Report on Leadership Behavior Demonstration
WORKSHOP REVIEW
The workshop was conducted to help participants clearly understand leadership approaches in real-life situations and how they could affect overall team performance. The group consisted of 6 to 8 members with varying characteristics (Awan and Mahmood, 2010).
The group had one observer, one performance recorder, and other active participants. The task was a group effort, and the various styles of leadership in individuals are examined holistically.
The aim of the workshop was to understand better multi-perspective leadership and how behavioural support affects performance levels.
LEADERSHIP BEHAVIOR DEMONSTRATION AND LITERARY SUPPORT
The scope and coverage of leadership are not confined to individuals; group performance could also be monitored largely by the leadership style prevalent in the group (Hiriyappa, 2009). The workshop results will give clear instincts about the leadership trait.
It was found that a student from one group motivated other students to achieve the targeted benchmark of covering the minimum distance. Another student of another group was found to be dominating and restricting others’ performance.
He wanted others to follow his instructions and superimposed his ideas on others. The motivator student also took an active part in the workshop and supported his teammates. He was actually supporting the true team spirit in the participants (Costellow, 2011).
One of the groups had free behavioural support, and no one interacted with one another. There was no group support, and group dynamics were poor, resulting in chaos. In the end, it was found that the group having maximum interaction and participation had a higher level of performance, and most of the performers had achieved the benchmarked target of attaining the minimum distance of 1.5 meters.
The background literary support could be best analyzed by the various leadership styles prevalent theoretically. The practicability of the styles is effective as per situational demands. The three leadership styles most prevalent are delegating/ participative, autocratic and lassies-faire/ free reign (Hughbank and Horn, 2013).
The participative leadership style is most effective for group performances, while the autocratic and free-reign styles are ineffective. Communication and interaction among team members need to be fair and transparent. Roles and responsibilities should be monitored efficiently, and delegation of authority is one of the prime traits of delegation leadership.
Increased collaboration will reduce conflicts and chaos in groups, and thus, a healthy culture could be maintained largely (Liu, 2012). Meeting the targets will be easier. Participative leadership increase team cohesiveness and flexibility, thus supporting positive status quo change.
Autocratic leadership is ill-suited for group performance, and it will hinder the information flow in the group. The performances will drop down and the group engagement strategy will collapse. The free reign leadership has lose-control and power legitimacy is poor (Maxfield and Flumerfelt, 2009).
There is no direction of performance, and the ultimate effects are lower and unachieved results. Tension and chaos in the group increase, and there are no positive outcomes.
DISCUSSION AND CRITICAL ANALYSIS
A leader will have the best results from his team if he has the traits of directing, supporting, coaching, delegating and motivating his fellow team members. Theoretical support of the trait theory and the behavioural theory will support managerial skills and competencies (Michaelis, Stegmaier and Sonntag, 2009).
Transformational leadership is the best form of situational leadership, and relativeness in characteristic competencies will have the best results henceforth. This type of leadership will support systematic step-wise goal accomplishment strategies, and performance discrepancies could be mitigated largely (Strang, 2007). The relationship among the various leadership variables can be shown in the chart below.
Thus, the above discussion could be interpreted as meaning that the behavioural support of the group members will help in better performance measurements. Loyalty, trust, confidence, commitment, and other trait embodiments could be easily found, and the observable actions will support better trait analysis of human behavioural outcomes (Yukl, 2012).
Learned leadership is the main theme of the behavioral theory, and actions will be reflected upon the leadership in the leader, or in other words, the action of the leader will reflect the leadership style in him. Performance orientation is enhanced, and the level of performance increases largely.
CONCLUSION
The group with the most interactive students and the delegation leadership styles within will be the most effective, and the success rate of the performance levels will also be quite high. The autocratic and free-reign groups will have the lowest group participation level, and target achievement will be the most difficult task for them. Thus, the workshop will holistically support the understanding of leadership behaviour traits.
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