MGT601 Dynamic Leadership Report Sample

MGT601 Dynamic Leadership

Assessment Task

Your task in Assessment 1, Part A, is to reflect on your current level of emotional intelligence by completing the Genos Emotional Intelligence Report, analysing your results and preparing a brief report on your results and their implications for your development as a leader or influencer of people in your communities, social networks and workplaces.

Instructions for accessing the Genos Emotional Intelligence Report will be provided by your Learning Facilitator

Please read the instructions carefully and respond to the questions as honestly as possible, so that you get a meaningful set of results.
Analysing results

When you receive your results, look at your report, read the background material in the Module 1.2 Resources section and on the Genos website. You should then prepare a 1,000- word report which covers the following issues:

1) A brief discussion of the theoretical foundation of Emotional Intelligence and its relevance to effective leadership;

2) Your initial reactions to your results: provide at least two examples of where have you experienced your level of emotional intelligence assisting or limiting your capacity to influence other people;

3) Your initial thoughts on how you can continue to develop your level of emotional intelligence to enhance the effectiveness of your personal and workplace relationships.

Do not include your results in the body of your report. You will need to submit a copy of your report with your submission.
Please note that it is quite difficult to cover these three points in 1,000 words – pre-plan what you intend to say and revise your work repeatedly to increase the impact of your writing. Avoid unnecessary discussion and ensure every sentence contributes positively to the discussion and is aligned with the requirements of the assessment brief.

Reflexive Writing - First Person

You should write in the first person, because this is about YOU, your reflections and your interpretations. (e.g. “I considered this result to be..... because it had a big impact on my........ and it helped me to understand my.......... ”)
Try to be as specific as possible, use brief examples to illustrate your points and try to select examples that enable you to demonstrate learning against the attributes in the rubric.

All other principles of academic writing apply, including strict referencing, acknowledgement of the work of others and avoidance of plagiarism.
A brief guide to Reflective Writing is available at: Torrens University Australia Academic Skills. (03.11.2021). Reflective writing.

Solution

1. Introduction

Emotional intelligence refers to the management of self emotions positively. Hence, leadership traits are mediated by managing self emotions while also allowing others to do the same. This report aims to conduct self-reflection through Genos Emotional Intelligence test results. 

2. Theoretical Foundation and Link To Effective Leadership 

Emotional intelligence is commonly referred to as the capability for managing and understanding self emotions for overcoming challenges. Managing emotions must be done positively to avoid negative impacts on mental health. According to the MBA Assignment Experts, It includes skills and competencies like emotional awareness, harnessing emotions, and applying for solving issues (Matthews et al., 2012). It involves regulating self emotions while also helping others accomplish the same. 

Emotional Intelligence theory was formulated by Peter Salovey and John Mayer in 1990. It was conceptualized as an emotional quotient; hence many psychologists conferred that it cannot be captured through any psychometric tests. In the 21st century, emotional intelligence has helped many leaders succeed (Mulle, 2016). Characteristics of being aware of emotions help leaders navigate in a constantly changing market and business environment. In many studies, the components of an effective leader are similar to that of a transformation leader, hence demonstrating requirement emotional intelligence (Beck, 2013). 

3. Evaluating Results 

Genos emotional intelligence tests were conducted for acquiring information on self emotional quotient. Geno's survey usually measures the demonstration of emotionally intelligent workplace behaviors. This type of personality test aims to make individuals understand their behavioral demonstration for being more effective while interacting with others (Beck, 2013). Although there has been researching on identifying personalities, one can find EQ measures through varied tools developed by psychologists working globally (Matthews et al., 2012). The Big five personality test has become very popular in recent times, dividing personality into dimensions of extroversion, agreeableness, conscientiousness, neuroticism, and openness. However, many tests are time-consuming, and it becomes difficult to acquire meaningful information. 

I felt happy and satisfied when I reviewed that I had scored "more than others" in the majority of the domains. However, I have scored lowest in the level of importance (4.6) and demonstration (3.9) in self-awareness which disappointed me. I have never participated in psychometric or personality tests; hence, I was tense to know my gaps in understanding others.  

• Self- awareness- Self – awareness is essential for shaping the behavior when working with colleagues in a professional environment (Mulle, 2016). My score was meager, where my level of demonstration of 3.9, and my level of importance was 4.6. The total scoring was below more than others. The questions like demonstrating mood awareness, responding effectively, feedback, and others scored in yellow.

• Awareness of others- This domain usually refers to perceiving and acknowledging others' feelings. The multiple-choice questions indicated the difference between the level of importance and demonstration. In level of importance, I scored 4.7, while in the demonstration level, the scoring was 4.6, while the total average was more than others. 

• Authenticity- Authenticity relates to open and practical expression of self which also honors and encourages behaviors of others (Mulle, 2016). I received high scores in both importance (5.0) and demonstration (4.7) with scoring of "more than others". 

• Emotional Reasoning- Any decision-making within a professional environment relies on using information from others and the self. The scoring indicated the difference between the level of importance (4.9) and demonstration (4.6), while the total scoring was “more than others”. 

• Self-management- Self-management refers to managing self emotions and mood. The difference between importance and demonstration was comparatively low; hence I scored green ticks in most multiple questions. As per the results, I can effectively manage myself while indulging in continuous improvement. 

• Positive Influence- Positive influence is a significant part of effective leadership; hence it includes providing others with constructive feedback while supporting others. I scored green ticks in all multiple-choice questions with an average score above "more than others". I am happy to acknowledge that I could positively influence others which will help achieve desired goals and objectives.

The results indicated that the green score where the level of importance is lower or equal demonstration is considered as alignment. At the same time, the scoring in yellow depicts the level of importance is one-point higher than the demonstration depicts misalignment. 

There are many instances where the lack of my EQ had restricted appropriate management of emotions. I was the team leader in my previous organization, where I was given the role of managing small changes within the department. I was given training for managing changes. However, lack of self-awareness and having issues understanding others, I later engaged in a heated argument with my colleague, which was resolved through line managers. This delayed the changes, while I also received low scores in my performance. 

Another example was a positive one when I, as team leader, introduced breaks for spirituality and meditation for my team. Many of my team members were Muslim and had complaints of praying and performing religious activities due to stringent schedules. This also impacted their performance. Hence, after consultation with line managers, we introduced flexible working hours based on targets. Since I understood and related to the team's issues, the members began to perform above average. I understood that it is essential to build trust and relationships with colleagues and other workforce to reach individual and group goals. 

4. Thoughts for Improvement 

Since I lack an appropriate measure of EQ, I have created a milestone of 6 months during which I will achieve the following.

• Learning active listening skills to build trust and be transparent. 

• I will use mind mapping reflective tools to recognize experiences, strengths, and limitations, thereby opening myself to new information to be more self-aware. 

• I will try enrolling myself in meditation and other activities that will help to manage my distressed emotions. This will also help me in managing difficult emotions. 

• I will learn verbal and non–verbal cues  

Conclusion 

The report has helped to analyze the results of EQ, in which I have scored relatively. I am not very happy as I will require to improve for effectiveness, although realizing good traits of my EQ has boosted my confidence for further improvement.

References

Beck, J. H. (2013). Emotional intelligence in everyday life (2nd ed.). Taylor and Francis. Retrieved March 8, 2022, from https://lesa.on.worldcat.org/oclc/861081369.

Matthews, G., Zeidner, M., & Roberts, R. D. (2012). Emotional intelligence 101 (Ser. The psych 101 series). Springer Publishing Company. Retrieved March 8, 2022, from https://lesa.on.worldcat.org/oclc/772845483.

Mulle, K. (2016). Emotional intelligence training (Ser. And workshop series). ATD Press. Retrieved March 8, 2022, from https://lesa.on.worldcat.org/oclc/958301027