Deciding How to Decide?Decide
Leadership entails the inception of a vision and prudent directivedirectives for the institution, conveyance of that vision to individuals and clients of the institution and further includes influencing, encouraging and coordinating individuals and institutions to accomplish this vision. Through such roles, leaders can inspire the beliefs, attitudes, values, and behaviour of individuals to ensure that they achieve future success (Hao & Yazdanifard, 2015). Thus, students at Herriot Watt University were asked to design and deliver a leadership development workshop for young leaders who have taken up new leadership roles. This reflection essay provides a critical appraisal of experiences from the workshop for individual and professional growth in the field in leadership psychology.
Our team of 6 was pre-appointed by our professor. We were a cross-functional, diverse team, with a genuine blend of individuals with different skill sets, nationalities, ages, talents, job experiences, personalities, talentspersonalities, etc. Most of us instantly connected and moved to the norming stage, spectating each other's strengths and everyone was contributing to a goal as a cohesive unit. Experimental research has indicated that functionally divergent teams could be progressively creative, could establish more coherent plans, could react more belligerently to competitive menaces, and can be faster to execute specific hierarchical change than practically homogeneous groups (Bunderson & Sutcliffe, 2002). The objectives of our leadership workshop were:
1. Workroom focus (40%): Demonstrating and encouraging competence in a team of 40 young leaders ambitiousambitious leaders in enhancing their acumen to determine factors for effective decision-making imputing available resources and inputs.
2. Viable Knowledge (35%): Engaging in discussions and activities identified with best practices and theory through the prescriptive model of Vroom-Yetton(V-Y) exploring leader-member relations in 6 participating teams.
3. Academic Knowledge (25%): Integrating convoluted theory into a weave of simple words and candid flow images transforming into gaining insights on leadership styles, traits, and developing pragmatic critical thoughts on the tool used.