Learning Team Analysis

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Learning Team Leadership Analysis
Beth Calvano, Ryan Davis, Mark James, Sharra Jones,
University of Phoenix

Learning Team Leadership Analysis
Learning Team C, in the Leadership Theories and Practice course, consists of five members. Each member possesses their own learning style. These learning styles translate into specific leadership behaviors and practices. The differing leadership styles of the team members reflect established leadership theories studied in the course. Team members participated in the Pearson/Prentice-Hall Self-Assessment Library Website (University of Phoenix, 2011) leadership assessments that rate the members’ use of power, team skills, and conflict handling styles. The information gleaned will assist team members in understanding the potential impact of the differing leadership styles on team effectiveness. Beth’s Analysis

Team member, Beth Calvano, scored a 107 on the How Good am I at Building and Leading Teams. This is a high score and shows that Beth will be a strong team member. For the What’s my Leadership Style assessment Beth scored an 8 on the concern for people section and a 17 on the task section. The scores are high and reflect a positive concern for teammates and a task oriented teammate. On the What’s my preferred Conflict-Handling Style quiz, Beth’s highest scores were in collaborating (19), accommodating (19), and compromise (19). The What’s my Preferred Form of Power assessment shows that Beth prefers the expert and referent forms of power. Beth’s leadership style reflects the Theory Y portion of the Theory X and Y theory of leadership. Her high scores on the learning team building assessment, in the concern for people and task sections, shows her ability to care for others and still accomplish the task. Beth’s conflict-handling style shows high scores for collaborating, accommodating, and compromise, three very significant factors for effective teamwork. The fact that her preferred forms of power are expert and referent lends itself to that theory of leadership. She tends to be an expert in her field, but will ask questions and educate herself on subjects with which she is not familiar. Her preference for referent power ensures her strong interpersonal connections with teammates (Hughes, Ginnett, & Curphy, 1995). Because of the contemporary use of knowledge-based learning in organizations, Theory Y is an effective leadership style (Kopelman, Prottas, & Falk, 2010). Beth’s leadership style should impact the team positively. Mark’s Analysis

Mark’s score of 79 on the assessment of “How Good Am I at Building and leading Teams” places him in the second quartile for potential leaders. Although a higher score was anticipated, responses to key questions pertaining to his leadership style indicated he would rank somewhere in the mid to upper segment of candidates that would build and lead the team. Mark’s leadership style was assessed to be in the upper ranges with respect to concern for people and task achievement. This indicated an ability to balance his orientation for task/people. This leadership style is said to be engendering to others and is reflective of an individual who accepts challenges and focuses on achieving tasks. Overall Mark should have a positive effect on the team. He may not be the designated leader initially, however he has skills sets which are supportive and if needed could evolve into a leadership role which would assure the team of continuous quality in structure, production and an atmosphere of motivation, collaboration and mutual respect and accountability. Sharra’s Analysis

Team member, Sharra Jones, scored an 85 on the How Good am I at Building and Leading Teams. This score places Sharra in the second quartile which means she can be a strong team member. For the What’s my Leadership Style assessment Sharra scored an 8 on the concern for people section and a 9 on the task section. The scores are in the middle...
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