M3.10 Introduction to Leadership Assignment

Cairo Okba
CHN 0673
Learning & Development - KCH
1 | P a g e
M3.10 INTRODUCTION TO LEADERSHIP
INTRODUCTION
“Not the cry, but the flight of a wild duck, leads the flock to fly and follow”
Chinese Proverb, Forbes.com
Poetically articulated by this phrase, the essence of effective leadership lies in an individual’s ability via their
own actions to motivate and inspire people to share their vision and work towards a common purpose.
An organisation’s success relies comprehensively on the ability of its leaders to achieve its core goals and
objectives. There is a need in every organisation to have individuals in each aspect or department as
interlinking pins that connect the organisation. They represent the views and information and make use of
both to improve and develop the area they are responsible for, ultimately working towards the
organisation’s main objectives.
For these reasons, it is vital that the individuals in those positions are effective leaders.
As stated by D. Quinn Mills, Effective leaders guide their nations through hardships, they make business
organisations successful and they enable charity organisations to achieve their mission.
Equally, the lack of effective leadership is dramatic in its effects. Organisations can lose their way and move
slowly, heading towards stagnation due to the lack of direction or motivation and productivity within.
Exploring the topic of effective leadership, it is important to understand which traits and characteristics are
commonly attributed and most desired in today’s leaders to consider them effective.
The most commonly desirable traits according to Kouzes & Posner’s 2007 edition “Characteristics of
Admired Leaders” survey are:
Honest
Forward-Looking (Visionary)
Inspiring
Competent

Cairo Okba
CHN 0673
2 | P a g e
These four characteristics can all be condensed into one main attribute: Credibility.
As Kouzes and Posner state, it is a leader’s perceived trustworthiness, their expertise and their dynamism
that ultimately determines how credible they are and credibility is the foundation of leadership.
Having established that credibility is a vital attribute to any leader, the different approaches to leadership
can now be examined for a better understanding on which leadership styles to adopt and when to
implement them.
SECTION 1: UNDERSTAND LEADERSHIP STYLES
When adopting a leadership style, it is first vital to understand the situation in which you are trying to lead.
John Adair’s theory of “Action-centred Leadership” proposed there are three factors to consider when
deciding which style is most appropriate to the situation as shown in Figure 1:
Fig.1- John Adair’s Model of Leadership
Team
Task
Individual

Cairo Okba
CHN 0673
3 | P a g e
When assessing your team for a task, you must consider if the team has experience of the task, whether the
team members are familiar to one another or the team is newly formed.
Newly-formed teams can be less developed and will require more support and guidance from
management, whereas more experienced teams could potentially work better given more autonomy over
their workload but still have access to support when required.
A team that requires a manager’s guidance and support yet does not receive it may leave that team
struggling, demotivated and demoralised and unable to cope with the workload. On the other hand, micro-
managing a team that requires more independence may also leave team members feeling demotivated and
resentful. It is important to be able to correctly assess the team’s morale and development needs and
understand when to offer support and guidance and when to offer more autonomy.
When gaging a task, you must consider how critical it is and whether it is possible to risk having less of an
involvement and whether the task is new or complex and staff would expect you to become involved to
offer insight, advice or possible methods for completion. Leaving the team without guidance in a difficult
complex problem or crisis situation could bring into question a manager’s contribution and commitment.
The day to day operations and tasks can be delegated rather than controlled by the manager and it may be
that exerting too much control over day to day tasks can demotivate and irritate staff.
When considering the individuals that make up the team, it is important to assess whether they are
competent enough to work on the task without supervision and confident enough to work on the task
without your input.
Some staff members prefer to self-manage whilst others require frequent direction, guidance and feedback.
As the manager you must make a judgement on the knowledge you have for each individual’s competence
and personal confidence. The lack of direction and absence of guidance for some individuals can be very
stressful, whereas the ones that are highly confident in their ability and are equally competent will desire
acknowledgement but will be less welcoming of input or control where none is needed.
To reflect some other factors, as proposed by Tannebaum and Schmidt there are three forces of particular
importance to consider when deciding on a management approach:

Cairo Okba
CHN 0673
4 | P a g e
Forces in the manager
Forces in the subordinates
Forces in the situation
A manager’s leadership behaviour is ultimately influenced by the internal forces operating within their own
personality. These internal forces include their value system by which I mean how strongly they believe that
staff should be involved in a decision that affects them or that the manager maintains authority and control
over decision making, and the relative importance they attach to organisational efficiency and the personal
growth and development of staff. The strength of their convictions in these areas will tend to display where
a manager is on the continuum. Confidence in their staff’s ability is also a factor, as the manager is likely to
consider their knowledge and competence with regard to a problem.
A manager’s own leadership inclinations are also likely to affect the style they use as some managers
function more comfortably being highly directive whilst others prefer to continually share their workload
with staff. Feelings of security and tolerance of ambiguity in uncertain situations can also affect leadership
style as some managers have a greater need for stability and predictability in their environment than others.
These forces whether consciously or subconsciously can influence behaviour and having a better
understanding of them can help an individual become more effective as a leader.
When deciding how to lead a team, a manager must also consider the forces affecting the team’s
behaviour. Each employee is influenced, just as they are, by personal variables. As well as this, each team
member will have certain expectations of how a manager should behave in relation to them.
Staff members can be permitted greater autonomy if they have relatively high needs for independence,
have a readiness to assume decision making responsibility, have a relatively high tolerance for ambiguity,
and have the necessary knowledge and expertise to deal with the problem. If these conditions do not exist
a manager should aim to use more of their own authority and offer more guidance to support the team in
performing the task.
Certain factors of the general situation will also affect a manager’s behaviour. The most clear and present
factor that is identified by most managers is time. The more there is a need for an immediate decision or
action, the more likely it is that a manager retains control and finds it more

Cairo Okba
CHN 0673
5 | P a g e
difficult to involve other individuals. However when time pressures are less intense, the manager should find
it easier to involve team members in the decision making process.
An organisation’s values, policies and traditions will undeniably factor in to staff behaviours at work, and
employee participation can be influenced by variables such as the size of teams, their geographical
distribution, and the degree of inter and intra-organisational security required to achieve organisational
objectives. If there is a need for confidentiality in a task, it may be necessary for the manager to exercise
more control than would be needed in other less delicate tasks.
A manager must also consider group effectiveness as a factor. When giving autonomy and relative control
in a decision making task to the team there are pertinent factors to consider which include the experience
the team has working together, the level of confidence the team members have in their problem-solving
ability and other group variables such as cohesiveness and commonality of purpose as these will exert
significant influence on the group’s functionality.
Factors such as these could markedly limit a manager’s flexibility within the leadership continuum.
The nature of the task can often help managers to determine to what degree authority should be delegated
to the team members. It may be inferred that the more complex the task, the more a manager will want to
get some assistance in completing it. Although, this is not necessarily the case as the task may need one
individual to focus their skills and work it out. It is important to note the key ideas from the individuals
within the team that have the necessary knowledge and expertise to make a significant contribution to the
completion of the task, which will help to distinguish how the task will be best completed, whether by a
group effort or one individual’s focus.
As Tannebaum and Schmidt suggest, a common problem facing the managers of today is being
“democratic” whilst maintaining the necessary authority and control of the organisations for which they are
responsible.
Assisting individuals with developing their leadership style, the Leadership Continuum presents the range of
possible leadership behaviours availableto managers as seen in Figure 2.

Cairo Okba
CHN 0673
6 | P a g e
Fig 2. Tannebaum& Schmidt Leadership Continuum
The behaviours on the extreme left of the diagram exemplify managers that maintain a high degree of
control whilst those on the extreme right exemplify managers that offer a higher degree of autonomy
amongst staff. Neither extreme is outright, both authority and autonomy are not without limits.
These behaviours of managers can be simplified into four actions:
Direct
Persuade
Advise
Support
When using the “Direct” approach, the manager identifies the problem, considers possible solutions and
selects one of them. They then report this decision to staff for implementation. In this situation, the
manager may or may not have considered how the staff will think or feel about the decision and no
opportunity has been offered to them to participate in the decision making process. In a situation where a
reception rota is being implemented and team members will be required to cover the reception desk once a
week to fairly distribute reception duties, a manager could use the direct approach.
Using this approach with a new member of the team will help offer them guidance and support in fulfilling
their new role and give them a better understanding of the processes and procedures they need to adhere
to in the learning department. However, if a team member is used to working on their own initiative to

Cairo Okba
CHN 0673
7 | P a g e
manage their courses and the coordination of them effectively, then a manager’s input on changing their
work style may not be welcomed and could make the team member resentful.
If a manager is using the “Persuade” approach they will still take responsibility for identifying the problem
and making a decision, however they will also be expected to motivate staff to accept it. By doing this, the
manager will have recognised that there is a possibility of resistance amongst those faced by the decision
and will seek to reduce this resistance and “sell” the decision to staff by explaining what they can expect to
gain from it. A manager that has arrived at a decision and seeks the acceptance of their ideas could provide
an opportunity for staff to get a fuller explanation and better understanding by presenting the idea and
inviting questions. This approach can enable the manager and staff to explore more fully the implications of
the decision.
During the changeover period of acquiring the PRUH, the team will be required to split their time between
the Farnborough and Denmark Hill sites, leaving some staff without support or guidance two days a week.
The “Persuade” approach could be used to give staff a better understanding of
why the manager is needed at the new location and identify ways of supporting them via electronic
communication when off-site, allowing team members to be more accepting of the decision. Alternatively, if
a manager attempts to persuade with a task that requires a more direct approach, such as the team
working together to ensure the learning centre is set up and ready for the annual award ceremony, it could
result in the team becoming complacent and not fully aware of the priority or urgency of the task.
The “Advise” approach can be applied when the manager presents a tentative decision subject to change.
This would allow staff to exert some influence in the decision making process. The responsibility for
identifying and diagnosing the problem still lies with the manager, and before consulting with staff the
manager would have thought through the problem and arrived at a decision. Before finalising, the manager
would present their proposed solution for the reaction of those affected by it. Alternatively, the manager
could present the problem to staff and obtain their suggestions to increase the manager’s repertoire of
possible solutions to the problem. The purpose of this is to capitalise on the experience and knowledge of
the staff affected by the problem, and then the manager can derive the most appropriate one from the
expanded list of possible solutions.

Cairo Okba
CHN 0673
8 | P a g e
When acquiring the PRUH, the manager needs to re-allocate the workload so that it is distributed more
evenly due to new staff joining the team. In this situation, it would be beneficial to consult with the team
members to establish which courses they are content to continue co-ordinating
and then make a decision based on their views as well as how the workload will be most effectively
managed, taking into account factors such as individuals’ abilities and the type of work attached with each
course. If the team members are not asked for their views and instead a more direct approach is used to
allocate courses, staff could be left feeling demoralised, out of their depth with certain courses, and
aggrieved that they were not consulted.
When using the “Support” approach, the manager will define the problem to be solved and the limitations
within which the decision must be made, and then pass the responsibility of making the decision to the
team or alternatively become involved in the group discussion and have the same decision making
responsibility as the other team members so it is an equally shared effort to come to a solution.
Using this approach with an experienced confident member of the team by offering them some
management duties at the Denmark Hill site whilst the manager is off-site at the PRUH will give the team
member a sense of accomplishment and responsibility and they will appreciate the challenge. Whereas, if
this approach is used with a new team member, they could be left feeling out of their depth and unable to
cope with the workload. In turn, they could become demoralised due to the lack of guidance and direction.
Various factors that influence an individual’s choice of leadership style and the different approaches that
can be used to lead a team have been identified, now the qualities required in leadership will be discussed
and my own leadership qualities and potential analysed.
SECTION 2: UNDERSTAND LEADERSHIP QUALITIES AND REVIEW OWN
LEADERSHIP QUALITIES AND POTENTIAL
The Moulton and Blake Leadership Grid suggests there are five styles of management measured against
concern for task and concern for people.
Concern for people is the extent to which a leader reflects on the needs of team members, their interests,
and areas of personal development when deciding how best to complete a task.

Cairo Okba
CHN 0673
9 | P a g e
Concern for task is the extent to which a leader lays emphasis on concrete objectives, organisational
efficiency and high productivity when deciding how best to complete a task.
The five proposed styles are as shown in
Figure 3 are:
Country Club Management
Authority-Compliance Management
Impoverished Management
Middle-of-the-RoadManagement
Team Management.
Fig. 3. – Moulton and Blake Management Grid
Country Club Management is attributed to managers that are most concerned about the needs and feelings
of members of the team. They presume that as long as team members are happy and secure then
productivity will be increased. The result is usually a work environment that is very relaxed and fun but
production suffers due to lack of direction and control.
Authority-Compliance managers believe that employees are tools of production. Employee needs are
secondary to the needs of the organisation. This type of leader is very autocratic, has strict work rules,
policies, and procedures, and views disciplinary action as the most effective means to motivate employees.
Impoverished Management signifies a leader that is mostly ineffective. This person has neither a high
concern for creating systems or processes to complete the necessary tasks, nor for creating a work
environment that is satisfying and motivating. The result is disorganisation and a demoralised and
demotivated workforce.

Cairo Okba
CHN 0673
10 | P a g e
Middle-of-the-Road managers tend to exist in a pendulum state between authority-compliance and
country club leadership. Outwardly, it can appear to be an ideal compromise however therein lies the
problem. Pressure and constraints on a task may result in a more direct authority compliance approach and
can lead to a disgruntled team, which in turn could result in the manager resorting to a more flexible
country club style of management to boost morale. This style
of leadership usually recoups mediocre results and confusion within the team due to inconsistency from the
manager in their approach and the manager’s tendency to react to situations rather than plan ahead and
take precursory actions.
Most desirable are leaders that prefer the Team Management approach as they assign high priority to both
the needs of the organisation and the needs of team members. Their main concerns primarily are job
achievement and job satisfaction. This management style is considered ideal for the delivery of good results
and happy team members.
The Moulton and Blake model has been used in Appendix A, to assess which is my preferred management
style based on my responses to statements in twelve key leadership areas.
The results indicate my preferred style of leadership is Middle-of-the-Road Management.
When assigning priority to organisational versus individual goals, I am more inclined to put the needs of
staff before the needs of the organisation. This can assist in providing an environment of high morale within
the team, however may result in targets and tasks not being completed to standard or within deadlines.
In regards to manager-staff relationships, I pursue to accommodate both the organisational and staff goals;
however I might tend to vary the priority of each depending on the situation. This may lead to confusion in
the team and lack of organisation and structure when completing tasks.
When planning for improvement, I am predisposed to consulting team members individually for their
viewpoints and then discussing as a team what improvements should be made. This is a good approach as
it involves the ‘frontline’ staff, who are likely to be aware of the areas that require improvement due to their
own experiences and issues, in the decision making process. This can also cause delay when an immediate
decision is required and may not always be possible as some team members may not wish to offer their
views or do not consider that some areas may need improvements.

Cairo Okba
CHN 0673
11 | P a g e
Whilst implementing organisational policies, I prefer to consult with staff members on the understanding
and interpretation of them. This is so that staff are aware of the policy and understand how it relates to
their role in the trust. This could be considered as the best approach when working in an experienced and
knowledgeableteam. If the team is newly formed it may be
better to communicate your interpretation of the policy and invite questions to help staff better understand
what is required of them.
My view on training and development is that it is a great tool to motivate staff and can be extremely
beneficial in providing the organisation with competent and hard-working staff. It can also help staff with
their own personal growth and satisfaction in work. This approach can create high morale within the team,
and especially with individuals who seek to be challenged and develop their skills; however there may be
some individuals within the team who do not see the benefits of training and may not wish to participate or
have a lack of interest in developing their skills and these individuals may need more training than other
members of the team due to their stance. In this setting, I may use an authority-compliance approach so
that they complete their statutory and mandatory training.
My preferred approach to group-planning and problem-solving is to assist the team with generating a
variety of solutions to the problem, offering my own insight and then discussing the practicality of each to
decide which the best to implement is. This method allows for a real consensus to be achieved between
management and the team and will develop a good relationship between management and staff as they
feel that their input matters and their views are considered. However, if the team does not have enough
knowledge or expertise to offer solutions to the problem, this approach could demoralise them due to a
lack of guidance and direction.
When supervising work activity of the team members, I tend to become involved with both the planning
and completion of tasks so that the team feel that the support they need is available. This approach with a
new member of staff will reassure them as they are receiving the guidance and direction they need,
however this approach with a more experienced member of staff can result in demotivation and
resentment.

Cairo Okba
CHN 0673
12 | P a g e
My preferred approach to delegating responsibilities and authority is derived from my knowledge of how
the team and individuals operate, as well as the requirements of the task. This approach will offer confident
team members a chance to take on extra responsibility and will motivate them. Whereas, with team
members who are not as confident in their abilities could feel out of their depth and demoralised.
When offering feedback to team members on their performance, my preferred approach is to stress their
good qualities and offer them encouragement to build their confidence whilst inviting them to offer ideas
on what could potentially help to improve their performance at work. This approach would work well with
less confident team members and will improve manager-staff relationships. However, this approach may
result in an appraisal that is not effective as key areas for improvement may not be identified.
When managing mistakes, I tend to correct those making the mistakes based on my knowledge of the facts
and show them how they can learn from those mistakes. This approach is direct and succinct and will get
the information across, however it can damage a team member’s self-confidence and morale.
Managing feelings can be extremely difficult in a work environment, and my preferred course of action
when a behaviour has an adverse effect is to consult other team members to see if they are affected by it,
and if so then discuss with the individual how the other team members are feeling.
This approach will derive a consensus from the majority of the team, however could result in the individual
feeling criticised and demoralised and cause animosity within the team.
Having analysed the results of my own leadership skills appraisal using the Moulton Blake model, I will now
reflect on Appendix B, the Leadership Skills Assessment based on the Goleman and Boyatzis Primal
Leadership model which analyses an individual’s ability to lead using emotional intelligence.
According to Goleman and Boyatzis, leaders execute a vision by motivating, guiding, inspiring, listening,
persuading and creating resonance.
Dissonant leadership produces teams that feel emotionally conflicted, giving team members a sense of
being continually off-key. These leaders are out of touch and create stressful work environments. The

Cairo Okba
CHN 0673
13 | P a g e
collective distress they trigger becomes the team’s pre-occupation which digresses the team from their core
objectives.
Alternatively, resonant leaders are attuned to their team members’ feelings and move them in a positive
emotional direction. When there are serious concerns, emotionally intelligent leaders use empathy to attune
to the emotions of the team they lead. These leaders not only empathise with
those emotions but also express them on behalf of their team and leave the team feeling understood and
cared for.
Based on this model, the Leadership Skills Assessment in Appendix B assesses leadership style based on five
key areas of emotional intelligence:
Self-Awareness
Self-Management
Social Awareness
Relationship Management
Business Savvy
Using my manager’s assessment of my performance in these areas, I will obtain an insight as to how others
perceive my leadership style.
When assessing my self-awareness, my manager perceived that occasionally my emotions can cloud my
judgement but that gradually there has been noticeable improvement in controlling this. I am accepting of
feedback and take it on board and my confidence levels are high, although on occasion will doubt myself.
With regards to self-management, it is perceived that on occasion I can display stressed reactions when
under pressure, although gradually there has been noticeable improvement in this area.
When it comes to transparency and integrity, I exhibit honesty and very strong values. I am capable of
adapting to changing situations and overcoming obstacles and show flexibility more often than not, yet on
occasion will lose energy. It is observed that I am driven to improve standards of performance most of the
time and will achieve great things when doing so. I readily take on projects and seize opportunities and
display a generally optimistic disposition although on occasion will display a less positive approach.

Cairo Okba
CHN 0673
14 | P a g e
When assessing my social awareness, it is observed that I am much attuned to the feelings and perspectives
of colleagues and visitors and will take an active interest in their concerns. My ability to read group
emotional currents, power relationships and politics at an organisational level is generally good although
intermittently I can be quite forthright with my opinions. In addition, I regularly recognise and anticipate to
meet the needs of staff although further development to become more attuned to their needs would be
beneficial.
It is observed that when mentoring the apprentice training co-ordinator, I displayed a genuine interest in
understanding her goals, strengths and weaknesses and gave constructive feedback resulting in improved
performance in the workplace. When maintaining a positive attitude, I can articulate a shared vision and
common purpose in a way that inspires others to follow and also negotiate and resolve disagreements,
however more development of conflict resolution skills is needed. Also perceived, is the strong relationships
I have with the other team members and the productivity when working towards shared goals, although I
could assist other members of the team to contribute more, especially in meetings.
According to my manager, I display a good understanding of Kings College Hospital’s organisational values,
policies, statutory training requirements and practices however I could develop a wider perspective
understanding possible future policies, trends and information affecting the NHS. I often make valuable
decisions and suggestions and have good organisational skills however on occasion I can digress from
priority tasks, but that dissipates when motivated. Additionally, I often maintain a balanced viewpoint and
keep issues and challenges in context although it is perceived that I need to identify with the NHS more as
a business.
Having better understood my own perspective as well as the perspective of others and areas where
improvement is needed, I can better understand how to develop my leadership style.
Emotional self-control and self-management requires the most discipline to improve as it requires patience
and mental forbearance not to succumb to pressures or react in a negative manner. In future, I will take
time to consider my responses and decisions. This will lead to better understanding of the task or problem
and what is required and will reduce stress and pressure. This will also help in communicating effectively
with other staff and maintaining professionalism.

Cairo Okba
CHN 0673
15 | P a g e
Constantly self-evaluating using appraisals and encouraging feedback from others will also help improve
my emotional awareness as it will give perspective on how others view my leadership style. This will lead to
better consciousness of the impact my actions have on the team and a better understanding of their views
and feelings and will help me to manage my emotions in a more effective way.
In order to retain an intrinsic motivation to pursue my own personal objectives as well as those of the
department I will maintain a positive optimistic approach to achieve those goals. My confidence in my
leadership ability and sense of accomplishment will grow as I gain knowledge
and experience working with my line manager and studying the ILM course, and the morale of the team
should follow as the standard of support, direction and guidance they receive improves.
Other ways of increasing team motivation could include recognising and offering praise and
encouragement when a team member has dealt with a situation well or taken initiative to complete tasks
necessary to the service and at a high standard. Opportunities for advancement such as some supervisory
responsibility or an upgrade on the Pay Band Scale could also increase motivation. Fostering good
relationships through team building events and team lunches and offering opportunities for personal
growth and development will also boost moraleand job satisfaction.
To become more knowledgeable of the business side of the NHS and to better comprehend how the
service of my team affects Kings as a business I will gather a more informed understanding of the
organisational policies by reading and discussing them with the team. I will take more of an interest in
reading the Chief Executive Briefs and news items on the intranet as well as following current affairs and
researching Kings’ history. This will give me a wider perspective of Kings as an organisation and will help me
balance the concern for the organisational needs with the concern of the team members’ needs.
Having addressed the development needs that may determine my preferred leadership style and having
identified that as Middle-of-the-Road Management using Appendix A, it is now possible to develop that
style into a Team Management approach.
Appendix A exhibits a task-specific leadership plan on page 10 which shows a range of tasks that require
completion by the Learning and Development team at Kings. It is based on the Moulton and Blake
Managerial Grid and allows me as a manager to consider the complexity and priority of each task, the level
of direction and guidance necessary, how to manage the task such as which team members are suitable to

Cairo Okba
CHN 0673
16 | P a g e
carry out the task etc., and whether to use a direct, persuade, advise or support approach. Planning ahead
and remaining focused on the core objectives and needs of the team by adopting plans such as Appendix A
pg.10 can help me to become a more effective leader and prefer a Team Management style of leadership as
I will be able to balance the needs of the task with the needs of the team giving high priority to both, assess
all the factors and limitations in a situation and decide on how best to manage them.
For example, the Learning and Development department has a meeting with Facilities to discuss
implementing a new room booking system in the Learning Centre. The key considerations affecting this
decision include the need for a user friendly program that reports on room usage in the centre as well as
retaining the functions of the current program and is cost effective. In this situation, persuading the team to
approve of the decision to implement the new program is key. It is important that the team feels their views
are considered as this decision directly affects their work. Inviting questions, addressing any queries and
offering training on the program will alleviatetheir concerns and gain acceptance of the decision.
In another situation it may be suitable to use a more direct approach such as when updating the L&D
webpage. The website needs updating as old and incorrect information is currently displayed. Staff are
unable to book training courses which affects the statutory requirements of the trust. To manage this, the
new staff member will update the website with up to date information following step by step direction and
guidance. This approach will reassure the new team member and they will gain new skills and knowledge in
the process.
CONCLUSION
Having identified and addressed my development needs it is fair to conclude that leadership style and
behaviours depend on the assessment of the multiple factors in any given situation and one’s own personal
judgement. Remaining adaptable will result in the ability to juggle multiple demands without losing focus
or energy and a high tolerance for the unavoidable ambiguities of organisational life. Constantly
maintaining a proactive approach to self-development, task management and team development will result
in a more productive and motivated workforce as well as a sustainable culture of progress and growth. This
ultimately will form leadership that inspires others to share a vision and common purpose.

Cairo Okba
CHN 0673
17 | P a g e
REFERENCES
http://www.forbes.com/sites/kevinkruse/2012/10/16/quotes-on-leadership/
Leadership: How to Lead, How to Live – D. Quinn Mills (2005)
The Leadership Challenge 4th
Edition – Kouzes and Posner
How to Choose a Leadership Pattern – Harvard Business Review May-June 1973 – Robert Tannebaum &
Warren H. Schmidt
http://www.mindtools.com/pages/article/newLDR_73.htm - The Blake Moulton Managerial Grid
Primal Leadership (Realising the Power of Emotional Intelligence) – Daniel Goleman, Richard Boyatzis &
Annie McKee
http://www.theperformanceattitude.com/images/LeaderhshipSelfAssessment.pdf
APPENDICES
Appendix A – Motivation and Leadership Style into Action Pack
Appendix B – Cairo Okba Leadership Skills Assessment by Line Manager: Elizabeth Cox.

M3.10 Introduction to Leadership Assignment

More Related Content

What's hot

Similar to M3.10 Introduction to Leadership Assignment

More from Cairo Okba

M3.10 Introduction to Leadership Assignment