Leadership Model: MBTI Analysis and Future Development Plan Report

This report presents a personal leadership model developed by a student, reflecting on their MBTI personality type (ESTJ) and its implications for leadership. The report begins by defining leadership and exploring various leadership theories, then delves into the student's self-assessment based on their MBTI results, highlighting strengths such as extraversion, sensing, and thinking, while also acknowledging potential weaknesses related to overused skills and areas for improvement. The student identifies a life mission statement to become a global leader and outlines strategies to address leadership challenges, including improving skills in leading meetings, providing feedback, and delegating tasks. A detailed plan for future development is described, including enrolling in a global leadership training program, practicing skills in a part-time workplace, and seeking feedback to monitor progress. The report emphasizes the importance of continuous learning and adaptation to achieve leadership goals, supported by relevant literature on leadership competencies and organizational leadership.

1
Running head: MY LEADERSHIP MODEL
My Leadership Model
Name
Institution Affiliation

2
MY LEADERSHIP MODEL
Leadership does not have a unanimous meaning, as its meaning can be based on the
context to which it is applied. The United States academic structure defines leadership as a
process in which a person uses their social influence to request the support of other people in
performing a task. In this paper, leadership will be defined as the ability of an individual to lead
or guide other people in performing tasks or actions (Sherrod & Goda, 2016). There are
numerous theories used to explain leadership, ranging from integrated psychological theory,
situational and contingency theories, Behavioral and style theories to positive reinforcement.
Different explanations for the approaches that various leaders take while in their leadership
positions have been developed. These explanations include Autocratic or authoritarian,
democratic, Laissez-faire or Free-rein, task-oriented, and relationship-oriented approaches
(Sherrod & Goda, 2016).
My leadership style is personal and social. A review of my MBTI report clearly shows
this. My MBTI personality type is ESTJ. I display Extraversion when it comes to directing and
receiving energy. I can impart proficiently and am quiet one-on-one or with an immense
gathering (Institute of Medicine, 2017). Certain, I trust that gaining from the encounters of others
is an uncommonly valuable asset. Finding out about others is likewise a valuable instrument. I
employ sensing when it comes to taking in information. Showing bona fide enthusiasm for group
offers energy to a leader with information, recognition, and bits of knowledge they might not
have well thoroughly considered (Institute of Medicine, 2017). In addition, others are probably
going to increase their receptivity to anything you need to well-spoken or would like to
accomplish when they sense your real worry in their perspective.
Global executive competencies, call for the leader to be open-minded in their way of
thinking and-and adopt tactical approaches towards cultural interest and sensitivity. I believe that

3
MY LEADERSHIP MODEL
I employ great thinking when it comes making decisions and arriving to conclusions. Such skills
will help the leaders be in a position to deal with hardships that come their way during their
tenure (Heckemann, Schols & Halfens, 2015). To grow effective skills to become a global
leader, I am required to adopt the global leadership competencies. The contingency theory can
also be incorporated to establish the ability to become successful as a global leader (Smith,
Hallowell & Lloyd-Fitzgerald, 2017).
After carrying out an analysis on clarity of my preferences, I came up with results that are
very important in my self-assessment and hence the development of a personal global leadership
plans. Judging is the approach that I employ when it comes to the outside world (Smith,
Hallowell & Lloyd-Fitzgerald, 2017). I can say that this serves as a weakness and strength too. I
have a very clear clarity preference of ESTJ when it comes judging. My thinking is more
moderate than sensing. My extraversion is also moderately strong. I have found that my
strengths are patience, I am a good listener, I like sharing roles with my fellow workmates, I am
always willing to learn, and I have high connectivity. I also found out that I have some strength
that I have often overused in a bid to make things work out well. Some of these overused skills
include devotion so that I sometimes find myself overworking myself just to make sure projects
are completed well and in time. My listening skill is often also abused by people who take
advantage since they know very well their grievances will be heard. As a result, some of my
colleagues might abscond duties and make fake excuses which due to my compassion I believe
and fail to question them. This overused skill has cost me a lot as I end up undertaking duties
assigned to others (Heckemann, Schols & Halfens, 2015).
My life mission statement is to be the best global leader of my times. There are some
skills I have however not mastered which I need to master. These skills include leading

4
MY LEADERSHIP MODEL
meetings, giving feedback after project accomplishment and firing. As a result, I often find it
difficult to manage board meetings, opting to delegate the duty to someone else. The meetings I
lead end up being messy and time-consuming. Also, after carrying out a project, successful or
unsuccessful, I am not keen enough to be able to gather the necessary report to compile the
required feedback (Heckemann, Schols & Halfens, 2015). Also, I have relatively low firing skills
that make me fail to fire workers when I am supposed to hence there are some ghost-workers. I
am aiming to practice these skills to better my leadership skills. I am aiming to practice these
skills at my part-time work within the next six months. I have the necessary resources required to
practice skills such as delegating duties. As a leader of my workgroup, I intend to be able to have
the chance to delegate skills to my colleagues. As a leader, I am also allowed to recommend the
firing of a colleague under considerable grounds (Heckemann, Schols & Halfens, 2015).
In addition to the above endeavors, I hope to enroll in a training program in global
leadership at a local college in town. With the help of the one year course, I hope to gain the
necessary skills to enable me to pursue my goal, this time from an educated point of view.
During the one year, I will make my tutors my closest reference and work with my fellow
learners to practice the skills learned in class. During the course, I will seek platforms to put into
practice the skills learned such as closer involvement in leadership in class and in my part-timer
workplace as this are the only platforms at my exposure for me to use as training grounds.
During this practice time, I hope to convince my subordinates to submit feedback on my general
leadership skills (Redman, et al, 2015). The feedback will be more important in comparing the
progress I will be making throughout the year. At the end of the one-year course, I hope that my
performance metrics will have risen since I will have learned exactly how to apply different
leadership skills. I will also use the feedback to improve my skills. I will seek feedback from

5
MY LEADERSHIP MODEL
both my boss and subordinates. I will also learn from this feedback report how to gather data and
submit my feedback report upon completion of the project assigned to me. In a period of one
year and six months, I aimed to have completed the leadership course and had a lot of experience
(Smith, Hallowell & Lloyd-Fitzgerald, 2017).

6
MY LEADERSHIP MODEL
References
American Association of Colleges of Nursing (2018). Essential II: Organizational and Systems
Leadership for Quality Improvement and Systems Thinking. In: The Essentials for
Doctorial Education for Advanced Nursing Practice. (pp. 10-13). Retrieved from:
http://www.aacnnursing.org/Education-Resources/AACN-Essential
Heckemann, B., Schols, J. M., & Halfens, R. J. (2015). A reflective framework to foster
emotionally intelligent leadership in nursing. Journal of Nursing Management, 23(6),
744-753.
Institute of Medicine (IOM). (2017). Transforming Leadership. The Future of Nursing: Leading
Change, Advancing Health. Washington, DC, The National Academies Press, 221-254.
Retrieved from: http://www.nap.edu/openbook.php?record_id=12956&page=221
Redman, R. W., Pressler, S. J., Furspan, P., & Potempa, K. (2015). Nurses in the United States
with a practice doctorate: Implications for leading in the current context of health care.
Nursing Outlook, 63(2), 124-129.
Sherrod, B., & Goda, T. (2016). DNP-prepared leaders guide healthcare system change. Nursing
Management, 47(9), 13-16.
Smith, S., Hallowell, S. C., & Lloyd-Fitzgerald, J. (2017). AACN's DNP essential II prepares
clinicians for academic leadership: Three DNP graduates share their leadership journey.
Journal of Professional Nursing (in press). Retrieved from:
https://doi.org/10.1016/j.profnurs.2017.05.003