coaching, Changes in Leadership Competencies and Learning Agility Amongst Microsoft Senior Executives. London: ProQuest. Weerakit, N. (2007) Leadership Competencies Required for Future Hotel General Managers' Success in Thailand. London: ProQuest. Read More