Relationship Between Leadership and Achievement Career

Question: Discuss about the Relationship Between Leadership and Achievement Career. Answer: Introduction There is no doubt that the workers of today have to continuously try to manage change that exists both in the environment and also in them. Workers have to do this due to the recent rapid quick changes that are now being witnessed in technology, organizations and also the society as a whole(Bateman Crant, 1993). According to many experts, these rapid changes that are being felt almost everywhere in the world like the personality traits especially those that are thought to reflect some willingness that make individuals to change is actually what is driving both the competitive advantage for different organizations and also the success of people in different workplaces(Beaman, Duflo, Pande, Topalova, 2012). It is widely believed that personality is what actually influences the work life success of many people today. Various reasons have been given to argue out such thinking. Particularly two reasons have been given to justify the statement which is; Careers are thought to be the outcome of developmental propensities that amass overtime. The working life is usually full of fragile circumstances where personality usually comes in handy especially for playing an overriding role in comportment selection. Many contemporary career ideas are normally individual instead of institution or organization driven. Because of this reason, it makes the individual qualities to be linked to the self-direction factors in the success of any person in his or her career. It is important to note that up to now, there has not been publication or literature review concerning the personality traits of people(Brown Donnell, 2011). Most of the literature review on the personality traits does not actually fit a profile that can make an individual to succeed in the ever changing society of the proactive personality. There has been an evolution regarding of how the careers of women are measured today around the world. The women have now started selecting careers that were traditionally thought to be a reserve for men like engineering and management. Many countries around the world have been increasingly joining the labor force(Brown, Peus, Weisweiler, Frey, 2013). The women have now stepped into different leadership roles proving to many that they can also succeed where men have been. Initially, most careers that women chose were dichotomously studied by various scholars around the world. They were studied as either having a career or homemaking orientation. The trend has now changed on how the women choose their career. The career choices of women are now studied by examining them in terms of family orientation versus degree of career, nontraditional versus traditional, nonprestigious versus prestigious and also in terms of occupational selection(Creed, Buys, Tilbury, Crawford, 2013). Career a spirations can be defined as a persons career related choices or goals. Aspirations are very important when it comes to the process of career selection. Our aspirations play a major role in determining the training and educational decisions that we make in life. Aspirations are very strongly linked to the future achievements and occupational selection of an individual(Fuller Marler, 2009). Most of the time the career goals that we put in place are the ones that drive our striving behavior and the processes of our motivation. Our career goals help us to achieve many things in our life. There are multiple levels that are usually considered in our career aspirations. Career goals help people to reflect on a particular work area for instance; an individual may have an aspiration to work in the healthcare sector or to be even more specific an individual may desire to work specifically as a medical practitioner. Career aspirations can also be considered along other dimensional multiples like; traditionality, lifestyle, the level of prestige, and finally the needed training(Brown, Peus, Weisweiler, Frey, 2013). Career aspirations can also be taken as leadership aspirations due to their ability to reflect on the level of responsibility and authority that is most of the time desired in any career. When we take a look at the career aspirations from a goal positioning perception, we notice that many people experience, behave, and interpret differently when it comes to achievement conditions. It depends on whether people adopt performance-prove learning or avoid-orientation. According to research, people endowed with a higher learning orientation will most probably want to set very challenging and difficult goals that they want to achieve(Gray Brien, 2007). Such individuals do this because they believe that it is the best way of how they can properly develop their capital and competencies. People with a higher learning orientation look at their capability as a character that is flexible to them which enables them to have a higher learning orientation. These capabilities can best be developed and fostered by setting difficult challenges. Most of the people that have a higher learning orientation accept as true that results are dependent on the amount of effort that one puts in what he or she does. Many of these individuals usually occupy themselves with matters like goal striving and planning(Jones, Paretti, Hein, Knott, 2010). By involving themselves with such activities, these individuals increase their chances of achieving their set goals. Most of these individuals usually look at obstacles, poor performance, and setbacks as an opportunity to develop even more because they believe that they are more flexible to overcome all the challenges that are mentioned above(Jogulu, 2010). They interpret these challenges as a feedback to the efforts being applied in trying to achieve their set goals. Personality Many experts around the world describe personality as self-regulatory strategies and dispositions that are directly categorized under the support of the social-cognitive approach. Various experts have tried to explain the existence of the unique patterns of personal behaviors and thoughts(Jones, Paretti, Hein, Knott, 2010). The experts have managed to do this by carrying out wider multiplicity of individual research. The experts have based their wide research on both the social-cognitive and dispositional traits of people. The big five-factor models of personality have now become the most popular personality concept. The five-factor models of the personality concepts encompass; the dimensions of openness to experience, agreeableness, extraversion, conscientiousness, neuroticism, and emotional stability(Vandewalle, 1997). However, among the above mentioned personality traits, only two of them have been linked to the motivation to learn. The two traits include; neuroticism and conscientiousness. Research has proved that neuroticism is usually negatively associated to an individuals motivation to learn while on the other hand conscientiousness is positively associated to an individuals motivation. Research has proved to us that individuals who are proactive have the ability to directly affect their situations, create change, and influence the environment that they live in. Most proactive individuals usually direct much of their efforts towards gaining some performance outcome(Jones, Paretti, Hein, Knott, 2010). Scholars have been working tirelessly in trying to figure out some particular behaviors that different people use especially when it comes to increasing their performance. For about twenty years now, the scholars are still yet to figure out the behaviors. A good demonstration of the character traits of the proactive individuals is how they approach their careers and jobs differently from the other individuals who are not proactive. Most of the proactive individuals always have a tendency to take full control of their careers and jobs. According to research, there is always a greater probability of proactive individuals to involve themselves in different career management matters like; finding organizational information, obtaining career support and sponsorship, job seeking, persisting in the face of challenging careers and at the same time trying to conduct a career planning(Joo Park, 2010). Many proactive individuals will probably choose to pursue and identify any opportunities that come their way. They use such opportunities for self-improvement of their careers. Such opportunities are used by these individuals to further improve their skills and also acquire more education that they require to have to help them in future(Rodd, 2012). Proactive individuals perform better when it comes to looking for the latest information hence enabling them to identify very many opportunities to enhance their skills and education. They do not wait for opportunities and information to find them instead they go out of their way to make sure that they have the information that they need. According to prior research, it has been strongly proven that any learning goal orientation always results into some positive benefits both in the workplace and classrooms. Learning goal orientation helps many individuals to improve their performance whether in the classroom or even at work(Kouzes Posner, 2011). Teams can also apply the learning goal orientation to gain maximum achievements. Most of the positive work-associated results have always been linked to proactive personalities. Proactive personality is usually described as the probability of an individual undertaking a personal sacrifice to get a certain job done well. The main objective of the proactive personality is to capture a developmental tendency that aims at changing or enacting an individuals environment(Rigoti, Schyns, Mohr, 2008). There are many ways of how individuals influence the very environments that they live in. Some of these ways include; Cognitive restructuring: it is a process where individuals appraise, perceive, and construe their environment. Evocation; this is a process where reactions are evoked unintentionally from other people hence altering the environment. Selection; it is a process which occurs as a consequence of people choosing certain situations that they want to participate in. Manipulation; it is a process that consists of an individuals efforts that aim to alter, change, shape, or exploit his or her interpersonal environment. Conclusion It is important to know that the process of proactive can also occur at other levels like organizations and groups. Organizations should encourage proactiveness to have the best team that is capable of scaling the success in the various departments that exist in the organization. By embracing and encouraging a proactive team, organizations will be able to effectively manage all the important interface units that exist in the organization. Effective teams in organizations should always try to engage in activities that aim to proactively influence the outside teams with which they are interdependent. Organizations should come up with prospectors that will enable them to emphasize change, innovation, and also search the environment for new opportunities. It is important for businesses, individual marketers to come up with great strategies that aim at managing the environment in a proactive manner. References Brown, S ODonnell, E 2011, Proactive personality and goal orientation: a model of directed effort, Journal of Organisational Culture, Communication and Conflict, vol. 5, no. 1, pp. 103-119. Creed, P, Buys, N, Tilbury, C Crawford, M 2013, The relationship between goal orientation and career striving in young adolescents, Journal of Applied Social Psychology, vol. 43, no. 7, pp. 1480-1490. Fuller, B Marler, LE 2009, Change driven by nature: a meta-analytic review of the proactive personality literature, Journal of Vocational Behavior, vol. 75, no. 3, pp. 329-345. Bateman, S Crant, JM 1993, The proactive component of organizational behaviour: a measure and correlates, Journal of Organizational Behavior, vol. 14, no. 2, pp. 103-118. Gray, MP OBrien, KM 2007, Advancing the assessment of womens career choices: the Career Aspiration Scale, Journal of Career Assessment, vol. 15, no. 3, pp. 317-337. Rigotti, T, Schyns, B Mohr, G 2008, A short version of the Occupational Self-Efficacy Scale: structural and construct validity across five countries, Journal of Career Assessment, vol. 16, no. 2, pp. 238-255. Vandewalle, D 1997, Development and validation of a work domain goal orientation instrument, Educational and Psychological Measurement, vol. 57, no. 6, pp. 995-1015. Beaman, L., Duflo, E., Pande, R. and Topalova, P., 2012. Female leadership raises aspirations and educational attainment for girls: A policy experiment in India.science,335(6068), pp.582-586. Jones, B.D., Paretti, M.C., Hein, S.F. and Knott, T.W., 2010. An analysis of motivation constructs with first?year engineering students: Relationships among expectancies, values, achievement, and career plans.Journal of Engineering Education,99(4), pp.319-336. Kouzes, J.M. and Posner, B.Z., 2011.Credibility: How leaders gain and lose it, why people demand it(Vol. 244). John Wiley Sons. Jogulu, U.D., 2010. Culturally-linked leadership styles.Leadership Organization Development Journal,31(8), pp.705-719. Rodd, J., 2012.Leadership in early childhood. McGraw-Hill Education (UK). Braun, S., Peus, C., Weisweiler, S. and Frey, D., 2013. Transformational leadership, job satisfaction, and team performance: A multilevel mediation model of trust.The Leadership Quarterly,24(1), pp.270-283. Joo, B.K. and Park, S., 2010. Career satisfaction, organizational commitment, and turnover intention: The effects of goal orientation, organizational learning culture and developmental feedback.Leadership Organization Development Journal,31(6), pp.482-500. Relationship Between Leadership and Achievement Career Question: Discuss about the Examine the Relationship Between Leadership and Achievement Career Aspirations. Answer: Introduction The significance of inspiring individuals to long for leadership, achievement as well as advanced education should never be overlooked in the culture that has never usually backed females in powerful roles. The young men and women will be likely to build their respective ships to reach beyond the expectation of the traditional society as well as make salient contribution to the society (Brown and O'Donnell 2011). The main purpose of the research is to examine the relationship between leadership and achievement career aspirations. It is hypothesized that there is a positive relationship between the above variables. Hypotheses There is a positive relationship between leadership and career achievement aspirations Men have a higher career aspirations than women Both men and women have career aspirations to allow them become leaders Methods Participants The available data for the Research Report came from 230 participants who were students studying Organisational Behaviour from the Parramatta campus of the Western Sydney University. There were 125 males (54.3%) and 105 females (45.7%). The data was collected during the tutorial session in week 3 of the semester. Materials The available data for the Research Report came from 230 participants who were students studying Organisational Behaviour from the Parramatta campus of the Western Sydney University. There were 125 males (54.3%) and 105 females (45.7%). The data was collected during the tutorial session in week 3 of the semester. To give the indication of where the scores stand, the total was divided by the number of items in each scale. Therefore, the means represent where they would fit in the Likert scale used. For example, the scale to measure Proactive Personality had a 7-point Likert scale. Therefore, the means of 4.57-4.65 indicates that both males and females scored slightly above the mid-point of 4. Procedure Students completed a number of questionnaires and information about these questionnaires can be found in the Mandatory Scales (readings) in your learning guide. The results collected from the students were measured using a quantitative data analysis software program (SPSS). Two tables were created from the data collected. These tables are a Mean and Standard Deviation Table and a Correlations table. The mean age of the participants was 21.08 (DS=3.61). Result The results for the study have been shown in the two tables below. Table 1 shows the means and standard deviations (an indication of how far the scores deviated from the mean/average) for male and female participants. Table 2 gives you the correlations between the variables. There were no significant differences between males and females on some of the measures. The statistics that were used here were t-tests. Variable Male Female Mean SD Mean SD Sign. Career Aspiration 2.97 .67 2.90 .75 ns Proactive Personality 4.57 1.00 4.65 .87 ns Occupational Self-Efficacy 4.61 .68 4.55 1.00 ns Learning Goal 4.39 .79 4.27 .79 ns Performance Goal 4.22 1.16 4.20 1.06 ns Avoidance Goal 2.94 1.11 3.13 1.13 ns Table 1. Means, Standard Deviation of Subscales Measure 1 2 3 4 5 6 7 1 Age 1.00 2 Career Aspiration -.03 1.00 3 Proactive Personality .10 .46*** 1.00 4 Occupational Self-Efficacy .08 .32*** .37*** 1.00 5 Learning Goal Orientation .18** .26*** .34*** .42*** 1.00 6 Performance Goal Orientation -.13 .17** .05 .05 .14* 1.00 7 Avoidance Goal Orientation -.15* -.13 -.19** -.28*** -.34*** .25*** 1.00 Table 2. Correlations among Subscales of the K-CASR and Achievement Motivation, Career Orientation, and Goal Engagement Discussion The hypotheses for the study were supported. The outcome of the study suggest that this measure consists of the elements of assessing achievement, leadership as well as education aspirations (Watts et al. 2015). Both internal consistency alongside test-retest reliability estimates backed the reliability of the measure as well as relationships as per the hypothesized direction with career-associated variables backed the convergent validity of the instrument when utilized with these young men and women (Bulmer 2013). The study given significant contribution to the literature through the provision of a model that can be used in translating the measure to additional cultures. Despite being extremely intensive procedure, it resulted in the psychometrically solid measure which can be utilized with a lot confidence with Australian graduate men and women. The study further adds to the available literature through the replications of 3-factor solutions discovered in sample of the American graduate as well as undergraduate. The career aspirations were better represented as a 3-dimensional construct compared to a single construct in both American and Australian culture. Such a factorial invariance could serve as support for the Australian men and women interpreting the construct in an alike fashion. Nevertheless, subject an approach effect linked to negatively worded items arose in the sample. The subjects seemed to respond differently to the above items with an exception of underlying constructs when contrasted to respondents. The method effects linked to negatively worded variables have been discovered in the self-report survey in the psychology. Given that most of the negatively worded variables in the measure had limited ranges, the university males and female students in Sydney could have dodged recommending explicit non-positive pronouncement relating to their aspirations (Rigotti, Schyn and Mohr 2008). This revelation remained consistent with the study on the Korean version of the Brief Fear of Negative Evaluation Scale whereby the function of negatively as well as positively worded translated variables need to be investigated in the forthcoming studies. The convergent validity of the measure was backed by the comparatively firm correlations among the subscales as well as achievement motivation, career orientations as well as career goal engagement. Men and women with high aspirations remained more probably to have motivation to master a given task as well as outperform their respective colleagues. This remained consistent with the initial studies indicating that men and women with high career aspirations showed a high confidence in their respective academic tasks. With respect to career orientations, the university students with high career aspirations tended to give much priority to their careers over the family. Further, men and women with high career aspirations remained probably to engage in activities that enable them pursue their respective careers as well as to have positive perceptions relating to their ability to accomplish their respective goals. The explorations of the variables that enhance the success of men and women in Sydney in their careers could advance study in vocational psychology, provided that initial studies relating to men and women career development profoundly emphasized on blockades as well as challenges in their respective career choices. The university students in this study exhibited moderate aspirations in leadership, achievement as well as education, despite the varied university majors, geographical locations in Australia, as well as varsity rankings. Provided the several cultural blockades for the females career accomplishment in Australia, it stood distinguished that several young women aspired to achieve in their respective careers. It would become stimulating to track trend of womens career aspirations over their respective life phases to comprehend the drop in employment among the Australian women once they have a family. Provided the paucity of the women leaders in Australian society, forthcoming study should emphasize on how the young females develop leadership aspirations as well as how such aspirations could be encouraged (Gregor and OBrien 2016). Various limitations have been distinguished in the study. Theories on contemporary career outline the significance of sociocultural variables in career development of the women (Hoobler, Lemmon. and Wayne 2014). The sample used in this current study entailed university women registered in the past with moderate career aspirations. Thus, generalizations of these findings is impossible to other Australian women and men such as those married, with kids, in diverse age-cohorts, or with restricted privileged backgrounds. As a result of a great proportion of the sample majored in traditional fields for females, the generalizing these findings to the university women in non-traditional sectors like science and engineering (Fuller and Marler 2009). Females in non-traditional sectors could have additional challenges in respective career development such as lack of role models; upcoming study is essential to examine underlying variables structure as well as validity of evidence of the measure with diverse cohorts of Australian men and women along with university females in non-traditional sectors (VandeWalle 1997). K-CASR can be utilized in the future to develop a detailed model to explicate the career development of Australian women and men. Especially, longitudinal research is essential to examine how the men and womens career aspirations alter over time as well as correlated with diverse career outcomes like promotion, wages, termination, and job satisfaction (Huffman et al. 2014). This kind of a study is necessary to understand how career aspirations impact the career choices which men and women make when faced with conflict between family and work (Creed et al. 2013). A married employed mommy for example, who has high career aspirations could wish to continue with her work rather than compromising her goals for becoming a future leader in her expertise (Gray and O'Brien 2007). Conversely, where a curvilinear correlation exists between career aspiration and positive career outcomes, females with extraordinary high career aspirations could be extremely depressed when respective career aspirations cannot completely accomplished because of career barricades or family responsibility (Brown and Segrist 2016). Conclusion The result of the study confirms that career counsellors have the best opportunity to enhance the young men and womens career explorations via psychoeducational interventions as well as counselling (Bateman and Crant 1993). Career counsellors particularly can assess the career aspirations of the academically talented and gifted young men and women as well as explore the perceived external as well as internal barriers to accomplish leadership and recognition. The three dimensions of the career aspirations could be utilized in developing short term as well as long term plans to allow clients to accomplish their respective goals. Nevertheless, utilizing these results in career counselling need to be empirically evaluated for the assessment of the efficacy of such clinical interventions (Bacha 2014). References Bacha, E., 2014. The relationship between transformational leadership, task performance and job characteristics. Journal of Management Development, 33(4), pp.410-420. Bateman, T.S. and Crant, J.M., 1993. The proactive component of organizational behavior: A measure and correlates. Journal of organizational behavior, 14(2), pp.103-118. Brown, D.L. and Segrist, D., 2016. African American career aspirations: Examining the relative influence of internalized racism. Journal of Career Development, 43(2), pp.177-189. Brown, S. and O'Donnell, E., 2011. Proactive personality and goal orientation: A model of directed effort. Journal of Organizational Culture, Communication and Conflict, 15(1), p.103. Bulmer, J., 2013. Leadership aspirations of registered nurses: who wants to follow us?. Journal of Nursing Administration, 43(3), pp.130-134. Creed, P., Buys, N., Tilbury, C. and Crawford, M., 2013. The relationship between goal orientation and career striving in young adolescents. Journal of Applied Social Psychology, 43(7), pp.1480-1490. Fuller, B. and Marler, L.E., 2009. Change driven by nature: A meta-analytic review of the proactive personality literature. Journal of Vocational Behavior, 75(3), pp.329-345. Gray, M.P. and O'Brien, K.M., 2007. Advancing the assessment of women's career choices: The Career Aspiration Scale. Journal of Career Assessment, 15(3), pp.317-337. Gregor, M.A. and OBrien, K.M., 2016. Understanding career aspirations among young women: Improving instrumentation. Journal of Career Assessment, 24(3), pp.559-572. Hoobler, J.M., Lemmon, G. and Wayne, S.J., 2014. Womens managerial aspirations an organizational development perspective. Journal of Management, 40(3), pp.703-730. Huffman, J.B., Hipp, K.A., Pankake, A.M. and Moller, G., 2014. Professional learning communities: Leadership, purposeful decision making, and job-embedded staff development. Jsl Vol 11-N5, 11, p.448. Rigotti, T., Schyns, B. and Mohr, G., 2008. A short version of the occupational self-efficacy scale: Structural and construct validity across five countries. Journal of Career Assessment, 16(2), pp.238-255. VandeWalle, D., 1997. Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), pp.995-1015. Watts, L.L., Frame, M.C., Moffett, R.G., Van Hein, J.L. and Hein, M., 2015. The relationship between gender, perceived career barriers, and occupational aspirations. Journal of Applied Social Psychology, 45(1), pp.10-22.