Personality Plus
I
EDUC 8116-2 Leadership in a Global Society
Module 3 Assignment: Personality Plus
Student ID
Program: PhD in Education
Specialization: Curriculum, Instruction, and Assessment
Professor:
April 14, 2013
Introduction
This paper explores frameworks for assessing trait, skills, style, and psychodynamic leadership theory approaches. Each leadership approach focuses on different leadership characteristics. The first theory, trait, highlights leadership personality. The skills approach will demonstrate the nature of the skills based on leadership status and hierarchy – lower, middle, and upper management. The style approach focuses on the leader’s task behavior of facilitating organizational goal achievement, group achievement with others, themselves, and the situation. Lastly, psychodynamic leadership’s purpose is to increase the awareness of the type of personality and the personality connection with work and relationships.
Findings from the Leadership Assessments This summary presents snapshot findings from four leadership assessments, traits, skills, style, and psychodynamic completed by me. My scores for the four leadership assessments include a self-rating score of 5 in the Leadership Traits Assessment (Table 1 and 2). My self-rating scores for the skills’ assessment are a 28 in technical skills, a 24 in human skills, and a conceptual skills’ score of 29 (Table 3). My self-rating scores for the style’s approach are task 44 and relationship 42 (Table 4). Finally, my score for the psychodynamic assessment is ISFP (Introvert, Sensor, Feeler, and Perceiver) (Table 5.).
My strongest attributes in my self-rating leadership questionnaire for 13 attributes have a rating of 5 except for the attribute “self-assured.” It has a rating of
EDUC 8116-2 Leadership in a Global Society
Module 3 Assignment: Personality Plus
Student ID
Program: PhD in Education
Specialization: Curriculum, Instruction, and Assessment
Professor:
April 14, 2013
Introduction
This paper explores frameworks for assessing trait, skills, style, and psychodynamic leadership theory approaches. Each leadership approach focuses on different leadership characteristics. The first theory, trait, highlights leadership personality. The skills approach will demonstrate the nature of the skills based on leadership status and hierarchy – lower, middle, and upper management. The style approach focuses on the leader’s task behavior of facilitating organizational goal achievement, group achievement with others, themselves, and the situation. Lastly, psychodynamic leadership’s purpose is to increase the awareness of the type of personality and the personality connection with work and relationships.
Findings from the Leadership Assessments This summary presents snapshot findings from four leadership assessments, traits, skills, style, and psychodynamic completed by me. My scores for the four leadership assessments include a self-rating score of 5 in the Leadership Traits Assessment (Table 1 and 2). My self-rating scores for the skills’ assessment are a 28 in technical skills, a 24 in human skills, and a conceptual skills’ score of 29 (Table 3). My self-rating scores for the style’s approach are task 44 and relationship 42 (Table 4). Finally, my score for the psychodynamic assessment is ISFP (Introvert, Sensor, Feeler, and Perceiver) (Table 5.).
My strongest attributes in my self-rating leadership questionnaire for 13 attributes have a rating of 5 except for the attribute “self-assured.” It has a rating of
References: Bennett, M. J. (1986). Towards ethnorelativism: A developmental model of intercultural sensitivity Costellow, T. D. (2011). The preferred principal: leadership traits, behaviors, and gender characteristics school teachers desire in a building leader (Doctoral dissertation) Jackson, T., Burrus, J., Bassett, K., & Roberts, R. D. (2010). Teacher leadership: An assessment framework for an emerging area of professional practice Northouse, P. G. (2010). Leadership: Theory and practice (5th ed.). Thousand Oaks, CA: SAGE Publications Principal development: Selection, support & evaluation