1
Table of Contents
List of figures and tables…………………………………………………………………………….. 4
1. Intended Career and Skill Gap Analysis …………………………………………………… 5
1.1. Outline of intended future career……………………………………………………………. 5
1.2. Skills Gap Analysis………………………………………………………………………………. 5
1.2.1. FastFutures Internship……………………………………………………………………. 5
1.2.2. Central England Co-operative …………………………………………………………. 6
1.2.3. Iconinc Ambassador ………………………………………………………………………. 6
1.3. Summary……………………………………………………………………………………………. 7
2. Teamwork and Leadership Development …………………………………………………..7
2.1. Leadership ………………………………………………………………………………………… 8
2.1.1. Leadership style…………………………………………………………………………… 18
1.2.2. Transformational vs Situational Leadership……………………………………….. 9
2.2. Teamwork ……………………………………………………………………………………….. 10
2.2.1. Conflict Management……………………………………………………………………. 10
2.2.2. Cross-cultural teams…………………………………………………………………….. 11
2.3. Communication ………………………………………………………………………………… 11
2.3.1. Cross-cultural communication ……………………………………………………….. 11
2.4. Decision-making………………………………………………………………………………… 12
3. Teamwork and leadership action plan for future ………………………………………13
3.1. Action 1: Balanced Decision-making…………………………………………………….. 14
3.2. Action 2: Storytelling practice………………………………………………………………. 15
3.3. Action 3: Cultural awareness course and research…………………………………. 15
3.3. Digital Communication ……………………………………………………………………….. 16
References ……………………………………………………………………………………………….. 17
2
Appendix A – Skills Gap Analysis (02/03/2022)
Appendix B – Peer Feedback
Appendix C- Example of Team Meeting Agenda
Appendix D – Conflict Management Questionnaire Results
Appendix E – Example of Team Meeting Minutes
Appendix F – Updated Skills Gap Analysis (12/05/2022)
Appendix G – 6- Month Action Plan
Appendix H – Two of my Journal Entries
3
List of Figures and Tables
Figure 1: Accenture: Client Delivery Graduate Programme ………………………………….5
Figure 2: Driscoll’s (1994) Model of Reflection …………………………………………………..8
Table 1: My 6-month Action Plan …………………………………………………………………..14
4
1. Intended Career and Skills Gap Analysis
1.1. Outline of intended future career
My future role, upon the completion of my Master’s degree, shall see me in Accenture’s
September Client Delivery Graduate Programme intake. As highlighted in Figure 1, to
be successful in my role, I shall be required to be an excellent communicator, problemsolver, team-worker, decision-maker, critical-thinker, leader and time-manager
(Accenture, 2022a). In addition, I shall be required to operate effectively in crosscultural teams; due to the global nature of Accenture, whom operate in 120 countries
(Accenture, 2022b).
Figure 1 Accenture: Client Delivery Graduate Programme (Accenture, 2022)
1.2. Skills Gap Analysis
1.2.1. FastFutures Internship (July 2021 – September 2021)
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It is arguably my most recent leadership experience on the FastFutures 3-month
Internship, that has proven most enlightening on my skills gaps. Hereby, downfalls in
my leadership and teamwork, can be likened to Kilmann and Thomas (1977) Conflict
Management Styles. This is since, I found myself resolving conflicts over project
content and presentation roles, through ‘accommodation’ (Kilmann and Thomas,
1975). However, the consequence of my lack of observed ‘assertiveness’, was that
valuable ideas and views were lost and perhaps, it is no surprise that we received
rather negative feedback on our BT Sustainability presentation (Buchanan and
Huczynski, 2016). Furthermore, upon reflection, it appears that my leadership style on
this Internship was Situational; I ‘directed’ those 5 team members whom needed stepby-step guidance and ‘delegated’ to two members whom exhibited high-performance
readiness (Hersey and Blanchard, 1969). However, whilst this proved advantageous
in dealing with members separately for effectiveness, it failed to create the shared
vision and culture that Transformational leadership does; the style that I believe is
most empowering to teams (Bass, 1990; Northouse, 2020). Thus, the evidence from
my FastFutures Internship, depicts the need for alteration of my leadership style and
teamwork management, if I am to become the exemplar leader I envision of myself;
noted in my Skills Gap Analysis (see Appendix A) (Northouse, 2020).
1.2.2. Central England Co-operative (November 2020 – July 2021)
In juxtaposition, my Sales Assistant role at The Co-op, has proven crucial in
highlighting my exceptional time-management skills. This is supported through the
Gantt Chart that I completed for my Store Manager, to visually represent the
proceedings of our Store Redesign; my success depicted in all store employees being
aware of their responsibilities on specific dates, leading to no such redesign delays
(Northouse, 2020).
1.2.3. Iconinc Ambassador (October 2020 – May 2021)
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Nevertheless, my previous role as an Ambassador for Iconinc, has proven pivotal in
revealing my need for improvement in Cultural Teamwork and communication.
Hereby, as acting sub-leader, I failed to communicate the cancelling of our weekly
meeting, since I assumed all members would be aware of Good Friday and the British
culture to not work on such day. Thus, this is applicable to two of Adler and
Bartholomew’s (1992) Five Cultural Competencies of a leader, this being that I failed
to ‘relate’ (Competency 1) and ‘learn the culture’ (Competency 2) of group members.
Hence, in critical reflection, the evidence suggests that there is significant room for
improvement in my teamwork, as well as my communication of information to multicultural subordinates (see Appendix A for Skills Gap Analysis).
1.3. Summary
Overall, as reiterated in my created Skills Gap Analysis (see Appendix A), the
evidence suggests that in light of my intended career at Accenture, the focus of my
skill development for this module, shall be Leadership, Communication and
Teamwork. Accordingly, my aim to achieve this, shall be centered around up taking
the PM role for the Lincoln Acts Trust project, as the perfect opportunity to grow both
my skills and knowledge.
2. Teamwork and Leadership Development
This section shall critically explore four areas in which I have perceived most
development and subsequently, each skill area shall be structured by Driscoll’s (1994)
Model of Reflection; chosen for its strong recognition worldwide and simplicity for
readers (Buchanan and Huczynski, 2017).
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Figure 2 Driscoll’s (2007) Model of Reflection
2.1. Leadership
2.1.1. Leadership style
It can be argued, that it is my leadership skills and knowledge, as Project Manager for
the Lincoln Acts Trust project, that have experienced the greatest development. This
is plausible, given that the effectiveness of my leadership now, can be likened to
Kouzes and Posner’s (2007) theorisation of exemplary leadership: ‘enabling of others’,
‘challenging processes’, ‘modelling the way’ and ‘creating a shared vision’. My
realisation of this, occurred early on within the group project, since although I was
aware that I had been ‘awarded’ legitimate power through my assigned title as Project
Manager, I put into place several communication channels for the team (i.e., Ms
Teams/Tuesday weekly meeting) and formed group objectives; enabling me to be a
leader that demonstrated openness to ideas and change (French and Raven, 2008;
Kouzes and Posner, 2007). Nevertheless, as introduced by Bass (1990), it is arguably
my transition to Transformational Leadership for this module, that has largely
attributed to my exemplar leadership (Northouse, 2020). To exemplify this in practice,
I met all four areas of Transformational leadership: I challenged the team to consider
innovate delivery strategies for our Fundraising Report (Intellectual Stimulation);
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promoted a shared vision for truly helping Lincoln Acts Trust (Inspirational Motivation);
respected the needs of members for altering meetings due to work commitments
(Individualised Consideration) and used my natural charisma to appeal to the respect
of the team (Idealised Influence) (Bass, 1990; Northouse, 2020). Consequently, to
answer Driscoll’s 2007 ‘So what?’, the significance of my transformational leadership,
is evidenced in our group submission 2 weeks prior to deadline and my peer feedback
(see Appendix B); commenting on my ‘charismatic nature’ and ‘clear vision for team
success’. Thus, to answer Driscoll’s (2007) ‘Now what?’, Bass’s (1990)
transformational leadership style, will formulate my management of the highperforming teams that I aim to create at Accenture. My rationale, is that as theorised
from my experience on this module, transformational leadership can create a shared
vision and high level of team cohesion; an organisational environment that would
prove pivotal in allowing me to impress management and gain the respect of my
subordinates (Griffith and Dunham, 2015; Northouse, 2020).
2.1.2. Transformational vs Situational Leadership
Nevertheless, of utmost importance to my knowledge development, is my realisation
of the rather small downfalls of transformational leadership to 21st Century leadership
practice, when appraised by Kelley’s (1988) Typology of Followership. To exemplify
this in practice, during the Fundraising Strategy creation stage, my Transformational
leadership style was certainly effective for the three ‘exemplary’ followers in my group,
due to their sheer passion for our project, but was limited to the ‘passive’ follower
whom resisted their involvement in case-study research (Buchanan and Huczynski,
2016; Griffith and Dunham, 2015; Kelley, 1988). Thus, to answer Driscoll’s (2007) ‘So
what?’ this proved a turning point to my understanding for the need of complementary
situational leadership, since there was an extra requirement of me to ‘coach’ the
passive follower and ‘ delegate’ to exemplary followers; crucial to our early submission
and high report quality (Buchanan and Huczynski, 2016; Hersey and Blanchard,
1969). Thus, to answer Driscoll’s (2007) ‘Now what?’, my future PM practice shall be
founded on my new theorisation, that a combination of Transformational leadership
with the understanding of the need to slightly alter approach to different situations, is
9
pivotal to my achievement of exemplar leadership and accordingly, shall be taken
forward (Griffith and Dunham, 2015).
2.2. Teamwork
2.2.1. Conflict Management
Yet, the second most pivotal area of development, is my Teamwork skills and
knowledge; primarily due to this module’s focus on groupwork. This is convincing,
given that within the first 2 weeks, my conflict management style, was largely
applicable to Kilmann and Thomas’s (1975) ‘compromise’ style. Hereby, I attempted
to find solutions to the negotiation of choosing our Lincoln Acts Trust challenge, by
‘meeting in the middle’ (Forsyth, 2019; Kilmann and Thomas, 1975). However, to
answer Driscoll’s (2007) ‘So what?’ it was arguably this point that proved most
significant to my own theorisation that ‘compromise’, is not effective in teams with
‘exemplary’ followers (Kilmann and Thomas, 1975). This is since, their high level of
critical thinking and passion for the project, caused the ‘exemplary’ followers to uptake
a ‘force’ conflict management style; highly uncooperative and the cause of much
conflict (Griffith and Dunham, 2015; Kilmann and Thomas, 1975). However, to answer
Driscoll’s (2007) ‘So what?’, it is arguably this moment, whereby my teamwork skills
significantly improved, since I perceived the need to alter my conflict management
style, to Kilmann and Thomas’s (1975) ‘collaborating’ style. The significance of this, is
exemplified in our groups next decision, to alter the structure of our Fundraising
Strategy report. Hereby, my ‘collaborating’ style, proved extremely effective in my high
assertiveness of my idea to add in a section on Supermarket case-study analysis, but
also highly cooperative in my understanding of other members innovate ideas on local
establishments (Griffith and Dunham, 2015). Thus, the argument that my newly
established ‘collaborating’ style was effective, is convincing, since I have learnt that in
the short-term, it proved advantageous in allowing my idea to be accepted into our
redesign and in the long-term, demonstrated my desire to continue fostering our
collaborative working style (Buchanan and Huczynski, 2016). Hence, to answer
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Driscoll’s (2007) ‘Now what?’, my future PM practice shall be based on the
understanding, that to build the transformational organisational culture that I am
seeking, I need to be assertive in my own position of debate, whilst respecting and
valuing the innovate ideas of others; always ‘collaborating’ in negotiation, for the
assurance of team cohesion (Griffith and Dunham, 2015; Kilmann and Thomas, 1975).
Accordingly, further improvements in my ability to navigate negotiation in teamwork,
shall be explored in my Skills Development Plan (see Table 1).
2.2.2. Cross cultural teams
Nevertheless, it can be argued that my cross-cultural teamwork skills and knowledge,
have also experienced great development. This is convincing, since a review of my
cross-culture behaviour within the first two weeks, can be likened to Adler and
Bartholomew’s (1992) Five cross-culture competencies, in which I failed to ‘learn’
(Competency 1) or ‘relate’ (Competency 2) to the Indian and African members in our
team. However, to answer Driscoll’s ‘So what?’, the significance of this experience, is
that it allowed me to apply Hyun and Conant’s (2019) best practice to improve cultural
fluency: one-to-one meetings and further research on cultures. Consequently, I feel
that it is this moment that proved most pivotal in the development of both my crosscultural knowledge and skills, since my utilisation of this ‘best practice’, saw me holding
individual MS Teams meetings and learning the necessary cultural differences (i.e.,
Eid and Ghana’s most accustomed technologies) (Buchanan and Huczynski, 2016;
Hyun and Conant, 2019). Consequently, I witnessed these techniques prove beneficial
in moving our team towards team cohesion and an overall acceptance of cultural
differences; a crucial learning point for me. Therefore, to critical answer Driscoll’s ‘Now
what?’, I would argue that my future role at Accenture shall certainly see me conduct
utilise Hyun and Conant’s (2019) techniques, especially since I am now aware of the
clear benefits. However, my future practice shall also see me expand on my current
cross-cultural competencies, to achieve Adler and Bartholomew’s (1992) theorised
exemplar; a pivotal point integrated into my Skills Development Plan (see Table 1).
11
2.3. Communication
2.3.1. Cross-cultural communication
Of less importance, but still relevant to my development, is the progression of my
communication skills and knowledge. This is convincing, since with the knowledge I
had acquired from Hall’s (1976) theorisation of low-high context cultures, I was able to
categorise, as Project Manager, my team members: two from high-context cultures
and three from low-context cultures (Buchanan and Huczynski, 2016). Accordingly, to
answer Driscoll’s (2007) ‘So what?’, the significance is that my new understanding of
the difference in preferred communication styles for cultures, is that I was able to hold
both MS Teams meetings in favour of two members implicit communication preference
and then, reiterate talking points in explicit, written communication, for the other three
members (Buchanan and Huczynski, 2016; Hall, 1976). Hereby, I would certainly
argue that my tailoring of communication styles to my understanding of cultural
differences, exemplifies the large extent of my development in practice. Accordingly,
to finally answer Driscoll’s ‘Now what?’, I would contend that my future practice at
Accenture, shall see me utilise Hall’s (1976) model to categorise and then tailor my
approach; my newfound knowledge of the highly implicit tendencies of Indian and
African-based cultures, vital to my assurance that they have access to witness my
body language for clear communication (Inoue, 2007).
Nevertheless, it is crucial to note that my development in communications knowledge,
is also largely attributed to my understanding of the limited nature of Hall’s (1976)
model to the 21st Century (Hurn and Tomalin, 2013). To exemplify this in practice,
although Hall (1976) categorises my British culture as a preference towards explicit
communication, I would instead argue, that I find great value in implicit communication.
Thus, to answer Driscoll’s (1994) ‘So what?’, the significance is my new theorisation,
in line with Hurn and Tomalin (2013) that globalisation is significantly reducing the
communication barriers that Hall (1976) perceived 46 years ago. Consequently, my
future practice shall still see me tailor and categorise according to Hall’s (1976) model,
12
but also appreciate that a mixture of both communication styles is ‘best practice’ in the
ever-changing 21st Century workforce.
2.4. Decision-making
Nevertheless, of greatest surprise to my development, is my interaction with
Tannenbaum and Schmidt’s (1973) Decision making continuum; pivotal to the growth
of my knowledge base for decision-making approaches (Buchanan and Huczynski,
2016). This being that, in reflective observation, it has given me a critical
understanding of how I had been automatically confining my involvement of my group
members on The Lincoln Acts Trust project, to my ‘consultative democratic’ process
(as Project Manager) (Buchanan and Huczynski, 2016; Tannenbaum and Schmidt,
1973). Such that, to answer Driscoll’s (2007) ‘So what?’, my conceptualisation is that
it forced me to significantly question my thought-process to automatically undertake a
rather democratic process, for example; discussing with the team the need to increase
our case study research on the Fundraising deliverable and making a group decision
to do this in our ‘local establishments’ section (Northouse, 2020). Thus, this realisation
proved a turning point to my understanding of how I subconsciously decision-make in
Project Management positions; dependent on my trust and perceived competency of
the members in my group, in different situations (Buchanan and Huczynski, 2016).
This is certain, since in contrast, when deciding roles for each member for our team
contract, I instead, autocratically made an ‘informed’ decision of each member, since
I was subconsciously altering my decision-making process, to my belief that my
overarching decision would be better than that of my team (Tannenbaum and Schmidt,
1973).
Thus, to answer Driscoll’s ‘Now what?’, I plan to utilise Tannenbaum and Schmidt’s
(1973) Decision Making Continuum, as a model to inform the future stance of my
decision-making in my Client Delivery Role at Accenture. My rationale, is that as
theorised through my engagement on this module, this continuum can inform how I
might alter my approach over time; a behaviour that will prove pivotal in depicting a
13
range of ways I may involve or interact with my future team (Buchanan and Huczynski,
2016)
3. Teamwork and Leadership Action Plan for Future
To conclude, the evidence undoubtedly highlights my significant development but, to
ultimately satisfy Driscoll’s (2007) ‘Now what?’, this section shall recommend actions
that will guide my further development over the next six months (see Appendix F for
updated Skills analysis); focused on bringing me in line with post-covid ‘best’ practices,
for my role at Accenture (see Table 1).
Table 1 6 Month Skill Gap Action Plan (see Appendix G for larger version)
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Action 1: ‘Balanced’ decision-making
Of medium priority, is the further improvement of my decision-making skills towards
Gressel et al’s. (2021) studied ‘best practice’ of balanced decision-making; essential
for updating my current PM practice, to an integration of data analytics into my PM
decisions. The rationale for such, is noted in the nature of Accenture, whom as the
world’s leading technology consulting company, shall not only require me to be
successfully aware of my decision-making processes (achieved via the module), but
to also entwine my human judgement, with that of data analytics when decisionmaking (Accenture, 2022b; Gressel, 2020). Therefore, to bring my skills in-line with
post-covid practice, I shall spend one month engaging with Gressel et al’s. (2021)
theorisation on balancing these roles, so that in three months, I can practice my
reliance and ability to form/utilise data analytical tools (i.e., Decision-Tree Analysis),
on my upcoming Dissertation module (Gressel, 2020). The significance, is that both
actions are deemed pivotal in improving my familiarity, trust and ability to meet such
ever-changing industry demands (Gressel et al., 2021).
Action 2: Storytelling practice for conflict management
Of high priority, is my engagement with Denning’s (2006) theorised ‘spark-action
stories’, since although my ‘collaborating’ conflict management style is clearly effective
(see part 2), further enhancement can be derived from skill in influencing negotiation
through storytelling; deemed ‘best practice’ by Gothelf (2020) in terms of efficiency
(Kilmann and Thomas, 1975). The rationale for such, is that in the fast-paced nature
of Accenture, being skilled in influencing through storytelling, would enable me to
instantly inspire future vision for the onboarding of my ideas, through starting stories
with ‘imagine if’; significant in enabling me to maintain my ‘collaborating’ preference,
whilst successfully pitching my ideas (Denning, 2006; Gothelf, 2020). Accordingly, my
short-term target is centered around learning Denning’s (2006) eight narratives, so
that subsequently, my long-term target can be to practice influencing ideas with these
15
narrative patterns, in my current part-time role at the Co-op; pivotal to enhancing both
my leadership and teamwork practice.
Action 3: Cultural awareness course & research
Of high priority, is the further improvement of my cross-cultural competencies, since
although Hyun and Conant’s (2019) tools have significantly improved my ability to
‘relate’ and ‘learn’ cultural differences (see part 2), further enhancement can be
derived through LinkedIn’s renowned cultural awareness course and personal learning
(Adler and Bartholomew, 1994; Northouse, 2020). The rationale for such, is that since
Accenture operates in 120 countries, my future role shall require me to be meet Adler
and Bartholomew’s (1994) theorised five competencies, to demonstrate exemplar
multi-cultural practice. Consequently, my short-term target shall see me complete
LinkedIn’s Cultural awareness course; pivotal to the enhancement of my cultural
fluency. Then, subsequently, my long-term target depicts my 6-month creation of a
table of key cultural information; supported by Northouse (2020) as exemplar practice
to my thorough acknowledgement of key technology, dates and customs for
appropriate future adaptation.
Action 4: Digital Communication
Of low priority, is my goal to improve the efficiency of my digital communication skills.
The rationale for this, is that although my multi-cultural communication skills have
certainly progressed (see Part 2), further enhancement should be derived in my digital
communication skills, through my movement towards Frisch and Greene (2020)
modern theorisation of ‘great virtual meeting’ practice (Griffith and Dunham, 2015).
The significance, is that my future role at Accenture shall require me to communicate
in meetings over Zoom or the Metaverse, with both clients and fellow colleagues
(Accenture, 2022b). Accordingly, my short-term goal is to read Frisch and Greene’s
(2020) techniques; pivotal to the expansion of my virtual communication techniques
for Accenture. Then, subsequently, my long-term goal is to practice such acquired
16
techniques with my lectures/ dissertation supervisor, over the next 6-months; essential
to my familiarity and future successful implementation.
17
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Appendices
Appendix A – Skill Gap Analysis (02/03/2022)
The Skills gap analysis has been removed as it reveals the name of the student.
Appendix B – Peer Feedback from my module group
Appendix C – Example of Collaborate Team Meeting Agenda
This Appedix has been removed as it reveals the identity of the student.
Appendix D – Conflict management questionnaire results: Depiction of my
collaboration preferenc
22
Appendix E – Example of Collaborate Team Meeting Minutes
This Appendix has been removed to hide the identity of the student
Appendix F – Updated Skills Gap Analysis (12/05/2022)
This Appendix has been removed to hide the identity of the student
23
Appendix G – 6-month Skills Gap Action Plan (enlarged version)
24
Appendix H – Two of my Journal Entries
Entry 1:
What? – Conflict between two team members over responsibilities for initial proposal.
So what? – I have learnt that I need to be more specific over digital communication.
Now what? – Future practice shall see me practicing and undertaking reading on ‘best
practice’ of virtual teams meetings
Entry 2:
What? – Received feedback from a team member that they believe I handled team
discussion on Fundraising Strategy Proposal in a very ‘democratic manner’
So what? – Learning point that listening and taking on board ideas in a democratic
decision-making style = effective
Now what? – Future practice shall see me better understand my decision-making
processes and identifiers of ‘good’ practice.