This paper presents a personal reflection on leadership style and approach, grounded in Goleman's six situational leadership styles. The author identifies primarily with the coaching and pacesetting styles, explaining how each shapes their interactions, expectations, and work ethic. The coaching orientation emphasizes rapport-building and skill development, while the pacesetting dimension reflects a belief in competence and self-motivation. The paper also argues that leadership is a learned skill developed through practice and real-world experience rather than formal instruction, drawing on Ricketts and Ricketts (2010) to support this view.
We all have diverse and unique leadership styles and approaches. Understanding where one's instincts and habits align with established leadership frameworks is a useful starting point for deliberate professional growth.
My leadership styles are drawn from Goleman's six situational styles. Although Goleman holds that these styles ought to be customized to the situation, a leader may still find themselves naturally accustomed to one or more of the six (Ahlstrom & Bruton, 2009). In my case, I identify most strongly with the coaching and pacesetting styles.
As a coaching leader, I tend to be conversational and focus on building genuine rapport with those I engage. In doing so, I seek to develop the skills and capabilities of others while simultaneously playing an encouraging role. This approach reflects the observation by Ahlstrom and Bruton (2009) that "this style is more like a counselor than a traditional boss" (p. 253).
As a pacesetting leader, I believe that everyone has what it takes to achieve and accomplish set goals. I am a firm believer in hard work and a focused work ethic, and I always ensure that I lead by example. As Ahlstrom and Bruton (2009) note, the pacesetting style is most effective in situations where employees are not only competent but also self-motivated.
When it comes to my broader approach to leadership, I believe that leadership can be learned. While it cannot be taught in a formal classroom setting alone, leadership skills can be acquired through practice and experience — specifically through exposure to real-life situations that develop our ability to think rationally, relate to people, and handle challenges. This view is supported by Ricketts and Ricketts (2010), who point out that "the ability to solve problems and make decisions is a skill that can be learned and improved through practice" (p. 358). Scholars and practitioners alike increasingly recognize that experiential learning is central to leadership development.
Taken together, my coaching orientation, my pacesetting expectations, and my conviction that leadership grows through experience form a coherent personal philosophy. Effective leadership is not a fixed trait but a capacity continually shaped by practice, self-awareness, and a genuine commitment to the development of others. Frameworks such as situational leadership provide a useful lens for understanding and refining that ongoing development.
Ahlstrom, D., & Bruton, G. D. (2009). International management: Strategy and culture in the emerging world. Cengage Learning.
Ricketts, C., & Ricketts, J. (2010). Leadership: Personal development and career success (3rd ed.). Cengage Learning.
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