Developing Leadership Capability Essay

Developing Leadership Capability
Assessment 2: Individual Written Assignment
Purpose
This assignment relates to all the module outcomes and is intended to enable you to demonstrate
your understanding of leadership, its relevance for effectiveness in the workplace and most
importantly, to enable you to critically evaluate your own leadership capability and ways of
enhancing your leadership effectiveness.
Task
Produce an individual written assignment to:
1. Critically evaluate the relevance of leadership to your current organisation (or your part of the
organisation) and how leadership can support the current organisational goals and challenges
(or goals and challenges of your part of the organisation).
2. Critically evaluate your effectiveness in three areas of leadership capability (from the
leadership capability model covered in the module).
3. From your evaluation of your leadership capability in the three areas, identify your priority
leadership development need, either to enable you to be more effective in your current job
role or to help you in your future career. Explain how you will achieve this development, the
challenges you will face in making these changes and how you will try to address these
challenges.
Word limit: 3,000 words (excluding appendices, cover sheets, list of references and other
attachments).
Assignment Criteria
1. You have critically evaluated the relevance of leadership to your current organisation (or part
of the organisation) and how leadership can support the current goals and challenges. A clear
understanding of leadership is demonstrated. (10 marks maximum )
2. You have critically evaluated 3 areas of leadership capability, identifying the impact of your
leadership behaviour in the 3 areas of leadership capability on others and using data from a
range of sources to support your evaluation. Specific verbal and nonverbal behaviours are
discussed. (40)
3. Supporting data is accurately described and interpreted. Data used must include: LR’s, selfreport questionnaire data and feedback from others. Potential contradictions in data are
recognised and explored. (15)
4. Relevant models, concepts and theoretical material are used to support the evaluation and
are accurately referenced. A list of references is included in line with Harvard referencing and
citation guidelines. The assignment is appropriately structured and presented. Arguments are
communicated in a fluent and logical way (20)
5. Your key leadership development need is explained in behavioural terms and clearly derives
from your evaluation. The relevance to your current job role and/or future career aspirations
is explained. You clearly identify how you will address your priority leadership need with a
credible plan for embedding behaviour change, the challenges in making these changes and
meaningful ways to overcome the challenges. (15)
Please note for this piece of work you should write in the first person, that is ‘I’. Ideally for the
main piece of work you should use Arial 11 point font, double line spaced for ease of reading by
tutors (not required to double line space appendices).
Developing Leadership Capability
Individual Written Assignment Guidance
Please double (line) space your work, ideally 11 pt font, keep to the word limit and only
upload ONE document (no zip files or embedded links to other documents). Do use the
Harvard approach to referencing and citation.
Key Points
• The assignment is about leadership, not necessarily about being a leader so don’t worry if you
have not held what you think of as a management or leadership position, in charge of others.
In a senior or professional role we should all have the opportunity to practice leadership, if not
of those working directly for us, then exercising leadership in a project team, as part of a
management team, as a specialist having to lead and influence others e.g. finance specialist
in a small company or division.
•
Do read the assessment criteria and look at the DLC assessment 2 marking grid in the
assessment area. When you have completed your assignment, use the assessment criteria
and the grid as a checklist to make sure you have at least met all the pass criteria.
•
In critically evaluating the relevance of leadership to your current organisation, do make sure
you define and explain what leadership is. If you work in a large organisation, then you may
select only the part of the organisation that you work in and that you are familiar with. If you
are not working currently, you can discuss your previous organisation. If you are self-employed
you can discuss the relevance of leadership to your role. Do link to the organisation purpose
and goals (or those of the part of the organisation you have selected), and discuss leadership
in the context of current and potential future challenges e.g. competition, resources,
restructuring.
•
Do choose 3 areas of leadership capability from the model in the pdf chapter Introduction
to the Developing Leadership Capability module, section 8, in the Resources area (this is
essential reading for seminar 1). Note that what we see as ‘capabilities’ are those areas in
purple to the right of the model (the areas in green are areas you may wish to discuss in
evaluating any of the capabilities).
•
In choosing 3 areas to assess, you may separate out the more composite capabilities – that
is, you could just evaluate motivating OR empowering OR engaging OR coaching OR talent
development as separate capabilities.
•
Your evaluation must be supported by data to justify what you are saying about yourself and
this data MUST include Leadership Reflection data, self- report questionnaire data (such as
MBTI and/or or Belbin) and feedback from others. For example, if you claim to be good at
motivating others, what evidence can you provide to support this?
•
Feedback from others: this may be feedback you have been given in the past or feedback you
gather specifically for the assignment. However, if you are relying on feedback given in the
past, you MUST ensure it relates to the specific aspects of leadership behaviour you have
chosen to look at. Also, it must include references to your BEHAVIOUR. General comments
about your performance will not be helpful. For these reasons, it is strongly recommended
that you gather feedback specifically for the assignment, and in relation to the areas of
leadership you are evaluating.
•
It is important to make clear how the feedback was gathered (face -to -face conversation,
through a questionnaire, as part of a performance appraisal?), who provided the feedback and
how many people. We do not want to know people’s names but we do need to know their
relationship to you e.g. peer work colleague, boss, direct report. Feedback will only be helpful
if it is precise in nature and relates to what you do i.e. behaviour. You may need to ask some
specific questions and probe to get really useful feedback. You should summarise feedback
(if you send out a feedback questionnaire, do NOT include each form returned) and feedback
information should be included in your appendices so that you can make reference to it.
•
Self-report questionnaires: these are questionnaires such as the MBTI or Belbin SPI you
complete during the module. Do remember that the results of these questionnaires cannot be
treated as ‘facts’. They do not tell you what you ARE but suggest how you might be. A selfreport questionnaire is a questionnaire which you complete about yourself so is based on your
self- perception. However, if it is a reputable questionnaire which has proven reliability and
validity, it can be a way of looking more objectively at your style and approach, especially if
you discuss the results in the context of real experiences. Questionnaire results e.g. scores,
should be included in the assignment in appendices but we do not need a copy of the
questionnaire reports in full. You MUST make it clear you are not taking the reports as fact
e.g. with MBTI discussing your ‘best fit’ type.
•
Leadership Reflections: you have separate guidance on these. You should only include
LR’s that are relevant to the aspects of leadership behaviour you are evaluating. But do
note that an LR may be relevant to more than one of the capabilities you are evaluating e.g.
one LR may provide data on empowering, handling conflict and assertiveness. You should
include AT LEAST 5 LR entries to support your assignment, but probably no more than 10.
These should be attached as appendices and numbered for ease of reference in your
assignment.
When referring to LR’s in the assignment, make sure you do not repeat the LR event in the
assignment itself, otherwise your work will become very descriptive and you will run out of
words to gain marks. What you should do is to draw out the key behaviours and learning points
and use these in your work to support and evidence the points you are making.
You may have other data you feel is relevant and wish to include. If you are in any doubt about
what to include, do contact the Module Leader.
•
Make sure you evaluate your LEADERSHIP behaviour. Do not discuss aspects of broader
management behaviour outside the scope of the module e.g. creativity, planning and
organisation, unless you are relating these behaviours to a relevant aspect of leadership
behaviour.
•
Be careful using questionnaire data e.g. MBTI, Belbin questionnaires provide some insights
relevant to leadership and some which are not directly relevant. Ensure you select out
relevant aspects to discuss.
•
Make sure you evaluate your leadership behaviour. Do not get drawn in to evaluating each
set of questionnaire results. You need to use insights from completing the questionnaires
as relevant to provide support for the assertions you are making.
•
You may find that there seem to be contradictions in your data and with certain aspects of
your leadership behaviour e.g. you seem to be very good at influencing colleagues but you
are submissive and fail to influence your boss. Sometimes we do behave differently in different
situations. What is important is that you recognise when there are contradictions and you
discuss these even if you are not fully able to explain why you behave differently.
•
You must discuss your leadership behaviour in terms of specific behaviours (verbal and
nonverbal) and not in terms of broad aspects of personality. For example, rather than just
saying ‘I am visionary’ you need to discuss what you DO that makes you think you are
visionary e.g. ‘I have a clear view of the future, I can communicate enthusiastically, using
metaphors, vivid language and animated gestures’.
•
You must use academic literature in your assignment. You should be drawing on textbook
material and further reading and using this in your assignment where relevant. For example,
if you are discussing how you handle conflict, you may seek to explain what you do by referring
to models of conflict handling. Do make sure you are using models and concepts to help you
understand and explain your behaviour rather than simply quoting theory and models and
leaving the tutor to guess why you have included them.
•
You must identify what you see as one priority area of leadership you need to develop. A need
is unlikely to be a whole capability like ‘influencing’ but some very specific aspects of a
capability e.g. making more use of a collaborative approach to influencing peers. DO NOT
identify as your priority area for development a need that you have not discussed or evidenced
in your evaluation. You must give your reasons why you see this need as a priority, making
reference to your current job role (goals and challenges) and/or how these skills may be
important to your career plans in the future. Identify specific behaviours you wish to change
e.g. ‘be able to say no assertively, using a firm tone of voice and confident facial expression’
rather than just broad areas of need e.g. be more assertive.
•
You should explain how you think you can address your priority need – that is how you can
bring about the changes in your leadership behaviour and embed these new behaviours on
an ongoing basis. You should attach a development plan to summarise how you will achieve
the development. You also need to identify the challenges in making the changes and putting
your plan into practice- and how you will overcome the challenges. Do be realistic in what you
are suggesting in terms of the changes you can make and actions you will take.
•
The assignment should be structured with a brief introduction, sections and sub-sections and
a brief concluding paragraph. Use headings and sub headings to help the reader identify what
part of the question you are answering. You must reference and cite accurately using the
Harvard approach. PLEASE NOTE that as this is a personal piece of work, you may write in
the first person ‘I’ as opposed to using the third person as is normal in business reports
Suggested Structure
Please note that this is a suggested outline structure for assignment 2. You do not have to follow
this structure. It is only a suggestion. However, if you follow a different structure you must still
ensure you meet the assignment criteria.
Your assignment should have a cover page plus, ideally, a list of contents (neither of which are
included in the word count). Please post up ONE word document (and do not embed links to other
documents).
Introduction
Briefly, explain key facts about yourself and your background, relevant to understanding your
evaluation of your leadership behaviour. For example, current organisation, job role, extent of
managerial/leadership experience, cultural factors, career plans. Also, explain your key job goals
and challenges.
Identify the three aspects of leadership you will be focusing on in the assignment and explain why
you have made these choices. Explain the sources of data you will be using to evaluate your
behaviour: you should refer to LR’s, self- report questionnaire data such as MBTI, and feedback
from others. Indicate where the data can be found i.e. the relevant appendices. Explain how
feedback has been gathered: who from, when, how. This should be a BRIEF section, no more
than 1 page.
Relevance of Leadership
Define and explain what leadership is. Explain your current organisation (or part of the
organisation) and its key purpose, and goals. Identify the current key organisational challenges
(or challenges for the part of the organisation selected) in achieving its purpose and goals.
Evaluate the role of leadership in achieving the purpose and helping with the challenges.
Evaluation of Leadership Behaviour
This is the MAIN section of the assignment.
This aspect should divide into three headed sub sections, relating to each of the capabilities
you have decided to evaluate.
To start each sub section you need to define the leadership capability you are evaluating and
explain its relevance to leadership, linking with your leadership definition. Having defined
leadership at the start of your work, do make use of your definition! Then make use of theory and
data to evaluate each of the 3 capabilities in turn.
Priority Leadership Need and How to Develop This Aspect of Leadership
Explain your priority need and why it is a priority. Explain how you will make the change and
attach a development plan. In the plan, being clear about what you want to change (expressing
this as a behavioural objective, how to….), what actions you will take to make that change,
timescales and how you will monitor and review your progress. Make sure it is realistic and
presents a credible plan for embedding behaviour change. Discuss the challenges you will face
in implementing your plan and making the changes, and how you will seek to overcome these.
Conclusions
This will be very brief – just a couple of sentences to ‘round off’ the assignment so that it does not
suddenly stop. You may want to comment here on what you have learned from completing the
assignment.
Attachments (which are not included in the wordcount)
List of References
Appendices (each on a separate page)
LR’s (minimum of 5, each separately numbered)
Self- report questionnaire results (such as Belbin or MBTI but we do not need the full reports, just
relevant details e.g. MBTI, just your clarity scores and reported type.)
Summary of feedback (this could be qualitative and/or quantitative data but do NOT include each
individual questionnaire returned if used. You need to summarise the responses in a table and
then list any additional comments made).
Development Plan
NB You may want to include other data in your appendices. All the data in the appendices should be relevant to your
assignment.
MYERS-BRIGGS TYPE INDICATOR®
TYPE DESCRIPTION
Fahad Alsaiagh
ANALYTICAL
CRITICAL
LOGICAL
OBJECTIVE
MATTER-OF-FACT
PRACTICAL
REALISTIC
PRAGMATIC
Extraversion | Sensing | Thinking | Judging
DECISIVE
ESTJs are natural administrators. They move quickly to implement
ORGANIZED
decisions, organize projects and people to achieve their goals, and
SYSTEMATIC
are forceful in implementing their plans. They focus on results and
ASSERTIVE
SELF-CONFIDENT
OUTSPOKEN
TOUGH
the bottom line. They have a clear set of logical standards they
systematically follow and want others to follow also.
They value home, family, health, financial security, and achievement.
CLEAR
EFFICIENT
STRAIGHTFORWARD
DEPENDABLE
CONSCIENTIOUS
+1 800 624 1765 | www.themyersbriggs.com
Myers-Briggs Type Indicator ® Type Description Copyright 2007, 2014 by Peter B. Myers and Katharine D. Myers. Report developed by
Allen L. Hammer. Myers-Briggs Type Indicator, MBTI, the MBTI logo, and The Myers-Briggs Company logo are trademarks or registered
trademarks of The Myers & Briggs Foundation in the United States and other countries.
Fahad Alsaiagh
Characteristics of ESTJs
• ESTJs organize projects and people to get things done and focus on getting
results in the most efficient way possible.
• They base their decisions on logic, experience, and facts.
• They take care of the routine details of life.
• ESTJs are clear and straightforward in their communication.
• They can make tough decisions when necessary.
ESTJs with Others
• ESTJs can be quite gregarious and generally enjoy interacting with people,
especially around tasks, games, traditions, and family activities.
• They take relationship roles seriously and fulfill them responsibly.
• Their communication is clear and straightforward, and people seldom have to
wonder where they stand.
• ESTJs are so certain of their opinions that others may find them overpowering.
• Others rely on them to take charge and get things done.
• ESTJs think conduct should be ruled by logic, and they govern their behavior
accordingly.
2
Fahad Alsaiagh
3
ESTJs at Work
• ESTJs like to organize facts, situations, and operations related to a project, and
they will make a systematic effort to reach their objectives on schedule. Getting
things done is their strong suit.
• They tend to focus on the job, not on the people behind the job.
• They prefer jobs in which results are immediate, visible, and tangible.
• ESTJs can see the steps needed to accomplish a task, anticipate potential
problems, assign responsibilities, and organize resources.
• When they see that something is not working, they will plan and act to correct
the situation. Otherwise, they prefer proven procedures and systems.
• They are focused on tasks, action, and the bottom line.
• They have a natural bent for business, industry, production, and construction.
They are excellent administrators because they understand systems and
logistics. They like to set goals, make decisions, and give the necessary orders.
• They are not happy in work environments with confusion, inefficiency, and
halfway measures.
Potential Blind Spots for ESTJs
• If ESTJs have not developed their Thinking preference, they may not have a
reliable way of evaluating information and thus may end up making overly harsh
decisions.
• If they have not developed their Sensing preference, ESTJs may decide too
quickly before taking in enough information. Then their decisions will reflect
only their previous judgments or biases.
• They may decide so quickly that they don’t stop and listen to the viewpoints of
others, especially those of people who are not in a position to argue. Then they
may make decisions without gathering enough facts or with insufficient regard
for what other people think or feel.
• They may rely so much on their logical approach that they overlook Feeling
values—what they and other people care about.
• ESTJs sometimes have trouble expressing appreciation.
+1 800 624 1765 | www.themyersbriggs.com
© Full copyright information appears on page 1.
Belbin Team Role
Report for
Fahad Alsaiagh
Oxford Brookes University
Team Role Summary Descriptions
Team Role
Contribution
Allowable Weaknesses
Creative, imaginative, free-thinking.
Generates ideas and solves difficult
problems.
Ignores incidentals. Too
pre-occupied to communicate
effectively.
Outgoing, enthusiastic, communicative.
Explores opportunities and develops
contacts.
Over-optimistic. Loses
interest once initial
enthusiasm has passed.
Mature, confident, identifies talent.
Clarifies goals. Delegates effectively.
Can be seen as manipulative.
Offloads own share of the
work.
Challenging, dynamic, thrives on
pressure. Has the drive and courage to
overcome obstacles.
Prone to provocation. Offends
people’s feelings.
Sober, strategic and discerning. Sees
all options and judges accurately.
Lacks drive and ability to
inspire others. Can be overly
critical.
Co-operative, perceptive and
diplomatic. Listens and averts friction.
Indecisive in crunch
situations. Avoids
confrontation.
Practical, reliable, efficient. Turns ideas
into actions and organizes work that
needs to be done.
Somewhat inflexible. Slow to
respond to new possibilities.
Completer
Finisher
Painstaking, conscientious, anxious.
Searches out errors. Polishes and
perfects.
Inclined to worry unduly.
Reluctant to delegate.
Specialist
Single-minded, self-starting, dedicated.
Provides knowledge and skills in rare
supply.
Contributes only on a narrow
front. Dwells on technicalities.
Plant
Resource
Investigator
Co-ordinator
Shaper
Monitor
Evaluator
Teamworker
Implementer
© BELBIN 2011
Fahad Alsaiagh
Team Role Overview
The bar graph in this report shows your Team Roles in order from highest to lowest, using all available
information. The other pages of your report will analyse your Team Role Overview in more detail.
This report is based upon your Self-Perception only.
Percentile
100
90
Key
80
ME Monitor Evaluator
SH Shaper
70
CO Co-ordinator
60
SP
50
Specialist
TW Teamworker
40
IMP Implementer
30
CF
Completer Finisher
20
PL
Plant
10
RI
Resource Investigator
0
ME
SH
CO
SP
TW
IMP
CF
PL
RI
Team Role
The graph above shows your Team Roles in order of preference. Some people have an even spread of
Team Roles whilst others may have one or two very high and very low Team Roles. An individual does
not necessarily show all nine Team Role behaviours.
This graph is based solely on your views. In addition to analysing your own views, you can ask others to
complete Observer Assessments to provide feedback about the Team Role behaviours they observe in
you. This is useful because Team Role contributions are about the way others see us and work with us,
as well as the way we perceive ourselves.
© BELBIN 2011
Page 3
SPI completed on 03-Oct-2021
Report printed on 03-Oct-2021
Fahad Alsaiagh
Team Role Feedback
This report offers guidance and advice on the best way to manage your behaviour at work and make
the most of your Team Role contributions. The applicability of the advice may vary depending on the
stage of your career and your current working situation.
This report is based upon your Self-Perception only.
The characteristic which most distinguishes you from your colleagues might be described as one
of mental strength. You believe in getting to the truth by searching it out, whatever the obstacles.
Once there, you will take the action that you consider is the right course.
In taking this approach, the important thing is not only to have the courage of your convictions, but
to ensure, as far as possible, that the decision you have reached is the best one. You may feel
tension between contrary desires to think things through and just to get on with it, but bear in mind
that if you push for a course of action which turns out to be mistaken, you may undermine your
reputation for careful, strategic analysis.
In terms of relationships at work, you will fare best if you are accountable to a supportive manager
who appreciates advice but also delegates well, rather than someone who is too strong-willed.
With colleagues, your best working relationships are likely to be with those who combine social
attributes with a practical turn of mind. Those you manage should ideally have good diplomatic
skills, so that they can both prepare the ground for you and cover up any subsequent problems
that might arise. However, bear in mind that such people can easily take offence if you appear on
occasions to be unduly critical or severe.
Your general working style is both thoughtful and decisive: you can take a strategic line and
pursue it with vigour.
You are also capable of taking a broad view of the team. Focus on making yourself known as a
calm and mature individual to whom others – managers and colleagues alike – can turn for advice
and consultation. Pay attention to where others can best contribute and use this knowledge to
encourage them in their roles.
On a final note, you need to take account of the role for which you are least suited. You do not
appear to have the characteristics of someone who develops and can exploit useful contacts
outside the organisation. If you can work in harmony with someone who has these complementary
qualities, your own performance is likely to improve.
© BELBIN 2011
Page 4
SPI completed on 03-Oct-2021
Report printed on 03-Oct-2021
Fahad Alsaiagh
Maximizing your Potential
This report highlights your Team Role strengths and possible weaknesses, based on your views and
those of your Observers, if applicable. The section, ‘Understanding your Contribution’, provides
analysis of your responses to your Self-Perception to enable you to work more effectively.
This report is based upon your Self-Perception only.
Strengths
You are likely to:
o
thrive on confrontation and debate.
o
be able to see all options objectively and to do well in a job requiring careful judgement.
o
be a high-profile, dominant person, capable of making your voice heard.
o
prefer working in a high-pressure environment, driving others to attain goals.
Possible Weaknesses
You may:
o
not tend to explore or originate new ideas.
Understanding your Contribution (based on your self-perception)
Looking at the results solely from your self-perception (not taking any observer views into account), you
have highlighted two possible contributions you can make. Below is some advice on how to play to your
strengths further in these areas:
To play your Monitor Evaluator role to better effect, practise thinking about a problem and its
implications from all possible angles. If you can show that your thought processes are not
unduly influenced by majority viewpoints and the working culture around you, your analytical
skills may come to be highly valued.
To play your Shaper role to better effect, cultivate your image as someone who is ready to
speak out on important subjects and can handle controversial issues. If you can do this in a
positive manner, you could become a valuable spokesperson for the team.
© BELBIN 2011
Page 5
SPI completed on 03-Oct-2021
Report printed on 03-Oct-2021
Fahad Alsaiagh
Feedback and Development Suggestions
This report is ideal for handing to and discussing with your line manager. It will provide an insight into
your preferred way of working and the environment in which you thrive. Alternatively, this report is also
a useful aid for any manager or recruitment specialist who wants to find out more about the individual
in terms of their preferred working style and environment.
This report is based upon your Self-Perception only.
Key points
Fahad Alsaiagh is likely to be someone who takes time to think things through rather than thinking on his
feet. Assess whether he is able to capitalise on opportunities or whether his analytical approach can slow
things down.
Work Environment
Fahad should thrive in a pressured environment where tough decisions have to be made. He needs to be
given a clear remit of responsibility and can be expected to work at his own pace. It is important to set up
the job within a specified timeframe and not to press for continuing and periodic feedback on progress.
Judge Fahad by the final results, since the answer is likely to be clear-cut in terms of success or failure.
© BELBIN 2011
Page 6
SPI completed on 03-Oct-2021
Report printed on 03-Oct-2021
Fahad Alsaiagh
Your Team Role Preferences
This report shows your percentile scores for each Team Role, according to your Self-Perception
responses. Team Roles are divided by percentile score into Preferred, Manageable and Least
Preferred Roles.
This report is based upon your Self-Perception only.
Least Preferred Roles
0
10
20
.
.
.
.
.
X
.
X
Manageable Roles
Preferred Roles
30
40
50
60
70
80
90
100
.
.
.
.
.
.
.
.
Plant
.
.
.
.
.
.
.
.
Resource
Investigator
.
.
.
.
.
.
.
X.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Team Roles
.
.
X
X
.
.
.
Co-ordinator
.
.
X
.
.
Shaper
.
.
.
.
Monitor
X
Evaluator
X.
.
.
.
.
Teamworker
.
.
.
.
.
Implementer
.
.
.
.
.
Completer
Finisher
.
.
.
X
.
.
.
.
Specialist
Please remember that Belbin Team Roles consist of both strengths and associated weaknesses.
© BELBIN 2011
Page 7
SPI completed on 03-Oct-2021
Report printed on 03-Oct-2021
Glossary of Terms
Self-Perception Inventory (SPI)
The Self-Perception Inventory is the questionnaire an individual completes to ascertain his or her Team
Roles. The questionnaire consists of eight sections, with each section containing ten items. The individual
is asked to allocate ten marks per section to those statements which best reflect his or her working styles.
Observer Assessment (OA)
The Observer Assessment is the questionnaire completed by people who know the Self-Perception
candidate well. We recommend that observers are chosen from among those who have worked with the
individual closely and recently and within the same context (e.g. within the same team), since Team Role
behaviours can change over time and in different situations, offering advice on managing this.
Team Role Strength
These are the positive characteristics or behaviours associated with a particular Team Role.
Team Role Weakness
This is the flipside of a strength: negative behaviour which can be displayed as the result of a particular
Team Role contribution. If someone is playing a particular Team Role well and their strengths outweigh
their weaknesses in the role, it is called an “Allowable weakness”. Weaknesses become “non‐allowable” if
taken to extreme or if the associated Team Role strength is not displayed.
Percentiles
A percentile is a way of measuring your position in relation to others (the rest of the population). If a group
of people take a test and receive scores, these can be distributed from highest to lowest and an
individual’s score can be judged in relation to the scores of others. If a person’s score is in the 80th
percentile, this indicates that 20% of people have scored more highly for this measure.
Percentages
Percentages represent a proportion of the whole. If you take an aptitude test and score 70 marks out of a
possible 100, your score is 70%.
Strong example of a Team Role
A strong example is someone who appears to play a particular Team Role to especially good effect. To
qualify as a strong example of a particular Team Role, someone needs to be in the 80th percentile for that
Team Role according to their Self-Perception. Once observer assessments are added, their feedback is
also taken into account to determine whether or not someone qualifies as a strong example.
Points Dropped
Some items in the Self-Perception Inventory pertain to claims about oneself rather than a valid Team Role
contribution. If you have made more claims than 90% of the population, your Team Role feedback will
take this into consideration.
© BELBIN 2011
Global MBA Developing Leadership Capability Module
Guidance Notes on Setting Plans for Leadership Development
Priority Need
A priority leadership development need may be:
• A need which is key in terms of your current job role.
For example: if you find that you tend to be quite passive you may see some
aspects of communicating assertively as key to achieving your current targets,
especially those in your team who are quite resistant to your proposals at the
moment and hindering you in achieving key goals..
• A need which is key in terms of achieving a career goal.
For example, if your career goal is to achieve a general management position you
may identify the ability to communicate visions and inspire others as key to getting
a future promotion or job move.
Leadership Development Planning
Some change occurs over time without planning. We just have insights and adapt our
behaviour, sometimes unconsciously. However, if there are priority areas in which you
want to change, thinking consciously about how you can make those changes enables
you to be proactive and may speed up the process of change.
Of course, simply setting a plan, does not mean you will achieve behaviour change,
but the thinking alone that goes into setting a plan may encourage you to take steps
to adapt or modify current behaviour. The plan also provides a basis for discussion
with others – your boss, a mentor or colleague, and can help focus your efforts and
may help you identify any additional support or resources needed for you to achieve
the desired development.
Development plans can take many forms and you have already been asked to provide
an action plan as part of the PPD module. The development plan you produce for the
DLC module may build on the plan already set or the changes identified in your DLC
plan may supplement the goals from your plan in the PPD module.
Key elements of a successful development plan
In this module we suggest you to include the following elements in identifying a
development plan for your priority leadership need, to ensure you are focused on
behaviour change, and have credible plans to make changes:
• Behavioural objectives: identify specifically what behaviours you are seeking to
change (remember behaviours are words, voice and body language) – this may be
developing or modifying current behaviours or developing new ones. In what
timescale do you feel it is realistic for these new behaviours to be embedded in
your natural or habitual way of doing things?
•
•
Actions: what will you need to do to bring about the changes? What will move you
from your current behaviours or capabilities so that you are able to use the new or
different behaviours on a consistent basis. When will you take these actions?
Support and resources: what support will you need to make the changes? You
may feel you need support from your boss, from a mentor or from fellow
colleagues? Or you may need some resources such as time or money to support
the actions you feel you need to take.
Behavioural objectives
Behavioural objectives are specific descriptions of what you want to be able to do
or say differently. They are therefore not to be confused with:

A ‘wish list’ of desired changes which are not directly within your control or
choice.

Wish: ‘To get my boss to be more supportive’
✓
Behavioural objective: ‘To request support from my boss in an
appropriately assertive manner (using ‘I statements’, ‘broken record’
and other assertive behaviours) when work problems arise.’

A vague or global wish for improvement, divorced from any specific
behaviour or context.

Wish: ‘To be better at communication’
✓
Behavioural objective: ‘To communicate calmly and confidently (to
speak clearly without hesitating or pausing and to maintain eye
contact) when confronted with aggressive behaviour’

A wish that your personality, attitudes, thoughts or feelings were different
than they are.

Wish: ‘To feel less stressed when leading team meetings’
✓
Behavioural objective: ‘To display confidence in giving presentations
to the team through verbal behaviours (concise statements, less
pausing and um-ing) and through nonverbal behaviours (relaxed
posture, controlled hand gestures, steady eye contact).

The means by which you may plan to achieve your objectives.

Means: ‘To attend an influencing skills course’
✓
Behavioural objective: ‘To be able to influence using the ‘push’ style
(when appropriate) through using concise and well- constructed
arguments supported by a firm tone and maintaining eye contact.
Behavioural objectives are important for effective leadership development because
they:
• Give you a specific measure against which you can gather feedback and evaluate
your progress and success. (‘Have I achieved this behaviour or behavioural
change?’)
• Express your aims in terms of behaviours – specific things that you want to do –
which are observable, learnable, changeable, and within your control to change.
•
Help you identify the type of action you can take to achieve the desired changes.
Actions
Simply setting a behavioural objective is unlikely to mean you suddenly change your
behaviour on an ongoing basis. You need to identify specific actions you can take to
help you achieve the objective on a more lasting basis. Actions could include:
• Identifying specific situations in which you will practice the new behaviours and
ideally get some feedback.
• You may feel you need some further coaching. This could be within or external to
the workplace.
• You may have access to ‘on-the-job’ or work-based learning activities, utilising
real-life work settings, equipment, teams and tasks to observe, practise and apply
skills. For example: you may accept job rotations or secondment to another
department; undertake project or committee work; be temporarily promoted, or
occupy an ‘assistant to’ position. Alternatively, there may be ‘off-the-job’ ways of
supporting your development, which allow knowledge acquisition and skill practice
without the distractions and risks of real work demands. For example, you may
attend courses, observe demonstrations or simulations, analyse case studies,
practice role plays and so on.
It is very unlikely one action alone will help you achieve the change you want, so
typically do think about a range of actions.
Support and Resources
This is about identifying any specific support you need from others to help you make
the changes. Do you want to review progress with your boss in your monthly one-toone? Will you share what you are doing with your direct reports so they can see the
changes you are trying to make? Do you need to negotiate a secondment or seek
resources for some formal development? Or you may just want to meet up with a peer
for a coffee to talk about your development- and perhaps also support them in theirs.
It is important that your plan is realistic and is something you will be committed to
implementing.
Leadership Development Plan
Name:………………………………………………………….
What do you want to
develop or change and
when?
(Behavioural objectives
and timeframe)
How will you achieve this?
(Actions with timescales
for actions)
What needs to happen to
help you in meeting your
objectives and
implementing the actions?
(Support and Resources)
To be able to communicate
in a way that is more likely
to inspire the team to
achieve our vision: use
more vivid language,
stronger use of hand
gestures, louder more
confident tone, use of
metaphors for the vision,
stronger eye contact. Aim
to achieve this in the next 3
months by March 2020.
Observe Jo and Raj making
presentations to their teams
as they are powerful
communicators. In next
month.
Will need to speak with Jo
and Raj and get their
agreement to support me.
Need to talk to Leah and Jack
as more experienced reports
Arrange a coaching session to share my development
with Raj to discuss his
need and ask for their
approach and how I currently feedback.
communicate the vision to
the team. Within next 6
Would like to use the Prezi
weeks.
software. Need to speak with
Selena (my boss) to see if
Prepare a presentation for
there is budget for this. Also
the team meeting in January. ask Selena to include this as
Utilise any lessons learned
part of my workplace PDP.
from the observation and the
coaching. Ask Raj if he
would sit in on a run through
before the team meeting.
Seek feedback from Leah
and Jack after the team
meeting. From this identify
any further actions needed
to enable me to present to
the wider management
conference in February.
Introduction to the Developing
Leadership Capability Module
Barbara Kemp
July 2020
Table of Contents
1
Why study leadership?……………………………………………………………………………………………………… 1
2
Defining leadership…………………………………………………………………………………………………………. 4
The GLOBE definition of leadership …………………………………………………………………………… 4
3
Some current key themes in leadership …………………………………………………………………………….. 7
Shared or Distributed Leadership ……………………………………………………………………………….7
Values-Based, Purposeful and Responsible Leadership Leadership ……………………………… 8
Authentic leadership………………………………………………………………………………………………… 9
Capabilities for global leadership ………………………………………………………………………………. 11
Nature or nurture- can leadership be developed? ………………………………………………………. 11
4
Purpose and scope of the Developing Leadership Capability (DLC) Module ………………………. 14
Leadership not leader development ………………………………………………………………………… 14
Intentional behaviour ……………………………………………………………………………………………… 14
Potential benefits of the DLC module ………………………………………………………………………. 15
Developing skills for your MBA ………………………………………………………………………………… 16
Developing skills for life…………………………………………………………………………………………… 16
5
The focus of the DLC module on behaviour ……………………………………………………………………… 19
What is behaviour? ………………………………………………………………………………………………….. 19
A focus on realistic responsibility……………………………………………………………………………… 21
A focus on effectiveness …………………………………………………………………………………………. 21
6
A module relevant to all …………………………………………………………………………………………………. 23
Process, not prescription ………………………………………………………………………………………… 23
Exploring cultural diversity ………………………………………………………………………………………. 23
7
Your role in the module ………………………………………………………………………………………………….. 25
Active learning ……………………………………………………………………………………………………….. 25
Sources of information ……………………………………………………………………………………………. 25
Encountering resistance …………………………………………………………………………………………. 26
8
The DLC module model of key leadership capabilities ……………………………………………………… 28
Model of key leadership capabilities ……………………………………………………………………….. 28
6
Summary ……………………………………………………………………………………………………………………… 30
7
References ……………………………………………………………………………………………………………………. 31
The purpose of this chapter
This chapter is designed as an introduction to the Developing Leadership Capability (DLC) module.
It provides an overview of leadership in the 21st century, the rationale for developing leadership
capability, and explains how the module approaches leadership development. It is hoped that this
introduction will help you in understanding what the module is about and its relevance to you.
Learning outcomes
On completing this chapter you should be able to:
1.
Understand what is meant by leadership (as opposed to management) and some of the key
current themes in leadership.
2. Explain the aims and benefits of the Developing Leadership Capability module.
3. Recognise that leadership capabilities can be developed.
4. Understand the module’s emphasis on behaviour in developing leadership capability.
5. Identify key capabilities for effective leadership that will form the basis for the DLC module.
Oxford Brookes Business School
1 Why study leadership?
Leadership has been an area of extensive research for many centuries although it
seems to have gained prominence as an area of interest to organisations in the 21st
century. It is increasingly seen as critical to organisational success. Holbeche (2018),
for example, in writing about agile organisations, emphasises the type of leadership
needed to support organisations that can innovate and thrive in a turbulent global
market place:
‘agile leaders must be able to lead in complexity, be a relationship/network
builder, culture developer, change manager, talent developer and enabler
of shared leadership. New leadership configurations and leadership
competencies will be required to lead organizations into the future and in
the future. Some leaders, therefore, may need to develop new skills, open
their minds to new approaches to leadership, learn new techniques,
receive ‘fresh knowledge’ from outside their system and step out of their
comfort zone.’ (p.314)
Many factors seem to have been responsible for this growth of interest. For
example, the global economic crisis of 2008 and the assertion that failings of
leadership contributed to the crisis. The whole issue of sustainability and
responsible leadership, and the role of organisations within society and a global
market place, have also raised debate about the type of leadership needed for the
future.
Most recently, the global COVID -19 pandemic has provided a whole range of
leadership challenges, including a focus on leadership of dispersed, home-based
teams.

What do you understand by the term leadership?

Do you see a difference between effective leadership
and effective management? How might these two sets
of skills differ?
There is much debate about the term leadership and the extent to which leadership
and management are different.
Some writers such as Zaleznik (1977, p. 127) have suggested that leaders and
managers are very different types of people: ‘they differ in motivation, personal
history, and in how they think and act.’ Other writers, such as Kotter (1990, p. 103),
have suggested that whilst leadership and management are not the same,
‘leadership and management are two distinctive and complementary systems of
action’, and that those people shaping organisations need both: ‘the real challenge
is to combine strong leadership and strong management and use each to balance the
other’.
1
Chapter I: Developing Leadership Capability
Some writers distinguish between leadership and management in terms of the
functions each performs. Kotter (1990, 1996) suggested that management is about
coping with complexity and is designed to achieve order and consistency, whilst
leadership is about change, setting future direction and inspiring people towards a
future vision.
The terms ‘transactional’ and ‘transformational’ have been used to make a similar
distinction between managing and leading. Burns (1978) was one of the first writers
to use these terms. Transactional leadership is typically characterised as being
based on legitimate authority in the organisation, with the emphasis on setting
goals and objectives, managing rewards and punishments, effectively managing
and controlling the operational ‘transactions’ or activities needed to achieve tasks.
Transformational leadership, by contrast, is typically seen as inspiring followers to
higher levels of motivation and commitment, generating visions and ‘transforming’
the performance or outcomes of an organisation.
We can see the term ‘transformational’ linking to what Kotter (1990) saw as
leadership, and ‘transactional’ to what he describes as management.
Gillen (2002) takes a similar view. He suggests that management is more associated
with tasks, targets, budgets, policies, procedures and keeping things steady.
Leadership by contrast is more about vision, inspiration, potential and change:
‘Managers maintain things and leaders change things.’(p.43)
In some organisations the term ‘manager’ may be used to encompass both
leadership and management skills whilst other organisations are choosing to use
the term ‘leader’ to encompass both.

Are the terms manager and leader both used in your
organisation?

If both terms are used, are these used interchangeably?
Increasingly in organisations across the globe, the view is being taken that both
management and leadership are required in organisations. As Whetten and
Cameron (2016) suggest:
‘Effective management and leadership are inseparable… No
organization in a post-industrial, hyper turbulent, twenty-first
century environment will survive without executives capable of
providing both management and leadership… Leading change
and managing stability, establishing vision and accomplishing
objectives, breaking the rules and monitoring conformance,
although paradoxical, all are required to be successful.’ (p.35)
2
Oxford Brookes Business School
This module focuses on the area of leadership, as numerous studies have shown
the importance of leadership to organisational success in the context of the
changing global business environment. For example, studies by the global
consulting group Hay McBer, reported in Goleman (2000), found that certain
leadership styles had a positive impact on the climate in an organisation (i.e. the
nature of the work environment) and consequently on financial results.
3
Chapter I: Developing Leadership Capability
2 Defining leadership
As commented in section 1, many authors have sought to establish what leadership
is. Yukl and Gardner (2020) suggest that exercising influence to achieve certain
outcomes tends to be the common theme across most attempts to define
leadership:
‘Most definitions reflect the assumption that it involves a process
whereby intentional influence is exerted over other people to
guide, structure, and facilitate activities and relationships in a
group or organization.’ (p.22)
Nahavandi (2015) identifies a leader as:
‘any person who influences individuals and groups within an
organization, helps them establish goals, and guides them toward
achievement of those goals, thereby allowing them to be
effective.’ (p.25).
Yukl and Gardner’s (2020) definition is:
Leadership is the process of influencing others to understand and
agree about what needs to be done and how to do it, and the
process of facilitating individual and collective efforts to
accomplish shared objectives.’ (p.26)

What is your view of the definitions of leadership
shown above?

To what extent do they relate to your own ideas of
leadership?

To what extent do they reflect the type of leadership
that is valued or displayed in your own organisation?
Whilst there is no single agreed definition of leadership, there is quite a lot of
consensus that essentially leadership is about influencing people, rather than
ordering or directing them, and motivating them and inspiring them to achieve
agreed goals or objectives.
The GLOBE definition of leadership
As discussed above, there are many different definitions of leadership. Since this
module is about developing leadership capabilities rather than a review of
leadership theory, it is necessary to take a view on the nature of leadership and
what constitute effective leadership behaviours, to use as the basis for the module.
4
Oxford Brookes Business School
As a working definition of leadership to use during the module, we decided to use
the one identified as part of an ongoing global study of leadership. The GLOBE
(Global Leadership and Organizational Behaviour Effectiveness) Project is a major
long term research programme, started over 25 years ago, now involving over 200
researchers across 62 different countries representing all major regions across the
world, looking at a number of leadership issues from a cross cultural perspective.
The GLOBE project is still ongoing with further research being conducted and
planned (see www.globeproject.com)
The GLOBE project findings represent the first large-scale global rigorous empirical
study of the relationship between leadership and culture. Emerging from a
conference in 1994, at the University of Calgary in Canada, involving at that stage 54
researchers from 38 different countries at an early stage in the project, was a
working definition of leadership that reflected the diverse views of those present:
‘The ability of an individual to influence, motivate, and enable
others to contribute toward the effectiveness and success of the
organizations of which they are members.’ (House et al., 2002,
p.3)
It is difficult to find one definition that will encompass all aspects of effective
leadership. However, this definition is being used in this module for two main
reasons.
Firstly, it is in line with other definitions of leadership developed by major thinkers
in the field and key aspects that differentiate leadership; secondly, it reflects input
from, and agreement between, researchers from a diversity of countries and across
a range of geopolitical regions. Given that this is a global MBA programme, it was
seen as important to choose a definition which, from rigorous research, should have
relevance across different parts of the world and not just reflect one cultural
perspective.
However, it is very important to recognise that, whilst we can establish a definition
of leadership which seems to have relevance across the globe, the way leadership
is exercised in different contexts, both cultural and organisational, will not be the
same. As Abib-Pech (2013) says: ‘the very essence of leadership is contextual, eventdriven and people driven’ (p.14). So one of the challenges in developing leadership
capabilities is recognising how to adapt leadership behaviour to ensure it is
appropriate for the situation and context.
5
Chapter I: Developing Leadership Capability
6

What is your view of the definitions of leadership
shown in this section?

To what extent do they relate to your own ideas of
leadership?

To what extent to you feel the GLOBE definition of
leadership (House, 2002) is relevant to your own
context?

To what extent does this definition reflect the type
of leadership that is valued or displayed in your own
organisation?
Oxford Brookes Business School
3 Some current key themes in leadership
This section will explore some of the more recent themes and views on leadership
which are influencing how leadership and leadership capabilities are being seen
within organisations across the globe. These will be explored further during the
module.
Shared or Distributed Leadership
Increasingly organizations are seeing leadership as a set of skills needed across the
organisation and not just concentrated in a few people at the top. Holbeche (2018),
in exploring the leadership needed in agile organisations of the 21st century, sees
the shared leadership approach as crucial:
‘In fast-changing times it becomes even more critical to distribute
the leadership load and a more collaborative approach to
leadership is needed, with leaders who can motivate and
coordinate a team-based approach.’ (p. 299)
Leadership studies in the past focused on what is often referred to as the ‘great
man’ approach, looking to identify the common characteristics of the leaders of the
most successful large corporations and even countries. Leadership was seen as the
preserve of a few exceptional individuals (typically men), who often seen to be
‘charismatic’, having natural attributes, such they people would willingly follow
them. Problems with talking about leadership in terms of ‘charisma’ is that the
focus is often on a few exceptional leaders and on attributes which seem to most
managers unobtainable, and that, in the more turbulent environment of
organisations in the 21st century, ideas, innovation and inspiration cannot simply be
the preserve of a few of the most senior people.
Fletcher and Kaufer (2003), two of the early proponents of shared leadership,
suggested that effective leadership in organisations is not dependent on individual,
‘heroic’ leaders but see leadership as:
‘a set of practices that can and should be enacted by people at all
levels rather than a set of personal characteristics and attributes
located in people at the top.’ (p.22)
Similarly, Kouzes and Posner (2017), in referring to their research of leadership
excellence suggest:
‘the data challenges the myths that leadership is something that
leadership is something you only find at the highest levels of
organizations and society and that it’s something reserved for
only a handful of charismatic men and women …. … the truth is
that leadership is an identifiable set of skills and abilities that are
available to anyone… it is because there are so many-not so fewleaders that extraordinary things happen on a regular basis in
organizations, especially in times of great uncertainty.’(p.25).
7
Chapter I: Developing Leadership Capability
What do you think about the idea of shared or distributed
leadership? That staff at all levels should be taking much more
responsibility for the inspiration, motivation and innovation in
their teams and amongst their colleagues?
How far is leadership seen as a capability required in all levels in
your own organisation as opposed to something required of a
few senior leaders at the top of the organisation?
Values-Based, Purposeful and Responsible Leadership
Leadership
The choices made by leaders, it has been argued, will be influenced by values. Values
are those things that we ‘value’ or attach importance to: our personal standards
and moral judgements about what is ‘good’ and worthwhile, and what is not.
O’Toole (2009), in exploring the challenges of creating socially and economically
sustainable corporate cultures, identifies the values of leaders as the primary
determinants of developing such cultures:
‘it all begins with leadership and, in particular with the values of
leaders, their values – what they hold dear and how they wish
their contributions to society to be measured – ultimately
determine the behaviour and the results of their organizations.
The more faithfully leaders create values-based cultures that
build a strong sense of community through employee
involvement, the less need there is to exercise central controls,
and the more likely companies will respond appropriately and
continuously to the changing needs of all their global
stakeholders.’ (p.7)
Similarly, Kouzes and Posner (2017) see it is crucial for leaders to be clear about their
values and to be sure there is agreement on a set of shared values among everyone
they lead.
The whole issue of operating ethically and responsibly in the way organisations
conduct their business is increasingly being debated in the light of economic
downturns, corporate scandals, globalisation and concerns over the environment.
In the face of heightened concerns about of the role of leaders in organisations
across the globe, an initiative was launched in 2004, when senior staff from 21
companies, business schools and centres for leadership from a range of countries
founded the Globally Responsible Leadership Initiative (GRLI).
As identified on their website, in their call to action (accessed July 15 2020), the GRLI
asserts that:
‘As eight billion of us collectively press against multiple planetary
boundaries, with associated challenges to societal and economic
stability, the time has come to activate our global responsibility
gene.’
8
Oxford Brookes Business School
The GRLI suggest that, fundamental to organisations operating in a responsible
way, is for leaders within organisations to behave in an ethical, responsible way,
with a concern for impact of the organisation on wider society.
Linked to ideas of leadership being values- based, responsible and ethical, is the idea
of being ‘purposeful’. The term ‘purposeful’ leadership is increasingly being used
to suggest that effective leadership requires a establishing a clear sense of purpose,
beyond the financial goals of the firm, that employees and other key stakeholders
can buy in to and feel commitment towards.
In a research paper from the Chartered Institute of Personnel and Development in
the UK (June, 2017), it was suggested that purposeful leadership could be defined
as:
‘the extent to which a leader has a strong moral self, a vision for
his or her team, and takes an ethical approach to leadership
marked by a commitment to stakeholders.’ (p.11)
Malnight, Buche and Dhanaraj (2019) support the importance of purpose, asserting
that:
‘Leaders need to think hard about how to make purpose central to their
strategy…..the two best tactics for doing that are to transform the
leadership agenda and to disseminate purpose throughout the
organisation.’ (p.77)
Authentic leadership
Much has been written in recent years about ‘authentic’ leadership. This can be
seen to be linked to ideas of operating in a values based and purposeful way.
The issue of authenticity emerged in a study of outstanding leaders published in
2010 by the Work Foundation (Tamkin et al, 2010). One of the 9 key themes to
emerge, differentiating outstanding leaders from other leaders, was that
outstanding leaders are self-aware and authentic. Outstanding leaders recognise
that people look closely at what they do and identify from their behaviour cues
about what is acceptable.
The report commented:
‘Outstanding leaders understand that the conditions for trust and
transparency depend on their personal behaviour, they are the
best leader they can be, and they watch themselves closely…
personal emotions and needs are balanced against the collective
requirement, actions are taken in keeping with what is expected
of them in their capacity as outstanding leaders, the long term
impact of their decisions are considered to minimise inconsistency
and incongruence.’ (Tamkin et al, 2010; p.70)
9
Chapter I: Developing Leadership Capability
Goffee and Jones (2005) suggested that authenticity is the attribute that defines
great leaders: it is about sincerity, honesty, and integrity. By operating in an
authentic way, leaders will be better able to energize and retain loyal followers.
Crucial to being ‘authentic’, according to Goffee and Jones, is firstly ensuring that
your words are consistent with your deeds. Secondly, it is vital to find common
ground with the people you want to be ‘followers’. This means adapting behaviour
to be able to relate to different people. The challenge here is to be seen as genuine
in the way behaviour is adapted:
‘People instinctively recognize fraudulent behaviour…if a leader
is playing a role that isn’t a true expression of his authentic self,
followers will sooner or later feel like they’ve been tricked.’
(Goffee and Jones, 2005, p.89)
The tensions in being ‘authentic’ were discussed further by Goffee and Jones (2010)
when they explored the idea of operating in an authentic way in turbulent and
challenging times. They emphasised that being authentic is not being the same all
the time and that change will require leaders to adapt their behaviour to meet the
specific situation and context. Goffee and Jones (2010) suggest that ‘the most
effective leaders are authentic chameleons…the chameleon always adapts to
context but remains a chameleon’ (p. 30). An example of adapting behaviour Goffee
and Jones give is when the leader is operating in a situation where the organisation
faces real threats to survival. Whilst the leader might be reluctant to lose staff, they
might have to initiate this but would still have regard to the impact of their
decisions:
‘Leaders will be energetically focused on hard-nosed, tough
prioritisation – including cutbacks and cost control – but this
should not be at the expense of team or organisational cohesion.
If people leave, they must leave with dignity.’ (Goffee and Jones,
2010, p. 30)
Ibarra (2015) explores the tensions between being ‘authentic’ and also ‘true to
oneself.’
‘Because going against our natural inclinations can make us feel
like impostors, we tend to latch on to authenticity as an excuse
for sticking with what’s comfortable. But few jobs allow us to do
that for long. That’s doubly true when we advance in our careers
or when demands or expectations change.’ (p.54)
Ibarra suggests that the two are compatible if we evolve and develop a style that
feels right for us and is compatible with our values.
10
Oxford Brookes Business School
Global leadership capabilities
Leadership, for many years, has involved leading in a cross- cultural, international
context, working beyond geographical boundaries. However, with the increase of
globalisation, with leaders having responsibilities across the world, in a fast moving,
turbulent, interconnected world, much research is now being conducted into the
capabilities required for what is being termed ‘global leadership.’ As expressed by
Mendenhall et al, 2008:
Organizations are discovering that ‘globalization and its demands
have shifted the skill set necessary to lead in the twenty-first
century.’(p. xi).
Numerous studies are seeking to identify what additional leadership competencies
are required to exercise leadership at a truly global level. Among the many studies
is that of George (2013) who refers to the need for what he calls ‘global intelligence’
(GQ). From his work, GQ consists of seven elements: adaptability to a changing
world, self-awareness, cultural curiosity, empathy, alignment, collaboration and
integration.
The idea of cultural curiosity and having the ability to work effectively across many
very different cultures is referred to by many as having a ‘global mindset’, defined
by Nahavandi (2015) as an understanding that:
Allows one to understand cultural differences and their impact on
behaviour, and to take that knowledge into consideration when
interacting or leading others.’(p.67).
Along with a focus on having a global mindset and competencies in working across
cultures, there is also emphasis on the need to embrace diversity on a wider scale
and on inclusivity, the latter being about valuing and drawing on the widest possible
talents.
Additionally, global leadership requires an added focus on exercising leadership in
a ‘virtual’ way, where inspiring, motivating and influencing teams will frequently
require working through others on the other side of the globe and making use of
technology to communicate and share information. The worldwide 2020 Covid-19
pandemic has increased the focus on how leadership can be utilised when
connecting virtually.
Nature or nurture- can leadership be developed?
The debates about transformational and distributed leadership have fuelled
discussions about the extent to which leadership can be developed as opposed to
being dependent on possessing certain attributes. As suggested above, there has
been a move away from leadership being seen as the preserve of a few, unique
individuals and the previously held view that leaders are ‘born rather than made’.
Nahavandi (2015) suggests that one of the fundamental premises of modern
leadership theory is that leadership can be learned:
11
Chapter I: Developing Leadership Capability
‘Whereas our individual characteristics and traits may create
barriers from some and make it easy for others to learn the art
and practice of leadership, leadership scholars widely agree that
leaders can improve and develop their leadership skills.’ (p.332).
Ibarra (2015) supports that leadership can be developed though this will require
stretching oneself and moving beyond comfort zones.
‘Such growth doesn’t require a radical personality makeover.
Small changes – in the way we carry ourselves, the way we
communicate, the way we interact – often make a world of
difference in how effectively we lead.’ (p.59).
Goffee and Jones (2006) warn against leaders trying to imitate ‘celebrity’ CEOs.
They suggest that there are no universal leadership characteristics – ‘what works
for one will not work for another’ (p.46). They do not claim that everyone can
become a great leader and emphasise the importance of individuals really wanting
to be leaders:
‘to assume that everyone has the sheer energy, drive and
willpower required to offer inspirational leadership to others is
facile. While each individual has unique differences that can
potentially be exploited in a leadership role, each of us has to
address the harsh question: do we really want to do it? And if we
do, do we want it enough to put in the work required and make
the necessary sacrifices?’ (p.46).
Bennis (2009) suggests that everyone has the capacity for leadership:
‘true leaders are not born, but made, and usually self-made…
leaders invent themselves.’(p.33)
However, he does not suggest that everyone will become a leader, because of their
context and the lack of will to change, but suggests that managers do have the
capacity to change. Gillen (2002, p.48) takes the view that whilst leaders may
command respect and be seen as charismatic, these are not something that leaders
have: ‘they are things people feel about leaders’. He goes on to suggest that those
feelings are derived from what leaders DO. On this basis, he then identifies the
actions that are associated with the qualities, abilities and attitudes attributed to
effective leaders.
This module takes the view of the authors cited above, and of the many
organisations investing in leadership development. The challenge of developing
effective leadership capabilities is to identify the behaviours associated with
effective leadership and then to look at ways of developing new, or building on,
existing behaviours.
12
Oxford Brookes Business School
Not everyone will start from the same position: some may find certain leadership
behaviours come more naturally than other behaviours and the development
challenge may be greater for some of you than for others. As Bennis suggests, and
as will be explored further in the module, one of the underpinning factors to
personal development is the motivation to make behavioural changes.
13
Chapter I: Developing Leadership Capability
4 Purpose and scope of the Developing
Leadership Capability (DLC) Module
On the assumption discussed in the previous section that leadership can be
developed, the primary aim of this module is to help you in developing your
leadership capabilities, through understanding of the key behaviours for effective
leadership and insight into your own leadership strengths and development needs.
The module should also help you to make the behavioural changes you see as key
to your future development.
The module will explore some of the different models and theories of leadership
but the purpose is not to provide a history of leadership theory. Rather, the focus
is on what you do and how you do it, in a leadership context, and how you can
manage your own development to enhance your leadership capabilities.
Leadership not leader development
It is recognised that not all of those on the programme will have formal roles as
leaders in their organisations, but leadership – as opposed to being a leader – is
relevant for all those in management or professional roles in organisations and can
be exercised in a range of situations, e.g. at a meeting with peers, influencing key
stakeholders. So whilst all managers will need to exercise leadership capabilities,
whether or not they have a team reporting to them, this is equally true of those in
professional roles who also have to influence, motivate and inspire others.
Gillen (1999, p. vii) gives brief examples (which you might recognise from your own
experience) of people who:

Need the co-operation of someone else, but seem instead to antagonise
them

Want to change someone’s behaviour, but seem instead to reinforce it

Need someone’s agreement, but seem instead to entrench opposition.
Why? Because ‘no one had ever shown them how to use their behaviour
deliberately. Their behaviour just happened.’
Intentional behaviour
This module is designed to show you how to use leadership behaviours deliberately
– or ‘intentionally’ – to achieve the outcomes you want in the workplace. By
developing insight into:

How you behave

How this is perceived by others

The consequences of both, in relation to your desired outcomes and
objectives.
You will be better able to:
14
Oxford Brookes Business School

Make intentional choices about your behaviour, rather than adopting
habitual or preferred behaviours, particularly under pressure: to ‘respond’
to situations, rather than ‘react’ to them

Make informed choices about what behavioural styles and interventions
may be more appropriate and effective in a given context

Set effective development plans to achieve the behavioural changes you
have chosen

Take responsibility for your own on-going leadership development.
The DLC module is about equipping you with the knowledge, awareness and
capabilities required to plan, manage and evaluate your on-going development.
While this is a key skill in itself, the module applies the concept of self-development
specifically to the development of your leadership capabilities.
Potential benefits of the DLC module
This module should support other aspects of professional and personal
development (PPD) across the MBA programme.
The leadership capabilities covered in this module are designed to enhance your
effectiveness in a number of ways.

With self-awareness and insight into interpersonal processes, you will be
equipped to make more successful interventions, and adopt more
successful behaviours, in all your leadership activities: in handling change,
influencing others, managing conflict, leading meetings etc.

With added insight into team roles and dynamics, you will be equipped to
lead teams more effectively

With added insight into individual and cultural differences, you will be better
equipped to exercise leadership in international or cross-cultural settings
and in organisations which respect and value work force diversity

With added behavioural flexibility and enhanced leadership skills, you will
be better equipped to facilitate the processes of change in your team and/or
across you organisation – and to manage your own responses to change,
pressure and ambiguity

With the awareness and insight resulting from systematic self-investigation,
you will also be better equipped for a range of career development
processes: from appraisal interviews and development planning to future
managerial job applications. (Many appraisal and application forms and
interviews ask quite searching questions about strengths, limitations, longterm goals etc.)

With greater understanding of how leadership can be exercised in a ‘virtual’
context, you will be able to expand your leadership capabilities beyond faceto-face situations
15
Chapter I: Developing Leadership Capability

Finally, you may find it increasingly empowering to develop a greater
awareness and understanding of yourself and your preferred ways of
behaving, and to be able to make more intentional choices from a wider
repertoire of behaviours. Self-confidence develops along with selfresponsibility.
Developing skills for your MBA
The DLC module, as part of your personal and professional development, effectively
underpins the entire MBA programme by focusing on self-development in the
context of effective leadership capabilities.

Pedler, Burgoyne and Boydell (2006, p. 24) identify ‘balanced learning
habits and skills’ as one of the ‘meta qualities’ which allow managers to
develop and deploy all the other skills, behaviours and resources they
require for successful performance

Management involves working through and with other people, and
leadership involves a range of skills required to do this effectively

Effective leadership is not just about making the ‘right’ decisions, but is
about getting ‘buy in’ from others to your decisions – to follow you.
This is particularly true in a business environment, which increasingly relies on
collaborative working in networks, teams and flexible organisation structures – and
on continuous learning and adaptation to change.
Self-development, process awareness and leadership skills can be applied to all the
other modules in the MBA programme. As you learn and apply strategic planning
techniques, for example, you will be taking responsibility for your skill and career
development. And you will also need to give attention to your effectiveness in the
relevant leadership processes of communicating visions and goals, handling
potential for conflict and resistance, motivating and persuading others to follow
certain goals… and so on.
The DLC module is designed to help you to develop a double focus, or ‘dual channel’
awareness, so that ultimately you can monitor and consider appropriate leadership
behaviours at the same time as working towards a specific business decision or
outcome.
Developing skills for life
Learning how to manage statistical data, market dynamics, business systems and
resources is likely to be useful in your professional life. Learning how to lead others,
and manage your ongoing development, is potentially useful in all areas of your life
– and on a lifelong basis.
While the aim of the DLC module is to enhance your competency in leadership, the
capabilities developed through the module should be applicable in other areas of
your life: family, friendships, study and leisure activities. Non-work relationships and
activities also provide essential scope for practising and applying your developing
leadership skills – even (and especially) if you are not yet operating professionally
in a formal leadership role.
16
Oxford Brookes Business School
Learning itself is a life skill
Honey and Mumford (2006) suggest that learning is perhaps the most important of
all the life skills…
‘since the way in which people learn affects everything else. We
live in the post- industrial ‘information’ age where data have a
shorter shelf-life and where transformational changes are less
predictable and occur more rapidly than ever before. Clearly
learning is the key, not just to surviving but to thriving on all these
changes.’(p.4)
Learning to learn enables you to keep on learning far beyond any particular study
text, training event – or MBA module! It is a framework for on-going selfdevelopment.
Learning is a constant, cyclical process
Research into learning by David Kolb (1984) and its implications for management
(Honey and Mumford, 2006) suggests that effective learning is a cyclical process of
experimentation and adjustment.

We perform an action or have an experience

We reflect on the experience, its results and any feedback we may have
obtained

We formulate a hypothesis about what we might be able to do differently
next time

We plan to test our hypothesis in action

We perform the action – and so continue the cycle.
The following diagram (Figure 1.1) is a simple representation of the learning cycle,
as put forward by Honey and Mumford (2006, p.7).
17
Chapter I: Developing Leadership Capability
Figure 1.1 The learning cycle
New learning needs emerge all the time. Developing the kinds of capabilities that
are needed to lead a business or a team is a lifelong process: a journey, not a
destination. While it is helpful to set goals and yardsticks for measuring your
progress along the way, it is important to stay open to further learning and not to
become frustrated that you never seem to ‘arrive’: the journey is in many ways more
valuable than the destination itself.
‘If asked to think about how we have learned, most of us may
think first of what we have been taught. Yet less than 20% of
significant learning comes in this way. Our research shows
that if you ask people how they have learned the things really
important to them, 80% comes from tackling the challenging
situations in life. Moreover, in solving these problems we
don’t just deal with the immediate difficulty; we become
better at solving problems in general. To a large extent,
problem solving is learning.’ Pedler, Burgoyne and Boydell
(2006, p. 3)
How have you learned various leadership skills? (Think about
communication, motivation, assertiveness, influencing and
team working – not necessarily in a work setting.)
Think about what you have learned through being ‘taught’,
(for example, in courses or workshops), and what skills you
have learned and developed through experience.
18
Oxford Brookes Business School
5 The focus of the DLC module on behaviour
While the learning objective of content-oriented learning is knowledge or
understanding, the learning objective of skill development is application:
intentional behaviour and behavioural change.
What is behaviour?
We will explore behaviour in more detail in the module, but essentially behaviour is
about what you say (words) and what you do (voice and body language).
The DLC module is designed to get you to think about how you (and others) behave,
so that you can make changes to your behaviour if you wish to do so, in order to
achieve your purposes more effectively, efficiently or consistently. While you need
to understand the determinants of behaviour – what influences people to behave
the way they do – you will be encouraged to focus your development planning on
the behaviour itself.
Gillen (1999) defines behaviour as ‘the link between what we want and what we
get’. He uses the vivid example of learning to play pool or snooker.
‘Most people focus on the balls when they would do better to
focus on their arms. After all, whether or not the balls go in the
pockets is simply confirmation that you have done the correct
thing with your arm. You will play better, therefore, if you focus
first on getting your arm right and then on getting the balls in the
pockets.’(p.viii).
Behaviours can be consciously modelled, observed, described, learned, practised,
applied and adjusted in response to feedback. A repertoire of skilled behaviours can
be developed, from which contextually-appropriate styles and interventions can be
selected as required. Variables such as personality, values, culture and childhood
development are fixed – or at best, comparatively inflexible (depending on the
theoretical model you adopt, as we will explore in the module). It is likely to be more
effective in the short term to plan to ‘do’ something differently than to think, feel
or ‘be’ differently.
For the purposes of the DLC module, there is a clear distinction between a person,
his or her personality and his or her behaviour.

The outcome of self-evaluation is not, for example, to say ‘I am assertive’,
or ‘I am an assertive person’, but ‘I behaved (or tend to behave) in an
assertive way’ – with supporting evidence of how, when, where and with
what results.

The basis of development planning is not, for example, to say ‘I need to be
more assertive’ but ‘I need to practise specific assertive behaviours, such as
saying no and maintaining eye contact, in appropriate situations’.
19
Chapter I: Developing Leadership Capability
While the focus of this module is on developing a repertoire of skilled behaviours,
which may enhance your effectiveness in leadership situations, we are not implying
that behavioural change will be the only or most appropriate response to any
development needs you may identify, as you grow in self-awareness. You may
become aware that a particular behaviour is a limitation in a given situation, for
example, but:
(a) You may not want to change the behaviour (because it reflects core
personal or cultural values, say, or because it would affect the balance of a
relationship that is important to you) or
(b) You may find it difficult to change the behaviour (because it goes against
your attitudes, preferences or habits, or because the culture of the team or
organisation does not support it).
It may be appropriate to consider other options to increase your effectiveness, or
solve the problem, such as:


Changing the situation in which the behaviour is a limitation. (If you are
leading in a very autocratic organisation, you may seek to work in an
organisation where the style is more participative.)
Seeking the co-operation of others who have complementary skills to your
own. (If you are not skilled at cross-cultural leadership, for example, you
may have the option of working with someone who has expertise in this
area.)
The development planning process covered in the module encourages you to select
skilled behaviours that will be effective, appropriate, relevant and achievable for
you.
Intent versus Impact
In any situation our behaviour will have an impact. The module will get you to think
about whether the impact you actually have is the impact you intended to have. If
it is not then there will be an intent/impact gap which may reduce our effectiveness
and not enable you to achieve all that you wish.
Figure 1.2 The intent/impact gap
20
Oxford Brookes Business School
What influences our behaviour?
Many factors influence our behaviour, and, during the module, in thinking more
intentionally about behaviour you will be asked to think about the factors
influencing your behaviour in different situations. Personality is clearly one
influence on behaviour, but there will be many more; for example, national culture,
upbringing, organisational culture, bosses’ expectations, customer needs, urgency,
and emotions to name just a few. The clearer we are about the factors influencing
the choices we make the more likely it is that we can modify certain behaviours if
we want to have a different impact.
A focus on realistic responsibility
You will be encouraged to become a better leader of people by evaluating, choosing
and developing your leadership behaviours.


Other people don’t make your behaviour more or less effective: you do. If
something isn’t working in a relationship or pattern of interpersonal
transactions, it is up to you to do something differently. People don’t ‘make’
you angry: you respond angrily to them. People don’t ‘misunderstand’ your
communications: you fail to get your point across accurately.
You can’t change others’ behaviour – but changing your own behaviour may
bring a different response from others. If you think that someone is failing
to listen to you, for example, there is little developmental value in saying
‘they don’t listen well’: you are giving away your power to influence the
outcome. Taking responsibility for achieving your communication goals,
you might instead ask yourself: ‘How can I get through to them better?’ or
‘How can I give better feedback, so they will be more aware of my need to
be heard?’
Pedler, Burgoyne and Boydell (2006, p. 3) argue: ‘that any effective system for
management development must increase the person’s capacity and willingness to
take control over, and responsibility for, events – particularly for themselves and
their own learning.’
This module is designed to empower you to take responsibility for the effectiveness
of your leadership capabilities – and for developing them in pursuit of your job,
career and life goals.
A focus on effectiveness
For the purposes of the DLC module, there are no ‘right’ or ‘wrong’ behaviours, per
se. Taking a contingency approach, it seems that there is not necessarily one best
way to lead others. It depends on a range of factors such as the cultural context,
your job role, what you want to achieve, on the opportunities and constraints
inherent in the situation, and on the people you are seeking to lead.
We do not talk about whether a behaviour is more or less ‘right’, but whether it is
more or less effective in achieving your objectives in a particular context.
Having identified, described and analysed your leadership behaviours and
tendencies, you will draw out those aspects which you believe are strengths or
development needs for you:
21
Chapter I: Developing Leadership Capability


In pursuing your life and career goals, and
In the context in which you currently find yourself.
Goals
A behaviour may be a strength or a weakness (or both) depending what you wish
to accomplish. An aggressive leadership style, for example, may support your
power needs and immediate task goals, by allowing you to impose your decisions
on other people or to quell dissent. It may, however, be counterproductive if your
goals are to establish and maintain co-operative working relationships, or to
encourage the flow of information for problem-solving and creativity.
Context
What may be a strength in one organisation or culture may be a limitation in
another. As an example, rapport-building behaviour that is successful with a person
from one culture (firm handshake, unbroken eye contact) may be perceived as
inappropriate by a person from another culture; intimidating by a person who is shy
or nervous; or perhaps overly formal within an informal relationship or more
relaxed organisation culture.
22
Oxford Brookes Business School
6 A module relevant to all
Process, not prescription
The purpose of this module is to guide you in the process of identifying which
leadership capabilities are relevant to your job role and context at the current time
and to help you develop your leadership capabilities in ways that are relevant to
your situation and career aspirations.
This approach enables you to:

Develop leadership capabilities that are relevant and appropriate in the
context in which you need to exercise them: within your occupation or
profession; your managerial role; the culture and systems of your
organisation; the needs and personalities of the various people with whom
you will form working relationships; and the national culture or crosscultural setting in which you work

Develop leadership capabilities in ways that suit your values, goals and
personality preferences

Acquire learning habits and skills that will enable you to maximise the
learning opportunities in any event or experience and to maintain an ongoing process of self-development.
We will offer some ‘behavioural guidelines’, identifying behavioural options and
alternatives and their potential outcomes and pitfalls. However, these are still only
‘options’. It is up to you to determine the consequences of your preferred style(s)
of behaving, and whether you wish to achieve a different set of outcomes. It is up
to you to decide which options/alternatives might work for you, given your
strengths and limitations, in specific contexts. It is up to you to consider how you
might go about applying them.
This module aims to give you choices – and, more importantly, the skills to make
informed choices – about what you can do to achieve your objectives. It does not
tell you what to do, or what the objectives should be.
Exploring cultural diversity
The DLC module is designed to develop your understanding of leadership behaviour
in multi-cultural settings and in a way that applies to a variety of cultural contexts.
One of the reasons why we do not attempt to be prescriptive about the behaviour
you should adopt is that certain behaviours will not apply equally well in different
situations and cultures.
In addition, as discussed earlier in exploring global leadership, cultural and
individual diversity is an increasing feature of the work place, and is therefore one
of the key process factors which must be taken into account leading others. As
George (2015) notes:
23
Chapter I: Developing Leadership Capability
‘Global leaders must be curious about myriad cultures and
understand how they operate and have the humility to recognize
what these cultures offer their organizations. This requires an
insatiable desire to learn about these cultures. ’ p.28.
However, different values, perceptions, communication styles and behavioural
preferences are not only potential barriers to effective interpersonal relations
and processes: they may also represent untapped potential for creativity,
innovation, energy, flexibility and learning.
24
Oxford Brookes Business School
7 Your role in the module
Active learning
Chickering and Gamson (quoted by Whetten and Cameron, 2002, p. xii) describe
‘active learning’ as follows.
‘Learning is not a spectator sport. Students do not learn much just
by sitting in a class listening to teachers, memorising prepackaged assignments, and spitting out answers. They must talk
about what they are learning, write about it, relate it to past
experiences, apply it to their daily lives. They must make what
they learn part of themselves.’
The more you put into the DLC module in this way, the more you will get out of it.
Sources of information
There are four key sources of information for this module.

Your reading of books, journals, websites and other secondary sources as
well as use of audio and video sources. Theoretical concepts, models and
illustrations will help you to understand and evaluate your behaviour, and
that of others, and will act as a starting point for planning to address your
identified development needs

Feedback from other people. You will be required to utilise the primary
source of information about the impact and effectiveness of your
leadership style and behaviours: from the people actually exposed to them!
Seeking feedback is a key research skill for this module. Other people’s
perceptions and responses are useful as a ‘reality check’ on your own selfevaluation. In some situations, another person’s response to your
leadership style, or a particular intervention, will be the main criterion for
evaluating it as effective or ineffective. However, it is appreciated that
giving and receiving feedback is not the norm in all cultures, and feedback
will be explored during the module

Your own experience, observations and reflections – Unlike most other
modules in the MBA, much of the data for your learning and assignments
will come directly from you, rather than from texts and reading. Your
written descriptions of, and reflections on your experience will form the
important raw data for your self-evaluation and development planning

Self-report questionnaires. You will be invited to complete questionnaires
during the module designed to aid self-awareness and understanding.
These will act as a further ‘reality check’ on your own perceptions; as
material for reflection; and as a way of linking theoretical concepts to your
own experience. But do remember that these are not ‘tests’ in the way we
may use tests to assess ability, and the questionnaires will only be tools to
aid self-awareness. They will simply present hypotheses but in the end you
will make judgements about the ‘real’ you.
25
Chapter I: Developing Leadership Capability
Encountering resistance
It has been suggested that we’re all in favour of progress, we just don’t like change!
Personal, interpersonal and organisational change invariably encounters resistance,
both internal (from within the people making the changes) and external (from
those directly or indirectly affected by them).
We will be discussing various sources of resistance to behavioural change, and what
can be done to manage it, in the module. However, it is worth mentioning two
factors here.
Cultural norms and preferences
Cultural factors may affect your initial response to some aspects of this module –
however multi– or cross-cultural its intended application. Students from certain
cultures, may find the learning approach unfamiliar and perhaps uncomfortable in
areas such as the following.

Inviting others to collaborate in identifying your limitations and learning
needs; offering feedback on others’ limitations and learning needs;
regarding mistakes as learning opportunities. Cultural values to do with
respect and maintaining relationships may make this difficult, but for the
purposes of this module, appropriate self-disclosure and the seeking and
offering of constructive feedback are essential

Challenging, questioning and debating the ideas and viewpoints of others
(including, where necessary, figures who represent seniority or authority).
Again, some students may come from cultures where this is not seen as
appropriate, but DLC is not a module where there are ‘right’ answers. The
processes of questioning and debate not only make opportunities for
genuine learning (as opposed to adopting the ideas of others): they also
apply the very process-focused competences you are attempting to
develop.
We will be exploring cultural differences throughout the module, and you will find
that recognition of – and congruence with – your own cultural values is central to
our development planning model. However, it is also helpful to be able to make an
informed and intentional decision to adapt your behaviour to fit other cultural and
multi-cultu…
Purchase answer to see full
attachment