a plan for positive influence Essay examples

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A PLAN FOR POSITIVE INFLUENCE

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A Plan for Positive Influence
Napoleon Melton, Jr.
University of Phoenix Online
January 31, 2011
Jim Severnak

A PLAN FOR POSITIVE INFLUENCE

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A Plan for Positive Influence
My team’s plan for positive influence will outline the importance of team assessments, engagement, attribute & behavior alignment, empowerment, emotional labor, and the affective events theory in terms of yielding a consistently high level of efficiency and effectiveness that produces positive results.
Team Assessments
The process of self-assessment and team collaboration is necessary for the team to achieve a positive level of effectiveness that produces positive results. Goldman (2000) proposed two questions to a group of businesspeople: “What do effective leaders do?” and “What should leaders do?” Effective leaders do the following: set strategy, motivate, create a mission, and build a culture. The singular job of leaders is to get results (p. 78). The self-assessments that the team took this week during class will allow us to collectively create a singular mission that will motivate us to build a culture conducive to our strengths in order to execute our team strategy and produce desirable results.
Below is a table of our team’s self assessments results:
Team
Member/
Assessment
DISC Score

Emotional
Intelligence
Score
What Do I
Value?

Cheryl
Collier

Eduardo
Bermudez

Napoleon
Melton, Jr.

Ram
Koripalli

Shonda
Harrison

Steadiness
Style

Interactive
Style (Ic:
The
Impressor)
39

Interactive
Style (Is: The
Helper)

Interactive Style

Interactive
Style (Ic: The
Impressor)

35

40

42

Terminal:
Salvation,
Knowledge,
Happiness

Terminal:
Salvation,
Happiness,
Knowledge

Terminal:
Prosperity/Wealth,
Happiness,
Knowledge

Terminal:
Salvation,
Peace &
Harmony,
Self-Respect

Instrumental:

Instrumental:

Instrumental:

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A PLAN FOR POSITIVE INFLUENCE
Honesty,
Hard Work,
Independence
How
Involved
Am I With
My Job?
How
Satisfied
Am I With
My Job?
What Are
My
Attitudes
Towards
Workforce
Diversity

3

High

36

Truthfulness,
WellManners,
Education
26

Education, Hard
Work,
Independence
37

Instrumental:
Truthfulness,
Open-Mind,
Education
17

High

59

39

81

68

+6
(Realistic)

+19
(Optimist)

+27
(Optimist)

+29
(Optimist)

Our team acknowledges and understands that we have similarities and differences regarding the self assessments. We realized immediately how easy it was for everyone to get along with each other throughout our dialogue, as evident by our DISC Scores and Emotional
Intelligence Scores. Every team member primarily has an Interactive behavioral style except for one (Collier), whose primarily has a Steadiness behavioral style. Interactive behavioral styles complement Steadiness behavioral styles because they are more people-oriented (Alessandra,
1996-2010). Every team member’s Emotional Intelligence scores ranged from relatively high to high, which indicate our collective competency in social skills (Robbins, 2007). We also had similarities in terms of Terminal Values, Job Involvement, Job Satisfaction, and Workforce
Diversity Attitudes. Four team members (Collier, Harrison, Koripalli, & Melton, Jr.) had
Salvation, Happiness, or Knowledge as one of their Top 3 terminal values. Two team members
(Collier & Melton, Jr.) had Salvation, Happiness, and Knowledge specifically in their Top 3 terminal values, which research indicates that people in the same occupation tend to hold similar

A PLAN FOR POSITIVE INFLUENCE values (Robbins, 2007) A high level of job involvement directly correlated to a high level of job satisfaction with a majority of our team members (Bermudez, Collier, & Koripalli). Three team members (Harrison, Koripalli, and Melton, Jr.) were diversity optimists. However, our team has noticeable differences regarding our self assessments. In terms of job involvement and job satisfaction, high job involvement scores do not necessarily correlate to
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