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The first person in my life who used an autocratic method of leading people on me, as I realized retrospectively, was my first gym coach. Michael was a man with a fit body in his early middle-aged, and, as I remember, he was probably 35 or 37 years old. He believed that athletic spirit, an optimistic attitude towards training, and moral endurance in gym newcomers could only be nurtured using an authoritarian approach. However, Michael was also one of the kindest, most compassionate, and most helpful individuals when he was outside of his professional setting.
I think I met my first democratic leader in high school, and she was a math teacher. Her name was Jessica, and she treated everyone equally and fairly while providing us with mathematical knowledge. Interestingly, she did not see us as students but as younger colleagues or coworkers looking to learn new computing methods and math facts. As I see it, the teaching profession itself, by its design, makes people use democratic leadership techniques and means to influence people and coordinate and improve their performance.
I got my first experience of being a subordinate under laissez-faire leadership during my first job as a cashier at Wendy’s. Cassie, a restaurant manager, was the leader, or rather the non-leader, who applied this methodology. As Miles and Snow (2003) would say, she was a bad example of reactor archetype with very low exploitation and exploitation. Maybe she also was an analyzer, but, to be honest, being a subordinate of her was an unpleasant experience because Cassie was a laissez-faire leader with zero accountability.
Analyzing the Three Leadership Styles
Michael and Jessica tried to influence me and succeeded, but the same cannot be said for Cassie. Michael influenced me by establishing tight control over what exercises I do on a given day and how I do them. Jessica developed a semi-friendly, semi-professional relationship between her and me, an equal dialogue between student and teacher. Miles and Snow (2003) would define Michael as a defender and Jessica as a prospector. As far as I recollect, Cassie did not try to lead other employees or me. According to Northouse (2020), this is typical behavior and interaction of laissez-faire leaders. Michael was just regarding the infliction of rewards and punishments; he used both measures equally to motivate me to do the exercises correctly. In contrast, my math teacher tried to avoid punishing students but actively rewarded them for academic excellence. Instead, she tried to point the other students and me in the right direction. Cassie punished and encouraged the staff strictly according to the company’s rules.
Behind Michael’s autocratic leadership style was a very supportive person. He used such authoritarian means as “power distance” to help me become fitter (Pizzolitto et al., 2022). Jessica tried to hide that she was a hierarchical power through communication when she taught us, and Cassie did nothing with the strengths of being a leader. I remember that there were people who couldn’t stand Michael’s attitude. The other students and I respected Jessica, and every Wendy’s coworker I knew was indifferent to Cassie. Paradoxically, Michael’s autocratic leadership proved the most productive for me. According to Jin et al. (2022), this style has zero direct effect on athletes. The only evidence is this anecdotal one; I became leaner and more muscular.
Self-reflecting on Personal Leadership Style
My favorite way of organizing and coordinating employees is through democratic leadership. I enjoy negotiating with people, inspiring them, and receiving and learning from their perspectives. Judging by the feedback, people under my direction always feel optimistic, encouraged and productive, so I know my style is effective. I think further development of the skills of eloquence and networking can strengthen me as a professional leader.
References
Jin, H., Kim, S., Love, A., Jin, Y., & Zhao, J. (2022). Effects of leadership style on coach-athlete relationship, athletes’ motivations, and athlete satisfaction. Frontiers in Psychology, 13(1012953), 1-14.
Miles, R. E., & Snow, C. C. (2003). Organizational strategy, structure, and process. Stanford University Press.
Northouse, P. G. (2020). Introduction to leadership: Concepts and practice (5th ed.). SAGE Publications Inc.
Pizzolitto, E., Verna, I., & Venditti, M. (2022). Authoritarian leadership styles and performance: A systematic literature review and research agenda. Management Review Quarterly, 1-31. Web.
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