leadership competency model - regina, …...and continue to work on— using these behaviours as an...

Leadership Competency Model

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Man-age-ment /man’ij’mənt/ Tactical in nature, management focuses on getting the work done directly through the efforts of their people; the act of delivering the day-to-day business, providing stability, and ensuring the organization has the structure and framework to continue operating.

Lea-der-ship /lē’dər’ship/ To demonstrate behaviours that motivate and empower people to contribute their full potential in achieving organizational goals. Interpersonal in nature, leadership inspires change by influencing behaviour and thinking to generate energy and enthusiasm for a common vision.

Leadership Development Strategy

In 2014, City of Regina’s Executive Leadership Team adopted a model for organizational leadership that emphasises a balance between management skills and leadership behaviours. This mindset aligns with the organization’s goal to achieve a workplace culture that is engaged, effective and efficient when delivering quality programs and services to our community.

The Leadership Development Strategy has been developed to help build well-rounded leaders. This strategy incorporates learning initiatives that highlight Management Skills and Leadership Behaviours.

The City of Regina Leadership Development Strategy is designed to build well-rounded leaders by offering a variety of tools and activities that focus on strengthening management skills and essential leadership behaviours. A key initiative in supporting this strategy was to identify a set of behavioural competencies that describe high performance in the organization.

The Competency Model focuses on the qualities and behaviours necessary to support employee engagement and the successful delivery of municipal services to our community. These competencies offer a common language for acquiring, developing and managing leadership talent at all levels of the organization.

The model emphasizes interpersonal abilities and behavioural intelligence—focusing on how we do our work. Each competency is described according to different levels of leadership responsibility—Leading Self, Leading Others, Leading Leaders, and Leading the Organization. The model illustrates each competency when performed to the highest standard. It is expected that current and future leaders will work on—and continue to work on— using these behaviours as an essential part of their leadership role. Sample learning activities are included for each competency, as well as a number of resources to support and develop leadership behaviours at all levels.

Leadership Competency Model

Using the Competency Model

Developing Self & Others

FosteringTeamwork &Collaboration

Reasoning

BuildingStrategic

Relationships

Effective Communication

StrategicOrientation

AchievingExcellence

LeadershipBehaviours

City of Regina Leadership Competency Model

Expresses ideas and information clearly, adapting approach to fit audience and situation. Listens to understand and considers other’s point of view. Creates an environment where information flows smoothly upwards, downwards, and between departments within the organization. Accepts personal accountability for sharing information, ensuring the right people are informed in a timely fashion.

Leading Self

• Ensures own responses are carefully considered and controlled; uses respectful body language and tone of voice when interacting

• Listens to counter-arguments or other opinions and is willing to change own mind in light of new evidence

• Constructively presents own ideas – even if they are different from others

Leading Others

• Adapts group tactics – evaluates the situation and decides what approach to take based on the demands of the situation/needs of the group/stakeholder

• Actively listens to people and asks questions to gain a broader understanding of the issue or question at hand

• Facilitates an environment of open dialogue and exchange of information

Leading Leaders

• Works with others to adjust strategies in response to emerging needs, new, clarified information

• Understands the preferred working style of others – adapts approach accordingly

• Identifies appropriate strategies to communicate with diverse groups for effective, high impact

• Effectively communicates between organizational levels

Leading the Organization

• Adapts longer term strategy and objectives to fit with emerging needs

• Energizes organization in response to new and/or changing information and needs

• Engages in healthy open debate with others/stakeholders and is open to challenge, influence and feedback

• Takes responsibility for presenting findings/issues to high level audiences – able to respond flexibly



Effective Communication is…

• Deferring judgment on what someone is saying and, instead, focusing on finding out more

• Using verbal and non-verbal cues (e.g., eye contact, body posture, intonation) to fit the situation

• Paraphrasing to ensure you understand what others have said • Knowing when and to whom to communicate information to• Creating opportunities for meaningful discussion (e.g.,

inviting an employee or customer/stakeholder to sit and talk in a relaxed environment)

• Providing constructive feedback, based on facts and guidance about how to improve

• Remaining calm when personally attacked• Considering the point of view of the other people involved

in a project so that you will know how to bring them on-side• Customizing responses to reflect individual differences• Thinking through your approach before asking for

something or giving direction (what you will say, who you will say it to, when you will say it, and the perspectives of the people)

• Considering the potential resistance you are likely to meet from the other person, and identifying how to overcome this

• Dealing with people in a direct and candid manner that fosters trust

• Using new and different approaches to make a point• Seeking first to understand, then be understood; deferring

judgment on what someone is saying, and instead, focusing on finding out more

• Remaining polite and in control when speaking with others

Effective Communication is not…

• Listening but not hearing what others are saying• Making assumptions about others’ requests• Quickly getting the facts from someone and rushing on to

the next thing• Telling it “like it is” from your own point of view or your

department’s, and blaming the other person if they don’t respond as you would like

• Being so concerned with the value you see in your position that you neglect others’ concerns or feedback over time

• Expressing strong emotions such as anger, frustration, or fear in response to situations

• Relying on pre-crafted responses when answering questions

• Using the same argument over and over (“I told them again and again but they just didn’t get it”)

• Believing that using the same approach in every situation is the only way to guarantee a consistent message and/or presenting points that are not relevant to your audience’s (manager, staff or customer) situation and needs

• Beating around the bush and not getting your point across• Listening to respond instead of listening to understand• Spending more time planning a response without hearing

what is being said

LEADing SELf Effective Communication

Monitor your use of non-verbal behaviours when speaking with others.• Use the SOLER technique: S Sit squarely, with your arms and legs uncrossed. O Maintain an open posture. L Lean slightly forward in the direction of the speaker. E Maintain eye contact. (Be sensitive when doing this – some people are uncomfortable with extended eye contact). R Stay relaxed; pay particular attention to how you are holding your shoulders and neck.

Try to understand a point of view which is different than your own.• After an interaction with a person who has disagreed with your position, try to put yourself in his or her shoes. Imagine what that person

was thinking or feeling at the time.• Determine whether you can summarize their concerns. If not, return for further discussion.• This time, repeat their concerns in order to confirm that you heard them correctly.• Don’t try to solve others’ problems by offering a solution or your judgment on their opinions. Instead, try to say things that will make them

feel that you understand their concerns and can see things from their point of view.• Think about how your interpersonal style contributed to both positive and negative feelings the person might have been experiencing.• Jot down what you would do differently to make the interaction more positive, and use that information to develop a plan for the next

time you interact with that person.

Ask your manager or another colleague to quietly sit in (or arrange to have someone else sit in) on a meeting.• Ask for feedback on your ability to listen and respond effectively with others.• Assess any progress on the behaviours you are focused on improving.• Based on this feedback, identify one specific behaviour you will focus on improving next time/during the next week.• Repeat this process periodically.

Think about how your interpersonal style contributes to both positive and negative feelings another person might be experiencing. • Jot down what you would do differently to make the interaction more positive, and use that information to develop a plan for the next

time you interact with that person.

In conversations with others, express your opinion.• Voice your opinion, even if it differs from others.• Respect others’ self-esteem. Don’t tell them you think they are wrong; just state that your point of view is different, and express it.• Before introducing or presenting a new plan or idea, boost your comfort level by over-preparing and over-practicing.• Do so much background work (reading, thinking, discussing with others) that you are able to respond authoritatively to any question you

may be asked.• Practice giving the arguments that support your position. • Get peers to play devil’s advocate and practice responding to them.

Talk to others to get their ideas on issues, situations, problems, potential opportunities. • Get another person’s perspective.• Think about how that perspective is similar and/or different from yours.• Practice identifying the key themes which sum up your views on an issue and communicate them as simply and clearly as you can.• Look for patterns in the two perspectives that generate a conclusion or third perspective on the issue.• Consider if you may need to change your mind in light of this new information.

next time you find yourself in a stressful situation involving interpersonal conflict, try practicing one or two of the suggestions below:• Recognize that others will not always be willing or capable of understanding or accepting your point of view.• Present your point of view clearly but diplomatically.• Remove yourself from the situation. For example, if it’s a phone call, put the person on hold temporarily. Allow your emotions to subside

before you act.• Evaluate the outcomes of interpersonal conflict situations once you have applied some of these suggestions. Do you feel differently? How

are others affected by your new behaviour?

Practice speaking confidently.• Identify a co-worker who demonstrates effective communication. • Listen to their tone and the words they use.• Observe them and ask them questions about their style. • Practice speaking with authority and confidence by modelling their behaviours and tactics.• Ask your co-workers to listen and provide you feedback on if you are being effective or not. – Ask for their suggestions to improve.


LEADing OThErS

Adjust your communication style to best fit the individual based on their style, background, or job level. Use the SOLER technique:• Identify a situation where you had to modify your communication approach to fit the individual.• Outline the nature of the situation and the approach you used. • Why was it effective or not effective? • What worked and why? • What would you have changed?• Identify a current or future situation in which you will have to adjust your communication style to fit the individual.• Determine your approach using information from the analysis you just did.• Try to identify unspoken concerns, in order to ensure that you have a complete understanding of the individual’s needs.• Use your experience to effectively manage future communication processes.• Reflect on the success of your approach. What were the differences between the situation you analyzed and the situation you just

prepared for? What would you do differently next time?

Understand the background of the people you are working with.• Spend some time talking with others about backgrounds, their work preferences and concerns, their interests.• Try to understand their perspective so that you can adapt your communication style. • Make note of the effects this change has on your group dynamics.

Demonstrate active listening to reduce conflict and stress.• Summarize the main points being expressed by others.• Be sure to communicate the content of what was said as well as the feeling behind the content. This demonstrates to others that you are

actively listening.

Expose yourself to differing views.• Look for opportunities in your working and non-working life to discuss topics which may have differing points of view. • When someone expresses an opinion different from your own, resist expressing your point of view immediately. • Instead, ask the person to “tell me more about why you think that”. Really try to focus on the underlying reasoning and supporting

evidence for their point of view. Resist the temptation to try to convince them to change to your point of view.• Think about your view in light of their views. Are there options you have not considered? If you had this conversation before you

developed your views, would you have come to a different conclusion?


Ask clarifying questions. • Learn to ask clarifying questions of the people you are communicating with. This enables you to gather important information, and

conveys your interest in what they have to say. Over the next two weeks, take the following steps in dealing with a direct report, peer or client:

• Ask open-ended questions that require more than just a “yes” or “no” response. • Ask the individual for his/her perception of the problem. • Check out how well you have been listening by rephrasing the individual’s comments in your own words.• Check the accuracy of your information. Are there certain areas that led you astray?

Develop your skill in facilitating communication and exchange of information.• Try out the following tips: • When you reach the point in a conversation when you would normally stop asking questions, try to think of one more thing to ask. • Use open-ended questions (e.g., questions that begin with “Tell me about....,” “What do you think about...,” or “Please explain....,”)

rather than questions that can be answered with a simple “yes” or “no”. • Try to include the questions of “Why?” or “Why not?” in your conversations to ensure that you understand the real reasons

underlying certain issues.• Recap information you receive verbally to the person in question to ensure the information is both correct and complete.


LEADing LEADErS

increase the number of open-ended questions you ask to draw out the needs, interest, concerns and objectives of others.• Monitor the number of open-ended questions or probes (e.g., “What do you think about..?, Why did you feel that? How would you have

approached...?, Tell me more about...), you use with others in a one-day period.• Consciously increase the number of open-ended questions and probes you use in conversations for the next month.• Pay attention to the difference in reactions you get from others when you use open- or closed-ended (yes or no) questions.

Explore with your team what they are thinking and feeling and resolve to make changes for improvement.• Explore with your team what they are thinking or how they are feeling about current situations related to things such as work volumes,

organizational shifts, technology changes, markets, etc..• Probe to uncover their perceptions regarding the issue and then their personal thoughts and feelings.• Ask for recommendations, where appropriate, within identified constraints such as budget and staffing levels.

Learn to listen for information on emerging needs and changing information.• Continually monitor how things are going.• Get out there and communicate, communicate, communicate!• Develop multiple two-way communication channels so that you can effectively monitor the organization’s reaction to the message and

make yourself available to answer any questions.• Initiate conversations with your co-workers, direct reports, and/or managers about situations needing change.• Listen to their discussions to see if you can identify the forces which are driving or could drive the needed changes to achieve the desired

situation.• Listen to identify the forces which may block the achievement of current goals.• Work with your colleagues to adjust goals based on these conversations

Develop your skills in preparing and delivering motivational and engaging speeches and presentations.• Use the following guidelines in developing the speech or presentation. • Begin your speech or presentation with a strong and explicit statement of purpose. Answer the question “Why are we here?” • Provide an overview of what you intend to address. Answer the question “What is it we are going to talk about?” • Give the appropriate background so that the audience understands the context. If necessary, explain any technical terms or

concepts.• Constantly monitor the audience’s reaction to adjust your tempo and maximize the effect of points that seem to arouse interest.• Where possible, personalize the information you are presenting in order to help convey your passion for the message.


Develop a diagram of your impact on those around you.• Draw arrows to every person you affect directly.• Identify the departments/functions in which those people work.• Consult this diagram when you weigh the importance of decisions you must make.• Reflect on the impact this has on your ability to communicate with others at different levels/ in different areas of the organization

Develop you understanding of the working style of others. • Determine the reasons behind major initiatives or changes in your organization.• Meet with the executives involved in the implementation of a new program or initiative in your organization to review the event and help

you understand the reasons behind the decision.• Probe for informal decision making processes or organizational norms which led to the decision. • Ask for advice on ways in which you could frame (adapt) your communication messages in the future to make them more acceptable.

Practice your ability to assess underlying concerns and feelings in a group.• Identify an upcoming meeting or activity you will be attending where there is likely to be disagreements or potential conflict.• During the meeting, make a conscious effort to: • Listen to what is being said without immediately responding. • Observe the body language of individuals in the group. • Note who is talking and not talking. • Determine if what is not being said is more important than what is being said.• Based on your observations, determine what you believe to be the underlying root problems or issues driving the behaviour of the group.• Express your observations to the group and assist them in resolving the issue or problem.


LEADing ThE OrgAnizATiOn

Share goals and organizational initiatives with a sense of energy and enthusiasm. Encourage others to develop commitment.• Identify opportunities with your area and emphasize how the current work effort is related to the organizational initiative.• Involve direct reports and other stakeholders from the beginning (i.e., solicit input and insight, communicate the vision, and involve them

in the development of the plan).• When goal setting with your direct reports, ensure that they are referencing the initiative as one of the goals to which their specific efforts

will deliver.• Talk to other business units and ask what they are doing to support the initiative.

Set a good example by developing your group facilitation skills.• Assess your facilitator skills by monitoring the effectiveness of your team and the extent to which they solve problems; you may also want

to ask for direct feedback from your team members or your peers who have seen you facilitate.• Encourage meetings that are problem-oriented rather than solution-oriented (i.e., make sure the problem is fully defined before the

group jumps in and generates solutions).• Facilitate rather than direct group discussions.• Inform group members of the steps you will take in group facilitation of meetings and your reasons for taking these steps.• Protect minority opinion by providing an environment in which those who propose minority solutions feel comfortable voicing their ideas.• Remember that the most obvious or popular solutions are not always the best.• Strive for quality rather than quantity.• Use a sequential structure to do this (e.g., spend the first 15 minutes on defining the problem, and the next 20 minutes generating

solutions).• Use active listening skills to draw out the ideas and creativity of others.• Use brainstorming techniques to generate alternative solutions to problems.

When implementing a new strategy or major initiative, consider the impact on all those involved. • Identify the individuals or groups impacted in a new strategy or initiative and keep them informed about the process. • Talk to them about what is going on, tell them about the strategy and assess the impact of major initiatives. • Whenever possible, make a personal visit to relevant partners/stakeholders. • Actively solicit the advice and commitment of partners/stakeholders before implementing the new strategy or initiative. • Develop a plan to do what is necessary to ensure the support you need from each key person.


Encourage people to express their opinions, feelings, concerns.• Allow time for emotions. • Let employees express how they are feeling as they begin to deal with the impact of the change. Don’t cut off this kind of

communication too soon. • Explore employee’s concerns and take their feelings seriously. • Express appreciation for the level of extra work the change initiative may have on them as applicable.• Anticipate the reactions of the group.• Prepare yourself to deal with employee’s issues and concerns on a one-to-one basis and in group settings. Remember that resistance to

change is normal; prepare to manage the issues rather than treating resistance as an obstacle to be overcome.• Don’t take it personally. • Remember that emotional responses and sarcasm are ways that individuals deal with difficult information. Refer employees back to

the objectives of the change initiative. • Point out how critical it is that you all work together to make the change work effectively. Don’t apologize for the change or blame

senior management.• Don’t assume you “know how they feel”. • Listen carefully to each individual without judging or assigning your own beliefs to what they are saying. • Ask questions that demonstrate your interest in that individual’s point of view. • Act on the needs identified. • Let people know that you are committed to providing them with candid information about their personal situation as soon as you

know. • Coach staff on what they need to do to make the changes work for them. • Recognize the need for training or support.

Use the technique of scenario planning to identify and explore emerging needs for your own area or the organization as a whole.• For a difficult, strategic decision, create scenarios or stories about the future, each one modeling a distinct, plausible possibility for the

future.• Bring together a group of key stakeholders who will contribute a wide range of perspectives to agree on the issue to be addressed.• Identify the driving and constraining forces related to four key areas associated with the issue: social, economic, political and

technological.• Use these scenarios to illuminate the short- and long-term risks and opportunities associated with specific decisions and investments as

well as to explore emerging opportunities for services, technology, etc.


OThEr rESOurCES fOr EffECTivE COmmuniCATiOn

Quiet: The Power of introverts in a World That Can’t Stop Talking, by Susan Cain (Broadway Books, 2013).Introverts are the ones who prefer listening to speaking; who innovate and create but dislike self-promotion; who favour working on their own over working in teams. In Quiet, Susan Cain argues that we dramatically undervalue introverts and shows how much we lose in doing so.

Crucial Conversations Tools for Talking When Stakes Are high, by Kerry Patterson, Joseph Grenny, Ron McMillan, and Al Switzler (Second Edition, McGraw-Hill, 2011).This new edition gives you the tools to: prepare for high-stakes situations, transform anger and hurt feelings into powerful dialogue, make it safe to talk about almost anything, and be persuasive, not abrasive.

Everyone Communicates, few Connect: What the most Effective People Do Differently, by John C. Maxwell (Thomas Nelson, 2010).If you want to succeed, you must learn how to connect with people. And while it may seem like some folks are just born with it, the fact is anyone can learn how to make every communication an opportunity for a powerful connection.

Power Questions: Build relationships, Win new Business, and influence Others, by Andrew Sobel, and Jerold Panas (Wiley, 2012)This book provides tools and illustrates the power and impact of a thought-provoking, question.

understanding Other People: The five Secrets to human Behavior, by Beverly D. Flaxington (Motivational Press, 2010)This book explores how to how to understand and communicate with others more effectively.

What Every BODY is Saying: An Ex-fBi Agent’s guide to Speed-Reading People, by Joe Navarro and Marvin Karlins (William Morrow Paperbacks, 2009)In this book a former FBI counterintelligence officer and a recognized expert on nonverbal behavior, explains how to “speed-read” people: decode sentiments and behaviours, avoid hidden pitfalls, and look for deceptive behaviours. You’ll also learn how your body language can influence what your boss, family, friends, and strangers think of you.

Just Listen: Discover the Secret to getting Through to Absolutely Anyone, by Mark Goulston M.D. (AMACOM, 2009)The author shares simple but powerful techniques readers can use to really get through to people--whether they’re coworkers, friends, strangers, or enemies.

messages: The Communication Skills Book, by Matthew MacKay and Martha Davis (New Harbinger, 2009).Messages is a best-selling classic that has already helped more than 100,000 readers develop communication skills in all areas of life. Topics covered in this book include: active listening, reading body language, developing conflict resolution skills, talking to children, communicating with family members, public speaking, handling group interactions, being interviewed for jobs, and being the interviewer.

how to Win friends and influence People, by Dale Carnegie (Simon & Schuster, reissue edition, 2009.This classic book explains the fundamental techniques of handling people, ways to make folks like you, 12 tricks of persuasion, methods to change people without resentment and dozens of other tips for successful interpersonal relations.

Emotional Intelligence, by Daniel Goleman (New Edition: Bantam Books, 2005; Original: Bantam Books, 1997).Goleman has written one of the best books on the nature and importance of other kinds of intelligence besides our perhaps overly beloved IQ.

The movie, “Avatar”Watch how Jake learns to communicate with the Na’vi – his ability to communicate is about much more that what he says.

The movie, “hitch”Watch how Hitch helps Albert improve his communication skills in order to get the attention of the woman of his dreams.

Most movies are a rich source for this competency – watch for effective and ineffective communication and pay attention to the quality of the relationships, tone, body language etc.

The power of introverts: by Susan Cain at TED (2012)In a culture where being social and outgoing are prized above all else, it can be difficult, even shameful, to be an introvert. But, as Susan Cain argues in this passionate talk, introverts bring extraordinary talents and abilities to the world, and should be encouraged and celebrated.https://www.ted.com/talks/susan_cain_the_power_of_introverts

Champion of Emotional IntelligenceLinks to blogs and TED talk by Daniel Golemanhttps://www.ted.com/speakers/daniel_goleman

Listen up: 8 Talks on the importance of listening, and how to do it much better.https://www.ted.com/playlists/92/listen_up

harvard Business reviewA collection of 100’s of articles, books, videos, case studies, etc. Use key words to find resources relevant to you. http://hbr.org/

harvard Business reviewThis LinkedIn group is linked to the influential and eponymous magazine and a platform for smart management thinking. 380.000+ membershttps://www.linkedin.com/groups/Harvard-Business-Review-3044917?home=&gid=3044917&trk=anet_ug_hm


Demonstrates commitment to personal development and continuous learning. Seeks opportunities for formal and informal learning, feedback and development. Works to grow the long-term capability of others. Creates an environment where people can learn and grow towards their best potential.

Leading Self

• Monitors own performance and seeks feedback on progress and gaps; identifies factors that may impede personal performance

• Articulates the importance of meeting own objectives and how they support the team’s success

• Checks own work; reviews performance and sets out to learn from mistakes

• Actively pursues new experiences and looks for new ideas

Leading Others

• Sets clear performance expectations and ensures others understand importance of objectives/goals

• Encourages individuals to be personally accountable for their own development and skill acquisition and provides practical support/assistance

• Gives practical advice and provides feedback or demonstrations with reasons / rationale as part of a learning strategy

Leading Leaders

• Challenges employees to recognize and achieve their full potential by providing them with opportunities to develop

• Facilitates development by identifying coaches/mentors, arranging appropriate assignments, or other experiences to foster an individual’s learning and development

• Identifies individuals with high potential


• Creates organizational benchmarks for standards of excellence – educating and encouraging others to participate in setting standards

• Builds broad organizational capability

• Uses the understanding of the City’s strategy to identify future capability needs



Developing Self & Others is…• working to improve your knowledge and skills by seeking

developmental projects and tasks and keeping current in your field

• actively seeking feedback and suggestions as a significant source of learning and improvement

• making positive comments regarding staff’s/employee’s current and expected abilities and potential to learn and develop

• identifying new tools, methods and concepts that will impact the way the organization does business

• working to improve your skills• learning all the rules and procedures required in your work• regarding upgrading ones professional skills as a

continuous process• giving specific feedback on a regular, frequent basis and

reassuring staff after a setback• giving on-the-job instructions and training, or other

practical support, as a means of enhancing performance• exploring personal strengths and weaknesses and learning

from mistakes• recognizing own mistakes and admitting them• actively managing your own career development• actively seeking work opportunities that will challenge your

staff and will enable them to learn new skills• ensuring that the team has appropriate training and other

resources to complete the assignments you give• understanding how future organizational issues, processes

and outcomes impact the skills you will need down the road• actively seeking out work opportunities that will challenge

your direct reports, enable them to learn new skills• systematically checking through each element of work you

have done to ensure it is correct

Developing Self & Others is not…• being content with what you already know and sticking to

projects and tasks similar to ones you have done before• having a general idea about how the work is to be done

without being clear about the specifics• waiting for clients or colleagues to provide you with

feedback and advice• assigning work that you know staff will do well because they

have done similar assignments many times before• assuming that others will tell you about a new approach

when you need to know• giving occasional feedback only and assuming that staff

will want to deal with difficult situation son their own• upgrading skills only when the topic comes up during a

performance planning discussion• generalizing personal shortcomings and viewing them as

unchangeable• giving only negative feedback and/or criticizing personal

traits• attending courses because they are interesting rather than

because they address a specific learning need• giving occasional feedback only or waiting until the annual

performance appraisal meeting to give feedback• meeting short-term objectives without considering long-

term opportunities for development• keeping tight control over your direct report’s actions and

only assigning work that you know they will do well and efficiently

LEADing SELf

Explore your personal strengths and weaknesses with a view to improvement. • List your perceived strengths and weaknesses.• Discuss your strengths and weaknesses with your colleagues, superior and/or mentor.• Draw up an action plan.

get feedback from your manager on your commitment to personal development. • Solicit feedback and perceptions on your ability to recognize new and emerging ideas and apply them to the organization’s mandate.• Ask others to provide you with feedback in this area. Are you perceived as a leader or champion in applying new ideas and approaches?• Observe others whom you consider outstanding in their commitment to personal development and what they do to learn about and apply

new areas of expertise.

Double check your work.• Pick two days a week that you will focus on this competency, for example Tuesdays and Thursdays.• Make a little sign, “I will double check my work today”, and put it on your desk on those days.• For the whole day make a special effort to double check your work to ensure there are no errors.• After a few weeks of this you should be naturally double checking your work even on days when you don’t put up the sign.

Identify your strengths at work and challenge yourself to improve on these.• Choose a project that is challenging but attainable to work on. • Continue to challenge yourself by increasing the scope or complexity of the new tasks.• Map your current or potential work activities against the list of criteria for successful work performance. • Monitor your progress and your ability to reach those self-imposed goals and expectations. If you encounter difficulties and roadblocks,

remind yourself of the ways in which you have overcome similar obstacles in the past.• Note how closely other work activities “match” to your strength and identify those activities which are not as closely matched.• Outline a set of realistic goals and expectations for that project.

Reduce errors.• Identify a part of your job that typically incurs errors or requires re-work.• Set a goal for reducing the number of errors or the amount of re-work required.• Monitor your performance of the task regularly to achieve the goal. Keep a record of your progress.• Ask others for tips on how they reduce errors.


Clarify expectations of the work delegated to you.• When accepting a new project or activity, clarify the expectations your immediate supervisor or customer has of you. Identify all key

deliverables and their expected delivery date.• Write down what has been agreed upon, including some of the following, if applicable: • instructions or guidelines needed in order to execute the work; • the level of authority assigned; • any interim progress reports and final reports required; • the priorities of each activity; • who will perform each activity or provide assistance; • completion dates

Purposely seek out opportunities to strengthen your own abilities and update your job knowledge and skills. • Read the latest pertinent journals, books and articles which will extend your knowledge.• Attend pertinent seminars, workshops, information meetings and/or courses regularly.

Assess your own learning style and gain insight into what drives your self-development.• Reflect on your own past learnings and consider times where you felt particularly effective in your ability to develop new skills and acquire

new knowledge.• Consider the conditions that existed at the time and what motivated you to be so effective. Consider the following questions and try and

recall specific events: • When did you feel you were pushed to the edge of your capability? • When did you feel your were operating at your peak? • When did you actively need to learn new or additional knowledge to solve a problem or perform a job duty? • When did you have the impression that you discovered something new about yourself? • When thinking through a situation led you to discover a new way to do something?• For each event write out a short synopsis of the circumstances of what happened and what you did. Then write out what you were thinking

about at the time.• Once you have your events synopsis look for any common trends and consider what drives you to reinvest and operate at your peak.

(i.e., personal challenge, opportunity to impact others, fear/anxiety, success, failure, working with others, working on your own, being in control, drive to understand, your boss, recognition, personal interests etc.).

• Taking the time to examine how you’ve learned in that past can help you in your effort to be proactive in your self-development initiatives.


LEADing OThErS

Ask probing questions to help you understand the person and determine his or her performance and/or development needs. • Use questions to begin a dialogue that will take you closer to the heart of the problem(s) and solution(s), such as • “Have you tried_________________________?” • “What do you think is the best way to _________________________?” • “What do you think would happen if _________________________?” • “How do you feel about your progress to date?”• Think about how you can create a tone of partnership from the very beginning. • Set the person at ease, by reviewing the purpose of the discussion and its positive benefits for both parties.

help others to identify developmental needs.• Identify long-term career goals of your employees and work with them to establish personal development plans.• Meet with each of your employees to discuss his/her career goals and long-term interests and aspirations. Make reference to these goals

during your employees’ year end performance reviews. • When planning for performance objectives with your employees, try to also include plans for the employee’s development in their goals

for the period. • Solicit their suggestions for areas in which they would like developmental opportunities, but also have your own ideas in mind with

concrete actions to help focus their development on the longer term goals of the organization.• Developmental opportunities should not be limited to formal training or courses. On-the-job activities such as special projects or

assignments, delegated activities and job shadowing, for example, provide excellent developmental opportunities in cost-effective ways that also contribute to attaining the goals of your organization.

• Discuss how you can support each individual in his or her development.

Use learning strategies when giving directions.• Whenever you assign tasks to others or tell others how to perform a task, always include the context and rationale for the actions you

wish them to take.• When describing tasks, include a discussion about the individual’s needs in terms of training information, tools, etc., to complete the

assignment.• Before assisting others with tasks, make a list of the key points necessary to cover. Use this guide in your discussion.• Develop techniques to verify that others have understood the instructions. Reflect on areas of miscommunication – what additional

explanation would help to clarify the instructions?


give “how-to” instructions.• For new tasks and objectives you are going to explain, consider how you get the job done and what steps need to be taken to obtain

desired results.• Think through the best way to explain those steps to others and create clear instructions.• Include details and be specific about both what needs to be done and why.• Explain how the task will be done.• Use your communication skills to ensure that others understand the instructions. Reflect on areas of miscommunication – is there

anything you could do to make the instructions more clear?

Develop a personal learning agenda.• Refer to your long-term (e.g. 3-5 years) career goal(s).• Keeping your career goal(s) in mind, prepare a list of all the knowledge and skill areas you will need to acquire. Be as specific and detailed

as you can for each area.• For each development area you identified, write the steps you will need to take to acquire the necessary knowledge and skill (e.g. formal

educational programs, job experiences, etc.).• Assign target completion dates for each step. Commit to taking the first step.

Practice giving feedback. • Role play giving positive and developmental feedback with a peer who has good coaching skills or with an experienced employee whose

opinion you respect.• Ask for feedback about your own skill at providing feedback.• While working with your employees, request feedback from them about what you can do to improve your ability to give feedback.


LEADing LEADErS

foster an environment where your direct reports take ownership of the development of their respective teams. • Schedule regular individual discussions with your direct reports to discuss the progress of their teams and achievement of their own

personal goals.• Address such issues as: • What are their personal and team goals? • What skills must they personally develop to reach their team goals? • What do you see that supports or contradicts these goals? • Are their goals challenging enough? • What can you and the organization do to help direct reports achieve their goals?• Ask your direct reports to provide you with regular updates on their progress. If a key result is falling short of target, work with them to

identify specific actions to get it back on track.• Set challenging but realistic objectives and target deadlines with your direct reports. • Ask them to identify objectives or targets that will help deliver to your overall profit plan. • Start with objectives where there is a high probability of attainment to build momentum and the individual’s confidence in his/her own

abilities.

foster the learning and development of others.• Provide job assignments that will increase individuals’ exposure to different divisions and management experience.• Review past assignments that you have provided to your direct reports.• Evaluate their performance across the activities. Are there patterns emerging of the factors which help them succeed or experience

difficulty?• If your direct report has experienced great or consistent difficulties, think about that particular assignment: • Was it a realistic development activity or did you really just need someone to do it? • What sorts of conversations had you had with your direct report before the assignment was made - were both of you clear about

the expectations for success? • Were you available to provide support and coaching throughout the activity, or did you get busy with your own work? • Were the people with whom your direct report was working aware that it was a developmental assignment, or did they expect your

direct report to be completely proficient in the work?• Provide your direct report with feedback on their performance, based on your review. Be sure to take responsibility for the areas in which

you could have done more to prepare or support your direct report.• Discuss ways you have both learned from these experiences and do what you can to implement the successful patterns in your next

assignment.


Encourage others to be accountable for their own development by examining your own style of supporting your direct reports in assignments or regular job responsibilities. Ask yourself the following questions:• Do I give my direct reports an opportunity to think and act independently?• Do I tell my direct reports what to do or do I give them the overall objective and let them determine what to do?• Have I identified appropriate times to provide direction to my direct reports and times when I should be leaving them to function on their

own?• Do I express positive expectations of my direct reports?

give feedback to encourage ongoing development.• Consider the following points when providing coaching to address a performance problem with a direct report. • Does the person agree there is a problem? If not, consider how you might need to reposition the issue to help them recognize that a

problem exists and to consider the steps needed to resolve it. • Encourage the person to come up with alternatives. Solutions generated by the individual are more likely to be accepted. • Does the person recognize that the responsibility for improvement lies with him or her, not you? Emphasize that you will provide

encouragement and feedback. • Consider consulting human resource professionals if repeated attempts do not result in improvement. • Take quick action if tough decisions are required.

Identify long-term career goals of your employees and work with them to establish personal development plans.• Meet with each of your employees to discuss his/her career goals and long-term interests and aspirations. Make reference to these goals

during your employees’ year end performance reviews. • When planning for performance objectives with your employees, try to also include plans for the employee’s development in their goals

for the period. • Solicit their suggestions for areas in which they would like developmental opportunities, but also have your own ideas in mind with

concrete actions to help focus their development on the longer term goals of the organization. • Developmental opportunities should not be limited to formal training or courses. On-the-job activities such as special projects or

assignments, delegated activities and job shadowing, for example, provide excellent developmental opportunities in cost-effective ways that also contribute to attaining the goals of your organization.

• Discuss how you can support each individual in his or her development.

Provide learning opportunities.• Review your current workload and assess which tasks could be delegated to a direct report.• Select an employee for the assignment who demonstrates the competencies required for the task.• Provide clear direction and parameters for action.• Monitor and coach regularly.• Anticipate and tolerate some mistakes. Keep a record of the decisions you make.



Clearly communicate the overall direction for your area of responsibility to employees. • Work with your staff to set both area and individual goals and standards of excellence.• Communicate priorities to individuals in your area of responsibility.• Hold periodic meetings to review the progress against other goals in the organization and to determine if a change in direction is

required.• Clarify responsibilities and expectations for the unit as a whole, as well as for individuals.

Identify innovative approaches for learning and development from other departments or industries.• Look for new advances in learning in other sectors as well as schools, colleges, and universities.• Review current films, and books and identify ways they could be adapted as a method to enhance learning in others.• Consider how these approaches could work in your organization’s environment.• Build these ideas into your approaches for working with others.

Analyze your effectiveness in pushing decision making to the lowest possible level within your team by asking yourself the following questions:• Who do I delegate to/depend on?• Am I restricting myself to one or two people?• Am I making all the decisions?• Can I delegate more accountability to my team members?• Do I interfere by offering unsolicited input to individuals I have given accountability to?

Promote employee development at both the individual and organizational level• Set up a mentoring process for your business group.• Use strong team members to help other team members who are in need of development by setting up a mentoring process.• Identify those team members that are in need of development and set up one-on-one discussions with each.• Discuss each team members’ development needs with them and ensure there is alignment on development needs and goals.• Ask each team member to identify a possible mentor who has demonstrated strength in the areas the team member needs to develop.• Allow team members and mentors to set up their own process for mentoring.• Monitor the results of the process by asking for feedback from team members and mentors after three months.• Ensure these goals align with the department/division, and organizational goals.


nominate a person to undertake your role when you are away for a significant period of time.• Ensure they have a degree of decision authority so that the delegation of your role represents a real development challenge.• Ask the individual seconded to your role to keep a log of the challenging situations he/she encounters and how these were addressed.• Schedule time upon your return to fully debrief successes and challenges that were experience during your absence. Discuss the learnings

that came out of this experience.• The focus of this assignment should be on developing the other’s capability to manage and lead others. Did the secondment accomplish

this goal?

Delegate some meaningful “stretch assignments”.• Consider areas where information is perceived as being over controlled and work through what it takes to share this information openly.• Let team members identify the process. Let them come up with solutions.• Don’t limit the assignments to operational tasks.• Encourage independent behaviour on a new innovative project.

Contribute to building a climate for learning. • Demonstrate a commitment to learning through working with the people you lead. Develop learning plans with members of your team.• Set expectations for knowledge sharing and collaboration.• Challenge your team to set stretch goals.• Recognize secondment opportunities when brought forth by employees and look to “make them happen” when people express an

interest.• Encourage sharing of ideas in your meetings; help people feel safe in making novel suggestions to improve the department practices.

Contribute to the identification and development of strategic talent.• Consider the following questions in your assessment of what will constitute strategic talent. • What are the most important strategic business issues facing the organization right now and in the next one-three years? Any

similarities and differences? • Are there any unique trends happening in the organization that create opportunities for strategic talent to be utilized? • How do these business trends affect what the key strategic positions should be in your organization? • Are key managers currently in these strategic positions and ready to move to another role? • What are the most important leadership skills needed to be successful within these strategic positions? • What range of skills (Managerial/Leadership/ Financial/Government/ Technical/etc.) might the organization need to use right now

that would give strategic talent high visibility in their contribution to the business?• Keep a list of potential candidates for key strategic positions.• Consider both client assignment and internal initiatives that these individuals could participate in, in order to develop appropriate skills

and expertise.


OThEr rESOurCES fOr DEvELOPing SELf & OThErS

managers as mentors: Building Partnerships for Learning, by Chip r. Bell and marshall goldsmith (Berrett-Koehler, 3rd edition, 2013).This latest edition of the classic Managers as Mentors is a rapid-fire read that guides leaders in helping associates grow in today’s tumultuous organizations.

Primal Leadership, With a new Preface by the Authors: Unleashing the Power of Emotional Intelligence, by Daniel goleman, richard Boyatsis, and Annie mcKee (harvard Business review Press, 2013).Managers and professionals across the globe have embraced Primal Leadership, affirming the importance of emotionally intelligent leadership.

make it Stick: The Science of Successful Learning, by Peter C. Brown and henry L. roediger iii (Belknap Press, 2014) This book shares stories about people who have achieved mastery of complex knowledge and skills

Drive: The Surprising Truth About What motivates us, by Daniel h. Pink (riverhead Books, 2011).Pink asserts that the secret to high performance and satisfaction-at work, at school, and at home—is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world.

The mentor Leader: Secrets to Building People and Teams That Win Consistently, by Tony Dungy (Tyndale momentum, 2011).Your only job is to help your players be better.” That single idea had a huge impact on Tony Dungy when he heard it from one of his earliest mentors, and it led him to develop the successful

leadership style so admired by players and coaches throughout the NFL.

Coaching for Performance: growing People, Performance and Purpose, by John Whitmore (nicholas Brealey, 4th Edition, 2009).This book is a definitive guide to mastering the skills needed to help people unlock their potential and maximize their performance in the art of coaching

The 21 irrefutable Laws of Leadership: follow Them and People Will follow You, by John C. maxwell (Thomas nelson, 10th Anniversary Edition, 2007).Internationally recognized leadership expert, speaker, and author John C. Maxwell has taken this million-seller and made it even better

Movies with coaches such as: “remember the Titans”; “Coach Carter”; “forever Strong” often have great examples of development – both of self and looking out for developing others and how to help them be successful.

The video, “The difference between winning and succeeding”

With profound simplicity, Coach John Wooden redefines success and urges us all to pursue the best in ourselves. In this inspiring talk he shares the advice he gave his players at UCLA, quotes poetry and remembers his father’s wisdom.

Works cooperatively and productively with others to achieve results. Demonstrates commitment to an environment that allows people to work collaboratively and think outside of formal positions of authority. Crosses organizational boundaries and is not constrained by silos or roles. Works effectively with diverse people and perspectives, promoting effective teams and quality work.

Leading Self

• Shares responsibility for team success or failure

• Expresses commitment to the team and its objectives

• Recognizes the importance of working together as a team by collaborating and demonstrating a desire to work well with others

• Supports decisions that benefit other functions or groups for the good of the organizations

Leading Others

• Solicits others ideas and involves them in decision-making processes by encouraging others to participate as a part of the group

• Is visible and available to others, providing direction and explaining to others their part of the action and how they fit in

• Takes action to build and maintain a work environment that continually supports desired behaviours

Leading Leaders

• Promotes cross-group effectiveness – including sharing information across the organization

• Acts as a credible leader

• Supports leaders to solve problems; helps to remove obstacles and barriers hindering success

• Uses sound strategies: such as dealing with poor performers, informal recognition to promote team morale and productivity


• Adapts longer term strategy and objectives to fit with emerging needs

• Energizes organization in response to new/ changing information and needs

• Engages in healthy open debate with others/stakeholders and is open to challenge, influence and feedback

• Takes responsibility for presenting findings, issues to high level audiences – able to respond flexibly

Fostering Teamwork & Collaboration

fostering Teamwork & Collaboration

fostering Teamwork & Collaboration is…

• keeping others informed and up-to-date about any relevant or useful information

• speaking of team members in positive terms• soliciting and utilizing the skills, ideas and opinions of team

members• defending the team’s reputation when others criticize• bringing group issues out in the open which may be

personally threatening or difficult to deal with• making tough decisions which support the team and the

organization’s direction, and which are in line with personal and City values

• modeling good teamwork and holding people accountable for being good team players

• actively promoting the mission and goals of the group as it relates to the strategic direction of the oragnization

• “walking the talk” by demonstrating the actions you expect from other team members

• making sure your team has appropriate training and other resources to complete the assignments you give.

• organizing special events with the express purpose of promoting a sense of “team”

• actively working to make sure your team is well regarded by other business units

• communicating a team vision and working with the team to develop shared goals to achieve the vision

fostering Teamwork & Collaboration is not…

• attending team meetings without contributing• expressing negative expectations and opinions of team

members• preferring to be left alone to get on with your own work• keeping quiet or ignoring critical comments about your

team members• only offering opinions on other group members behaviour

without being willing to examine your own short-comings• bowing to internal or external pressures to act in a way

which goes against the values and beliefs held by you, the team and the organization

• treating teamwork as a low priority item• delegating tasks to others without providing them with an

understanding of the ultimate goal• creating rules or policies for the team which you do not

follow (i.e., “do what I say, not what I do” mentality)• acting as an administrator passing along information on

policies• focusing on ensuring each individual does his/her own job

and avoiding “time wasting” team meetings or “frivolous” get-togethers

• missing opportunities to showcase your team members’ unique strengths and accomplishments

• believing that if you want it done right you need to do it yourself

LEADing SELf

Practice positive team participation. • Treat others with respect• Always consider the impact of your words or body language on others. Seek feedback from others on your impact. • If there you are experiencing frustration in a team environment, bring it up with others for discussion without emotion, with the goal of

finding solutions. If you are feeling frustrated, likely others are as well.• Listen during team meetings.• Don’t answer your own questions. Practice remaining silent for at least 10 seconds after you ask a question.• If you disagree with someone on the team, first acknowledge that person’s point of view before offering your opinion.• Be open to the perspective of others. Always think about their perspective of others when trying to engage them in your activities.

Recognize the value of working in cooperation with others.• Place emphasis on listening actively, drawing out the interest, concerns, needs and objectives of others.• Demonstrate that you are listening and taking others seriously by restating what you are hearing and reflecting back your understanding

of what others are communicating.• Emphasize people’s common goals and how everyone depends on each other.• Seek feedback from your staff, manager, and peers on your teamwork and cooperation behaviours.• Ask a co-worker to help monitor your actions and give you feedback.• Ask for his or her perceptions of when you have effectively participated as a team member to solve problems and when you have missed

opportunities to do so.• Take note of these observations.• Take measures to improve upon those actions that are less effective when working in a team.

Keep a record of your contributions in committees, meetings, informal team gatherings, and other team settings for one month.• Determine your overall impact in each situation. • Did you contribute a great deal or very little? • Was the effect of your participation positive, negative, or neutral?• Write down why you think your participation turned out to be positive or negative.• Think about your attitudes and behaviours in team situations and write down how your behaviour influences your effectiveness as a team

member.• Ask a co-worker to observe and provide you with feedback on how you behave in team settings.• Think about their comments and what you could do better.• Develop an action plan to improve your teamwork.


Monitor your positive statements about colleagues and team members.• Monitor the way in which you speak about the members of your workgroup. Check yourself to ensure that you speak positively about the

strengths and capabilities of others and refrain, whenever possible, from criticizing others in your conversations.• Keep a log of the number of positive and negative things you say to (or about) other team members for two weeks. Compare the number

of positive statements to negative, and commit to increasing the number of positive statements.• Deal directly with individuals with whom you are displeased or where there is potential conflict.• Be practical. Engage in conversations with others who do not follow guidelines and withdraw from discussions about the weaknesses of

team members and colleagues.• Commit to decreasing negative statements.

Conduct a self-audit.• Monitor the way in which you speak about your clients and members of your unit (i.e., targeted public or private stakeholders, professional

groups, other government jurisdictions, etc.).• Check yourself to ensure that you speak positively about the strengths and capabilities of others and refrain, whenever possible, from

criticizing others in your conversations.• Be open if your team members come to you with feedback regarding your performance - accept it and learn from it.


LEADing OThErS

Be supportive of your staff’s efforts to try new ideas, test new abilities, or exercise authority.• Provide support in the form of financial resources, time, feedback, reinforcement, encouragement, and other forms of coaching.• Remember to tailor your support to the individual’s learning style.• Maintain open communication with the individual so that they’ll feel comfortable approaching you with any questions or concerns.

Solicit the opinions from all team members when making team decisions.• Avoid making an important decision until the opinions of team members have been heard.• Work with the team to gain support for the decision. Discuss clearly at the beginning whether you are after consensus or majority support,

and the types of measures the team is prepared to take to get there.• Ask team members to justify and defend their opinions if there is disagreement among team members.• Suggest common ground solutions or compromises if differences of opinion remain.• Be prepared to “step up to the plate” on key issues if there appears to be a deadlock. If you are uncomfortable being directive in this way,

it is often helpful to discuss with the team the point at which you will intervene to ensure it meets its goals. • Remember that members of your team will be expecting you to take accountability for the final decision, and may become confused

or frustrated if they don’t see you actively committing yourself to a course of action.

Take specific steps to keep all team members focused on achieving goals and objectives.• Ensure that each person understands how his or her role contributes to the overall success of the project and of the group.• Help the group to stay focused on its common goal.• Remember that the team will be more effective when it works cohesively to accomplish its goals.• Reward and recognize team members for supporting each other to achieve team goals.• Take specific steps to keep all team members focused on achieving the ultimate goals and objectives.

Use regular team meetings as an opportunity to share information and ideas.• Explore as a group, ideas about how to improve team results and how the team contributes/can contribute to company objectives.• Positively reinforce members of the team who take risks in suggesting new ways of approaching tasks.• Include information on the “big picture” - events in the organization that will help team members understand the goals of the

organization.• Keep brief notes on the ideas put forward.• Determine, as a group, ways by which these ideas can be put into practice.


Examine your own style of supporting and coaching team members on assignments or regular job responsibilities. Ask yourself the following questions: • Do I give individuals an opportunity to think and act independently?• Do I tell people what to do or do I give them the overall objective and let them determine what to do?• Have I identified appropriate times to provide direction to those I am coaching or developing and times when I should be leaving them to

function on their own?

Lead open dialogue and information sharing among your team.• Encourage team members to identify what information resources they need to achieve individual and team objectives.• Work to provide access to these resources.• Circulate current organizational data regularly, including status reports, strategic documentation and any other information to help your

team.

Avoid destructive messages such as:• Communication shut-down - a statement or action that cuts off discussion with no plan to continue.• You should - statements like “You should do this.” which sound parental and insinuate that I know better than you.• Discounting - minimizing another person’s comments by inappropriate reassuring, distracting or humouring.• Threatening - expressing an intention to do harm.• Communicating through someone else - a statement that expresses dissatisfaction indirectly to the person but through someone else.• Mind reading - assuming that your perception of a confusing message is right without clarifying or assuming the other person can read

your mind.• Silent treatment - feeling resentment or anger toward another, but not addressing it directly with that person.• Double bind - sending a message where the words say one thing but the body language or attitude convey a different meaning.• Judging/Blaming - placing blame or making judgments about another person; often involves finger pointing.• Premature advice - offering immediate advice to someone without showing concern for their feelings, listening, or helping them

problem-solve.

help team members improve their understanding and cooperation with one another.• Share information about work being done.• Discuss work histories, specific skills, successes, and talents.• Help team members to understand, appreciate, and use differences among themselves to arrive at better solutions and to do better work.


LEADing LEADErS

Encourage the sharing of resources across organizations. • Keep abreast of developments in other areas.• Identify opportunities to share resources for the benefit of your department/organization as a whole.

Solicit opinions from all team members when making team decisions.• Avoid making an important decision until the opinions of all the team members have been heard.• Make sure all members agree to support the decision.• Ask team members to justify and defend their opinions if there is disagreement among team members.• Suggest common ground solutions or compromises if differences of opinion remain.

Create conditions that allow your team to be effective.• Work to remove constraints.• Identify the resources the group needs to accomplish their goals. Identify the things you, as team leader, are able to obtain on their behalf

and take action. • Ask the group what resources they feel they need and then explore the viability of obtaining these.• Be clear about any constraints that exist in terms of providing required resources, and engage the group in problem solving to develop

plans to overcome shortages of resources.

Be a role model for acting as an effective team player. • Be comfortable with your position as leader.• In group situations that require leadership, take it. If the group is struggling to move ahead, take the lead in providing direction and

facilitation.• Lead by example. Make sure that your actions reflect the attitudes and behaviours you and your team are trying to encourage in others.• Avoid taking control of the agenda, or being the first to make suggestions, instead try playing different roles within the group.• Even when engaged in task-related discussions or meetings, place extra emphasis on listening actively, drawing out the interests,

concerns, needs and objectives of others.• Openly address and seek support to resolve conflict among team members as soon as it surfaces.

Quickly identify issues that may hinder team effectiveness and bring them into the open.• When faced with an issue, problem, or opportunity, make an effort to identify all parties involved.• Ask each person to describe his or her understanding of the situation, solicit ideas for resolution, and identify each individual’s needs and

expectations.• Listen carefully to each person’s input and thank the parties for their involvement and contribution.


Work on achieving true consensus by focusing on alternative plans of action which address both party’s issues.• Begin by considering whether each side understands the position of the other? Are they using commonly understood terms and phrases?

Do they appear to be deadlocked on certain fundamental issues?• Have each side define their terms as precise as possible, so that definition misunderstandings can be eliminated early.• When logical links (if a then b) are being made, question the speaker to help surface any causal assumptions which may be helping to

drive the current line of debate.• Help the opposing parties to define the nature and scope of the key differences in their perspectives. • Work to define terms and be explicit about the practical, theoretical and philosophical implications of the differences in perspective.• Approach the situation with a commitment to obtaining a win-win result. • Aid the opposing parties in their understanding of the other’s position and interests. • Work with both groups to come up with potential solutions which meet the minimum criteria for acceptance by each of them.• Review each solution with the groups to determine which would be the favoured approach for each, and how these can be combined or

modified to satisfy both groups’ requirements.

Show willingness to support team decisions.• Identify one of your ongoing projects which would particularly benefit from involving others working together as a team. • Identify which individuals are or will need to work together on this project. • Organize a team meeting for the express purpose of deciding how the project will be conducted. Prior to the meeting, obtain two

flipcharts or a room with a whiteboard. • Ask the team, at the beginning of the meeting, to generate a list of the key decisions that need to be made and write this list on one of the

flipcharts or on one side of the whiteboard. • Make certain that you contribute your own views to this list but, in general, say as little as possible. Rather, focus your contribution on

encouraging each member of the team to contribute to the discussion.• Ask the team for their views on the best answers to each decision.• Record their suggestions on the other flipchart or the other side of the whiteboard. Again, say as little as possible about yourself and

encourage others to speak. • Support your team decision even when it is different from your stated point of view, unless it has serious implications. In this instance,

indicate that you will be requesting your manager to participate in the decision-making process.• Make a brief note of the decisions that were made and give a copy to everyone who was at the meeting.


LEADing LEADErS

Set clear performance standards.• Set performance standards with your subordinates for their key tasks. • Ensure that each of you understands the reasons that the level of performance is required (i.e., the consequences to the organization of

poor performance).• Monitor their performance regularly against the standards and discuss performance that is lower than required. • Make sure that you also comment on and reward performance that meets or exceeds the standards

Practice strategies to deal with poor performance.• Identify someone whose performance falls short of the high standards they should be achieving. Commit to raising the standard.• Prepare what you are going to say to the person.• Decide how you will monitor their performance.• Explain clearly to the person that you intend to raise the standards and that you expect them to achieve this higher standard of

excellence.• Monitor their performance and follow up.• Discuss your actions with your manager or Human Resources if appropriate.• Review the specifics and your expectations with the individual.• Ask for input and views from the individual to uncover any unknown obstacles. • Ask the individual to work out an appropriate improvement plan or work out one together.• Jointly agree on a review plan.

Look for opportunities to acknowledge team and individual success, formally or informally. • Recognize the contributions of team members in public forums, referencing specifically what individual members did well.• Use formal communication channels to acknowledge successful team performance.• Let individual team members know your appreciation through personal memos or face-to-face communication.• Encourage and support team celebrations at the completion of a new, difficult or challenging task or project.



Spend time talking with your team and peers about achieving results for the organization.• Use real life examples of excellence, describing the skills and behaviours that are supportive. • Talk about the value of achieving the mission/vision.• Describe how individuals and team efforts makes a difference to your success.• Identify and discuss the consequences of NOT taking responsibility and having a strong focus on accomplishing goals for the

organization.

facilitate a decision making session.• “Brainstorm” potential solutions to a problem before you draw conclusions or make a decision.• Choose a challenging problem that you are currently facing that you have not yet resolved.• List all the possible solutions that come to mind.• For example, if you have difficulty identifying possible solutions consider using creative visualization techniques. Picture yourself with the

customer. Imagine what you might say and what he or she might say to you.• Do not evaluate or critique any of the solutions or suggestions until you have exhausted all possible ideas.• End your “brainstorming session” by creating clear, actionable next steps.

Practice setting the standard. • Conceptualize and articulate your vision in order to foster a culture that is supportive and understanding of others.• Create a written and verbal presentation of your vision.• Deliver a presentation of your vision to your business area/department either in small groups or a large group session. Rehearse the

presentation with colleagues for feedback on your presentation style, and the degree to which you effectively delivered the key messages.• Put together a communication plan to ensure the vision is visible to all staff. • Look for opportunities in your everyday work to express your commitment to the vision. For example, talk to your departments and ask

what they are doing to support and deliver the vision.

Use the technique of scenario planning to identify and explore alternative future environments for your own area or the organization as a whole.• For a difficult, strategic decision, create scenarios or stories about the future, each one modeling a distinct, plausible possibility for the

future.• Bring together a group of key stakeholders who will contribute a wide range of perspectives to agree on the issue to be addressed.• Identify the driving and constraining forces related to four key areas associated with the issue: social, economic, political and

technological .• Use these scenarios to illuminate the short- and long-term risks and opportunities associated with specific decisions and investments as

well as to explore emerging opportunities for products, services, technology, and new markets.


Assist your employees in evaluating the effectiveness of the team. • Ensure the employees identify both strengths and areas where the team needs to develop.• Consider using the following evaluation criteria: • Clarity of purpose • Communication • Problem solving • Decision making • Customer Service Orientation • Quality of work • Feedback • Adaptability • Conflict resolution • Review the evaluation criteria with the team and monitor progress.• For each criterion rate your team using the following scale: 1 = Team is Not at all Effective 2 = Team is Slightly Effective 3 = Team is Effective In Some Situations but Not Others 4 = Team is Effective Most of the Time 5 = Team is Effective All of the time• Use the rating number to indicate the order of priority for your team’s developmental needs. For example, if you rated Conflict resolution

as 1, this is among the first areas that should be focused on for development.• Focus on only a few developmental areas at one time.

Champion & Align Teams across the Organization.• Solicit input from team members on how to best realize departmental and organizational goals.• In meetings, ask for input from all team members and encourage everyone to participate in the discussion. Deliberately draw out input

from less vocal members of the team. Make an attempt to incorporate all relevant input into action plans. • Facilitate, rather than direct, group discussions. Ask for input from everyone on your team. Encourage all team members to participate in

discussions, by drawing out their opinions. Build on others’ ideas and incorporate their suggestions into “game plans” wherever possible. Be supportive of others’ participation, even if you do not agree with their viewpoints.

• The next time you are in a meeting or making a joint presentation with others, be careful not to dominate the discussion. Allow these others to have equal time to express their ideas and thoughts. Recognize their input and expertise as valuable.

• Appreciate diversity. Every individual is different and needs to be understood and allowed to be different. Do not stifle someone because they do not conform to your thinking. Think about someone who traditionally has a different viewpoint than you. Ask for their input when brainstorming and use them as a sounding board for your ideas.



Create a forum for cross-collaboration between departments.• Ask for volunteers from across functions to form a committee that will establish an appropriate forum for knowledge sharing.• Work with the committee to clarify design criteria for a knowledge sharing process, system or platform. You should discuss: • What knowledge is currently available • Existing gaps in knowledge • What gets in the way of knowledge sharing • What can be done to overcome that • Available resources (e.g. access to technology)• Agree an action plan and accountabilities for the implementation of the process, system or platform the committee has suggested.• Develop guidelines for knowledge sharing that can improve the exchange of ideas and best practices. Share these widely among relevant

groups.

help team members improve their understanding and collaboration with other business groups.• Share information about work being done across the organization.• Discuss goals, objectives and how the different business groups work together. • Help team members to understand, appreciate, and use differences among themselves to arrive at better solutions and to do better work.


OThEr rESOurCES fOr fOSTEring TEAmWOrK & COLLABOrATiOn

Leaders Eat Last: Why Some Teams Pull Together and Others Don’t, by Simon Sinek (Portfolio, 2014)This book shares the idea that leaders who are willing to eat last are rewarded with deeply loyal colleagues who will stop at nothing to advance their leader’s vision and their organization’s interests.

Start with Why: how great Leaders inspire Everyone to Take Action, by Simon Sinek (Penguin group, 2011)The author studied the leaders who’ve had the greatest influence in the world, and shares a vision of what it truly takes to lead and inspire.

The 17 indisputable Laws of Teamwork: Embrace Them and Empower Your Team, by John C. maxwell (Thomas nelson, 2001).In The 17 Indisputable Laws of Teamwork, leadership expert and New York Times bestselling author John C. Maxwell shares the vital principles of team building that are necessary for success in your business, family, church, or organization.

The five Dysfunctions of a Team: A Leadership fable, by Patrick m Lencioni (John Wiley & Sons, 2002) – also available on audio CD.Lencioni begins by telling the fable of a woman who, as CEO of a struggling Silicon Valley firm, took control of a dysfunctional executive committee and helped its members succeed as a team. Story time over, Lencioni offers explicit instructions for overcoming the human behavioural tendencies that he says corrupt teams (absence of trust, fear of conflict, lack of commitment, avoidance of accountability and inattention to results).

first, Break All the rules: What the World’s greatest managers Do Differently, by marcus Buckingham, and Curt Coffman (Simon & Schuster, 1999)The research that inspired this book was focued on leaders who excelled at turning each employee’s talent into performance. The authors explain how the best managers select an employee for talent rather than for skills or experience; how they find the right fit for each person, not the next rung on the ladder.

Seven habits of highly Effective People, by Stephen r. Covey (new Edition: free Press, 2004; Original: Distican, 1990) This book presents a holistic, i

leadership competency model - regina, …...and continue to work on— using these behaviours as an...

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