The results from my Seven Habits Profile indicate that I have many strengths that I can incorporate and use to become an outstanding leader. The first strength is the ability to adapt different leadership styles to accommodate the situations of each team member. A clinical laboratory setting demands many different skills and abilities, which are determined by task-oriented responsibilities; great emphasis is placed on skill and competency. Each team member is unique and requires different leadership techniques compatible to their developmental situation. A situational leader must continually assess, reassess, define, redefine, and change leadership style to accommodate the team member’s needs. I am able to demonstrate this strength by adapting
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Coaching is the third level in the situational leadership theory model. The coaching style of the situational leadership model offers more challenges to the team member with the expectation they will become more skilled and knowledgeable, and begin to assume ownership for their tasks (Chaneski, 2016). My role, as a leader, is to provide direction, support, and encouragement while the team members adjust behavioral habits or work to accomplish tasks independently. Coaching is not about solving the employee’s problems; it is about providing the catalyst to stimulate awareness and perspective, thereby enabling the employee to resolve problems independently. I demonstrate effective coaching by focusing on the team member and not the performance gap, defining the objective of the coaching session, helping the team member explore possible solutions to their problems, and providing support or timely feedback. One example of my ability to provide effective coaching was when I had to coach a team member for talking too much. The habit affected her productivity, annoyed patients, and created a rift between her and the other team members. I was able to coach her in the establishment of goals to decrease the incessant chatter, improve relations with her co-workers, and increase her productivity. Moreover, I was able to provide accountability to help her in achieving her goals. The impact of my coaching strength is recognized by the growth and development of the lab employees, increase of employee morale and loyalty, increase productivity, and ability to manage continuous change in the
Coaching is the third level in the situational leadership theory model. The coaching style of the situational leadership model offers more challenges to the team member with the expectation they will become more skilled and knowledgeable, and begin to assume ownership for their tasks (Chaneski, 2016). My role, as a leader, is to provide direction, support, and encouragement while the team members adjust behavioral habits or work to accomplish tasks independently. Coaching is not about solving the employee’s problems; it is about providing the catalyst to stimulate awareness and perspective, thereby enabling the employee to resolve problems independently. I demonstrate effective coaching by focusing on the team member and not the performance gap, defining the objective of the coaching session, helping the team member explore possible solutions to their problems, and providing support or timely feedback. One example of my ability to provide effective coaching was when I had to coach a team member for talking too much. The habit affected her productivity, annoyed patients, and created a rift between her and the other team members. I was able to coach her in the establishment of goals to decrease the incessant chatter, improve relations with her co-workers, and increase her productivity. Moreover, I was able to provide accountability to help her in achieving her goals. The impact of my coaching strength is recognized by the growth and development of the lab employees, increase of employee morale and loyalty, increase productivity, and ability to manage continuous change in the