Organisational Governance and Leadership Sample

Posted on October 7, 2023 by Cheapest Assignment

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Organisational Governance and Leadership Sample


The necessity of emotional and social intelligence is profoundly observed in the contemporary domain of business management and education. These fields are gradually becoming exposed to the reduction in barriers of culture and geography thereby increasing the necessity of higher emotional and social adaptation. In group activities, students in universities would have to face the requirement of implementing their social and personal competencies to achieve team objectives.

I was able to reflect on my capability of self-confidence through the use of distinct tools such as the ESCI questionnaire, Quinn Management Questionnaire, and other diagnostic toolkits provided for leadership competence assessment. The self-analysis or reflection enabled me to compare my practices from specific incidents where I was able to implement my ability of self-confidence to accomplish leadership objectives. Reflective analysis of the incidents concerning the results of the diagnostic tools would provide a cognizable impression of the particular areas in my competencies that can contribute to the development of my self-confidence.

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The use of the ESCI Situational Leadership questionnaire proved to be an efficient diagnostic tool that provided a concise yet illustrative impression of my competencies. The primary components of the ESCI questionnaire are observed in the four quadrants which characterize the essential requirements for superlative leadership performance. Self-awareness, social awareness, self-management, and relationship management are the four profound pillars of the ESCI model (Leggat & Balding, 2013). One of the profound advantages of the model is that it facilitates an impression of personal capabilities, awareness, and initiatives alongside reflecting on the same for others. The aspects of self-awareness and self-management included in the ESCI questionnaire allowed me to emphasize my knowledge of my emotional self alongside the specific dimensions of self-management which I could implement for developing leadership competencies such as self-confidence.

Self-management dimensions asked in the questionnaire referred to my capabilities for emotional self-control, positive outlook, achievement orientation, and adaptability. The prominent implications that were derived from the questionnaire assessment suggested that I scored less on the dimensions of positive outlook and adaptability (Mair, Mayer & Lutz, 2015). Thereafter the findings of the questionnaire depicted my capabilities for apprehending the perception of others i.e. social awareness which was characterized by references to individual competencies of organizational awareness and empathy. While I was able to score substantially well in the organizational awareness dimension, the results indicated minimal performance concerning empathy.

The concerns for relationship management referred to a wide assortment of functions such as influence, conflict management, teamwork, inspirational leadership, and coaching and mentoring (McAlister, Marcos & Ferrell, 2016). The results suggested potential performance in terms of conflict management, teamwork coaching, and mentoring while the influence and inspirational leadership aspects depicted minimal scores.

The review of these scores concerning the practical incidents encountered in the recent 12 months would enable me to recognize the particular dimensions of emotional and social intelligence that can assist me in the improvement of my leadership capability of self-confidence (Michaud, 2014).

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The first incident that comes to my mind when I reflect on my capability of self-confidence was a group assignment that was assigned to four members. We were required to provide a presentation on the leadership traits of entrepreneurs. The requirements of the presentation could have been realized only after considerable preparatory stages involving evaluation and analysis. However, appropriate circumstances such as the health issues of two group members led to a reduction in the motivation of my other group partner (Müller, Pemsel & Shao, 2014).

During that specific period, we were facing the immediate requirement of catering to the deadline assigned for the presentation and our preparation was not according to the expected standards. I was able to encourage my team member through my self-confidence and I assured him that I would complete the major part of the assignment such as data collection and organizing the information to be presented while I motivated him to use his basic computer operation skills and prepare the PowerPoint presentation.

Another incident at the university within the past 12 months that tested my ability of self-confidence was the requirement of completing a dissertation research proposal about the topic of contemporary leadership strategies (Müller, Pemsel & Shao, 2015). My apprehensions were primarily vested in the lack of previous experience in preparing a research proposal as I faced difficulties in understanding the data collection methodologies and standardization of data. However, I was able to overcome my apprehensions owing to self-confidence and I implemented measures for learning and minimizing my pitfalls. The essential concerns that could be observed in the case of this incident were my ability to motivate myself to complete a difficult task alongside recognizing my ability to handle stress.

Critical reflection on the scores of diagnostic tests concerning the implications of the practical incidents I faced in the past 12 months facilitated the derivation of two specific areas in which I could improve to enhance my self-confidence capabilities. Developing a positive outlook and inspirational leadership competencies were identified as the two areas where I need professional development.


Acquisition of these competencies could lead to improvement of my self-confidence further since they would impinge positive outcomes on personal development as well as facilitate a viable perception of the immediate social aspects. Even though I was able to motivate the sole team member available for the group presentation project, I should have inquired into the reasons for the absence of other team members from the presentation activity and the viability of their claims of health issues. However, I refrained from such measures due to apprehensions about any potential conflict.

Therefore, this indicated a low degree of self-confidence that could deter my prospects as a leader where I would have to encounter similar situations about employee unavailability. Inspirational leadership would have been a promising resolution for such a scenario where the other team members would have overcome their limitations and contributed reasonable efforts to the team activity.

The development of a positive outlook is necessarily observed as a quality that could be improved for addressing an enhancement of my competence of self-confidence (Nielsen, 2014).  My reflection on the second scenario suggested my capabilities for pursuing objectives without any influence of setbacks or disadvantages of the situation. Further development of such behavior could lead to prolific improvement in my personal leadership competence of self-confidence.

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Literature review:

Self-confidence is generally considered the primary foundation upon which the leadership capabilities of an individual can flourish. The impact of developing leaders without any initiatives for confidence building could be detrimental in the long run. As per Al-Sharaf & Rajiani, the other potential aspects of leadership such as communication, passion, and empowerment could become irrational once the individual recognizes lower scales of self-confidence. Self-confidence is a formidable indicator of personal capabilities for being assured in ideas, decisions, capabilities, and judgments (Al-Sharaf & Rajiani, 2013).

The contributions of self-confidence toward individual efforts, objectives, and tolerance for frustration could be viably considered as major inputs for the development of leadership capabilities. According to Bao, et al, Self-confidence also serves as an assurance for group members about the observation of control over the situation in the workplace or immediate environment (Bao, et al., 2013). On the contrary, excess self-confidence is also perceived with certain disadvantages such as an irresponsive attitude towards criticism, lack of communication with team members, and acquisition of opinions. Insecurities are also major outcomes of higher levels of self-confidence and have been described comprehensively in business management literature (Shattock, 2013).

Self-confidence is a prolific personality trait and has been described on a generic basis according to the Trait Theory of leadership. The confidence of an individual in self and personal competencies and abilities can be considered as self-confidence albeit with the introduction of viable modifications in its definition through the works of various researchers (Beer, 2014). A review of the literature about self-confidence and its role in the development of leadership capabilities suggests diverse interpretations of the term self-confidence. Some studies imply that self-confidence is the perceived capability of the self to complete specific tasks based on analysis of the present scenario or from the experiences acquired in the past.

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As per Carter & Greer, self-confidence is invariably associated with the improvement of self-efficacy and the implications of experiential knowledge related to self-confidence could lead to observation of competence to accomplish specific objectives. Self-confidence also comprises references to internal and external components including awareness and concern for self as well as towards others in the immediate society (Carter & Greer, 2013). Behavioral indications have also been profoundly associated with the depiction of self-confidence alongside the attributes of effectiveness, initiative, persistence, positive accomplishments, self-esteem, and self-awareness.

Therefore behavioral or personal characteristics have been identified as notable influences on the self-confidence of an individual and self-confidence development could be ensured effectively through references to essential leadership diagnostic toolkits such as the ECSI questionnaire which reflect on distinct competencies such as inspirational leadership and positive outlook that can be improved for obtaining reasonable outcomes in terms of leadership capabilities (De Bussy, 2013).

As per Douglas, the diagnostic toolkit allowed the proliferation of outcomes such as the ability of students alongside the amount of effort that can be possibly applied to accomplishing goals. Examples of variable scales introduced for measuring self-confidence direct towards Attitude Attribute Scale and the Perceived Self-Confidence Scale among which the former is suitable for students while the latter is for nurses (Douglas, 2013).

References to the role of self-efficacy in the improvement of leadership competencies cannot be undermined since leadership efficacy is observed as a major attribute that influences performance evaluations in leadership simulations. It is essential to consider that an individual’s perception of the personal capabilities to achieve specific tasks leads to self-perception of incompetence and competence and is prominently observed in the acquired proficiency in new tasks, formation of social networks based on professional initiatives, and comparative reviews of the performance of other teams.

The observed measurement scales for evaluating leadership competencies can be held accountable for accessing opportunities to improve personal skills (Shattock, 2013). For example, observation of notable aspects of self-awareness, social relationship management, and personal management could be helpful for a leader to address areas that can lead to the acquisition of improvement in particular leadership competencies such as credibility, influence, and self-confidence.

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According to Hendrickson, et al, the scores obtained by leaders on notable scales such as the ESCI questionnaire can be directed towards the specific dimensions of empathy, positive outlook, coaching and mentoring, inspirational leadership, influence, teamwork, achievement orientation, emotional self-control and organizational awareness where leaders either perform better or less. The observed areas of improvement from the self-reflection were primarily directed toward the development of a positive outlook and inspirational leadership qualities (Hendrickson, et al., 2013).

An illustration of the interplay between these two aspects of emotional and social intelligence with the improvement of self-confidence can be apprehended through a comprehensive understanding of the competencies and their specific characteristics. The positive outlook of an individual is accounted for in the self-management aspect of emotional and social intelligence as it enables the person to adapt to situations effectively on the grounds of persistence and minimal emphasis on the obstacles (Thoenig & Paradise, 2014).

The essence of a positive outlook is also perceived in developing a positive attitude towards people and perceiving the actions of other people positively. This could lead to a reduction of insecurities thereby facilitating cognizable improvement in the self-confidence of an individual and improving personal capabilities to complete assigned tasks alongside accomplishing objectives. Inspirational leadership can be associated with the ability to inspire individuals to accomplish predefined objectives alongside motivating other individuals to project their best performance in team activities and personal initiatives (Johnson, 2014).

The requirement of training for developing inspirational leadership qualities could influence the levels of self-confidence in an individual since inspirational leadership primarily requires communication with other people in the surrounding environment (Jucan, Jucan & Rotariu, 2013). The skills required for communication such as personality improvement and self-grooming as well as language improvement skills could serve as vital contributions to the development of self-confidence thereby leading to the improvement of leadership competencies.

Engagement in training programs and a comprehensive review of management literature could be considered notable initiatives that can help an individual in addressing the improvement of leadership competencies. The concerns for evaluating leadership competencies among university students are largely vested in the observation of their capabilities to complete academic tasks and their willingness to invest efforts for obtaining higher scales of performance in future tasks (Jones, 2013).

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Action Plan:

Event/Month Month1 Month 2 Month 3 Month 4 Month 5 Month 6
Establish The Purpose
Identify Development Need
Development Opportunities
Action Plan
Undertake Development
Review and Evaluate


The report illustrated a self-reflection of leadership diagnostic analysis with distinct references to the competencies for self-management, social awareness, self-awareness, and relationship management and the depiction of personal capabilities for addressing practical scenarios.

The self-reflection was characterized by the inclusion of references to two incidents that resulted in a proliferation of insights for developing specific areas of emotional and social intelligence concepts such as positive outlook and inspirational leadership. A comprehensive literature review was also illustrated in the report to present a legible overview of self-confidence alongside reflecting on the specific aspects identified in the self-analysis and reflection that are associated with concerns of development.

Target priority population


Al-sharafi, H., & Rajiani, I. (2013). Promoting organizational citizenship behavior among employees-the role of leadership practices. International Journal of Business and Management8(6), 47.

Bao, G., Wang, X., Larsen, G. L., & Morgan, D. F. (2013). Beyond new public governance: a value-based global framework for performance management, governance, and leadership. Administration & Society45(4), 443-467.

Beer, A. (2014). Leadership and the governance of rural communities. Journal of Rural Studies34, 254-262.

Carter, S. M., & Greer, C. R. (2013). Strategic leadership: Values, styles, and organizational performance. Journal of Leadership & Organizational Studies, 20(4), 375-393.

De Bussy, N. (2013). Refurnishing the Grunig Edifice: Strategic public relations management, strategic communication, and organizational leadership. In Public relations and communication management: Current trends and emerging topics (pp. 79-92). Routledge.

Douglas, P. A. (2013). A Study of Birnbaum’s Theory of the Relationship Between the Constructs of Leadership and Organization as Depicted in His Higher Education Models of Organizational Functioning: A Contextual Leadership Paradigm for Higher Education (Doctoral dissertation, The George Washington University).

Hendrickson, R. M., Lane, J. E., Harris, J. T., & Dorman, R. H. (2013). Academic leadership and governance of higher education: A guide for trustees, leaders, and aspiring leaders of two-and four-year institutions. Stylus Publishing, LLC.

Johnson, T. (2014). Organizational progeny: Why governments are losing control over the proliferating structures of global governance. Oxford University Press, USA.

Jones, G. A. (2013). The horizontal and vertical fragmentation of academic work and the challenge for academic governance and leadership. Asia Pacific Education Review14(1), 75-83.

Jucan, M., Jucan, C., & Rotariu, I. (2013). “The Social Destination”: How Social Media Influences the Organisational Structure and Leadership of DMOs”. World Academy of Science, Engineering, and Technology, 78, 1426-1432.

Leggat, S. G., & Balding, C. (2013). Achieving organizational competence for clinical leadership: the role of high-performance work systems. Journal of health organization and management, 27(3), 312-329.

Mair, J., Mayer, J., & Lutz, E. (2015). Navigating institutional plurality: Organizational governance in hybrid organizations. Organization Studies36(6), 713-739.

McAlister, D. T., Marcos, S., & Ferrell, O. C. (2016). Corporate governance and ethical leadership. Business Ethics: New Challenges for Business Schools and Corporate Leaders: New Challenges for Business Schools and Corporate Leaders, 56.

Michaud, V. (2014). Mediating the paradoxes of organizational governance through numbers. Organization Studies35(1), 75-101.

Müller, R., Pemsel, S., & Shao, J. (2014). Organizational enablers for governance and governmentality of projects: A literature review. International Journal of Project Management, 32(8), 1309-1320.

Müller, R., Pemsel, S., & Shao, J. (2015). Organizational enablers for project governance and governmentality in project-based organizations. International Journal of Project Management33(4), 839-851.

Nielsen, R. K. (2014). Global Mindset as Managerial Meta-competence and Organizational Capability: Boundary-crossing Leadership Cooperation in the MNC The Case of ‘Group MMindsetSolar A. S.

Shattock, M. (2013). University governance, leadership and management in a decade of diversification and uncertainty. Higher Education Quarterly67(3), 217-233.

Stensaker, B., & Vabø, A. (2013). Re‐inventing shared governance: Implications for organizational culture and institutional leadership. Higher Education Quarterly67(3), 256-274.

Thoenig, J. C., & Paradeise, C. (2014). Organizational governance and the production of academic quality: Lessons from two top US research universities. Minerva52(4), 381-417.

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