The leader is currently responsible for the financial aspects, graduate student engagement, and professional development. Within fifteen years, the leader has grown in aspects of managing a single role to having a team of five individuals. The position is no longer a single source, but an engagement of a supervisor/ leadership role. The profound role of supervisor/leadership leads to the understanding of diversity, culture, norms, and values.
Two staff functions are to implement the work designed and created by the School in the area of student engagement and professional development. Current efforts in the area of student engagement consist of mentoring opportunities with high school students, undergraduates, and graduate students. Two additional employees are responsible for processing approved financial and budgetary invoices to disburse funding to schools/colleges promptly and troubleshoot funding issues as needed. Lastly, there is one employee who leads the effort of all the administrative needs of the School.
Due to the nature of the duties required of the team, staffing may change as a result of transitioning, as well as the growth of full-time employees into new roles. Cross-training is a key component in a work environment. Procedural manual, which details one-on-one training, has a training schedule checklist, and also provides cross-training methods for onboarding a new staff member. Cross-training gives staff the opportunity to demonstrate their ability to work together, strengthen communication, and implement training styles, and explore types of learning styles from a diverse group of staff. Cross-training ensures that the work of the office can be completed efficiently while offering staff an opportunity to engage in other aspects of the School. Also, it assists with the training of a new staff member and provides a continuous resource for guidance to the team as needed. Leadership is an activity, which is learned. This enables the staff to embrace the leader within themselves.
Dealing with the challenge of onboarding a new staff member, who after initial training realized that the job was not their path of interest. How does a leader build buy-in of the position, team, and break down barriers? How to build the trust of the staff that is needed to flourish?
What were the indicators that the staff member displayed that revealed the challenge?
There were disputes over duties and responsibilities, lack of cooperation, open communication, and trust with other staff members, clash in personalities and learning styles, inability to follow appropriate training guidelines, competency issue, and infighting.
MBTI Analysis of Team
Increasing supervisory skills is a task while managing the growing demands of the School, which is no easy feat! Therefore, it is critical as a leader to provide guidance to help the staff understand that their ideas, approach to work task, and feedback are just as important. Through understanding the MBTI personality test and guessing my team’s MBTI score, the goal is to understand their personality traits and how they can work together to build a more cohesive team as they establish trust and professional development. Also, it is imperative for a leader to be intuitive and methodical in assessing the team skills, expound on their qualities, and enhance their knowledge.
The Personality Perfect website (“16 Personality Types Overview | Free Access | Personality …”Personality Perfect. N.p., n.d. Web. 08 Jun. 2019 https://www.personalityperfect.com/16-personality-types.) provides in-depth information on the personality types for MBTI. The staff members are listed by their personality type and description.
ISTJ (2 staff members) – “Inspector – are bright, logical, and wise individuals who are very direct – for them, truth and facts are the most important. With their love of facts, they tend to accumulate a lot of information in their memory. Their focus on concrete facts and data makes them excellent analysts in many different environments. ISTJs are respected for their exceptional loyalty to their duty. Their accuracy, patience and ability to concentrate make them ideal employees in many professions.”
ENFP – “Champion – highly individualistic and Champions strive toward creating their own methods, looks, actions, habits, and ideas — they do not like cookie cutter people and hate when they are forced to live inside a box. The ENFP personality likes to be around other people and have a strong intuitive nature when it comes to themselves and others. They operate from their feelings most of the time, and they are highly perceptive and thoughtful.”
INFP – “Idealist – like most introverts, are quiet and reserved. They prefer not to talk about themselves, especially in the first encounter with a new person. They like spending time alone in quiet places where they can make sense of what is happening around them. They love analyzing signs and symbols, and consider them to be metaphors that have deeper meanings related to life. They are lost in their imagination and daydreams, always drowned in the depth of their thoughts, fantasies, and ideas.”
ENTJ – “Commander – primary mode of living focuses on external aspects and all things are dealt with rationally and logically. Their secondary mode of operation is internal, where intuition and reasoning take effect. ENTJs are natural born leaders and like being in charge. They live in a world of possibilities and they often see challenges and obstacles as great opportunities to push themselves. The ENTJ personality seems to have a natural gift for leadership, making decisions, and considering options and ideas quickly yet carefully. They are “take charge” people who do not like to sit still.”
The leader is “ESTP, the Doer is governed by the need for social interaction, feelings and emotions, logical processes and reasoning, along with a need for freedom. Theory and abstracts don’t keep ESTP’s interested for long. ESTPs leap before they look, fixing their mistakes as they go, rather than sitting idle or preparing contingency plans.”
The leader will explore problem-solving techniques using the Johari Window (“Johari Window – Wikipedia,” 2019).
“What is the arena? Known to self and known to others”
“What are the blind spots? Known to others; not known to self”
“What is the facade? Known to self; not known to others”
“What are the unknowns? Unknown to self; unknown to others”
“Johari Window – Wikipedia.” Wikipedia. N.p., n.d. Web. 10 Jun. 2019 https://en.wikipedia.org/wiki/Johari_window.