BUS 210 Module 3 Leadership Style Journal example

Reviewed by Portia Lambrick, MBA Managing and Leading in Business Southern New Hampshire University Full sample paper Free custom sample in 24 to 48h

This complete BUS 210 Module 3 journal shows what a private, reflective entry on leadership style looks like when it is anchored in theory. The composite writer, a shift lead at a pet supply store, examines two recent situations, one where directive leadership worked and one where it backfired with an experienced groomer, and uses path-goal theory to explain the difference. The entry ends with a specific change the writer will try and how they will know whether it worked. The writer is composite; the theory and sources are real.

What this page holds

A BUS 210 Module 3 journal entry of about 400 words reflecting on a personal leadership style through two workplace situations, explained with path-goal theory, and ending in a concrete development goal. Searches like "bus 210 module 3 assignment", "bus210 module 3 leadership style journal" and "bus 210 module 3 example" land here.

The BUS 210 Module 3 example, in full

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Module Three Journal: My Leadership Style

Journal: Good in a rush, too tight the rest of the time

When I think about how I lead as a shift lead at a composite pet supply store, my default is directive. I like to tell people exactly what needs to happen and in what order, and I check that it happened. Management texts would call this a task-oriented style (Robbins & Coulter, 2021). The habit comes partly from my first job in retail, where a manager praised me for keeping the floor organized, and partly from worry that if something goes wrong on my shift, it will be my fault.

Two situations this month show the strengths and limits of that habit. On the Saturday before a holiday, a delivery arrived two hours late, the grooming salon was overbooked and two associates called out. I assigned tasks by name, set a deadline for getting the pallets off the floor and stayed on the sales floor to answer questions. By noon the store was under control, and one associate thanked me afterward for being clear. The second situation went differently. Our most experienced groomer, who has worked with dogs for twelve years, asked to change the order in which she handles appointments. I told her to keep the standard order and explained why. She did, but she was cool with me for the rest of the week, and I later heard that she felt micromanaged.

Path-goal theory helps me see why the same behavior worked once and failed once. The theory says a leader's role is to supply what the followers and the task are missing (House, 1996). On the chaotic Saturday, the task was unclear and people were stressed, so direction was exactly what was missing. The groomer needed none of that. She knew her work better than I did, and what she lacked was room to use her judgment. Directive leadership fills a gap; when there is no gap, it becomes interference. A participative or achievement-oriented approach would have fit her better.

My goal for the next month is to adjust by person and task. With experienced staff on routine work, I will set the outcome, such as grooming appointments finished on time with no complaints, and let them decide how to get there. I will check whether this is working by asking the groomer directly in two weeks and by watching whether she brings ideas to me rather than keeping them to herself. Research linking individualized consideration to follower satisfaction suggests this is worth practicing (Judge & Piccolo, 2004).

What this page is doingThe entry is personal but disciplined: two concrete situations, one theory that explains both, and a measurable change. Instructors grade journals on the quality of reflection, which means connecting experience to concepts and to action.
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References

House, R. J. (1996). Path-goal theory of leadership: Lessons, legacy, and a reformulated theory. The Leadership Quarterly, 7(3), 323-352. https://doi.org/10.1016/S1048-9843(96)90024-7

Judge, T. A., & Piccolo, R. F. (2004). Transformational and transactional leadership: A meta-analytic test of their relative validity. Journal of Applied Psychology, 89(5), 755-768. https://doi.org/10.1037/0021-9010.89.5.755

Robbins, S. P., & Coulter, M. (2021). Management (15th ed.). Pearson.

How this BUS 210 Module 3 example is structured

A journal is personal, but a strong one is still organized. The entry opens with the writer's default style, then describes two contrasting situations in concrete detail. Path-goal theory is used to explain why the same behavior helped in one and hurt in the other. The entry closes with a specific change and a way to check it.

Get BUS 210 Module 3 written to your instructions

Send the BUS 210 Module 3 journal prompt and rubric. A reflective entry on leadership or management style, anchored in the theory your course uses, comes back within 24 to 48 hours; your first is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.

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BUS 210 Module 3 questions, answered

What does a BUS 210 journal assignment usually ask for?

Journals in a managing and leading course typically ask students to reflect privately on their own management or leadership style, experiences with supervisors or how course concepts apply to their work. Instructors look for honest reflection connected to course theories and a plan for growth.

What is path-goal theory?

Path-goal theory holds that a leader's job is to help followers reach their goals by providing what the situation and the followers lack. Leaders can be directive, supportive, participative or achievement-oriented, and the best choice depends on the task and on followers' experience and needs.

Can I write a journal in the first person?

Yes. Reflective journals are normally written in the first person because they describe the writer's own experiences and thinking. They should still be clear, organized and connected to course concepts, with sources cited where theories are used.