Leading People Effective Team Leadership
Leading PeopleEffective Team LeadershipVersion 1.0 2008 Charles Sturt University, 2008
Program OverviewPage 2Table of ContentsLEARNING IN THE WORKPLACE4PROGRAM OVERVEIW5SECTION 1 - TEAM EFFECTIVENESS6WHAT IS A TEAM?ACTIVITY - WHAT MAKES A TEAM EFFECTIVE?CHARACTERISTICS OF AN EFFECTIVE TEAMTEAM DEVELOPMENT STAGESACTIVITY – TEAM DEVELOPMENT STAGES: STRATEGIESASSISTING TEAMS THROUGH THE STAGES OF DEVELOPMENTTEAM DIAGNOSTIC QUESTIONNAIREPUTTING THE STRATEGIES INTO PRACTICE667810111316SECTION 2 - TEAM LEADERSHIP17HIGH PERFORMANCE CULTURE AT CSUACTIVITY – PERFORMANCE CULTURE AND TEAM LEADERSHIPACTIVITY – TEAM LEADER ATTRIBUTESCHARACTERISTICS OF AN EFFECTIVE TEAM LEADERDIRECTIVE AND SUPPORTIVE BEHAVIOURACTIVITY – TYPES OF DIRECTIVE AND SUPPORT BEHAVIOUREXAMPLES OF DIRECTIVE BEHAVIOUREXAMPLE OF SUPPORTIVE BEHAVIOURLEADERSHIP STYLESACTIVITY – ANALYSE YOUR LEADERSHIP STYLESUPPORTIVE LEADERSHIP AT CSUPUTTING THE STRATEGIES INTO PRACTICE171718192121222223242425SECTION 3 – COACHING FOR IMPROVEMENT26WHAT IS COACHING?ACTIVITY – WHAT ARE THE ATTRIBUTES OF AN EFFECTIVE COACH?ATTRIBUTES OF AN EFFECTIVE COACHKEY PHASES OF THE COACHING RELATIONSHIPACTIVITY – IMPROVING YOUR COACHING STYLECOACHING PITFALLSCOACHING MODESCOACHING STYLESACTIVITY – COACHING IN ACTIONACTIVITY – USING COACHING TECHNIQUES TO DEVELOP THE TEAMUSING COACHING MODES AND STYLESARE YOU AN EFFECTIVE COACH?PUTTING THE STRATEGIES INTO PRACTICE26262728282929303131323334SECTION 4 – DELEGATION35WHAT IS DELEGATION?EFFECTIVE DELEGATION3535Effective Team LeadershipVersion 1.0
Program OverviewPage 3ACTIVITY – GOOD DELEGATIONACTIVITY – YOUR APPROACH TO DELEGATIONSTEPS IN THE DELEGATION PROCESSACTIVITY – DELEGATION STOPPERS!SOME COMMON REASONS FOR NOT DELEGATINGWORK DELEGATION PLANPUTTING THE STRATEGIES INTO PRACTICE35373838394041SECTION 4 – COMMUNICATION42COMMUNICATING ASSERTIVELYACTIVITY – ASSERTIVENESS QUESTIONNAIREASSERTIVE STATEMENTSASSERTIVENESS IN ACTIONSOME PRINCIPLES TO CONSIDERACTIVITY – WHAT WILL SAY?ACTIVE LISTENING SKILLSWHAT IS FEEDBACK?ACTIVITY – FEEDBACK BEHAVIOURGIVING FEEDBACKRECEIVING FEEDBACKPUTTING THE STRATEGIES INTO PRACTICE424243444546474848495051SECTION 4 – PERFORMANCE MANAGEMENT52ACTIVITY – PROFESSIONAL DEVELOPMENT STRATEGIESIDENTIFYING PROFESSIONAL DEVELOPMENT NEEDS AND ACTIVITIESEXPERIENCE, EXPOSURE AND EDUCATIONRESPONSIBILITIESPERFORMANCE COUNSELLING: A STRUCTURED APPROACHEFFECTIVE PERFORMANCE FEEDBACKQUESTIONINGPUTTING THE STRATEGIES INTO PRACTICE5354545657585962SECTION 4 – TEAM PLANNING AND REVIEW63KEY PLANNING CONSIDERATIONSACTION PLAN TEMPLATEPUTTING THE STRATEGIES INTO PRACTICE636669BIBLIOGRAPHY70ATTACHMENTS71Effective Team LeadershipVersion 1.0
Program OverviewPage 4LEARNING IN THE WORKPLACETo continue to reinforce your learning from this workshop and prior to the follow upsession, when you return to your team use the table below to assist you to reflect on theconcepts introduced during day 1. Your reflection may also incorporate other behavioursthat you have observed from other leaders within your workplace as well. You should aimto identify at least 10 different situations.Effective TeamLeadership ConceptHow have you applied this?Try to think of a specificwork situationWhat attributes of aneffective team leader didyou display?What was the outcome?Describe this in terms ofthe characteristics of aneffective team leader.As part of your reflection, identify some of your key strengths and opportunities forimprovement in the way you apply leadership within the workplace. What steps might yoube able to take to improve your own leadership practice?Effective Team LeadershipVersion 1.0
Program OverviewPage 5PROGRAM OVERVEIWThis program is designed to introduce some of the key concepts and skills supportingeffective team leadership. For those of you new to the leadership experience, theprogram should help you to digest some of the important principles underpinningsuccessful team leadership within the workplace. You should remember though, thatalthough this program does focus on many of the important areas of successful teamleadership, further application of the concepts, principles and skills will help to refine andreinforce your leadership practise. To this end, the program hopefully will encourage youto expand your leadership knowledge and skills by taking up work based or other, moreformalised learning opportunities at the conclusion of this program. Good luck in yourleadership journey!Program Objectives:The key objectives of this program are to:1.) Identify and develop the characteristics of an effective team leader.2.) Identify and use an appropriate leadership style for the team.3.) Identify and apply appropriate strategies to improve team performance andoutcomes.ICONSThe following icons appear within this learning resource. They highlight importantinformation as well as activities that can be completed:These are the outcomes that relate to a section of the resource.An Individual or group exercise.A key message or important pointSelf-reflectionThis is a workplace activityEffective Team LeadershipVersion 1.0
Team EffectivenessPage 6SECTION 1 - TEAM EFFECTIVENESSAt the completion of this section you should be able to:Define a team.Explain the attributes of an effective team.Explain the stages of team development and determine strategies thatcan be used by team leaders to assist the team through each of thesestages.What is a team?A team is a group of people who share common objectives and who need to worktogether to achieve them.A team is distinct from a group when it has the following attributes:A common purposeRecognition by each individual as belonging to the same unit (i.e. team identity)Interdependent functionsAgreed norms or values which regulate behaviourActivity - What makes a team effective?Effective Team LeadershipVersion1.0
Team EffectivenessPage 7Characteristics of an Effective TeamClear sense of directionShared purpose.Goals and values are understood and perceived as appropriate.Talented membersFull complement of competencies (knowledge and skills) available to accomplish setgoals.Talents are recognised, utilised and developed further.Clear and enticing rolesExpectations of leadership and other roles are clearly understood and fulfilled.Players understand how their roles fit into the game plan.Members know their roles are valued.Reasonable and efficient operating proceduresTask, content and process systems are in place to generate plans, conduct meetings,share and receive information, identify and solve problems, make decisions, give andreceive feedback, evaluate progress and perform tasks.Constructive interpersonal relationshipsGroup maintenance systems to celebrate diversity, handleconflict, and provide support and positive challenge to each other.Strong sense of cohesion and team spirit.Active reinforcement systemsDesired recognition, rewards and accountability for groups and individuals.Constructive external relationshipsGood constructive relationships with other groups and individuals.Pursue opportunities.Address threats.Demonstrate team loyalty.Effective Team LeadershipVersion1.0
Team EffectivenessPage 8Team Development StagesThere are four different stages in team development.Stage 1: Orientation (Forming)The first stage for most teams is orientation where productivity is low because membersare not clear on goals and tasks and have minimal knowledge and skills about how tofunction together. Morale is high, though, because everyone is excited about being a partof the team and has high expectations.Characteristics:Feeling moderately eager with high expectationsFeeling some anxiety: Where do I fit in? What is expected of me?Testing the situation and central figuresDepending on authority and hierarchyNeeding to find a place and establish oneselfStage 2: Dissatisfaction (Storming)In this stage, the initial high expectations of the group are seen as being more difficult toachieve.Characteristics:Experiencing a discrepancy between hopes and reality – the team‟s task isthan they initially expected and progress is slowerharderFeeling dissatisfied with dependence on authorityFeeling frustrated: anger around goals, tasks and action plansFeeling incompetent and confusedReacting negatively toward the leader and other membersCompeting for power and/or attentionFeeling angry that ideas are criticised or ignoredExperiencing polarities: dependence/counter-dependenceEffective Team LeadershipVersion1.0
Team EffectivenessPage 9Stage 3: Resolution (Norming)In this stage, the team is learning to work together resolving differences and developingconfidence and cohesion.Characteristics:Decreasing dissatisfactionResolving discrepancies between expectations and realityResolving polarities and animositiesDeveloping harmony, trust, support and respectDeveloping self-esteem and confidenceBeing more open, and giving and receiving constructive feedbackValuing individual differences and viewpointsSharing responsibility and controlUsing team languageStage 4: Production (Performing)In this stage, productivity is high as the members have the knowledge, skills and morale tobe a high-performing team.Characteristics:Feeling excited about participating in team activitiesWorking collaboratively and interdependently with whole- and sub groupsFeeling team strengthShowing high confidence in accomplishing tasksWorking together to diagnose and overcome obstaclesFinding ways to continuously improve how they work togetherSharing leadershipFeeling positive about task successesPerforming at high levelsEffective Team LeadershipVersion1.0
Team EffectivenessP a g e 10Activity – Team Development Stages: StrategiesWorking with your team, identify and report back on the strategies you might use as ateam leader at each stage.FormingStormingNormingPerformingEffective Team LeadershipVersion1.0
Team EffectivenessP a g e 11Assisting teams through the stages of developmentTeam leaders need to help their teams to move through the various stages of teamdevelopment and whilst the path may not be entirely predictable there are actions whichcan be taken to enhance progress at each stage.Stage 1: The Undeveloped TeamFacilitate „getting to know you‟ exercises, stimulating greaterpersonal knowledge.Demonstrate openness by example.Invite members to share their concerns and problems.Encourage consideration of individual strengths and weaknesses.Make team activities enjoyable.Give maximum support.Stage 2: The Experimenting TeamEncourage greater openness.Begin to involve team members in review of team performance.Build bridges between individuals.Allow conflicts to surface.Question decision making and problem solving methods.Find opportunities to experimentGive high level of supportEncourage individual team members to “air their grievances”.Seek common ground.Stage 3: The Consolidating TeamDevelop problem solving skillsDevelop decision making strategies.Develop individual skills.Develop a capacity for the team to compensate for individualweaknesses.Effective Team LeadershipVersion1.0
Team EffectivenessP a g e 12Encourage people to share strengthsCelebrate successesClarify objectivesRegularly review performance and plan improvements in teamfunctioningGive moderate support.Stage 4: The Mature TeamBuild bridges with other teamsExperiment with different forms of leadershipAllow leadership to change with the needs of the taskClarify valuesConsider the possibilities of enhanced inputs into theorganisationEncourage informal communicationsFight insularityExpose team functioning to external scrutinyGive minimal supportEffective Team LeadershipVersion1.0
Team EffectivenessP a g e 13Team diagnostic questionnaireHow true is the statement for your team now?For all items, circle the rating that is currently most accurate for the situation describedregarding your team.0 not at all, 1 a little bit, 2 somewhat, 3 to a large extent, 4 very much.1a.The goals of our team are appropriate and clearly stated.01b.412341234123412341234Each member of our team clearly fulfils the role he or she isexpected to play.04a.3Each member of our team clearly understands the role he or she isto play for us to be an effective unit.03c.2The role of leadership is competently fulfilled by one or more peopleon this team.03b.1The talents of the members of our team are fully utilised.03a.4Our team collectively contains the full range of talents we need to bean effective unit.02b.3Our team accomplishes its goals.02a.2The members of our team are committed to the accomplishment ofour shared team goals.01c.11234Our team uses effective and efficient procedures to work together tocomplete our tasks.0123Effective Team Leadership4Version1.0
Team Effectiveness4b.Our team uses effective and efficient procedures to identify andresolve problems as they occur.04c.2341234123412341234123412341234Our team receives enough recognition from sources outside ourteam for our working together as a team.07a.1Team members provide each other with enough recognition for ourworking together as a team.06b.4Team members get along with each other quite well.06a.3Team members provide enough positive challenge to each other toencourage high levels of performance.05d.2Our team members provide enough support to each other toencourage a sense of belonging to the team.05c.1Our team members deal with conflict in a constructive manner.05b.4Our team effectively monitors its progress.05a.3Our team uses effective and efficient planning procedures.04f.2Our team uses effective and efficient procedures to ensure thatinformation is shared and received.04e.1Our team holds effective and efficient meetings.04d.P a g e 141234Our team recognises and actively pursues opportunities available inits external environment.0123Effective Team Leadership4Version1.0
Team Effectiveness7b.Our team recognises and actively addresses the threats it is facing in itsexternal environment.07c.P a g e 151234Our team has good constructive relationships with the other teamsand individuals that we interact with.01234Finally, please provide two overall ratings of your team, using a 0 to 100% scale:8a.How effective would you rate your team?8b.How satisfied are you to be a member of this team?AnalysisThis questionnaire is designed to help you assess your team‟s effectiveness. The greaterthe number of statements to which you answered 3 or 4, the more likely the group isproductive and its members are satisfied. You can also use this questionnaire as adevelopment tool. If you want to improve a team‟s effectiveness, emphasise achieving the25 qualities listed.Effective Team LeadershipVersion1.0
Team EffectivenessP a g e 16Putting the strategies into practiceIdentify 3 strategies from this component of the Effective Leadership Program that youwill implement inside your work team. Try to be specific and think in practical terms.123Effective Team LeadershipVersion1.0
Team LeadershipP a g e 17SECTION 2 - TEAM LEADERSHIPAt the completion of this section you should be able to:Identify the key components of a performance culture at CSU and the teamleader‟s role within this culture.Identify the attributes of a successful team leader.Distinguish between supportive leadership and directive leadership.Identify your leadership style.High Performance Culture at CSUThe Senior Executive Committee has agreed that a culture of high performance meansworking as “One University” to provide quality learning and teaching, research andprofessional practice through:Focusing on our areas of strength and quality of ourperformance outcomes;Fostering innovation;Engaging with the professions and external partners;Aligning what we do with our priorities; and,Linking student and individual staff success to CSU success.Activity – Performance culture and team leadershipWhat impact do you think this will have on your role as a Team Leader within CSU?Effective Team LeadershipVersion1.0
Team LeadershipP a g e 18Activity – Team leader attributesWhat do you think are the most important attributes of a team leader?Effective Team LeadershipVersion1.0
Team LeadershipP a g e 19Characteristics of an Effective Team LeaderGeneral attitude and behaviourSupport a team philosophyOpen, honest and fairAct consistently (in equity of opportunity and discipline of staff)Display tolerance and flexibilityExhibit a willingness to changeTreat team members with respectKeep a balance between the needs of the team members and the needs of the taskMotivate the team membersValue feedback or ideas from team membersShow loyalty to the organisation and team membersMaintain confidentiality, especially in dealings with team or individuals.Lead by examplePlanningDevelop a team vision with the teamSet team goals with the teamClearly define team roles and individual rolesGive team members the information they need to do their jobs and explain new tasksclearlyAllocate tasks equitably and in accordance with team members‟ individual roles andresponsibilitiesAllocate resources needed for the tasksSet deadlines for achieving the tasksHelp team members to see the importance of their workEstablish guidelines or ground rules for the team‟s effective operation in conjunction withthe team membersEstablish high standardsUse effective work methodsMeetingsPlan team meetings, including organising the agenda, venue and attendance ofmembersFacilitate meetings and team contributions by drawing out quieter members andquietening those who are louderEnsure that all team members are heardInitiate discussions by directing the team towards its purposeDirect discussions around topic areas, not personalitiesKeep the team focused on its tasks and goalsSummarise and clarify the main points of discussion, enabling theteam to move forwardMonitor time well for meetings, tasks and project deadlinesDecision makingMake decisions with input from the team membersGuide decision making to incorporate all the relevant factsFacilitate group consensusAccept ownership for team decisionsCommunicationRelate well with all members of the teamDemonstrate assertivenessKeep communication openGive praise and recognition when warrantedEffective Team LeadershipVersion1.0
Team LeadershipP a g e 20Seek and respond to feedbackCriticise constructively when appropriate and necessaryConfront in a positive way when appropriate and necessaryDevelopmentCreate an atmosphere of growthEncourage individual developmentEmpower team members to take initiativeEncourage controlled risk-takingEncourage creative potentialEncourage critical analysisDelegate activities that will help develop team members‟ skills and abilitiesCoach team members when appropriate and necessaryRecognise the contributions of team membersBe fair in providing development opportunitiesSupportBuild a supportive, positive climateMake self available and accessibleSupport team members in difficult situationsProblem-solvingHelp the team and team members address problemsMaintain confidentialityManage conflictMediate to allow team members to present opposing view pointsEvaluationEnsure that the team follows an effective method of working togetherAssess processes, outcomes and team performance with the teamReview performance without resorting to personal criticismInform the team if the procedures are not working and need changingEvaluate results and maintains follow-up activitiesExternal roleDevelop sound relationships with other teamsRepresent the team with other groups or teamsEffective Team LeadershipVersion1.0
Team LeadershipP a g e 21Directive and Supportive BehaviourIn a leadership situation, directive behaviour means clearly telling people what to do, howto do it, where to do it, when to do it and then closely supervising their performance.Supportive behaviour, on-the-other-hand, means listening to people, providing support andencouragement for their efforts, and then facilitating their involvement in problem-solvingand decision making.Activity – Types of directive and support behaviourUsing these definitions, identify examples of Team Leader Behaviour which are directiveand which are support.Directive BehaviourSupportive BehaviourEffective Team LeadershipVersion1.0
Team LeadershipP a g e 22Examples of Directive BehaviourAnytime a leader:Sets goals or objectivesMakes clear the role each person will play in the accomplishment of the taskPlans work in advance to be accomplished by the followerOrganises resourcesCommunicates job prioritiesSets timelines for future workDetermines methods of evaluation for team member performanceShows or tells a team member how to do a specific taskChecks to see if work is done properly and on timeExample of supportive BehaviourAnytime a leader:Asks for suggestions or input on task accomplishmentFacilitates follower problem-solving in task accomplishmentListens to the problems of the follower (job-related or non-job related)Encourages or reassures a follower that he/she can do the taskCommunicates information about the total organisation‟s operationDiscloses information about self (job-related or non-job-related)Praises the follower for task accomplishmentEffective Team LeadershipVersion1.0
Team LeadershipP a g e 23Leadership StylesDifferent combinations (i.e. low or high) of directive and supportive behaviour will generatedifferent leadership styles. The combination of directive and supportive behaviour used willdepend on the developmental needs of individual team members, i.e. their levels ofcompetence and commitment.DirectingThe team ndcloselysupervisorstaskCoachingThe team leader continues to direct and closely supervise task accomplishment, but alsoexplains decisions, solicits suggestions and supports progress. The team leader schedulesregular meetings to provide direction and support.SupportingThe team leader facilitates and supports the employee‟s efforts towards taskaccomplishment and shares responsibility for decision-making with them. The team leaderoccasionally checks performance.DelegatingThe team leader turns over responsibility for decision-making and problem-solving to theteam member. The team member asks the supervisor for help when needed.SupportHighSupporting people withtheir responsibilities byhelping them think throughproblems.Asking questions to helpothers analyse and solvetheir problems.Giving people recognitionfor seeking or acceptingsupport.Involving people in yourresponsibilities andmaking decisions basedon their input.Seeking information foranalysing and solving yourproblems.Giving people recognitionfor making contributionsto problem solving.S3S2S1S4Giving peopleresponsibility andletting them makedecisions on their own,Maintaining limitedcommunication throughbriefings and updates.Giving peoplerecognition for acceptingresponsibilities.LowEffective Team LeadershipMaking decisionson your own withoutinput from others.Giving information aboutwhat to do, how to do it,and why it should be done.Giving people recognitionfor following yourdirections.HighDirectionVersion1.0
Team LeadershipP a g e 24Activity – Analyse your leadership styleRecord your leadership style here and briefly summarise the implications it will havewithin your team.Supportive Leadership at CSUSupportive leadership at CSU means:Creating a vision and engaging othersThrough the development of a performance culture and being innovativeModelling the wayThrough delegation, accountability and transparency in decision making.Enabling othersVia processes, systems, information and knowledgePersonal developmentEncouraging othersVia coaching, feedback processes and recognition and reward.Challenge the processIdentify and remove performance blockages – organisational and individual.“Out of the box” solutionsEffective Team LeadershipVersion1.0
Team LeadershipP a g e 25Putting the strategies into practiceIdentify 3 strategies from this component of the Effective Leadership Program that youwill implement inside your work team. Try to be specific and think in practical terms.123Effective Team LeadershipVersion1.0
Coaching for ImprovementP a g e 26SECTION 3 – COACHING FOR IMPROVEMENTAt the completion of this section you should be able to:Define coaching.Identify the attributes of an effective coach.Identify the different coaching modes and styles.Identify and apply the key phases of the coaching relationship.What is Coaching?Coaching is:A directive process by the team leader to orient an employee in order to remove barriersand deliver optimum work performance.A process used to bring out the best in people.A mutual conversation between a team leader or manager and an employee whichideally leads to improved performance, commitment to sustained improvement, andpositive relationships.A process aiming to improve performance continuously through effective leadership.Activity – What are the attributes of an effective coach?Effective Team LeadershipVersion1.0
Coaching for ImprovementP a g e 27Attributes of an Effective CoachBe SupportiveActively support the employee by being understanding and considerate, non-judgemental,emphasising the positive, focusing on potential.Provide FreedomGive employees the freedom to do their work in the manner they are comfortable withrather than telling them in specific detail how to do their job.Be NurturingMaintain a positive attitude towards employees at all times. Guide, encourage and motivate– don‟t boss!Communicate ClearlyCommunicate the standard of work performance required, the procedure to be followed,deadlines, etc. Be clear and concise, but remember you are coaching, not directing. Youcan do this by providing examples.Listen ActivelyFocus completely on what is being communicated, demonstrate you have been listeningand have understood by asking questions, summarising and reframing. Be aware of bodylanguage – look interested!MotivateGive encouraging feedback; remember to say thank you and to acknowledge good work.Use positive language.Set StandardsSet performance standards in consultation with employees so that everyone agrees and iscommitted to these standards.Be HonestAlways provide honest feedback, even if it is negative. Discuss work performance, notpersonal characteristics or behaviour and deliver information in a positive way, try not tomake it sound like a complaint.Be PatientWhen you‟re coaching for improved performance, don‟t expect it in a hurry! Sometimesimproved results will not show up immediately, give it time and keep following through.Non HierarchicalAn effective coach will help the team member succeed at work – even if that means theteam member becomes better than the coach! Don‟t feel threatened if your team memberbecomes better than the coach! Don‟t feel threatened if your team members work starts toattract the attention of others, take pride in a job well done!Delegate EffectivelyAn effective coach never dumps work on others. Think about why the work is being given,who it should be given to and how it will help that team member to develop. Work with theteam member developing their skills through the task.Be PersistentAdopt a “you can do it” attitude at all times. Keep encouraging, help team members toovercome frustration, let them know you believe they will get it right and that they arecapable.Effective Team LeadershipVersion1.0
Coaching for ImprovementP a g e 28Key Phases of the Coaching RelationshipThe key phases in the coaching relationship are:Establishing learning objectives and a coaching agreementConducting review and feedback sessionsEvaluation and Follow-upStep ONEEstablish Current Position- re-establish rapport- ask for feedback on whathas been happening- affirm success- review any homework tasks- assess and maintain changesStep FIVESummarise Learning- ask what the coachee haslearned- summarise gains made in thesession- allow reflection time- conclude the sessionStep TWOIdentify Session Objectives- find out what the coachee‟scurrent situation is- find out what the coacheewantsStep THREEExplore and Guide- dialogue – give informationand guidance- review objectives and obstacles- problem solve- review habitual patterns ofself-limiting beliefs, feelings etcStep FOURAction Plan- devise an action plan fornext session- explore potential obstacles- establish a homework taskActivity – Improving your coaching styleThink about some of the potential errors that can be made during the coaching process andrecord these below.Effective Team LeadershipVersion1.0
Coaching for ImprovementP a g e 29Coaching PitfallsTalk at the employee rather than with them.Exaggerate behaviour or situationsAssume that the employee knows what to doDo not follow upDo not reward or recognise improvementDo not clarify goals and desired outcomesDo not give honest feedbackTake the glory of team member successesNo action plan developedCoaching ModesHow coaches approach their coaching role has a critical impact on how well knowledge canbe transferred for the staff member. The coach can adopt a range of modes or styles fromdirective to guiding and facilitative styles. Each mode or style can encourage more passivelearning (i.e. staff member waits to be told, follows instruction) or more active learning(seeks own experience and learning sProvidingFrameworksGuidelinesProceduresPassive LearningEffective Team uided LearningGuided PracticeGuided ObservationGuided Problem-solvingGuided ExperimentationActive LearningVersion1.0
Coaching for ImprovementP a g e 30Coaching StylesContent ExpertAs a content expert you have a lot of wisdom and experience to share. You believe theyhave asked you to be their coach because of your technical expertise or your professionalknowledge. As a knowledgeable teacher, you would expect the coachee to benefit fromyour career and its lessons. Your possible area for development as this type of coach, isfinding
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team leadership apprenticeship Our Team Leadership Apprenticeships are certified by the Chartered Management Institute (CMI). If your role involves managing an individual or a team of people, this programme is absolutely designed for you. In Summary, this Level 3 Team Leadership programme covers: - Managing People Negotiation & Influencing
Leadership, Servant Leadership, Situational Leadership, Authoritarian Leadership, and Moral Leadership. Although each of these styles had some very positive characteristics, it was found that Spiritual Leadership allowed for various leadership approaches to be applied as needed and these approaches were designed
Leading a Team—The challenge of team-building, team development, and team management; how to instill pride in a team or support the team, how to lead a big team, and what to do when taking over a new team. Guiding Change—The challenge of managing, mobilizing, understanding, and leading change.
(1) leadership in self-managing teams and shared leadership, informed by functional behavioral leadership theory, and (2) the emerging literature on leadership in virtual teams. These views of leadership depart from much of “traditional” leadership theory (e.g., trait theory, contingency and situational leadership theories, social exchange
pendent mission organizations and supported missionaries serving under those organizations. Page 6 How to Operate an Effective Missions Leadership Team Primary Areas of Responsibility for Our Missions Leadership Team Team Worksheet 1. _ 2. .
Pillar 6 – Distributed and Invitational Leadership Pillar 7 – Leadership Accountability for Performance Pillar 8 – Leadership for Well-Being Pillar 9 – System Leadership The Nine Pillars of Great School Leadership ZA definition of leadership is to create the conditions for people to
