Positive Leadership: Analyzing and Reflecting on Interventions

This essay reflects on the importance of analyzing past intervention practices through the lens of positive leadership. It emphasizes the role of positive leaders in building organizations by focusing on evidence-based approaches to support employees, reduce stress, and increase wellbeing and engagement. The reflection incorporates cultural competence, communication, and social skills, highlighting the significance of lifelong learning in problem-solving. It also uses transformational leadership theory to examine how interventions are implemented to improve employee outcomes, focusing on the development of effective training strategies and leadership support. The assumptions made are that students understand the importance of ongoing employee development and are aware of the steps involved in intervention processes.

Running head: THE POSITIVE LEADER
1
The positive leader
Name
Institution
Course
Date

Day
THE POSITIVE LEADER
2
Importance of analyzing past practice by reflecting upon intervention
The specific goal in the reflection is to introduce the students to the latest types of
evidence based on how the positive leaders do in building organizations. The reflection aims at
supporting the employees. The goals on reflection are achieved through coming up with ways by
which the employees can be reduced their stress by increasing their wellbeing as well as
engagement. Students should undertake the assessment that builds cultural competence,
communication, social skills and reflects on building lifelong learning to solve any issue (Jordi,
2010). The intervention to solve a certain problem is developed through running different
evidence targeting on training practices of the employees. Coming up with the effective training
strategy of the employees is one of the best ways through which the goals of the intervention
reflection is achieved (Day et al, 2014). The transformational leadership theory is used in which
the facts on how the intervention is done in the process of coming up with the solution to solve
the problems facing the employees so as to improve their outcome.
Focusing on the quote given by Day and other scholars, my assumption is that students
develop a context of ongoing form of employee’s development. In my reflection, I focus on
leadership support on how the whole process of intervention can be done. I assume that the
students are aware of steps to be taken in practicing what pertains dealing with the intervention
solving process. As reflected by Jordi my reflection is cognitively based on the key practices
done in dealing with intervention. The students therefore get some knowledge regarding the
concrete practices and experiences required in dealing with the prejudices as well as gender
assumption as far as employees are concerned (Sparr et al, 2015). Based on my experience in
delivering assessment 3, the assumptions are accurate since they measure how the intervention

Day
THE POSITIVE LEADER
3
practices will be taken. They provide the students with strategies to focus on in making sure that
the required intervention goals are taken into consideration.

Day
THE POSITIVE LEADER
4
References
Day et al. (2014). Leader-member exchange as a mediator of the relationship between
transformational leadership and followers' performance and organizational citizenship
behavior. Academy of management Journal, 48(3), 64-67.
Jordi S. J. (2010). Leader behaviors and the work environment for creativity: Perceived leader
support. The Leadership Quarterly, 15(1), 2-5.
Sparr et al (2015). Leader positive mood and group performance: The case of customer
service. Journal of Applied Social Psychology, 25(9), 33-35.