Decision and Power
Groups have the potential to achieve positive results if they attract the right members and embrace appropriate leadership models. Different theories on group performance support the use of teamwork to achieve quality results within the shortest time possible (Broddy 2014). Individuals in a group can use specific values, theories, and concepts in an attempt to produce quality results. The concept of group work made it easier for us to achieve our class goals.
Leadership and Management Style
The members of the group were required to come up with a powerful presentation focusing on specific leadership models that can produce quality results. The group was supposed to complete a case study on management styles. The gathered information was to be organized and presented to the class. To come up with an effective presentation, members of the group were encouraged to present their inputs and ideas. I encouraged my group members to focus on a wide range of leadership models and theories. Every person was allowed to present his or her ideas. Such ideas were critical towards making the group successful (Broddy 2014).
The first issue to be addressed was the kind of leadership style that was appropriate for the group. The team needed to use a specific leadership approach to produce quality results. The members proposed the use of democratic leadership. Broddy (2014) argues that ‘democratic leadership promotes open and collegial ideas’ (p. 65). Every member of the team was allowed to present appropriate ideas to produce the most desirable conclusions.
Agreement on the Case Study
The leadership approach embraced in our group allowed different members to present their ideas and views. This means that the decisions and ideas presented by some people were disagreeable. Every person was free to offer meaningful ideas (Broddy 2014). The ultimate goal was to come up with the best model. The concept of majority vote was used. The first thing was to select the best name for the team. We also outlined the most appropriate management styles. The leader also guided the group to make a proper timetable for meetings and rehearsals.
Some individuals in the group selected the contingency theory. However, I was against this model and encouraged the team to embrace specific theories such as Tuckman and transformational models of leadership. These two models were embraced because they supported our case study. The contingency theory indicates that there can never be ‘the most desirable approach to organize individuals or lead a company’ (Broddy 2014, p. 56).
On the other hand, the Tuckman model focuses on four unique stages that can make it easier for teammates to function effectively. These stages include ‘forming, storming, norming, and performing’ (Linstead, Fulop & Lilley 2009, p. 46). The model has been embraced by different organizational leaders and team players to achieve quality results. Transformational leadership theory was also proposed because of its effectiveness and ability to improve the performance of groups. Through increased levels of morality, empowerment, and motivation, members of a group can use the transformational model to achieve the best goals. The leader and the followers collaborate in an attempt to improve the level of performance (Linstead et al. 2009).
Power and Decisions Used in the Group
The group leader used a powerful approach to empower every person. The leader chose the concept of legitimate power to ensure the team achieved its goals. This concept is known to empower leaders to make critical decisions. The leader also uses his or her power to ensure every follower focuses on the targeted goals (Barnes 2002). This leadership approach was embraced by the team leader to ensure all members were involved in the process.
I would have embraced the power of collaborative leadership. Collaborative leaders praise and encourage followers to focus on the most appropriate results (Linstead et al. 2009). This kind of power is appropriate and acceptable because it supports different followers. It also improves the level of collaboration and participation (Barnes 2002). Coercive power could not have produced positive results because it results in discouragement.
Some barriers made it impossible for the team to make accurate and effective decisions. The leader used legitimate power to ensure the followers were involved throughout the group work. This approach was seen as a major barrier to effective decision-making. The leader should have embraced the power of the Groupthink model. The Groupthink (GT) theory can be used to support the needs and goals of different teams (Barnes 2002). This model explains how individuals engage in positive thinking and promote desirable actions that can result in unanimity. They are intrinsically motivated thereby coming up with workable courses of action (Linstead et al. 2009).
Some group members were not properly motivated. A sense of coercion was felt by different members thus making them less productive. The Groupthink theory encourages followers ‘to minimize conflicts to reach a consensus decision’ (Gray, Field & Brown 2010, p. 41). The individuals are also required to suppress their opposing views and avoid any form of extrinsic influence. Groupthink is characterized by unique characteristics such as exclusive ethics, increased level of cohesion, and indulgence (Gray et al. 2010).
The group experience transformed my knowledge about leadership. I examined various leadership styles and power management practices that can make me successful (Gray et al. 2010). The exercise equipped me with powerful competencies that can support my future goals. However, some issues such as the presence of conflicts affected my contributions. However, this understanding will make it easier for me to manage and support my teammates in the future.
Reflection on Development of Skills
Leaders should possess specific skills to emerge successfully. Effective management skills make it easier for leaders to empower their followers and address specific challenges that might affect their organizations (Barnes 2002). The class exercises and teamwork have equipped me with powerful skills that can make me successful. Some of the newly-acquired competencies are presented below.
The group work has made it easier for me to think critically. The ideas presented by different teammates encouraged me to focus on the best decisions that could make us successful. The leader encouraged us to focus on the most desirable actions and styles that can deliver quality results (Barnes 2002). By so doing, I acquired new attributes that made me a critical thinker.
Gray et al. (2010) define critical thinking as ‘the ability to analyze and evaluate issues in an objective manner’ (p. 19). This practice makes it easier for leaders and individuals to make the most appropriate judgments. I will always be using this skill to consider every issue affecting my followers. The skill will also play a positive role in making me successful.
The group embraced the power of effective communication to achieve its goals. The class activity made it easier for me to appreciate the importance of communication. I can now communicate issues, listen to others, and make appropriate decisions. I have learned how to use communication to influence the decisions made by others. A good communicator should also be ready to identify various problems and support others (Gray et al. 2010).
Positive communication makes it easier for leaders to deal with challenges and promote collaboration. Effective communication is a powerful skill that can make every group successful (Barnes 2002). I have understood how to interpret people’s facial expressions and emotions. I can also use various non-verbal signs and interpret gestures. I am also planning to undertake new activities that can improve my communication abilities. This move will support my objectives and eventually make me successful.
Successful leaders know how to empower their followers and support their needs. Confidence is a strong attribute that makes it possible for leaders to deliver the most appropriate guidelines. They should also stay calm, examine different situations, and act intelligently. Teams and organizations always encounter numerous difficulties that might affect the level of performance (Barnes 2002).
I have understood how to control my feelings and remain calm whenever tackling various organizational problems. The group work has made it easier for me to control my feelings and emotions. It is also necessary for leaders to empower their employees (Barnes 2002). This skill will make it easier for me to support the needs of my teammates and eventually produce quality results.
A true leader always empowers, guides, and encourages his or her followers to focus on the targeted goals. The group leader was always committed to the success and welfare of the team. Different team members were equipped with the right skills and resources to achieve the targeted goals. I will use this new skill as a future leader. The ‘concept of commitment makes it easier for leaders to earn the respect of their followers’ (Linstead et al. 2009, p. 59). This kind of respect explains why many leaders are capable of realizing their business potentials. I will always work hard and use every resource to achieve the best results.
A committed leader always guides and advises his or her followers. The individual also promotes the best behaviors that have the potential to produce quality results. The team should also be motivated and encouraged to focus on the targeted goals (Barnes 2002). I will always be committed and willing to address the challenges making it easier for my team to achieve the best results. The other notable observation is that all these four competencies should be combined to achieve the best results. These attributes can improve the level of teamwork and eventually make many organizations successful.
Ethical Decision Making
Aitamaa, Leino-Kilpi, and Suhohen (2010) define ethical decision-making as a process whereby individuals evaluate and select the best alternative that is by moral principles’ (p. 473). One of our team members wanted to act as a leader without considering the position of the team manager. The individual requested me not to disclose his intention to the other members of the team. The teammate wanted to act as a leader without the knowledge of the other members. This issue required an ethical decision-making approach. I decided to inform the team leader about the issue. The most important thing was to ensure every person focused on the targeted goals.
Using the utilitarian theory, my decision was effective because it led to the success of our team. The best move was to encourage the teammate and make sure he continued to focus on the best outcomes. Ethical decision-making is therefore a powerful skill that can make many leaders successful (Aitamaa et al. 2010). Individuals can also develop the concept to offer meaningful decisions that support the needs of the greatest majority. Ethical decisions are therefore guided by moral principles and maxims. This means that an ethical leader will promote happiness for all and ensure his or her organizations emerge successfully. This discussion shows clearly that I have become an ethical decision-maker.
These five competencies will become part of my leadership philosophy. I am planning to develop a powerful leadership model that can support both my career and personal goals. I will always empower my followers, make ethical decisions, and focus on the most desirable results (Banks 2012). I will also engage in life-long learning to acquire new competencies that can support my career objectives. These competencies will eventually make me successful.
List of References
Aitamaa, E, Leino-Kilpi, H & Suhohen, R 2010, ‘Ethical Problems in Nursing Management: The Role of Code of Ethics’, Nursing Ethics, vol. 17, no. 4, pp. 469-482.
Banks, S 2012, Ethical Issues in Youth Work, Routledge, London.
Barnes, P 2002, Leadership With Young People, Russell House, Lyme Regis.
Broddy, D 2014, Management: An Introduction, Pearson, Edinburgh.
Gray, U, Field, R & Brown, K 2010, Effective Leadership, Management, and Supervision in Health and Social Care, Sage, London.
Linstead, S, Fulop, L & Lilley, S 2009, Management and Organisation: A Critical Text, MacMillan, Basingstoke.