Self-Analysis of Leadership Abilities

1
Running head: SELF-ANALYSIS OF LEADERSHIP ABILITIES
Self-Analysis of Leadership Abilities
Name
Institution

2
SELF-ANALYSIS OF LEADERSHIP ABILITIES
Introduction
Every leader wants to achieve the best in his or her leadership. This requires several of
his or her abilities to be super and as well have a positive attitude towards the followers and the
entire organization in general. Self-evaluation or self-reflection is very significant to every leader
since this helps in determining one’s strengths and areas of weaknesses that need improvements
(De Clercq and Belausteguigoitia, 2017). There are several self-assessment tools which a leader
can use in reflecting on his or her leadership abilities. In this piece of work, I will use the
leadership style survey, as well as the leadership matrix survey, as my assessment tools to assess
my leadership style, strengths as well as areas of improvement. The findings from these two
assessment tools will be compared and contrasted on the basis of my leadership strengths and
areas that need to be improved.
Findings on Leadership Assessment Scores
I completed my assessment surveys by using both the leadership style survey as well as
the leadership matrix survey. In the leadership style survey, I obtained a score of 28 on
authoritarian style, 42 on participative style, and 31 on delegative style. Through the analysis of
these scores, the leadership style survey tool dictates that my leadership is more of participative
style. This involves a moderate involvement of employees in decision making and in tasks
(Clark, 2015a). On the other side, my scores in the leadership matrix survey shows 6.6 on people
and 7.2 on tasks. When these scores are plotted on a matrix, a meeting point of 7.2 on the
horizontal axis and 6.6 on the vertical axis is obtained. This is 7.2, 6.6 matrix which lies on the
section of team leadership. This implies that my leadership style is team-oriented (Clark, 2015b).
A team leadership means that I am excellent in both people and task skills (DuBrin, 2015).