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Leadership

Leadership

Myinterests in the leadership conundrum focused deeply on handling thedestructive people in the society. The leadership subjected me togovern, guide, instruct, lead, and even inspire the groups of peopleviewed as difficult to handle in the school class setting. I focusedon choosing the rebellious, those who have set no priorities orefforts about following even the simplest of the set instructions. Mymotive was to understand their psychological framework and find a wayto lead them through a series of commands and guidelines with a goalof upsetting their general insubordination and general disregard fordesigned authoritative structures. Likewise, my leadership projectfocused on testing various proposed leadership models that explainthe patterns within rebellious masses, specifically designed to beused by leaders in my position. The designed leadership modelsprovide guidance on the underlying fundamental principles,approaches, addresses, rewards, and reprimanding procedures to followwhen leading a rebellious lot. My leadership conundrum focused onaligning the multiple leadership traits and qualities imperative formy specific post. My post, in reality, would not only deal with therebellious people in the target society but would also have to offerguidance to the obedient dwelling mutually with the rebelliouspersons in the society.

Furthermore,I focused on the leadership synergy of the obedient and therebellious people in a target society. I learned that the societydoes not exist entirely with people who disregard the authoritativestructures, but also the largest populace appreciates thehierarchical structures of leadership. In fact, a huge part of thepopulace as I learned supports the structures of authority. However,the small group forming resistance towards leadership have ultimateand unparalleled potential to influence the majority to upset theexisting leadership structures. My study additionally had provisionalinput to focus on the therapeutic measures to follow in cases wherethe resistance offers detrimental effects to the general population.My project investigated on selected styles to quell the injuriousresponsive results of the rebellious lot within the select society.

Ichose to lead the students in my class who often land in theprincipal’s office occasionally due to discipline issues. Myproject aimed to learn of their behavior, learn of their motivationto disregard openly laid out school instructions. More so, my projectresearched leadership styles to handle their case. The students havea repetitive behavior of neglecting school rules purposefully,despite the well-laid and displayed instructions within theinstitution. Furthermore, their repetitive disregard for the rulesearns them constant punishments. The punishments work to redeem theirinsubordinate behavior as they repeat their mistakes disregarding therules even with more morale and spirit. The worrying factor in theleadership project was the huge number of other students constantlyin the accomplice of the rebellious lot whose previous records couldonly proof exemplary behavior. The analysis showed a huge probabilityand high percentages of other well-behaved students shifting to therebellious lot even from the slightest interaction between the two.Moreover, the rebellious students were hailed by the others overtheir rebellious stances, which led to a difficult decision-makingprocess regarding the leadership style to employ in the scenario.Furthermore, the project involved leading the rebellious studentsthrough a series of exposures that aimed to teach them the rule oflaw, and train them to respect, follow, and anticipate the presenceof a leadership organization. Additionally, the leadership projectfocused on providing reward schemes to the rebellious students whoshifted their ways and changed camps to land to the respectful,law-abiding students. My project handled the outcomes of the behaviormodification from either student and distinguished between theeffective theories and the less working theories while dealing with arebellious populace.

Particularsof the Leadership Conundrum

Fromthe deep analysis of the structure and organization of the rebelliousgroups, it is evident that their affiliation to rebellious activitiesis unparalleled. The objectors have a deep embrace for the conflictthey create, and they marvel at the results of the conflict (Chapman,2016). The value-based conflicts, such as the ones portrayed by theseobjectors are the hardest types of conflicts to address and manage.Their handling will produce some level of suffering and negativityaround the rebels and extend to the innocent within the vicinity ofthe rebels (Chapman, 2016). The question leading to the discovery wasthat, should I let my leadership capabilities assume, let my valuesdecay, and misalign my public responsibility at the expense of therebels, or does my duly noted capabilities present avenues to dealwith such circumstances? Well, over the course of the experiment,there was facilitation, nurturing, and instigation of a positive andfruitful authoritative structure, change-centered around rebels andtheir value-based conflict system of organization. Within theirorganization, the objectors have a remarkably constructivevalue-based approach towards conflict (Chapman, 2016). Their conflictis specifically insubordination and total ignorance of the adverseconsequences of their actions and engagements (Chapman, 2016). Theirvalue-based interests in raising and spreading conflict follow as ashortcut to amity that fails to grasp the developed strategies thathave been existence for decades in form of school rules. Theirfriendship rides through as a strong front united to tear down thesestrategies that have existed since the establishment of an educationsystem (Chapman, 2016). Their values dictate a fearful, yet wise andpolite way to erode the disciplinarian strategies as they involvethemselves and other innocent students in degrading the schoolpolicies. Surprisingly enough, the defectors merge an efficientrelationship that dwells under high levels of trust in the crucialtime of engagements. For instance, if one of the defectors has landedin a discipline issues, the others have high trust that theindividual cannot do any mistake to jeopardize their relationship. Itis a solid approach in that their values are highly distinguishablefrom their priorities and are in less conflict within themselves intheir associations. My approach to the group is through experimentallearning, in that the learning process of their structure revealstheir values and beliefs are profoundly immoral by any set standard.It is then from that approach that I devised a leadership forum forthe group to guide, instruct, correct, and inspire them fromnegativity to positivity. It is a thrill in my leadership capacity topossess the moral motivation, develop the appropriate relationshipskill, and resilience to associate with a group with such high levelsof value-based conflict. My most crucial leadership approach isresilience as it helps my leadership goal and project to find thegood, and continuously find meaning in the huge process of combatingchanging within the defectors. Alternatively, my leadership role hasto offer resilience to the rebels, as without the resilience, therebels tend to be bitter with the existing systems, they are oftenangry towards the simplest expressions that might show they arefollowing the rules, and their suffering becomes unparalleled sincethey system will continually punish them for their atrocities,created from a single point of lack of resilience.

TheStupidity Paradox

Thestupidity paradox aims to explain as to why even the smartestorganizations are deep pools of stupidity and mediocre reasoning. Byorganization, my leadership project refers to the renegades in ourschool system. Despite going through a high-intelligence schoolprogram that accommodates the brightest of minds, it is still amarvel that the rebellious students portray their indisciplinethrough stupid ways to say the least. The paradox marvels as to whysuch smart students would blatantly ignore well written and deeplysynthesized instructions and choose to do contrary to theexpectations of the school system. However, the stupidity paradoxgives pivotal explanation as to why such intelligent students mayactually wan functional stupidity to survive and scheme their wayaround the school rules and the overall system. My leadership inquestreveals that the functional stupidity within the structures of therebels works on efforts to block the rebels from thinking utterlyabout what they do within their rebellion (Leadership qualities |Rebels at Work, 2016). Their ignorance of what they really do and theimpacts keeps them dangerously at bay, ready to commit the nextatrocity at an opportune time. Their ignorance blocks anyuncertainties, inconsistencies, and clear illogical assertions thatwould otherwise make them change their rebellious minds to embracethe system as the others willingly do (Leadership qualities | Rebelsat Work, 2016). So, instead of handling and confronting the truth,they would rather value the unthoughtful convenience of theirdetrimental actions. The portfolio of the rebels also dictate thatthey work in realization formulae, in that laying low and avoidinghighlights within the law is among their greatest strategy. Goingover such inertia requires them to keep in constant communicationunder watchful consideration of activities that have direct impact onthe emotional capacity of their peers. There is the personal standthe rebels affirm in that they believe they have nothing to lose bystanding up for what they believe is right (Leadership qualities |Rebels at Work, 2016). Their beliefs exist solely on the basis thatthey have nothing to lose materially, since material possessions tendto be their greatest accomplishment. However, despite the deepbeliefs they still lose a lot materially, and they gain almost closeto zero knowledge of the learning at the school. The gangs alsoinfluence others to look at their direction and with time, they endup recruiting other people to their lot. Their structure involves amentor, in this case, a mentor propagating negative agenda. To thedefectors, the mentor can initiate a sloppy sequence of negativeeffects transcending on all of the other members since his role earnshim the right to perform as he wishes, without questions from theother members. More so, his most daring acts of indiscipline andinsubordination are a source of inspiration to the other memberswithin the defectors.

Gatheringall that information from the group of the study was a very pivotalstep to help design a well-oriented leadership style to suit theirtailored needs. More so, the leadership style in use must accommodatethe varied needs of the lowest members of the group to the leadershipand the most admired defectors within the school system. The stylemust recognize that even the other obedient students are at a hugerisk of shifting to the rebellious lot since the latter attractmembers at a very high rate. More so, the leadership style mustencourage a positive approach towards the rebels in a manner thatdoes not encourage their negative practices within the school system.The approach should encompass the needs of everyone, among them thevery extremists who cannot stand to follow any single rule withintheir set society. The goal for such extremists would be to help themfind a positive purpose, which they can focus that much energy theypossess. Hence, my leadership approach had goals set for therebellious school group. Among them is that I demanded positivechange from all the affiliated members regardless of their status inthe ranks. Secondly, I explained to the stubborn students why Idemanded the positive change so that every member would work towardsa common goal. Above all, I had to challenge them more than they werebefore. The other goal of the transformation process was to eliminatethe analysis paralysis caused by incompetent and unreliable datasets. The unreliable data sets usually delay decision making processof the various leaders due to the prolonged search for a perfectsolution for every existing problem in their leadership front. I alsoset a personal goal of intrinsically motivating the team, as themotivation will take the team to the level of success I desire. Tothe team, the success level may seem unachievable, however, theintrinsic motivation produces self-efficiency. My leadership projectalso will transform their hidden potential and utilize it to ultimateperformance levels, preparing them to become competent futurecitizens. My project also avoided any chance of excuses as thereluctances are detrimental to our chances of success. Finally, myleadership style may to some extent be viewed as a rebellious onesince my interaction with the team forced me to see things in theirperspective and provide an alternative opinion on the matters athand.

TheLeadership Style Administered

Myleadership style was not a single fixed style due to the varyingfactors aforementioned. To effectively tackle the various needs ofthe rebels now turned team, I applied specific templates to the team.Among the common factors with all the templates was appreciation,safety, and manipulation of the character strengths (Stricklin,2015). Communication was the most effective tool in the leadershiptemplates while working with the team (Stricklin, 2015). As a goofleader, I pride myself on having efficient communication skills thathelped me handle the specific issues passed along by the team. Thecombination of the factors built up the ability of the team to alterand raise their self-esteem to a level needed to produce noticeablechange. Additionally, the members are within themselves contagious,an infectious behavior among them that will me work them to producenoticeable change. It is worth to mention that the aim of theleadership process by effecting change is to improve the perspectiveby which the team associates with other people, help them appreciatetheir personal strengths, innovate new possibilities that willchallenge the status quo positively, create a safe environment forthem to try out new things by availing them the chances they seeunachievable.

ApplyingAppreciation in My Leadership Template

Asense of appreciation forms the fundamental source of motivation forany work. However, despite that being a common expression, humanbeings are less appreciative of other people’s efforts. Showinggratitude is not among the most shown signs by humans to others, yetmost people do not feel appreciated for their various efforts,forming little morale for the working team (Winkler,2010).However, the deal remains the same universally, when we feelappreciated by other people, we tend to grow more trust among oneanother (Winkler,2010).As a leader, the single most effective tool to ensuring that the teamkeeps within the mandated course is to show appreciation to everyoneregardless of their effort. The confidence in the team increased withthe first signs of appreciation and their response to thatappreciation is that they start helping each other out. Additionally,their response showed them opening up to new ideas throughout theleadership project. My appreciation leadership template added theteam approach to the project. Winkler(2016)adds that the team spirit possesses intrinsic strengths that revivethe inner energy among themselves. My leadership strategy influencedthe team to work within a flow, since within working as a flow makesthe members use their top energy to sustain the directives presentedto them. Consequently, their self-esteem was on the rise as thesynergy to create positive things and impact positively the schoolsystem creating rewarding feelings amongst themselves (Winkler,2016). Besides, the leadership template helped the team members trulyunderstand how strong each character was, unveiling them from thelow-key characters they previously existed. After revealing thestrength of each character, the team learnt to understand othertalents they possessed other than acting out towards the schoolsystem. Appreciating the team forces one to be honest and brave,still remaining true to the task at hand (Winkler,2016). Previously, the team thought that being truthful at all timeswas a weak side as the system advocated for honesty from all of thestudents. However, upon revealing the importance of appreciating theothers the team appreciated the value they bring when they worktowards a positive course.

LeadingThrough Psychological Safety

Ifthe working environment does not feel safe, there is no real progresson the objective (Northouse,2010).My leadership capacity focused on creating a psychologically safeenvironment so that the team members expresses themselves freelywithout feeling as if they are making a mistake, can call out aproblem within our working process. I learned that ensuring highproductivity while leading a rebellious lot is a way to ensure theyfeel psychologically secure (Northouse,2010).They will air what they think is wrong with the current school systemwithout any fear of contradiction. The team aired the school systemwas “self-centered.” I sought to learn why, and the explanationthey offered could only make sense amongst themselves. Were it notfor the psychological safety, such concerns would have remainedburied throughout the project.

Dealingwith The Particular Conundrum in the Leadership Project

Thereare particular leadership provisions that helped me work smoothlywith the rebels. Like any other leadership approach, managing rebelsand expecting them to perform according to set standards is no easytask. Hence, dealing with the conundrum required special approachspecified for dealing with the rebels. My leadership inquest pushedto new limits of discovering the necessary way to deal with theoverflowing needs of the rebellious students at the schoolinstitution. The following outline offers my clear and detailed stepsin used to handle the rebels throughout the project.

Rethinkingthe default settings

Iapplied the approach with the aim of increasing the diversity acrossthe sessions. My goal not only focused on reprimanding the rebelsfrom their defecting spirit but also to help them engage in positivefronts rather than staying idle. I developed tasks, mostly with anincline towards offering a service to the school. Some of the teammembers took shifts to arrange books in the library, others helped tosupervise children play in the school fields, and others worked incleaning certain areas of the school. Making the students performsuch tasks was no easy mission as most of them would rather sit backand plot their next unexpected disaster rather than help out cleaningthe school. Some of them felt as if the activities diminished them ofthe created statuses within their organizational structures.Restructuring the default settings within their existence gave theman opportunity to change their perception of service to the othermembers of the school (Northouse,2010).Additionally, the new structures attracted other innocent students totheir ranks, but this time, it was not in doing harm, but it waswithin constructive limits that benefited the school program. Moreso, their volunteerism attracted emotional connection with the otherstudents prompting them to do more to divert their energy from theirnormal gang activities within the school property.

Acknowledgingthe varied expertise among the target populace

Overthe years, the rebels, now my team have had a recognition of having asingle expertise of raising chaos by neglecting the normal schoolprogram. For instance, if we get a chance to a class to go to thefield for some physical classes and exercises, it is in everyone’smind that the rebel team must break a couple of school rules. Somewill fight other innocent kids, others will not follow the exercisesynergies presented, some will sneak and do drugs among breaking morerules along with their endeavors. However, I sought to find out theirexpertise within the school curriculum. The fighting students couldexcel well in sports, others have real acting talent, and othersexcel in comedy. The single fact that no one notices their expertiseforces them to converge and engage in activities they believe revealtheir true self. Additionally, acknowledging their expertise in thestandard operations will expose the team to learning new things(Dhavan,2011).The new discoveries will merge with the goals of the team, and eachmember will work towards the realization of the leadership project.

Explicittalk about individual thinking and personalized working forums

Theprocesses of thinking among the rebels was crucially important toeffect needed change. More particularly, I discovered the team wouldrather engage in violent encounters when tasked with a problem.Furthermore, their processes of thinking reflect that evading thelaid out rules is the quickest way of solving challenges (Dhavan,2011).For instance, it is easier for an individual to miss a class if theyknow they had not completed an assignment that was due collecting onthe class session. Their thinking would not expose them to otherconstructive methods of dealing with their present conflict. Besides,their methods of solving conflict were infectious to other classmembers, spreading with a worrying rate that needed urgentintervention. My leadership style tackled their thinking ways andexposed them to the right ways of solving the current conflictamongst themselves. I introduced them to playing with biggerconcepts. Instead of missing class over the unfinished assignment,why not confront the professor, present what you have and offer adiscussion of what to deliver within a set timeline. The changes weremostly scary to them at once, but upon a successful trial, theymaintained a higher attendance record in class.

Engagethe team in open-ended questions with limited chance for lies

Therebels flourish and survive by telling lies (Staniland,2014).They lie to their peers, their educators, their parents tounparalleled extents. Leaders in such crucial positions may not lieon purpose. But through such efforts to maintain an honest frontalways leaves us leaders with pronouncements suffused with anunjustified air of uncertainty (Staniland,2014).That air of uncertainty may inspire the defectors negatively(Staniland,2014)and grow their underlying tendency of propelling lies. Hence, myapproach to reduce the uncertainty on my part as a leader was toreduce the number of my declarative statements to the team andreplace them with questions. The inquiries will prompt the team toreflect on themselves and come up with better responses that have nouncertainty. Through such ways, I ensured my team did not have anymoments of uncertainty or instances where they would resolve to liesto respond to some of my declarative statements.

TwoLeaders for Interview

Theleaders I selected are Keith Forney and Marquita Harris. Keith Forneycommitted 23 years of his life to the military and retired in 2010.Keith’s primary occupation was Human Resources in which he has heldmany leadership and management positions during his career. Hefocused on handling soldier issues and aided in resolving them. Iselected Keith because he was well known as a leader by set thestandard and the example for others to follow. He devoted his timeand effort to develop and improve those around him peers as well assubordinates. Keith currently works as the Human Resource Manager forthe State of Texas in Houston. Marquita Harris is a LicensedVocational Nurse who is in a leading position in her department. Shehas worked for the Veterans Affairs Hospital in Dallas, Texas andcurrently works at Carl R. Darnall Army Medical Centre as a HeadNurse. She has 15 years of experience in her department and hasencountered many challenges while working in military hospitals. Herposition is in support of providing medical attention to veterans andactive duty soldiers. Her position requires her to interact with bothcivilian and military personnel. I selected Marquita based on herexperience working as a nurse and ensuring that those that work withher and for her are following a certain protocol that is important tolife. Her job requires her to be a people person and how sheassociate with others is a key element to her skill and position.

KeithForney, Human Resource Manager, (713) 505-3860

MarquitaHarris, LVN Supervisor, (682) 465-0136

InterviewQuestions

  1. What type of leadership style do you use most?

  2. How would you handle resolving a disagreement within your team?

  3. What would you do to deal with an employee that has a negative attitude?

  4. How would you encourage others to perform at a high level?

  5. What measures would you take to resolve conflict?

  6. What has been the most challenging situation when working with someone and what did you do to improve it?

Analysisof the Interview Questions

Internalizingthe questions asked in the interview was a pivotal move that boostedmy leading capacity for the select conundrum. The questions hadspecific input to my leadership capacity. The questions detailedconflict-management, boosting performance as a leader, eliminatingnegative attitudes within the team, amid inquiring the difficultexperiences of leadership. With such questions, I conquered the mereprovisions of the basic leadership styles while leading a group ofpeople. They expanded my horizon for dealing with the special group,and I came up with the tailored response that would help me tackleeach of the issues mentioned above within the structure of therebels. My understanding of the interview questions pushed me to finda chart that would clearly set a definition of the current rebelsagainst what I worked them to become after the leadership project. Asample comparison between the two looked as follows:

BAD REBELS

GOOD REBELS

Complain at all times

creative

Self-centered

Mission-centered

Break rules

Change rules

Problems

Possibilities

Anger

Passion

Doubt

Believe

Obsesses

Reluctant

Energy-sapping

Energy-generating

Pessimist

Optimist

Theimage above is fromhttp://www.rebelsatwork.com/blog/leadership-qualities/

Thetable above is a working template developed from the interviewquestions with two clearly illustrated sides. The left side indicatesthe condition of the team before I launched my leadership skills andthe right side indicated the goals of the project and also highlightssome of the accomplishments of the group working and following theleadership styles provided.

DataShowing the Effectiveness of the Leadership Style

Myleadership approach detailed above may seem to have workedeffectively with the stubborn students within the selected schoolsetup. However, without backup data, the leadership project may aswell have turned futile in the process of transforming the rebelminds. To begin with, my leadership style placed me in a pivotalposition of a rebel leader. My leadership style aligns with manytactics used by rebel leaders while instructing and leading theirranks. The leadership style incorporates change inclined torevolutionary perspective rather than an evolutionary one (Zastrow,2016).My input purposed to developed the existing values and characters ofthe rebels and transform them into well-positioned members of theirsociety. In so doing, my skills improved the simplest and the mostcomplex attributes of the defectors and made them better in any waypossible within the working limits. To remain successful, I modifiedmy approach towards the dilemma at hand to accommodate the diverseneeds of the selected populace. The leadership approach fulfilledleadership responsibilities by simplifying the mission and setting agoal of making things better. Making things better may sound like asimple task, but the actualization is a complex process. Thecomplexity of such missions forces any leader to step out of thestatus quo and resonate outside the box (Zastrow,2016).As such, my interaction with the rebels led to associating with them,seemingly appearing as their leader. However, my presentation wascrucial to the mission, and it worked effectively. Additionally, suchmission requires a change in the standards procedures and commonprocesses involved when dealing with a group of rebellious, yetintelligent students. The initial step of thinking out of the box wasto disregard the traditional meaning of the term rebel. In ourapplication, the positive rebel status does not give us green lightto show disrespect to others and ignore the allocated duties.However, the leadership stand dictates that I maintain a well-laidout structure of the rules to support and follow, and also observethe highest levels of discipline I associate with the apostates. Theleadership style of governing and maintain an appreciation of theactivities of other follows the structure of rebellion through aheretical motivation, where the people involved have to depart fromthe common standards and establish theirs according to the needs ofthe situation (Zastrow,2016).Such leadership roles go beyond the simple process of requesting buttend to demand positive change from the followers. The authoritativefeature of a leader is active as demanding positive and continuousgrowth is not a simple task that the team would perform voluntarily.The team members have to achieve at least one growth parameter, andif not, they have to repeat the process until they get it as requiredby the set standards. Furthermore, the leadership skills entailasking for answers from the team members each explaining as to whythey would choose to respond in a certain way. Despite the rank orpositional advantages that the team members may possess, they wouldstill have to offer an explanation to the overall person in chargedescribing every aspect of their behavior. Their outline offers abackup story to detail what they think is right to them in responseto a situation at hand. The effectiveness of the approach to theleadership project is asserting confidence to the decision made bythe players that end up boosting up their self-esteem whileinteracting with the other students and as they encounter the schoolregulations (Lussier,2015).

Challengingthe followers to avoid staying stagnant on their journey is afoundational requirement for the leadership post (Lussier,2015).I know the success of my leadership does not directly emerge from thefull transformation of the unruly students but also from what theychange when they reach out to others. Hence, it is imperative that myteam focuses on impacting others too outside our program, as it isnot only a requirement for the leadership skill but also anobligation to be met like no other. The leadership theory facilitatesthe leader to act as an enabling force, to help other individuals toperform better than they would without the leader (Lussier,2015).Hence, there is an alignment of the needs of the people with those ofthe entire team and the traditional appreciation of the leader as thechief hereditary figure tends to be incomplete in most analysis ofthe interpretation of a leader. The leadership theory does notnecessarily need the technicality capabilities and high intellect,though the factors are pivotal in the leadership project.

Resultsof the Leadership Project

Theproject was one presenting varied levels of results. The bottom lineof the leadership project managed to change an approximateeighty-five percent of the students to become law-abiding students.More so, the remaining fifteen percent of the students are withintransitional positions to shift their perception of the school rulesand regulations. Particularly, all of the students willinglyparticipate in community-building volunteer works overlooking theexpected rewards system. The teachers and the heads of disciplinedepartments in the institution appreciate the behavior change fromthe select population at the end of the project. Their previoussentiments towards the selected students kept on changing the courseof the mission as some of the students would voluntarily approach theteachers and apologize for previous misunderstandings caused byfailure to follow the laid instructions. Notably, the effects of theproject towards the selected group of students “spilled” to othernon-select lot and they too engaged themselves in growth activitiesthat reflect the efficacy of the leadership theory applied.

Despitethe achievements of the select and non-select students under theproject, there was additional achievement to incorporate within myleadership capabilities. Before launching the program, I thought thatleadership was entirely about displaying my skills by guiding andleading others. Crucially, I held that a huge proportion ofleadership was about self, and determining what the self-effortscould deliver to others. Nevertheless, through the course of theproject, I learned that leadership is all about the people. There isthe self -aspect that entails the leader to make decisions and managethe actions that affect their leadership, but leadership is a uniquetask as one has an obligation to take care of others (Molinaro,2016).The leader has responsibility for the people. The responsibility forthe people implies that a leader has a responsibility to thefollowers at all time and in every context that the leadership may beinterpreted. Many abilities in life in a person’s life are throughacquiring the needed skills and gathering knowledge regarding theability. Nonetheless, leadership demands that the involved persondevelops more that the skills and gather the knowledge they need tolearn emotional strengths and learn of the different behavioralphysiognomies of the people under the leadership (Molinaro,2016).The emotional and behavioral characteristics may end drawing so muchfrom the leader’s spiritual and mental provisions. The leadershiprole is hence an ultimate reflection of the diverse needs of peopleand the problems we encounter in life. The deep concept of leadershiphas ever increasing complexities from the difficult, and dynamicworld processes.

Despitethe mentioned accomplishments and lessons, there were areas that Iwould improve and perform better. Not all aspects of the leadershipworked according to plans, and not all of the objectives of theproject came to pass. Among them was the long timeframe that theproject took to achieve some of the basic requirements needed toreflect effective leadership. The select group was hostile to myapproach method, and I would recommend that any future works consideran approach that offers a full enclosure to the participants. Atfirst, the target group viewed my approach as an indirect inquiryfrom the school administration to learn of their previousindiscipline acts and plans. Convincing the group that the projectwould not under any circumstance jeopardize their current status wasa huge task. Another setback was finding the right type of motivationfor the group. Finding constant motivation to encourage the group tokeep going on and also to lure those defecting from the project drewso much from me. The next instance of performing a similar projectshould have a pre-determined method of motivating the participants,since lacking such a plan would easily sabotage the mission.

Conclusion

Thewhole leadership project was a transformational encounter whoselessons are unparalleled to any other engagement. It is important tonote that the profile of the people under leadership is pivotal toenabling an efficient leadership theory. The needs of the people forman invisible treading path for the leader (Yuki,2013).Leadership has a guiding principle of discipline, hence my high levelof discipline within the project. Additionally, the leadership provedto hugely rely on less perceptible and difficult to measurecharacteristics such as the attitude of the participants, inspirationand motivation, trust, the correctness of decisions, and thebehavioral variations of all the people involved. Thesecharacteristics do not develop in person out of experience oreducational achievements rather they are the guiding pillars of apositive humanity developed by the leader out of their emotivecapabilities. Furthermore, the group selected had existing humanityfacets, but they used them with wrong intentions (Yuki,2013).Their talents were targeted towards negative achievements. Divertingtheir wrongful intentions to produce positive results was theunderlying mission of the project, and its achievement proves theleadership theory applied worked.

References

Chapman,A. (2016).&nbspleadership training, leadership tips, theory, skills,for leadership training and development.&nbspBusinessballs.com.Retrieved 16 October 2016, fromhttp://www.businessballs.com/leadership.htm

Dhavan,P. (2011).&nbspWhensparrows became hawks: The making of the Sikh warrior tradition,1699-1799.New York: Oxford University Press.

Leadershipqualities | Rebels at Work. (2016).&nbspRebelsatwork.com. Retrieved16 October 2016, fromhttp://www.rebelsatwork.com/blog/leadership-qualities/

Lussier,R. N., &amp Achua, C. F. (2015).&nbspLeadership:Theory, application, &amp skill development.Nelson Education.

Molinaro,V. (2016).&nbspTheleadership contract: The fine print to becoming an accountableleader.

Northouse,P. G. (2010).&nbspLeadership:Theory and practice.Thousand Oaks: Sage Publications.

Staniland,P. (2014).&nbspNetworksof rebellion: Explaining insurgent cohesion and collapse.

Stricklin,C. &amp Stricklin, C. (2015).&nbsp6 Traits of a Rebel Leader&nbsp- Switch &amp Shift.&nbspSwitch &amp Shift. Retrieved 16 October2016, from http://switchandshift.com/6-traits-of-a-rebel-leader

Winkler,I. (2010).&nbspContemporaryleadership theories: Enhancing the understanding of the complexity,subjectivity and dynamic of leadership.Berlin: Springer.

Yuki,G. (2013). Leadership in organizations (8th ed.). Upper Saddle River,NJ: Prentice-Hall.

Zastrow,C., &amp Kirst-Ashman, K. K. (2016).&nbspUnderstandinghuman behavior and the social environment.

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