Running Head: Self Assessment Evaluation

Shannon Ford
Self Assessment Evaluation
Capstone LDR 695-OA
February 20, 2016
Dr. David Lucas

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Table of Contents
Page
Leadership/Followership Self-Assessment

General Overview of the Results

Evaluation as a Leader and Follower

Similarities and Differences

Leadership Weaknesses

Leadership Strengths

Application of Coursework

Conclusion

References

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Leadership/Followership Self-Assessment
Efforts to define leadership have consumed thousands of articles and empirical studies.
Although certain features of leadership are generally accepted as integral components of the
definition of the termi.e., the ability to influence, power over others, etc.building practice
for leadership can be difficult because of the challenges associated with defining the term. Smith
and Chenoweth (2015) highlight these issues in practice noting that when it comes to engaging in
leadership practice students require a practical understanding of the concept and some
comprehension of how to engage in leadership practice in real-world environments.
With these issues in mind, the Leadership Profile, created by Rosenbach and Sashkin
(2014), was completed to facilitate self- and observer-assessments of leadership practices and
capabilities. Included in the assessment was an overview of transactional leadership capabilities,
transformational behaviors, and transformational characteristics. Using the results of this
assessment the current investigation provides an overview of the insight garnered from self- and
observer-assessments in an effort to evaluate personal leadership and followership
characteristics, examine similarities and differences in self- and observer-ratings, to identify
weaknesses, and to identify strengths. Through this evaluation it will be possible to consider how
learning from coursework can enhance strengths and develop opportunities for future leadership
practice.
General Overview of the Results
Review of my results in the context of the information provided by Rosenbach and
Sashkin (2014) in their explanation of the assessment indicates that most of my scores were in
the average range (33 to 60). None of the self-assessments included high scores above 60;
however observers rated me at 68.08 for confident leadership. Low scores, those below 40, were

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more prevalent on my self-assessment. Three areas in particular included: leadership
communication (30.70), follower-centered leadership (35.05), and visionary leadership (34.55).
Interestingly, observers completing this assessment did not rate any of my capabilities below 40.
Also evident from the assessment is that most of my scores were aligned with ratings
provided by observers. Rosenbach and Sashkin (2014) argue that a 10 point difference in scores
is significant. After reviewing the results there were three areas were self and observer scores
were statistically different: leadership communication (self = 30.70; observer = 45.92), confident
leadership (self = 53.64; observer = 68.08), and visionary leadership (self = 34.55; observer =
44.46). One area that almost fit this criteria was credible leadership (self = 48.69; observer
58.17). The similarities in scores seem to suggest that I have a realistic view of my leadership
capabilities including my strengths and weaknesses. Consistently, my self-rated scores did fall
below those of observers.
Evaluation as a Leader and Follower
Based on the assessment information provided by Rosenbach and Sashkin (2014) it
seems reasonable to argue that my current scores on the evaluation indicate the presence of an
aspiring leader. At the present time, I am not a self-actualized leader; however the results do
suggest that I am well on my way to becoming an effective leader in the future. While this
information is clearly delineated as a result of the assessment what is not as evident is the
implications of the evaluation for my followership capabilities. Scholars examining the
development of leadership practice assert that followership has become a well-recognized
component of developing effective leadership capabilities (Hoption, 2014). As such, it is
important to examine what the results indicate about my followership capabilities.

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Alvesson and Blom (2015) in their review of the relationship between followership and
leadership assert that as a result of their position within the organization, leaders must recognize
and understand the process of followership in order to ensure that the needs of followers are
effectively met in practice. According to these authors, many leaders overlook the importance of
followership and fail to incorporate follower needs into practice. Applying this information to the
results obtained from the survey it seems reasonable to argue that I may need to improve on my
followership capabilities. Follower-centered leadership was noted to be one of my lowest scores
(35.05) as was leadership communication (30.70). Improving outcomes in these areas requires
the development of knowledge and awareness regarding followership with efforts to garner a
broader perspective on how followers view leaders and the challenges that followers face
(Malakyan, 2013).
Similarities and Differences
Similarities and differences between self- and observed-ratings were noted when
reviewing the results of the assessment. As noted, observers had a tendency to rate my
capabilities higher on most issues. Although the results were only statistically significant in two
areas (leadership communication and visionary leadership) the results were still surprising. On
one hand it is a positive experience to be rated so highlight by peers in the workplace. On the
other hand, it is interesting to note the criticalness of my observations about my own leadership
behavior. Scholars examining this issue contend that leadership is a journey which requires a
personal and inner transformation; one that requires the leader to believe that he or she can make
a difference when it comes to changing the lives of others (Kouzes & Posner, 2011).
Although this assertion regarding leadership appears to have notable salience when
developing practice, scores for leadership confidence on the assessment were quite high (self =

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53.64; observer = 68.08), suggesting that some degree of self-confidence is present. What may
help to explain these issues is the lack of concrete leadership experience. Although I have served
in some leadership roles, my level of comfort with the role is not extensive. Fransen et al. (2015)
note that the experience and cohesion of leaders working with followers can build selfconfidence leading to positive outcomes for leaders and followers. It may be reasonable to
assume that while I am comfortable with the theoretical foundations of leadership practice I still
require experience to be fully self-confident in the role.
Leadership Weaknesses
In general leadership weaknesses identified through the assessment seem to stem from an
understanding of followers, the ability to communicate effectively, and the ability to provide
visionary leadership. All of these weaknesses require consideration to determine what specific
steps can be taken to build capabilities. A review of what has been noted regarding weaknesses in
leadership practice does indicate that these issues can be addressed through concrete action
(Horn, 2011). Horn (2014) for instance, argues that identification of weaknesses can lead to the
ability to create a specific plan to build the knowledge and skills needed for success in the
leadership role. Many of the recommendations made by Horn will be used personally.
One of the most pertinent recommendations made by Horn is for the leader to acquire
education and training in areas that require improvement. Current efforts to acquire an advanced
degree as well as training sought outside of the classroom will be instrumental in addressing
weaknesses. Further, Horn notes the role and importance of mentorship in building leadership
skills. As such, a mentor will be sought in order to further expand leadership capabilities and to
learn practical elements of communication and follower-centered practice. Finally, self-reflection
on leadership practice is a continual process that should provide important insight into what is

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required to improve leadership capabilities (Webster-Smith, 2011). Assessments such as the one
completed for this investigation will be used on an ongoing basis to evaluate progress over time.
Leadership Strengths
Strengths identified from the assessment include caring leadership, capable management,
and reward equity. All of these strengths can have a notable bearing on followers and should
facilitate my ability to improve followership capabilities in leadership practice. In terms of
building these capabilities as part of my career, I believe that a strengths-based approach to
building leadership practice will be useful for me as my current strengths have the potential to
dramatically improve some of my pertinent areas of weakness.
A strengths-based approach to leadership development requires the leader to emphasize
current strengths rather than consistently focusing on weaknesses in order to ameliorate these
issues (Welch, Grossaint, Reid, & Walker, 2014). Research indicates that the strengths-based
approach to building leadership is rooted in positive psychology in which the leader can gain
confidence by building on capabilities to expand success in these areas (Welch et al., 2014). With
these issues in mind, it seems reasonable to argue that a strengths-based approach will be useful
for promoting my best skills, enabling positive feedback and facilitating my ability to learn. Over
time this will have implications for strengthening weaknesses and building more effective
leadership practice.
Application of Coursework
In terms of the application of coursework for the development of leadership practice it
seems feasible to argue that coursework will continue to serve as a foundation for understanding
the theoretical constructs needed to engage in effective leadership. In practice it is anticipated
that a number of notable challenges will arise, requiring evaluation of theory to determine

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effective methods for decision making and problem solving. Further, coursework has served as
the foundation for building many of the critical thinking and research skills needed to be
effective in a leadership position. As I advance through my career it is expected that the basic
skills and knowledge acquired from coursework will continue to provide guidance regarding
day-to-day practice. As such, my career will culminate with my ability to consistently and
seamlessly translate theory into practice for all aspects of effective leadership practice.

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Conclusion
As argued earlier in this investigation, leadership is a journey. Acquiring the resources,
skills, and knowledge needed for effective leadership practice requires education, experience,
and the ability to create a plan of action that will enable one to reach his or her career goals. This
journey is clearly one that is complex and requires the integration and synthesis of information
and insight from a number of different sources. Although the process can be challenging at times
it is one that is worth pursuing to ensure that effective leadership can be provided by the leader
regardless of the environment in which this service is delivered.

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References
Alvesson, M., & Blom, M. (2015). Less followership, less leadership? An inquiry into the basic
but seemingly forgotten downsides of leadership. M@n@gement, 18(3), 266-282.
http://aims.bepress.com/
Fransen, K., Haslam, S.A., Steffens, N.K., Vanbeselaere, N., De Cuyper, B., & Boen, F. (2015).
Believing in us: Exploring leaders capacity to enhance team confidence and
performance by building a sense of shared social identity. Journal of Experimental
Psychology: Applied, 21(1), 89-100. doi: 10.1037/xap0000033
Hoption, C. (2014). Learning and developing followership. Journal of Leadership Education,
13(3), 129-137. doi: 1012806/V13/I3/I1
Horn, C.B. (2014). A reflection in leadership: A comprehensive analysis of military and civilian
approaches. Journal of Military & Strategic Studies, 15(3), 229-249.
http://jmss.org/jmss/index.php/jmss
Kouzes, J.M., & Posner, B.Z. (2011). Leadership begins with an inner journey. Leader to Leader,
60, 22-27. doi: 10.1002/ltl.464
Malakyan, P.G. (2013). Followership in leadership studies: A case of leader-follower trade
approach. Journal of Leadership Studies, 7(4), 6-22. doi: 10.1002/jls.21306
Rosenbach, W.E., & Sashkin, M. (2014). The Leadership Profile. Leading and Following.
Retrieved from
http://www.leadingandfollowing.com/documents/TLPParticipantManual.pdf
Smith, L.J., & Chenoweth, J.D. (2015). The contributions of student organization involvement to
students self-assessments of their leadership traits and relational behaviors. American

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Journal of Business Education, 8(4), 279-288.
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1077872
Welch, D., Grossaint, K., Reid, K., & Walker, C. (2014). Strengths-based leadership
development: Insights from expert coaches. Consulting Psychology Journal: Practice
and Research, 66(1), 20-37. 10.1037/cpb0000002
Webster-Smith, A. (2011). Scaling the pyramid of self-reflection: A model and an assignment for
the preparation of inclusive leaders. International Journal of Educational Leadership
Preparation, 6(1), 1-14. http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?
accno=EJ972908