College Leadership Behavior Analysis Report: Self-Inquiry Activity

This report presents a student's analysis of their leadership behavior during a self-inquiry activity conducted in a workshop setting. The student reflects on their initial challenges stemming from a lack of confidence and how the activity facilitated a reorganization of their behavior. The analysis is structured around the four core management functions: planning, organizing, leadership, and controlling. The planning phase involved dividing students into groups and establishing objectives. The organizing phase included the creation of a behavior chart to track interactions. The leadership phase consisted of regular team interactions to motivate and guide the groups, and finally, the controlling phase involved monitoring progress and providing corrective actions. The report concludes with a critical evaluation of the approach, suggesting improvements for future activities, such as incorporating a mechanism for groups to compare their energy distribution, and references several academic sources to support the analysis.

MANAGING PEOPLE AND ORGANISATION: PART A
NAME OF STUDENT:
NAME OF COLLEGE:
AUTHORS NOTE:
Running head: MANAGING PEOPLE AND ORGANISATION

MANAGING PEOPLE AND ORGANISATION
Selected Incident: In recent pre-workshop exercise I had to work in scenario where my
mentor provided in class a self-inquiry activity where every participant had to determine their
real leadership behaviour. I was asked to describe activity and was given responsibility to
follow up progress in class. As I had fear to address in public so initially I faced problem due
to lack of confidence, but as activity completed it helped me reorganise my behaviour.
Analysis:
Planning: as stated by Srivastava, Prasad and Mishra (2016) Planning element of
management function includes setting goals and determining action steps for attaining them.
So for class activity I planned to divide students into small group so that reality check of their
strength could be done easily, giving each more time to think on actual behaviour on regular
basis. I then planned to follow up each group by asking them to make generalisation of their
leadership time spent in activity so as to understand whether or not their behaviour synced
with the manner they felt an efficacious leader should behave. I believe this task belongs to
planning element as it required to establish objectives that were needed to be attained.
Organising: as opined by Ayhan and Oztemel (2014) organising element includes design to
complete task so for class activity I prepared leadership behaviour chart based on regular
discussion and interactions with teams, which I distributed so that members could use the
chart to note their behaviours. I listed behaviour in first column and in second column I gave
place where members had to determine time they spent generally form each set of behaviour.
Lastly I used third column where members determined what they felt would be ideal time
distribution on each behaviour. I believe this element belongs to organising as it illustrated
complete design to attain the task as needed.
Leadership: as stated by Baban (2015) leadership element includes inspiring others to take
course of needed actions to complete a task so for this I regularly interacted with group of
teams and discussed on daily progress, so that they could exert efforts to achieve the class
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MANAGING PEOPLE AND ORGANISATION
activity objectives. I believe this belongs to leadership element as during periodic discussions
I provided information to members that helped them energise to put forth their efforts to
complete activity.
Controlling: as controlling includes establishing performance standards and measuring and
comparing actual performance, so for this I consistently held discussion with teams so as to
resolve their problems and queries regarding to activity. I feel this belongs to controlling
element as to meet performance objectives I not only monitored teams progress but also
suggested them corrected action wherever required to finish class activity as desired.
Critical Evaluation
I think my approach to undertake class activity was efficacious but alternatively if I had
ensured a mechanism where groups would get an outlook to calculate behaviour totals then
this would have been more effective as it would have helped groups to see the manner other
teams spent their energy which would have ensured activity to better meet objectives of ideal
leader with better distribution of interactions.
References
Ayhan, M. B., and Oztemel, E. (2014). A methodology to measure the degree of managerial
innovation. Journal of Industrial Engineering and Management, [Online] 7(1), 153-173.
doi:http://dx.doi.org/10.3926/jiem.927 Accessed on 31 Jan 2019
Baban, E. G. (2015). Management and leadership-features in the contemporary
context. Manager,[Online] (22), 101-109. Retrieved from
https://search.proquest.com/docview/1785751974?accountid=30552 Accessed on 31 Jan
2019
Srivastava, A. R., Prasad, A. K., and Mishra, N. (2016). Leadership - A journey from a
manager to a SuperManager. International Journal on Leadership, [Online] 4(2), 1-9.
Retrieved from https://search.proquest.com/docview/2117187864?accountid=30552
Accessed on 31 Jan 2019
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