Unit I LDC

see attachment

Assignment

Unit I Journal

Instructions

Take the self-assessment portion of the 360° Refined test (this takes about 15 minutes). You can find instructions for locating the passcode for the test in Chapter 1 of the Leadership 2.0 textbook. Review your findings. Post a discussion on the leadership model and your scores identified by 360° Refined. Do you believe the scores and skill groups align with your behaviors and skills? If so, how, and if not, why not? Do you agree with the areas and strategies for improving your weak areas? Why, or why not?

Your response must be at least 450 words in length. This journal is your only assignment for this unit, so make sure that you take the time to analyze your findings and provide quality posts. 

HRM 6306, Leadership Development and Coaching 1

Course Learning Outcomes for Unit I

Upon completion of this unit, students should be able to:

1. Differentiate between leadership development and coaching skills.
1.1 Perform a leadership skills assessment.
1.2 Recognize primary leadership skills for development.

Course/Unit
Learning Outcomes

Learning Activity

1.1, 1.2

Unit Lesson

Leadership 2.0: Chapter 1
Emotional Intelligence 2.0: Chapter 1
Unit I Discussion Board/Journal

Required Unit Resources

Leadership 2.0:

Chapter 1: Leadership 2.0

Emotional Intelligence 2.0:

Chapter 1: The Journey

Unit Lesson

Introduction

Leadership development and coaching has been a topic of interest throughout the 20th and 21st centuries.
Numerous books have been written on the topic, sharing the authors’ opinions of leadership, management,
and how to develop the necessary skills to be an effective leader. The definition of leadership is almost as
unique as the individual presenting the definition. Leadership and management are often confused as the
same activity, therefore, adding to the variety of definitions and skills required to master both functions.
Leadership has been defined as how an individual influences a group or a team to accomplish specific goals
and objectives (Northhouse, 2019). Management, on the other hand, is the skill aligned with processes and
procedures that may provide guidance toward a goal or objective.

As the study of leadership has progressed, the number of leadership styles identified has increased. Basic
leadership styles once included transformational, transactional, and laissez-faire; however, the list of
leadership styles has evolved into numerous approaches toward leadership. Authentic leadership, servant
leadership, adaptive leadership, situational approach, and trait approach are just a few of the leadership
styles segmented from the three aforementioned basic styles of leadership (Northouse, 2019). As you
progress through the course, your perception of leadership, management, and coaching will be important to
the development of your skills and behaviors to become an effective and persuasive leader.

The identification of a primary leadership style and leadership behaviors will be one of your objectives during
this unit. Leaders tend to gravitate toward a primary leadership style to which much work has been devoted.
However, leaders often combine numerous leadership skills and behaviors to build a leadership toolbox,
creating a variety of approaches and strategies to meet the needs of situations faced in the normal activity of

UNIT I STUDY GUIDE

Leadership Style Assessment and Profile

HRM 6306, Leadership Development and Coaching 2

UNIT x STUDY GUIDE

Title
leading individuals and large teams to meet goals and objectives set by organizations. Building a leadership
toolbox is a key component of success and a goal that all leaders should embrace.

Bradberry and Greaves (2012) defined core leadership skills as the skills and behaviors that increase the
possibility of success for individuals in leadership positions. They further indicated three primary functions of
core leadership, which are strategy, action, and results. These core functions create a dynamic set of skills
within each attribute, unique from one another, yet bound together by the behaviors of a well-rounded and
experienced leader. A review of these core functions is warranted, uncovering the key components related to
the successful application of a leadership skill.

Strategy

Strategy is an activity that looks beyond tomorrow, next week, and even next month. Strategy is the action of
planning 1 year, 5 years, and beyond the foreseeable future. Strategy is the ability to know where you want to
end up, yet the path is not obvious or clear. Leaders who can recognize the applicable trends appearing on
the horizon and develop plans either to join the effort or avoid the pitfalls hold a strategic skill uncommon to
new or inexperienced leaders. Strategic leaders may have a “trust your gut” philosophy, yet the uncommon
feat of making the right decision at the right time is based on more than a feeling. Bradberry and Greaves
(2012) indicate that vision, acumen, planning, and the courage to lead create an environment where one is
viewed as a strategic leader.

Vision: Vision is the ability to recognize and set a direction for the actions required to maintain the desired
course in the future. If you consider a ship traveling across the ocean, the captain can only see about 12
miles in the distance—the distance to the horizon. How does the captain know to guide the ship? Maybe he or
she uses experience from traveling the same path; using maps, charts, and reports; or just watching the
horizon for signs that could influence the decision to continue or to change direction. In all cases, the captain
holds to a vision of completing the trip successfully. Furthermore, a well-communicated vision creates
confidence in the leader’s ability to lead an individual, team, or an entire organization towards a successful
result.

Just as important as a vision may be, the ability to recognize the conditions when a vision is missing or
lacking in substance is important to future success. The lack of a clear vision can create confusion,
misdirection, and poor results. Leaders without a clear and well-communicated vision create the appearance
of someone who is not committed for the long haul (Bradberry & Greaves, 2012).

HRM 6306, Leadership Development and Coaching 3

UNIT x STUDY GUIDE

Title

Acumen: Acumen is a leader’s knowledge of the organization from the front door to the receiving door, and
from the basement to the executive suites on the top floor. Leaders who exhibit this trait are often said to see
the organization from a 30,000 foot view (Bradberry & Greaves, 2012). From this height, leaders can see the
opportunities, along with the pitfalls. Acumen indicates a
leader has an eye on the competition and evaluates the
strengths and weaknesses of each competitor. In addition,
leaders with acumen review industry reports, attend
organizationally related conferences, and track the news for
any signs of change coming toward the organization.

Acumen is also the industry knowledge gained over years
of personal and professional experience and from the world
at large (Bradberry & Greaves, 2012). Leaders must search
for trends in the primary and related industries that may
impact the organization. Leaders who seemingly can
predict the future are just leaning on past experiences and
the acumen developed from years of watching the
reactions of other leaders respond to past issues. Leaders
who lack acumen typically focus on the day-to-day
operations, missing the bigger picture—the 30,000-foot
view of the organization. In addition, leaders who lack
acumen appear to have a limited knowledge of the specific
industry and the internal workings of the business
(Bradberry & Greaves, 2012).

Planning: You may be familiar with the saying, “Businesses, or people, that fail to plan, plan to fail.” Planning
is a primary component of any strategy. Without planning, how does a leader accomplish the mission, move
toward the vision, and reach the desired outcome? The answer is the mission is not accomplished, and
therefore, the goals and objections are not achieved. Planning must include the allocation and requisition of
sufficient resources to accomplish the mission and vision. Bradberry and Greaves (2012) indicate seven
important strategies when planning to reduce the chance of failure. The strategies include focusing on the big
picture, knowing the players, being realistic, grinding it out, not running too lean, expecting the unexpected,
and setting and checking against milestones.

Focusing on the bigger picture has been previously mentioned, as leaders with vision and acumen always
concentrate on the larger scale of operations. Leaders must know and focus on the skill set of all team
members, ensuring the necessary people on the team accomplish the objectives. Bradberry and Greaves
(2012) note that accurately assessing the talents of all personnel involved is a primary component of success
or failure. Planning should always be realistic. Trying to achieve goals that are not achievable can lead to
disappointment, discouragement, and a non-committed team. Planning goals and objectives should be
challenging but within the capabilities of the team and within the confines of available resources. Regardless
of how talented a team may be, without the necessary resources, success may be impossible to achieve.

HRM 6306, Leadership Development and Coaching 4

UNIT x STUDY GUIDE

Title
Grinding it out may requires extra inspiration, further work, and
additional resources to achieve success. Leaders who expect the
unexpected plan for situations that may require additional effort by
each team member. Leaders should avoid planning for failure but
should plan to overcome any potential failure in the process. In
addition, leaders who run an operation too lean risk creating gaps in
the talent pool. Although planning usually requires a budget,
ensuring sufficient contingency plans and funds are available is a
strategy that leaders with acumen and vision include on a regular
basis. Finally, planning should always include measurable
milestones (Bradberry & Greaves, 2012). Milestones are developed
during the planning process to ensure that success is in the desired
direction. Discovering that a task has an undesired outcome can
create confusion and mistrust of the leader’s abilities.

Courage to lead: Strong leaders must have the courage to lead, to
stand out among the crowd, and to remain fearless in the face of
opposition and dissent. When strategies take courage to embrace
and implement, leaders must stand strong, avoiding the call to
abandon a vision or mission that appears to be too difficult.
Courageous leaders view adversity as a challenge to one’s ability to
lead and a test to move forward in a greater sense of purpose
(Bradberry & Greaves, 2012).

Courageous leaders stand behind a decision, move forward in the face of fear, demand discipline, have a
strong voice, do the right things, let people do the job, do not make excuses, take risks, address conflict, and
challenge the status quo (Bradberry & Greaves, 2012). Courageous leaders may not have a strong level of
accomplishment of each of the mentioned attributes; however, 100% of courageous leaders hold an
acceptable level of achievement in each of these characteristics. If an individual could focus in only one area
of leadership development, being a courageous leader would be a primary focus of training.

References

Bradberry, T., & Greaves, J. (2012). Leadership 2.0. TalentSmart.
https://online.vitalsource.com/#/books/9780974320694

Northouse, P. (2019). Leadership. Theory and practice (8th ed.). Sage.

Suggested Unit Resources

In order to access the following resources, click the links below.

The following article discusses the leadership style of Southwest Airlines’ chief executive officer (CEO). The
leadership team has transformed the airline, and, with this leadership, Southwest has become a player in the
tough airline industry.

Cote, R. (2018). Leadership analysis: Southwest airlines – Herb Kelleher, CEO. Journal of Leadership,
Accountability and Ethics, 15(1), 113–124.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=asn&AN=131191007&site=ehost-live&scope=site

The following article focuses on the history of leadership and how leadership has progressed over the years.
With technological advancements, leaders have had to take on different roles in the organization and guide
the change.

https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=131191007&site=ehost-live&scope=site

HRM 6306, Leadership Development and Coaching 5

UNIT x STUDY GUIDE
Title

Forsyth, B., & Maranga, K. (2018). The spirit of leadership: Past, present and future. Journal of Leadership,
Accountability and Ethics, 15(2), 66–72.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=asn&AN=131673278&site=ehost-live&scope=site

The following article provides great information about developing a leadership vision and the importance of
developing your leadership skills.

Gonzalez, N. (2017, November). Build a leadership vision. Strategic Finance, 22–24.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=asn&AN=126002816&site=ehost-live&scope=site

The following article provides the definition of authentic leadership and offers guidelines to become an
effective, authentic leader.

Jones, S., & Block, D. (2018). What is authentic leadership? Answering the eight leadership questions.
Effective Executive, 21(3), 71–76.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=bsu&AN=133636409&site=ehost-live&scope=site

The following article focuses on improving strategic leadership theories by adding the element of leadership
intelligence. The author felt that existing leadership theory was too narrowly focused and that it lacked the
important characteristic of intelligence.

Keeton, W. (2018). Command, leadership, intelligence and management (CLIM): A proposed theory for
improved strategic leadership. FIIB Business Review, 7(2), 146–151.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=bsu&AN=131674210&site=ehost-live&scope=site

The following video takes a look at everyday leadership at its most basic level, influencing a person’s life in
some way. This can be a great place to start building your leadership skills. The transcript for this video can
be found by clicking on “Transcript” in the gray bar at the top of the video in the Films on Demand database.

TED (Producer). (2012). TedTalks: Drew Dudley—Everyday leadership [Video]. Films on Demand.
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl
aylists.aspx?wID=273866&xtid=52942

Learning Activities (Nongraded)

Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.

This Unit I Matching Activity covers some important terminology from Unit I (PDF of Unit I Matching Activity).

https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=131673278&site=ehost-live&scope=site

https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=126002816&site=ehost-live&scope=site

https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=133636409&site=ehost-live&scope=site

https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=131674210&site=ehost-live&scope=site

https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=131674210&site=ehost-live&scope=site

https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPlaylists.aspx?wID=273866&xtid=52942

https://online.columbiasouthern.edu/bbcswebdav/xid-147492647_1

https://online.columbiasouthern.edu/bbcswebdav/xid-147492250_1

Course Learning Outcomes for Unit I
Required Unit Resources
Unit Lesson
Introduction
Strategy
References
Suggested Unit Resources
Learning Activities (Nongraded)

Results Report For

Rodney Been

Date Completed:

August 2022

©2020 TalentSmart, Inc.http://www.talentsmarteq.com/http://www.talentsmarteq.com/Page 1 of 7

©2021 TalentSmart, Inc.www.TalentSmart.comwww.TalentSmart.comPage 1 of 7

About My Report

This results report provides leadership feedback to you via a dynamic assessment process. The people you work with
answered questions about what they see you doing on a regular basis. Rather than “evaluating” the quality of your work,
everyone answered questions about how often you do the things that are important in leadership.

Your feedback is a simple summary of three important viewpoints:

How you perceive yourself on key leadership skills.1.
How the people who work with you perceive you on these same skills.2.
The gaps and overlaps between these perceptions.3.

360 Refined – Self Edition

©2021 TalentSmart, Inc.__________________________________________www.talentsmarteq.com__________________________________________________ Page 2 of 7

The Leadership Model

Leadership is experienced through behaviors—what you do or say or don’t do or say when you should. There are hundreds of behaviors
that could be assessed. The designers of 360° Refined™ researched the field of leadership to understand the behaviors that make the
difference between trying and performing—that is, which behaviors have impact. The questions in the 360° Refined™ assessment are
behavioral impact statements. The people who filled out the survey were asked to think about the outcomes of your behavior rather than
your effort. This report tells you whether your behavior has IMPACT.

Structure of the Leadership Model

The survey categorizes each of the 75 behavioral impact statements under one of 22 leadership skills determined to be critical for
leadership success. The 22 leadership skills make up 7 different skill groups. Three of these skill groups are considered to be the
mainstays of leader performance, or Core Leadership. The other four skill groups, or Adaptive Leadership, take a leader’s personal and
organizational performance to the next level.

Core Leadership
3 Skill Groups; What you bring to the job

S t r a t e g y

Vision

Acumen

Courage to Lead

Planning

Action

Decision Making

Communication

Mobilizing Others

R e s u l t s

Risk Taking

Results-Focus

Agility

Adaptive Leadership
4 skill groups; Who you are on the job

Emotional Intelligence

Self-Awareness

Self-Management

Social Awareness

Relationship Management

O r g a n i z a t i o n a l J u s t i c e

Decision Fairness

Outcome Concern

Information Sharing

C h a r a c t e r

Integrity

Credibility

Values Differences

D e v e l o p m e n t

Lifelong Learning

Developing Others

360 Refined – Self Edition

©2021 TalentSmart, Inc.__________________________________________www.talentsmarteq.com__________________________________________________ Page 3 of 7

5 Highest and Lowest Leadership Skills
Each question in the 360° Refined™ survey was rated on a scale of 1 to 6. The higher the number—the better the
score—and the more often you demonstrate desirable leadership behavior. The following tables list your 5 highest and 5
lowest rated leadership skills. These scores represent the combined average ratings of all of your raters.

5 H i g h e s t L e a d e r s h i p S k i l l s Score

Communication 5.33

Credibility 5.33

Decision Fairness 5.25

Mobilizing Others 5.17

Courage to Lead 5.00

1 – Never 2 – Rarely 3 – Sometimes 4 – Usually 5 – Almost Always 6 – Always

5 L o w e s t L e a d e r s h i p S k i l l s Score

Social Awareness 3.33

Vision 3.67

Agility 4.00

Outcome Concern 4.00

Self-Awareness 4.00

1 – Never 2 – Rarely 3 – Sometimes 4 – Usually 5 – Almost Always 6 – Always

360 Refined – Self Edition

©2021 TalentSmart, Inc.__________________________________________www.talentsmarteq.com__________________________________________________ Page 4 of 7

10 Highest and Lowest Rated Statements
The following tables list your 10 highest and 10 lowest rated statements based on how your raters responded to 75
statements.

1 0 H i g h e s t R a t e d S t a t e m e n t s S k i l l Score

17. Provides others with access to the information they need to perform. Communication 6.00

18. Gives others the freedom to express themselves. Communication 6.00

20. Gets people moving towards results. Mobilizing Others 6.00

24. Provides guidance and support when needed. Mobilizing Others 6.00

26. Pushes the limit to get results. Risk Taking 6.00

38. Informs others of upcoming decisions that will affect them. Decision Fairness 6.00

62. Does not misrepresent their self for personal gain. Integrity 6.00

65. Is trusted by others. Credibility 6.00

3. Instills in others a sense of purpose behind their work. Vision 5.00

4. Demonstrates a comprehensive understanding of how to get the job done. Acumen 5.00

1 – Never 2 – Rarely 3 – Sometimes 4 – Usually 5 – Almost Always 6 – Always

360 Refined – Self Edition

©2021 TalentSmart, Inc.__________________________________________www.talentsmarteq.com__________________________________________________ Page 5 of 7

1 0 L o w e s t R a t e d S t a t e m e n t s S k i l l Score

36. Tolerates frustration. Agility 2.00

1. Sees possibilities where others typically don’t. Vision 3.00

2. Describes an image for the future that is easy for others to see. Vision 3.00

28. Stands alone behind an idea or a project when it matters. Risk Taking 3.00

31. Exceeds goals. Results-Focus 3.00

46. Shows remorse for unfavorable circumstances resulting from a decision. Outcome Concern 3.00

51. Resists the desire to act or speak when it will not help the situation. Self-Management 3.00

54. Uses sensitivity to another person’s feelings to manage interactions successfully. Social Awareness 3.00

56. Picks up on the mood in the work environment. Social Awareness 3.00

5. Adequately accounts for implications across functions when taking action. Acumen 4.00

1 – Never 2 – Rarely 3 – Sometimes 4 – Usually 5 – Almost Always 6 – Always

360 Refined – Self Edition

©2021 TalentSmart, Inc.__________________________________________www.talentsmarteq.com__________________________________________________ Page 6 of 7

My Leadership Strategies
This section pinpoints, based on your lowest leadership behaviors, the strategies from Leadership 2.0 that will improve your
leadership skills the most.

What brings your score down most
Your 5 lowest leadership behaviors

Strategies from Leadership 2.0
What you can do to improve

Tolerates frustration. S e p a r a t e E m o t i o n f r o m R e a s o n :
Agility strategy #4.

Picks up on the mood in the work environment. P i c k U p o n t h e M o o d i n t h e R o o m a n d G o o n a
1 5 – m i n u t e T o u r :
Social Awareness strategies #3 and #5.

Uses sensitivity to another person’s feelings to
manage interactions successfully.

L i s t e n a n d O b s e r v e :
Social Awareness strategy #1.

Resists the desire to act or speak when it will
not help the situation.

S i d e s t e p a H i j a c k i n g :
Self-Management strategy #4.

Shows remorse for unfavorable circumstances
resulting from a decision.

C h e c k i n w i t h y o u r s t a f f r e g a r d i n g t h e i r
r e a c t i o n s t o d e c i s i o n s t h a t a f f e c t t h e m :
Outcome Concern strategy #2.

360 Refined – Self Edition

©2021 TalentSmart, Inc.__________________________________________www.talentsmarteq.com__________________________________________________ Page 7 of 7