Defining Leadership Code Week 3 Leadership Compe

By /

Defining Leadership Code Week 3 Leadership Compe

Discussion 1: Shared Practice: Leadership Competencies

In the Week 3 Learning Resources, Sue Langley (2013) recounts a parable of a fish, a frog, an eagle, and a rabbit that attend their first week of animal school. On each day of the first week, the teacher assesses the animals on a different skill. One day they all practice swimming; on another, they practice flying. Obviously, the eagle has a great time flying and the fish loves the swimming, while the rabbit is miserable at both. Unfortunately, the teacher tries to encourage the animals to improve in areas where they are weak, deaf to the notion that the fish will never be proficient at flying and the eagle will never be very adept at swimming.

Much like animals have natural abilities to swim, jump, or fly, you likely have stronger competencies in some areas of leadership than others. Fortunately, unlike the fish that will never learn how to fly, you can devise strategies that improve on a leadership competency that is challenging for you. For your Shared Practice Discussion this week, you will assess your personal leadership competencies and examine how you can learn to be an effective leader.

To prepare for this week’s Shared Practice, read the assigned Learning Resources and complete the leadership competency assessment found on pages 21–22 of “Defining Leadership Code” by Ulrich, Smallwood, and Sweetman (2008).

Post the following:

  • According to the leadership competency assessment, share your strongest competency and your weakest competency, and comment on your general reaction to the findings of the assessment. For this post, you do not share your actual score, only which competencies were identified as strongest and weakest.

Based on the results of your leadership competency assessment, explain TWO ideas that were of particular interest to you or that you found most compelling (e.g., “a-ha!” moments) from the results. Make sure you provide a rationale to support your conclusion.

(In all discussions and assignments, students should go beyond the stated requirements by including additional appropriate research and integration of concepts from credible resources, the course, and/or program AS WELL AS any relevant individual experience to insure that they get a good grade).