Leadership

                                                                     Questions

                                                                       

 

This is A1 I did the test but need for analyzing there is five area for the test most of the information is right about me but one of them is not right which is with red color below in the test I need small summary about the result and with evidence. For example I’m hard working the evidence will be I’m always focus in my work until I finish it.

IPIP-NEO Narrative Report

NOTE: The report sent to your computer screen upon the completion of the IPIP-NEO is only a temporary web page. When you exit your web browser you will not be able to return to this URL to re-access your report. No copies of the report are sent to anyone. IF YOU WANT A PERMANENT COPY OF THE REPORT, YOU MUST SAVE THE WEB PAGE TO YOUR HARD DRIVE OR OTHER STORAGE MEDIUM, AND/OR PRINT THE REPORT WHILE YOU ARE STILL VIEWING IT IN YOUR WEB BROWSER. Probably the best way to save the report is to select and copy the entire page (Ctrl-A, Ctrl-C on most browsers), paste it into a word processor, and save the document.

This report compares khaled from the country United Arab Emirates to other men between 21 and 40 years of age. (The name used in this report is either a nickname chosen by the person taking the test, or, if a valid nickname was not chosen, a random nickname generated by the program.)

This report estimates the individual's level on each of the five broad personality domains of the Five-Factor Model. The description of each one of the five broad domains is followed by a more detailed description of personality according to the six subdomains that comprise each domain.

A note on terminology. Personality traits describe, relative to other people, the frequency or intensity of a person's feelings, thoughts, or behaviors. Possession of a trait is therefore a matter of degree. We might describe two individuals as extraverts, but still see one as more extraverted than the other. This report uses expressions such as "extravert" or "high in extraversion" to describe someone who is likely to be seen by others as relatively extraverted. The computer program that generates this report classifies you as low, average, or high in a trait according to whether your score is approximately in the lowest 30%, middle 40%, or highest 30% of scores obtained by people of your sex and roughly your age. Your numerical scores are reported and graphed as percentile estimates. For example, a score of "60" means that your level on that trait is estimated to be higher than 60% of persons of your sex and age.

Please keep in mind that "low," "average," and "high" scores on a personality test are neither absolutely good nor bad. A particular level on any trait will probably be neutral or irrelevant for a great many activities, be helpful for accomplishing some things, and detrimental for accomplishing other things. As with any personality inventory, scores and descriptions can only approximate an individual's actual personality. High and low score descriptions are usually accurate, but average scores close to the low or high boundaries might misclassify you as only average. On each set of six subdomain scales it is somewhat uncommon but certainly possible to score high in some of the subdomains and low in the others. In such cases more attention should be paid to the subdomain scores than to the broad domain score. Questions about the accuracy of your results are best resolved by showing your report to people who know you well.

John A. Johnson wrote descriptions of the five domains and thirty subdomains. These descriptions are based on an extensive reading of the scientific literature on personality measurement. Although Dr. Johnson would like to be acknowledged as the author of these materials if they are reproduced, he has placed them in the public domain.

Extraversion

Extraversion is marked by pronounced engagement with the external world. Extraverts enjoy being with people, are full of energy, and often experience positive emotions. They tend to be enthusiastic, action-oriented, individuals who are likely to say "Yes!" or "Let's go!" to opportunities for excitement. In groups they like to talk, assert themselves, and draw attention to themselves.

Introverts lack the exuberance, energy, and activity levels of extraverts. They tend to be quiet, low-key, deliberate, and disengaged from the social world. Their lack of social involvement should not be interpreted as shyness or depression; the introvert simply needs less stimulation than an extravert and prefers to be alone. The independence and reserve of the introvert is sometimes mistaken as unfriendliness or arrogance. In reality, an introvert who scores high on the agreeableness dimension will not seek others out but will be quite pleasant when approached.

DOMAIN/Facet	Score
EXTRAVERSION	45
..Friendliness	28
..Gregariousness	38
..Assertiveness	63
..Activity Level	49
..Excitement-Seeking	36
..Cheerfulness	66

Your score on Extraversion is average, indicating you are neither a subdued loner nor a jovial chatterbox. You enjoy time with others but also time alone.

Extraversion Facets

• Friendliness. Friendly people genuinely like other people and openly demonstrate positive feelings toward others. They make friends quickly and it is easy for them to form close, intimate relationships. Low scorers on Friendliness are not necessarily cold and hostile, but they do not reach out to others and are perceived as distant and reserved. Your level of friendliness is low.
• Gregariousness. Gregarious people find the company of others pleasantly stimulating and rewarding. They enjoy the excitement of crowds. Low scorers tend to feel overwhelmed by, and therefore actively avoid, large crowds. They do not necessarily dislike being with people sometimes, but their need for privacy and time to themselves is much greater than for individuals who score high on this scale. Your level of gregariousness is average.
• Assertiveness. High scorers Assertiveness like to speak out, take charge, and direct the activities of others. They tend to be leaders in groups. Low scorers tend not to talk much and let others control the activities of groups. Your level of assertiveness is average.
• Activity Level. Active individuals lead fast-paced, busy lives. They move about quickly, energetically, and vigorously, and they are involved in many activities. People who score low on this scale follow a slower and more leisurely, relaxed pace. Your activity level is average.
• Excitement-Seeking. High scorers on this scale are easily bored without high levels of stimulation. They love bright lights and hustle and bustle. They are likely to take risks and seek thrills. Low scorers are overwhelmed by noise and commotion and are averse to thrill-seeking. Your level of excitement-seeking is average.
• Cheerfulness. This scale measures positive mood and feelings, not negative emotions (which are a part of the Neuroticism domain). Persons who score high on this scale typically experience a range of positive feelings, including happiness, enthusiasm, optimism, and joy. Low scorers are not as prone to such energetic, high spirits. Your level of positive emotions is average.

Agreeableness

Agreeableness reflects individual differences in concern with cooperation and social harmony. Agreeable individuals value getting along with others. They are therefore considerate, friendly, generous, helpful, and willing to compromise their interests with others'. Agreeable people also have an optimistic view of human nature. They believe people are basically honest, decent, and trustworthy.

Disagreeable individuals place self-interest above getting along with others. They are generally unconcerned with others' well-being, and therefore are unlikely to extend themselves for other people. Sometimes their skepticism about others' motives causes them to be suspicious, unfriendly, and uncooperative.

Agreeableness is obviously advantageous for attaining and maintaining popularity. Agreeable people are better liked than disagreeable people. On the other hand, agreeableness is not useful in situations that require tough or absolute objective decisions. Disagreeable people can make excellent scientists, critics, or soldiers.

DOMAIN/Facet	Score
AGREEABLENESS	68
..Trust	79
..Morality	72
..Altruism	80
..Cooperation	54
..Modesty	26
..Sympathy	63

Your high level of Agreeableness indicates a strong interest in others' needs and well-being. You are pleasant, sympathetic, and cooperative.

Agreeableness Facets

• Trust. A person with high trust assumes that most people are fair, honest, and have good intentions. Persons low in trust see others as selfish, devious, and potentially dangerous. Your level of trust is high.
• Morality. High scorers on this scale see no need for pretense or manipulation when dealing with others and are therefore candid, frank, and sincere. Low scorers believe that a certain amount of deception in social relationships is necessary. People find it relatively easy to relate to the straightforward high-scorers on this scale. They generally find it more difficult to relate to the unstraightforward low-scorers on this scale. It should be made clear that low scorers are not unprincipled or immoral; they are simply more guarded and less willing to openly reveal the whole truth. Your level of morality is high.
• Altruism. Altruistic people find helping other people genuinely rewarding. Consequently, they are generally willing to assist those who are in need. Altruistic people find that doing things for others is a form of self-fulfillment rather than self-sacrifice. Low scorers on this scale do not particularly like helping those in need. Requests for help feel like an imposition rather than an opportunity for self-fulfillment. Your level of altruism is high.
• Cooperation. Individuals who score high on this scale dislike confrontations. They are perfectly willing to compromise or to deny their own needs in order to get along with others. Those who score low on this scale are more likely to intimidate others to get their way. Your level of cooperation is average.
• Modesty. High scorers on this scale do not like to claim that they are better than other people. In some cases this attitude may derive from low self-confidence or self-esteem. Nonetheless, some people with high self-esteem find immodesty unseemly. Those who are willing to describe themselves as superior tend to be seen as disagreeably arrogant by other people. Your level of modesty is low.
• Sympathy. People who score high on this scale are tenderhearted and compassionate. They feel the pain of others vicariously and are easily moved to pity. Low scorers are not affected strongly by human suffering. They pride themselves on making objective judgments based on reason. They are more concerned with truth and impartial justice than with mercy. Your level of tender-mindedness is average.

Conscientiousness

Conscientiousness concerns the way in which we control, regulate, and direct our impulses. Impulses are not inherently bad; occasionally time constraints require a snap decision, and acting on our first impulse can be an effective response. Also, in times of play rather than work, acting spontaneously and impulsively can be fun. Impulsive individuals can be seen by others as colorful, fun-to-be-with, and zany.

Nonetheless, acting on impulse can lead to trouble in a number of ways. Some impulses are antisocial. Uncontrolled antisocial acts not only harm other members of society, but also can result in retribution toward the perpetrator of such impulsive acts. Another problem with impulsive acts is that they often produce immediate rewards but undesirable, long-term consequences. Examples include excessive socializing that leads to being fired from one's job, hurling an insult that causes the breakup of an important relationship, or using pleasure-inducing drugs that eventually destroy one's health.

Impulsive behavior, even when not seriously destructive, diminishes a person's effectiveness in significant ways. Acting impulsively disallows contemplating alternative courses of action, some of which would have been wiser than the impulsive choice. Impulsivity also sidetracks people during projects that require organized sequences of steps or stages. Accomplishments of an impulsive person are therefore small, scattered, and inconsistent.

A hallmark of intelligence, what potentially separates human beings from earlier life forms, is the ability to think about future consequences before acting on an impulse. Intelligent activity involves contemplation of long-range goals, organizing and planning routes to these goals, and persisting toward one's goals in the face of short-lived impulses to the contrary. The idea that intelligence involves impulse control is nicely captured by the term prudence, an alternative label for the Conscientiousness domain. Prudent means both wise and cautious. Persons who score high on the Conscientiousness scale are, in fact, perceived by others as intelligent.

The benefits of high conscientiousness are obvious. Conscientious individuals avoid trouble and achieve high levels of success through purposeful planning and persistence. They are also positively regarded by others as intelligent and reliable. On the negative side, they can be compulsive perfectionists and workaholics. Furthermore, extremely conscientious individuals might be regarded as stuffy and boring. Unconscientious people may be criticized for their unreliability, lack of ambition, and failure to stay within the lines, but they will experience many short-lived pleasures and they will never be called stuffy.

DOMAIN/Facet	Score
CONSCIENTIOUSNESS	51
..Self-Efficacy	38
..Orderliness	66
..Dutifulness	54
..Achievement-Striving	46
..Self-Discipline	26
..Cautiousness	64

Your score on Conscientiousness is average. This means you are reasonably reliable, organized, and self-controlled.

Conscientiousness Facets

• Self-Efficacy. Self-Efficacy describes confidence in one's ability to accomplish things. High scorers believe they have the intelligence (common sense), drive, and self-control necessary for achieving success. Low scorers do not feel effective, and may have a sense that they are not in control of their lives. Your level of self-efficacy is average.
• Orderliness. Persons with high scores on orderliness are well-organized. They like to live according to routines and schedules. They keep lists and make plans. Low scorers tend to be disorganized and scattered. Your level of orderliness is average.
• Dutifulness. This scale reflects the strength of a person's sense of duty and obligation. Those who score high on this scale have a strong sense of moral obligation. Low scorers find contracts, rules, and regulations overly confining. They are likely to be seen as unreliable or even irresponsible. Your level of dutifulness is average.
• Achievement-Striving. Individuals who score high on this scale strive hard to achieve excellence. Their drive to be recognized as successful keeps them on track toward their lofty goals. They often have a strong sense of direction in life, but extremely high scores may be too single-minded and obsessed with their work. Low scorers are content to get by with a minimal amount of work, and might be seen by others as lazy. Your level of achievement striving is average.
• Self-Discipline. Self-discipline-what many people call will-power-refers to the ability to persist at difficult or unpleasant tasks until they are completed. People who possess high self-discipline are able to overcome reluctance to begin tasks and stay on track despite distractions. Those with low self-discipline procrastinate and show poor follow-through, often failing to complete tasks-even tasks they want very much to complete. Your level of self-discipline is low.
• Cautiousness. Cautiousness describes the disposition to think through possibilities before acting. High scorers on the Cautiousness scale take their time when making decisions. Low scorers often say or do first thing that comes to mind without deliberating alternatives and the probable consequences of those alternatives. Your level of cautiousness is average.

Neuroticism

Freud originally used the term neurosis to describe a condition marked by mental distress, emotional suffering, and an inability to cope effectively with the normal demands of life. He suggested that everyone shows some signs of neurosis, but that we differ in our degree of suffering and our specific symptoms of distress. Today neuroticism refers to the tendency to experience negative feelings. Those who score high on Neuroticism may experience primarily one specific negative feeling such as anxiety, anger, or depression, but are likely to experience several of these emotions. People high in neuroticism are emotionally reactive. They respond emotionally to events that would not affect most people, and their reactions tend to be more intense than normal. They are more likely to interpret ordinary situations as threatening, and minor frustrations as hopelessly difficult. Their negative emotional reactions tend to persist for unusually long periods of time, which means they are often in a bad mood. These problems in emotional regulation can diminish a neurotic's ability to think clearly, make decisions, and cope effectively with stress.

At the other end of the scale, individuals who score low in neuroticism are less easily upset and are less emotionally reactive. They tend to be calm, emotionally stable, and free from persistent negative feelings. Freedom from negative feelings does not mean that low scorers experience a lot of positive feelings; frequency of positive emotions is a component of the Extraversion domain.

DOMAIN/Facet	Score
NEUROTICISM	56
..Anxiety	97
..Anger	35
..Depression	30
..Self-Consciousness	67
..Immoderation	28
..Vulnerability	58

Your score on Neuroticism is average, indicating that your level of emotional reactivity is typical of the general population. Stressful and frustrating situations are somewhat upsetting to you, but you are generally able to get over these feelings and cope with these situations.

Neuroticism Facets

• Anxiety. The "fight-or-flight" system of the brain of anxious individuals is too easily and too often engaged. Therefore, people who are high in anxiety often feel like something dangerous is about to happen. They may be afraid of specific situations or be just generally fearful. They feel tense, jittery, and nervous. Persons low in Anxiety are generally calm and fearless. Your level of anxiety is high.
• Anger. Persons who score high in Anger feel enraged when things do not go their way. They are sensitive about being treated fairly and feel resentful and bitter when they feel they are being cheated. This scale measures the tendency to feel angry; whether or not the person expresses annoyance and hostility depends on the individual's level on Agreeableness. Low scorers do not get angry often or easily. Your level of anger is average.
• Depression. This scale measures the tendency to feel sad, dejected, and discouraged. High scorers lack energy and have difficult initiating activities. Low scorers tend to be free from these depressive feelings. Your level of depression is low.
• Self-Consciousness. Self-conscious individuals are sensitive about what others think of them. Their concern about rejection and ridicule cause them to feel shy and uncomfortable around others. They are easily embarrassed and often feel ashamed. Their fears that others will criticize or make fun of them are exaggerated and unrealistic, but their awkwardness and discomfort may make these fears a self-fulfilling prophecy. Low scorers, in contrast, do not suffer from the mistaken impression that everyone is watching and judging them. They do not feel nervous in social situations. Your level of self-consciousness is average.
• Immoderation. Immoderate individuals feel strong cravings and urges that they have have difficulty resisting. They tend to be oriented toward short-term pleasures and rewards rather than long- term consequences. Low scorers do not experience strong, irresistible cravings and consequently do not find themselves tempted to overindulge. Your level of immoderation is low.
• Vulnerability. High scorers on Vulnerability experience panic, confusion, and helplessness when under pressure or stress. Low scorers feel more poised, confident, and clear-thinking when stressed. Your level of vulnerability is average.

Openness to Experience

Openness to Experience describes a dimension of cognitive style that distinguishes imaginative, creative people from down-to-earth, conventional people. Open people are intellectually curious, appreciative of art, and sensitive to beauty. They tend to be, compared to closed people, more aware of their feelings. They tend to think and act in individualistic and nonconforming ways. Intellectuals typically score high on Openness to Experience; consequently, this factor has also been called Culture or Intellect. Nonetheless, Intellect is probably best regarded as one aspect of openness to experience. Scores on Openness to Experience are only modestly related to years of education and scores on standard intelligent tests.

Another characteristic of the open cognitive style is a facility for thinking in symbols and abstractions far removed from concrete experience. Depending on the individual's specific intellectual abilities, this symbolic cognition may take the form of mathematical, logical, or geometric thinking, artistic and metaphorical use of language, music composition or performance, or one of the many visual or performing arts. People with low scores on openness to experience tend to have narrow, common interests. They prefer the plain, straightforward, and obvious over the complex, ambiguous, and subtle. They may regard the arts and sciences with suspicion, regarding these endeavors as abstruse or of no practical use. Closed people prefer familiarity over novelty; they are conservative and resistant to change.

Openness is often presented as healthier or more mature by psychologists, who are often themselves open to experience. However, open and closed styles of thinking are useful in different environments. The intellectual style of the open person may serve a professor well, but research has shown that closed thinking is related to superior job performance in police work, sales, and a number of service occupations.

DOMAIN/Facet	Score
OPENNESS	45
..Imagination	61
..Artistic Interests	40
..Emotionality	75
..Adventurousness	69
..Intellect	18
..Liberalism	25

Your score on Openness to Experience is average, indicating you enjoy tradition but are willing to try new things. Your thinking is neither simple nor complex. To others you appear to be a well-educated person but not an intellectual.

Openness Facets

• Imagination. To imaginative individuals, the real world is often too plain and ordinary. High scorers on this scale use fantasy as a way of creating a richer, more interesting world. Low scorers are on this scale are more oriented to facts than fantasy. Your level of imagination is average.
• Artistic Interests. High scorers on this scale love beauty, both in art and in nature. They become easily involved and absorbed in artistic and natural events. They are not necessarily artistically trained nor talented, although many will be. The defining features of this scale are interest in, and appreciation of natural and artificial beauty. Low scorers lack aesthetic sensitivity and interest in the arts. Your level of artistic interests is average.
• Emotionality. Persons high on Emotionality have good access to and awareness of their own feelings. Low scorers are less aware of their feelings and tend not to express their emotions openly. Your level of emotionality is high.
• Adventurousness. High scorers on adventurousness are eager to try new activities, travel to foreign lands, and experience different things. They find familiarity and routine boring, and will take a new route home just because it is different. Low scorers tend to feel uncomfortable with change and prefer familiar routines. Your level of adventurousness is high.
• Intellect. Intellect and artistic interests are the two most important, central aspects of openness to experience. High scorers on Intellect love to play with ideas. They are open-minded to new and unusual ideas, and like to debate intellectual issues. They enjoy riddles, puzzles, and brain teasers. Low scorers on Intellect prefer dealing with either people or things rather than ideas. They regard intellectual exercises as a waste of time. Intellect should not be equated with intelligence. Intellect is an intellectual style, not an intellectual ability, although high scorers on Intellect score slightly higher than low-Intellect individuals on standardized intelligence tests. Your level of intellect is low.
• Liberalism. Psychological liberalism refers to a readiness to challenge authority, convention, and traditional values. In its most extreme form, psychological liberalism can even represent outright hostility toward rules, sympathy for law-breakers, and love of ambiguity, chaos, and disorder. Psychological conservatives prefer the security and stability brought by conformity to tradition. Psychological liberalism and conservatism are not identical to political affiliation, but certainly incline individuals toward certain political parties. Your level of liberalism is low.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignment 1

Due Date Week 2/3

Overall Instructions

This assignment is in four parts, A, B, C and D. All four parts have to be completed.

Each part has its own set of instructions. Follow them carefully.

Give your assignment

1.       A cover page with the KU logo,

2.       your name and ID, and your section,

3.       the date,

4.       BUSS 301 Assignment 1 and include your section number and the name of your instructor,

5.       Paginate your assignment,

6.       Number all your answers accurately.

 

Your final submission will look like this:

1.       Cover page

2.       A 1 and A 2

3.       B 1 and B 2

4.       C 1-10

5.       D Personal Development Program

 

Part A The Complexion of Your Personality

There are two deliverables here, a self-assessment and a Personal Career SWOT.

1.       Access http://www.personal.psu.edu/~j5j/IPIP/ipipneo120.htm

2.       Read the information. It is an introduction and explanation,

3.       Click on the two tick boxes to indicate that you have understood the information, and then click on “Send”. This will provide you with the first 60 questions,

4.       Follow all the instructions and answer all 120 questions,

5.       Save your results firstly as a hard-copy and also as an html or PDF file. This is important to keep this in your e-folio,

6.       Include the hard-copy in your assignment submission and number it A 1

7.       Create a “Personal Career SWOT” using relevant data from your self-assessment from the website above. See the SWOT format below. In your submission, head this up as Personal Career SWOT. Number it A 2.

 

 

From the test I fill this table in each one of them I need summary( small paragraph)

 

A 2 Personal Career SWOT

Below is a partially complete example. You should adapt it for yourself.

 

My internal strengths   For example: I have excellent technical knowledge, I’m good at working in a team	My internal weaknesses   For example: I’m poor at time-management, and I lack confidence in interviews and presentations
My external opportunities   For example: There’s a shortage of engineers in my field I’m about to complete my degree I have contacts in my fields who can assist me	My external threats   For example: I’m competing for a job with others with the same qualifications and more experience The economic situation is not as strong as it was 2 years ago

 

 

 

 

Part B Your Most and Least Successful Leadership Experiences

1.       See the two questionsbelow, B 1 and B 2. Together they comprise aself-assessment on your best and worst leadership moments,

2.       Complete Parts B 1 and B 2 by explaining in 500-800 words in each case, what your most and least successful leadership experiences were,

3.       It is important to be honest with yourself, making a pretence of any kind will not assist you to identify your errors and improve on them,

4.       Include an appropriate amount of detail to make your experiences as clear to the reader as possible.

 

for B1 should be about successful moment. The story will be about me and my family. My father every time he make leader for the trip and in each trip he change the leader. Last four times I was the leader. I remember the first time for me when we were going to KSA. I planed for everything before we going to KSA and I focus on everyone interests. To let them all happy. ( B1 should contain introduction, body and conclusion ) the conclusion should has the lesson )words from 500 to 800)

For B2 should be about unsuccessful moment. The story will be about me leading a group of student in university for the graduation project. I was the leader for 4 months then I quit because I was giving the order to them and I divided the work to them and I let them to do it and I left them and I work to my part and I thought they were working in their part. But when the submission come I found that they didn’t do any thing and they gave me silly excuses. I thing this happen because I was permissive with them and I trust them. The lesson sometime the leader should be strict. And I couldn’t become strict in this case because they were my friend. Some time the leader should step out. Third lesson the leader should follow every step of his team to see them what they are doing. For me I didn’t do it. ( B2 should contain introduction, body and conclusion) )words from 500 to 800)

 

 

Self-Assessment of Your Best and Worst Leadership Moments

(This part of the assignment was adapted from Hackman, M. and Johnson, C. (2009), Leadership – A Communication Perspective,5^th Ed., Waveland Press.)

Part B 1

Everyone has enjoyed leadership success at some point. At some time – whether within the family, high school, KU situations, on the athletic field, in a community or religious group or in a work situation – we have all made things happen by motivating and activating other people. We have all been leaders to a greater or lesser extent.

Looking back over the last few years, what is the experience that you are most proud of as a leader?

Part B 2

Just as all of us have enjoyed success, we’ve also experienced the pain of leadership failure. Learning to be a leader requires looking back and learning from past mistakes so that you don’t repeat the errors.

Looking back over the last few years, what is the experience that disappointed you the most in your own leadership at that time.

Part C Leadership Lessons

1.       In this part, list 10 leadership features that you have learned so far from your best and worst experiences. To reach 10 items, you may also use features that you have learned from others’ situations.

These are examples, and so you may not use them for yourself:

It is difficult to succeed as a leader when followers are not motivated,

Leadership works best when you have a clear sense of direction.

2.       Describe each item from 1-10 so that they are clear to the reader. This may take one, or even two to three sentences in each case.

Part D Personal Developmental Program (PDP)

1.       Read the PDP below and copy the main frame. All the white internal fields act only as examples.

2.       Complete your own PDP according to this model by inserting information that is relevant to you.

3.       You may compress the timeline over a period of months rather than years, if you wish.

                                                                 Aswers

A1

Since time immemorial human beings are fond of living in groups set. These groups range from communities all along to nuclear families. A lot of dynamics have changed in the 21st century and now new groups and organizations have emerged. We now have schools, workplaces, governments, sports teams among many groups. Therefore, with all these groups people usually demonstrated different attributes. I have shown high qualities of characteristics regarding leadership and personal attributes. Having this information in mind, I intend to analysis five leadership and personal attributes I possess in details.

According to a test, my level of trust is high. Trust has revealed has the ability to seeing colleagues as people who mean good to you, honest and treat everything with fairness. This is being shown the previous people I have encountered. The survey that was conducted regarding me, everyone who I have worked with before alludes that I was a trustable person anytime regardless of the prevailing situation.

I am always frank and sincere when I am dealing with other people. This is indicated by my high score in morality. I turned out I am easy to work and relate to. Furthermore, I am a straight forward individual who prefers to tackle issues without hiding anything. For example, going by a small survey on my friends and people who know me, they talked highly on my morality.

I am currently the incumbent chairman of the help group within the institution. My ascending chairmanship was due to high level of altruism I have shown. I find reward in helping others. My goal has been always to help others and put a smile in less fortunate people faces. My great contribution to the help group is an indication of my positive altruism.

Another of my attribute is the high level of anxiety. This is because of too much caring for other people. I have lived knowing that the world is not a safe place and anything bad is always in the offering. I am lucky to have engaged so many people and I can report the ordeal that they narrated is scaring. This is evidenced by the research I conducted in arid and semi-arid areas covering starvation and feminine.

I always consider myself a person who is destined for success. Therefore, this means that I need to be intelligent, self-motivation, self-drive and self-control to make sure my dream materialize. I consider the chairmanship of the help drives as a small victory that indicates my high level of self-efficacy.

A2

In internal strengths, both excellent technical knowledge and working in a team are positive attributes. These are things that are in my full control to make be a successful person. On the other hand, in the internal weakness, both poor time-management and lack of confidence in interviews and presentations are factors that taint my strengths. These are factors that I need to work on to become a good leader.

In external opportunities, all three examples are favourable situation in my environments. These factors are important in enhancing my position in fulfilling my career objectives. On the other hand, the external weaknesses act as the hindrance to my career progression. They are potential damaging factors as a result of the unfavourable environment (Louis Pasteur).

B1

Since I was young in my family I have been always dreaming of a chance to lead my family. As the leader I have been tasked with the role of supervision, drafting and managing timetable, training and mentoring the fellow group members. I can say I am proud and happy with my leadership since I have achieved a lot. The following is some of my achievements.

In the trip through my training and mentoring programme, five of the members qualified to sit in the leadership positions. This makes me proud knowing that my programme was effective and achieved its objectives. This means that my father will have options in selecting leadership for the family train in the future

My training has also been effective in various ways. Through my training, my family group has received incredible remarks from the public. The communities we have encountered with have given out satisfactory remarks regarding our ability to engage with the public members. Moreover, they state that our members are well disciplined and good role-model to the younger generation.

During my leadership in the family trip, I managed to get good remarks from my father and also members because of well-organized family trips. This is why I was able to be selected as the group leader for the past four trips. I can attribute these achievements to perfect supervision. The ability to organise and make sure that everyone is doing the right thing to achieve the objectives is not an easy task. Therefore, I can attribute the following skills to effective supervision. To begin with is the emotional skill which aids me in offering the needed leadership, solve conflicts and listen to fellow members without any discrimination. Emotional intelligence skills also facilitate in recognition of emotion in a circumstance and emotion of fellow group members (Monica, 2018).

Another aspect of supervision is the ability to show favouritism. Though sometimes I did find myself liking some members than others, I strived to show fair leadership. It was clear to me favouritism in settling disputes and to some group members will not augur well with a particular category. This was capable of dividing the group and undermining my leadership. Being neutral will make the group members trust me and my decisions.

In the leadership position, the members expect their leaders to be knowledgeable. It is hard for one to know everything and therefore, as a supervisor one should be a learner. I made sure I was frequently learning to expand my knowledge and at the same time encouraging my fellow group members to do the same. Also, I ensure the process was continuous and use other methods to make learning effectively. For example, I use modern technology to make the process easy.

As a leader, I learned that I should make myself approachable. In my leadership tenure, I made sure that the members could easily approach me to discuss and raise any issues. This will further create a good and close working relationship facilitating to realize the goal of the group.

Another supervision that made my leadership success is the ability to delegate duties. These skills facilitate assigning duties to the individual based on their skills to handle that particular task. It facilitates to maximise on individual talents and improve on the skills to ensure the task is handled with the right member with the perfect skill. Moreover, I recognize that the delegating of responsibilities will boost the morale of the fellow group members and make them learn new skills. This will further make the group members prove creativity in coming up with solutions to problems without the leadership micromanaging them. Allowing group members to handle various tasks help in improving their problem-solving skills and also enhancing the average skill of the group. Finally, the act of delegating duties made me have time and dedicate it in handling and dealing with other important issues in the group.

 I was strict with time and demand the same from the group members. This was implemented by a well-designed timetable that indicated how the programmes were to be carried out and at what time. Moreover, guiding and directing fellow members what need to be done to achieve the objective of the programme. We won the award four times consecutive during my regime and this act as an implication of the benefits of perfect supervision and organization.

Summarily, I can say that one of the qualities that made me have a successful leadership is supervision.

Apart from supervision managing and drafting schedule played a bigger role in making a leadership successful. I can allude that when members are subjected to a well-organized schedule, they tend to act professionally.

Finally, training and mentoring other members prove to be a change changer. These elements not only make sure one earns the trust of fellow members but also creating more leaders. Therefore, it makes the group more focused and achieves their objectives. They are elements that every leader in a group are encouraged to subscribe to and practice it extensively.

A good leader should delegate duties to the fellow members. Delegation of duties makes the members work on the task they are skilful and comfortable with. In return, it boosts the members’ morale and problem-solving skills. However, some of the members when given too much room will tend to be reluctant. They will give less output relation to what is expected from them. This is the mistake I did with my group and eventually, I was disappointed. I learned that some of the members never tackle the assignment assigned to them at all. Therefore, I learned that they are needed for a leader to be strict and makes frequent follow up to assess how the tasks are carried out. Having this in mind, thus I analyse the reasons why my leadership failed to deliver a successful graduation project.

B2

As a leader, I was not strict at all. This is a factor that made some of the members to take advantage of me. They realized that I am a soft-spoken person who is incapable of pushing them hard. As a supervisor, I thought by delegating duties I will facilitate the project to be handled iteratively. Working the tasks in modules would be the best thing since they will be in smaller modules that are doable and time friendly. It seems the group members never understood my strategy. Moreover, maybe they did understand the strategy only chose to ignore it. I am disappointed not only in my group members but also in myself for lacking the self-drive to push the members.

I understand that working with friends is a good thing but also prove challenging. Friends are good to provide a good and close working relationship. But in my case, it proved to be otherwise. I failed to be strict because I was working with long time friends. I was afraid to be strict to them since it may interfere with our friendship. Since most of the group members are my friends I thought they would follow instruction to achieve the group goal and for the benefit of our friendship. The environment worked against me as most friends took my directives lightly and they knew I was incapable of doing anything considering our friendship. This was a favourite situation and its aid in undermining my leadership and trust. Some members felt I was not neutral and I was not in a position to offer trustable decisions

Another factor that led to the decline of my leadership is my inability to make a strict follow-up. This is a factor that is done occasionally to ascertain the members are doing correct things. Moreover, it makes sure that the project is on time. This follows up provides the opportunity for the members to seek clarification, drop and add new functionalities to the project. This is something that I did not do and it proved costly. I trust my colleagues too much to provide leadership to them and in return the results were disappointing. I am disappointed that the project failed in so many dynamics. These failures are not limited to the project was not within time and cost factors did not follow its objectives and were not ready at all.

Summarily, one factor that played a bigger role in my failed leadership is strictness. A leader needs to push his or her members to give their best. Members should not be left to be very comfortable as it will make them reluctant. Another factor, manifesting itself is working with friends. This aspect promotes favouritism and eventually creating unnecessary conflicts. Therefore, it will be difficult to realize the goal of the group.

Part C Leadership Lessons

 

1) Creating confidence- leaders should acknowledge the contribution of group members, explain to them their roles and guide them. Moreover, he should solve the conflicts among members.

2) Inter-personal process- this relationship between a leader and group members ensures how efficiently and efficiency the goal of a group will be achieved.

3) Attainment of the common group goal- leaders are tasked with the task of guiding the members to work towards the achievement of the group goals. This is achieved by ensuring the members and their efforts have been brought together (Toppr).

4) Continuous process- a leader is required to guide and monitor the progress of the members from time to time. This ensures everyone is working in the same thing and avoids being deviated from the goal of the group

5) Group process- a leader cannot work without the members. Therefore, they need to have members and a leader.

6) Depending on the situation- this implies that leadership style should be based on the situation. A leader should provide leadership that is best suited to tackle a particular problem.

7) Building a good work environment-they should create a close working environment. This is by creating a personal working relationship. Also, listen to their problems and try to find a solution.

8) Co-ordination-should creates a link between the group members’ interests and goals of the group to give satisfaction to both parties.

9) Creating successors- a leader should train the group members to take the leadership mandate in his absence or for future purposes.

10) Provides changes- it should persuade the group members to accept changes with resistance and discontentment. This will aid to make the group members feeling insecure about the changes.

 

 

 

Part D Personal Developmental Program (PDP

 

 

My Personal Development Plan

To be developed	Expected goal	Actions I will make	Success criteria	application	Deadline
1. enhance my leadership knowledge and understanding	To have new leadership skills	Read more books on leadership. Also observing more successful leaders	Ensure I have read as many leadership books as possible. To attend as  many leadership forums as possible	For providing leadership guidance	31/12/2020
2. to enhance my leadership skills in dealing with  group members and delegating duties	To provide a good leadership in delegating duties	To attend various seminars on leadership skills of delegating duties Delegating duties to the group members  while still in the seminar to practice more	To create a final report to summarize what I have learn in the seminar. To my performance on the delegating of duties to the group members.	Deletion of duties.	4/05/2021
3. To enhance my leadership ability to set the group goal and make it achievable.	To create a viable group goal	To attend completely the leadership programme. To communicate the goal of the group to the group members	To come up with a summary report discussing what I have learned in the leadership programme.  Conduct a survey among the group members	Creation of the vision and goal of the group	31/12/2021

 

References

 

Leadership. (n.d.). Retrieved from Toppr: https://www.toppr.com/guides/business-studies/directing/leadership/

Papadopoulos, M. (2018, March 18). Supervisory Skills – Become a Successful Supervisor. Retrieved from potential: https://www.potential.com/articles/supervisory-skills/

Pasteur, L. (n.d.). Personal SWOT Analysis. Retrieved from mindtools: https://www.mindtools.com/pages/article/newTMC_05_1.htm