Leadership And Management Skills Portfolio

Introduction This reflective exertion focal pointes on assessing my personal weaknesses in polar beas. It starts by a self judicial decision of my personal organic evolution hold ups.The next parting looks at the ambitiousies I experienced on mingled issues. Fin eery last(predicate)y, the effect final causes for self-development in the respective(a) atomic number 18as be suggested.Portfolio Section 1Planning and personal prudence acquirements development a paper figure out, I assessed my think and personal heed skills to look areas of development. Concerning forgening, I scored 13, which is a relatively dispirited score. This indicates an area for development because my score was slight(prenominal) than 24, which was the score I had to attain to submit that I did non gain development. I k saucy this was a weakness and a concern for me prior to foremost my postgraduate studies composition go awaying undecomposed cartridge holder. On the fourth dim ension man historic periodment dimension, I scored 15 and this present a need for further development. I should expect a score of above 24 to demonst say that this area did non require further development. The issue of epoch circumspection was a concern for me because of starting my postgraduate studies and determineings full time. I crap had ch tout ensembleenges in the past characterized by attempting to do too much at work and non managing my time tellingly. The off practise scores on both blueprintning and time management reveal that I affirm challenges with p regiontariat prioritization. An effect plan for self-development in these areas is presented later under t petition prioritization.Learning call Honey and Mumford designed a Learning Styles Questionnaire that is used in assessing the knowledge styles of idiosyncratics, and these are categorised into activists, theorists, pragmatists, and reflectors (Jarvis, 2005). When I consummate this questionnaire, the results showed that I bedevil a pissed privilegeence for the activist schooling style and a moderate preference for the pragmatist encyclopedism style. As an activist, I enjoy brisk experiences, I am active and aim on intuitive decision qualification and I harbour an aversion to mental synthesis (Jarvis, 2005). I pack best from in yearation activities that provide new problems and experiences, social occasion acting and working together with other(a)s in ag conference tasks and opportunities for dealing with ambitious tasks. In addition, I prefer tasks with high visibility including presentations, wind questionions, and chairing showdowns.However, I learn less when I have to listen to lectures, think, write or read on my protest, or seize and understand a parcel of data. Further more, my encyclopaedism is impaired when I have to get precise instructions without any(prenominal) form of flexibility.As a pragmatist, I prefer risk-taking, pigeonholing work and application and interrogatory of concepts (Jarvis, 2005). I learn best when thither is a clear association amongst the nurture topic and certain issues in life. Learning activities should be structured roughly demonstrating techniques for accomplishing tasks with clear, realistic advantages. Furthermore, I prefer to be provided with opportunities for trying out and practicing techniques with feedback or learn from a reli subject expert. Similarly, I need examples or homunculuss that I can emulate, and I should be taught techniques that are presently germane(predicate) to my work context. I also prefer world of importtained with opportunities for flyingly checking any new knowledge that I have learnt. As a pragmatist, l learn less when the scholarship activities are not associated with an immediate need, lack clear guidelines, and when at that place are obstacles to implementation of acquired knowledge. Such obstacles can be personal, passenger vehicleial, geological formational or governmental in nature. These learning styles have an important influence on the learning activities under use upn in the follow up plan for create various skills as exhibit later.Assessment of how I workIn a paper exercise, I assessed the mien I work and the results revealed that I prolong when faced with tasks that I do not really like, I spend a lot of time attempting to perfect things, and I am unable to find things and notes whenever I require them. This is an indication that I have poor prioritization skills, and this leave alone be intercommunicate through an treat plan on task prioritization that is explained later.Personality indexI assessed my personality index victimization an online exercise, and the results demonstrated that I possess various traits. First, I demonstrate low self-assertiveness as I do not need to be in immutable control, and I have a higher(prenominal) orientation toward police squadwork than tasks. Second, I am an uttermost(prenominal) extrovert because I need to discuss issues in detail with other pack. Third, I am extremely impatient as I find it challenging to trim on repetitive tasks, and I have a high sense of urgency. Finally, I am highly detailed because I want to acquire knowledge and run short an expert. These traits of my personality be active how learning activities forget be structured in the action plan to meliorate learning.Portfolio Section 2Group attractershipIn the initiatory week of my programme work, I was spender of my assembly. I did not know my gent colleagues very well as we had undecomposed started on the cut across. Therefore, stepping up and world a leader of hoi polloi I did not know was tough affecting that I am not a theater director or leader at work. I had to lead the gathering in the preparation of a conference presentation on a object lesson study of someone elses lead skills and present with them. I unavoidable to take control and set the solicitude for the team more rapidly, and a lot of time was wasted as I did not know what was expected of me as a leader. For instance, a conclave or team leader is indispensable to set the goal of the aggroup and urinate accomplishment expectations (Morgeson, DeRue & Karam, 2010). This was a challenging undertaking as I decided to choose an inner approach to this use where the group members actively facilitated the accomplish of setting goals and ascertain how the members would be held accountable in congener to the effect expectations. This approach resulted in wastage of time because it was difficult for consensus to be achieved among the group members on the goals and surgery expectations.Similarly, I had challenges in structuring and planning the group in terms of developing a shared intelligence among the group members on the best approach for coordinating action and working together to achieve the sanctioned goals (Morgeson et al., 2010). I faced dif ficulties in find out how the activities would be performed, the privates responsible for specialised tasks, and when the group activities would be done. On the issue of when the group activities would be performed, it was challenging to achieve consensus because the group members had conflicting schedules that interfered with choosing an take away time for the group meeting to descend the progress of the tasks. Although I faced various challenges during the initial avail of forming group, I at long last embodied the portion of the group leader. However, I did not always endure everyone to have input. It is suggested that soliciting and victimisation continuing feedback from the group members is zippy for achieving the group objectives (Morgeson et al., 2010). By failing to resign the group members to offer their input into the group presentation, I ended up not including their diverse and useful perspectives on the group activeness.Coaching sessionI acted as a pass enger vehicle on how to reactively write. There are particular skills compulsory of coaches including social competence, emotional competence, listening, questioning, framing and add (Maltbia, Marsick & Ghosh, 2014). Social competence is associated with establishing bloods with individuals being coached by increasing a supportive and a safe milieu that is characterized by independence in renderion thoughts, mutual respect, and bank partnership (Goleman, 2006). However, I lacked in this capacity as I did not allow the individuals I was teach to freely express their opinions on reactive writing. Rather than supporting engagement with my peers, I monopolized the coach job bidding. horny competence is associated with having self- sensory faculty of ones emotions and those of other tidy sum to ensure that the learn tellingship is experienced as productive, flexible, and open (Maltbia et al., 2014). I had a difficult time managing my own emotions when instruct others as I got infuriated whenever any person I was learn did not understand what I was communicating to him or her. Furthermore, I did not understand the effects of my actions on the emotions of the mountain I was train. For instance, some of the mickle I was coaching were visibly frustrated during the coaching work but I did not take time to address these issues. Listening involves understanding the meaning of what the person under coaching is saying with regard to achieving desired outcomes (Maltbia et al., 2014). When I started the coaching session, I did not ask the person I was coaching the specific outcomes they desired from this activity. It is suggested that a hierarchy should not exist in the relationship between the coach and the people being coached (OBroin & Palmer, 2009). By failing to include the objectives of the people being coached into this relationship, their agenda failed to take precedence in the coaching butt.As a coaching skill, questioning entails inquiry fo r revealing the reading requirement with the highest benefit to the lymph gland (Maltbia et al., 2014). I was lacking in this competence as I rarely asked the person I was coaching questions cogitate to the coaching cognitive operation. I took on the role of an active coach and required the people I was coaching to assume a passive role in this process.Framing is characterized by expanding the world views of the people being coached through an examination of whether learning is rooted in experience (Maltbia et al., 2014). This skill requires the coach to establish whether the coaching process has had a positive effect on learning in terms of addressing the initial challenge or problem that influenced this activity to be undertaken. During the coaching sessions, I did not frame the coaching process to establish if the people I was coaching had benefited from this activity. Finally, lend entails effective communication during the coaching session as a mechanism for achieving agr eement between the support and challenge required for facilitating growth and learning (Maltbia et al., 2014). As initially mentioned, I monopolized conversations, and this prevented the people I was coaching from effectively contributing to the coaching process. Moreover, I failed to offer adequate challenges to promote learning in relation to reactive writing.Role playing as a tutor in an appraisal act appraisal is an important process as it is utilised in assessing recent action and addressing future opportunities and objectives ( rent Institute of Personnel and Development, 2014).). When conducting a implementation appraisal, employees have to be provided with enough notice of the expected slaying standards and well-timed(a) and regular feedback around their performance (Heslin & VandeWalle, 2011). During my role play as a tutor in an appraisal, I did not offer timely and regular feedback on individual performance toward the achievement of expected performance standards . It is also suggested that employees should have an input in the appraisal process and be provided with opportunities for challenging it if they view it as being partial (Heslin & VandeWalle, 2011). Conversely, during the appraisal, I did not allow the individuals with opportunities for presenting their views and opinions in relation to assessment of their performance. In this regard, I failed to consider the voice of these individuals that would have provided a deeper understanding of the performance achieved.Acting as a consultantI took up the role of as a consultant in a team of two individuals to pitch to a knob our ideas for their people scheme of their new business. harmonize to the Institute of attention Consultants (2014), consultants need competencies to contain consulting services. Some of these competencies are balanced judgment, awareness of the organisational context and impertinent environment, and listening (de Caluwe & Reitsma, 2010). fit judgment entails a comparison of authorization cartroads of action and evaluating open schooling and using relevant criteria, which leads to realistic decisions (de Caluwe & Reitsma, 2010). In the role of consultants, my colleague and I only think on a single course of action for the organisation in relation to the people strategy for the new business. Consequently, when the lymph nodes asked us any alternative courses of actions that might be undertaken, we were unable to provide satisfactory responses because we were unprepared. Furthermore, external environment awareness is related to being adequately informed round issues in the business environment that have influences on strategies and utilising such knowledge for the benefit of the organisation (de Caluwe & Reitsma, 2010). In our case, we considered legal, economic and technological factors that affect an organisations people strategy. However, we failed to consider trends influencing human resources in the organisation and political issues. Thus, the clients were dissatisfied as the people strategy we developed did not take into musing all the factors in the business environment that have impacts on the organisations human resources management strategy.Listening skills are important in management consultancy as they provide the client with the space for expressing their opinions, snap on their reactions, responding suitably and posing further questions (de Caluwe & Reitsma, 2010). Regarding this, my colleague and I did not focussing on the clients reactions. We were focused on toss our strategy and thus we were unable to enrapture nonverbal signals that would have communicated to us whether the clients were in agreement with the arguments we had made in the people strategy that the organisation had to adopt. Regarding organisational context, management consultants are expected to understand how an organisation operates and considering these issues when developing an action (de Caluwe & Reitsma, 2010). We strived to develop a people strategy that reflected the organisations real practices related to management of human resources. However, the information related to this issue was not substantially available. Therefore, we ended up pitching a people strategy that we considered as non-existing in the organisation. We later discover that some aspects of the people strategy were already present in the organisation, which means that we had not provided a more effective solution to the clients.Task prioritisation I had two finance classes but missed the outgrowth one but then I accompanied the second class. It was only later learning the second class that I realised that I should have attended the initiative gear one. The content covered in the second class was only a continuation of the issues addressed in the first class. Therefore, by failing to attend the first class, I missed out on the requisite context for understanding the topics covered in the second class. This negative ly interfered with my learning. Upon reflection, I learned that I did not attend the first class because I did not prioritise the things that I had to do. I have to deal with conflicting demands of working full time and pursuing my postgraduate education (Armstrong, 2012). In this regard, I missed the first finance class because I was tending a meeting at work where I was presenting an important report to ripened management.Negotiating as a ClientMy colleague and I assumed the role of a client negotiating with a software system vendor on delivery times and price. As clients, we argued and debated with the software vendor on the relevant issues. For instance, in that respect was prolonged argument and debate on the delivery times because we were considering small peanut factors on this issue. The outcome was that the arguments related to the main issue of delivery times were more often than not neglected. Indeed, it is suggested that it is important to have awareness of any ins ignificant arguments that might derail the dialogue process (Pinet & Sander, 2013). In our case, we concentrated on being right rather than win the arguments associated with the price and delivery times. The negotiation process deviated from the agenda established prior to the meeting with the software vendor. Consequently, a lot of time was wasted on these arguments and compromises were achieved after a protracted process.Portfolio Section 3This section presents an action plan for developing my postgraduate, management and leaders skills further. The action plan covers skills required for group leaders, management consultant, appraisal manager, coaching, negotiation, and task prioritization as presented below.Action plan for group leadership skillsObjectiveTo break my skills in leading and managing groups in completion, of course, related tasksTasks bring and penetration with my peers on available literature including books, reputable online articles and journal articles about team leadership. I depart focus on literature that looks at leadership functions on the different phases of teams namely the innovation and action stages. The transition stage is a time when a group or team focuses on activities associated with the teams structures, planning tasks, and assessing the performance of the team in terms of the whether the team has the ability of achieving its objectives (Marks, Mathieu & Zaccaro, 2001). The specific leadership skills that I exit learn about for this phase include delimit the mission of the team, goals, and performance standards, structuring responsibilities and roles in the team, and promoting feedback processes (Morgeson et al., 2010). The action stage is where the team or group members are focused on tasks that now contribute to goal achievement (Marks et al., 2001). In this phase, I leave behind learn relevant leadership skills including creating a positive humour in the group, encouraging autonomous actions by members, resour ce acquisition for the group, problem solving, pursuit in the groups work, and monitor the group(Morgeson et al., 2010). cover with managers and leaders in my study about effective approaches for leading and managing groups or teams military rank later acquisition of the necessary leadership skills, I go away apply to future group assignments in my course work. I will evaluate the acquired group leadership skills by petition my peers to rate my performance as a leader. I will design a checklist where the group members will provide their responses about my boilersuit leadership skills and areas that require improvement. round trothThe reading of literature, applying the relevant knowledge to actual practice, and evaluating leadership skills will be reviewed on a regular basis whenever there is a group assignment.Action plan for coaching skillsObjectiveTo become a very effective coachTasksRead books, journal articles, and online publications on the coaching process and the requ ired skills and competencies for this activity followed by a brainstorming exercise with my colleagues. Participate in training in coaching provided by my organisations to equip with necessary skills. Ask a senior manager in my body of work to act as my coach to enable me to understand this process from a practical perspective and model it. evaluationThe knowledge acquired from literature, training, and on-the-practice will be utilised in coaching my peers in coursework on different topics. The performance data that will be collected to establish the level of my effectiveness as a coach will be obtained from interviewing the individual that I will be coaching. inspection dateOngoing throughout my course work.Action plan for management consultant skillsObjectiveTo promote my skills as a management consultantTasksRead available literature on management consultancy and look at case studies on the process of management consultation. After reading alone, I will brainstorm these issues with my study group. Discuss with management consultants at bottom and outside my organisation to learn the criteria for success. ratingEvaluation will be ground on establishing the extent to which the client is able to achieve desired outcomes in relation to the consultation services I will offer them. This will be achieved by using a questionnaire to ask the clients whether I demonstrate the skills of a management consultant. Review dateOngoing found on management consultancy projects.Action plan for managerial skills in appraisalsObjectiveTo improve my skills in conducting performance appraisalsTasksRead widely and brainstorm on skills for performance appraisals. Role playing with my peers on posing the right questions to the individual under appraisal. Discuss with senior managers in my workplace about successfully performing performance appraisals.EvaluationThe assessment of my skills in this area will be based on determining to which I successfully complete a performance ap praisal. This will involve asking individuals involved in the appraisal process to rate my performance using a checklist.Review dateThis activity will be completed on a monthly basis.Action plan for negotiation skillsObjectiveTo improve my negotiation skills as a clientTasksReading widely and brainstorming with colleagues on negotiation skills for clients to understand negotiation skills, negotiation phases, and sources of conflict in negotiation process. interlock in role play to assist in clarification of responsibilities and roles in working in a negotiating team.EvaluationEvaluation will involve collecting point indicating whether I applied competencies and skills required in negotiating as a client. This will be achieved by interviewing the other parties to the negotiation process to determine the level of my skills in negotiating as a client. Review dateThis will be completed by February 2015.Action plan for task prioritizationObjectiveTo enhance my skills in prioritizing bo th work and education tasks.TasksListing all the tasks that I have to perform on a daily basis in my work and college and categorising them based on their impacts on my work and educational pursuits. Using a personal calendar to plan my tasks. Using a checklist to determine completion of tasks on daily basis.EvaluationPerformance in task prioritisation will be evaluated by assessing the extent to which I complete all the tasks required in my workplace and at college.Review dateThis activity will be completed on a daily basis.ConclusionThis reflective work has identified areas that require further development in improving my managerial and leadership skills. Based on this reflective work, it is translucent that I lack skills in different areas including leadership, task prioritization, effective coaching, managerial skills in performance appraisal and management consultancy. Therefore, these skills have to be improved to ensure that I am effective as manager and leader. Therefore, a ction plans for improving the different skills have been presented. It is expected that implementation of the action plans will equip with skills that are applicable to my workplace and educational setting.ReferencesArmstrong, M. (2012) Armstrongs handbook of management and leadership developing effective people skills for better leadership and management. PA Kogan Page.Chartered Institute of Personnel and Development (2014). Performance appraisal. OnlineAvailable from http//www.cipd.co.uk/hr-resources/factsheets/performance-appraisal.aspx (Accessed 15 Dec. 14).De Caluwe, L., & Reitsma, E. 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Advances in develop Human Resources, vol.16, no.2, pp.161-83.Marks, C., Mathieu, J., & Zaccaro, S. (2001) A temporally based framework and taxonomy of team processes, Academy of Management Review, vol.26, pp. 356-76.Morgeson, F., DeRue, S., & Karam, E. (2010) Leadership in teams a operative approach to understanding leadership structures and processes. Journal of Management, vol.36, no.1, pp.5-39.OBroin, A., & Palmer, S. (2009) Co-creating an optimal coaching league a cog nitive behavioural coaching perspective. International Coaching psychology Review, vol.4, no.2, pp.184-94.Pinet, A., & Sander, P. (2013) The only negotiation book youll ever need. Littlefield Street, MA Adams Media.