leadership journey eveloping and building capability in others · situational leadership ii ......

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LEADERSHIP JOURNEY

DEVELOPING AND BUILDING CAPABILITY IN OTHERS

RESOURCE GUIDE

WESTERN ZONE DEPUTY PRINCIPALS

Workshop presented by: Christine Collins Christine Collins Consultancy Services Pty Ltd

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Acknowledgements Notes prepared by Christine Collins for use in a workshop designed and presented by:

Christine Collins of Christine Collins Consultancy Services Pty Ltd ACN 067 470 222

How to Contact Chris:

Post:

P.O. Box 136

Ringwood East VIC 3135

Australia

Phone:

(61 3) 9723 6208

Fax:

(61 3) 9723 6208

Mobile / Cell phone:

0418 554 934

© 2012 Christine Collins Consultancy Services Pty Ltd Melbourne

These notes may not be reproduced, stored in a retrieval system or transmitted in

any form or by any means without the written permission of Christine Collins

Consultancy Services Pty Ltd

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Table of Contents Acknowledgements

2

Table of Contents

3

Welcome to the Workshop

4

Workshop Program

5

Managing the Politics of Your Role

6

Personal Power, Influence and Credibility

7

Developing Team Members to Enhance their Capability

10

Situational Leadership- The Model

10

Situational Leadership – Three Skills

12

Workshop – Your Best Principal

13

The First Skill – Diagnosing Skill Level

14

The Second Skill – Flexibility

22

Workshop – Identifying the Leader Behaviours I Need.

25

Five Key Diagnosis Questions

26

Developmental Level – Characteristics & Descriptors

27

Four leadership Styles

28

Conversation Starters

29

The Third Skill – Partnering for Performance

33

The Professional Development Process

35

Workshop – Professional Partnering with a Team Member 35

Action Plan for Personal & Team Development

36

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Welcome to the Workshop

This workshop has been designed for Deputy Principals working in the Western Zone of the CEO to assist them in fulfilling the complex and demanding responsibilities of their role. This workshop will enable the Deputy Principals to identify the appropriate leadership style for developing team members and coaching them to build capability.

Workshop Objectives This workshop has been designed to help you: influence and motivate team members to develop and enhance their capability

gain insight into the Situational Leadership model and how this enables you to change

your style to meet the developmental needs of your team members

empower you to develop a Personal Action Plan to enhance your performance in your Deputy Principal role

Workshop Outcomes As a result of your participation in this workshop, you can expect to: develop an understanding of Situational Leadership and how it facilitates the

professional development of team members

identify further development actions you need to take to enhance your leadership competencies

.

This Resource Guide contains:

materials which will be presented during the workshop

workshop activities Enjoy the workshop! Christine Collins, Consultant

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Workshop Program

Session 2 – June 1st, 2012

Time Content

9.00 – 9.15 Prayers

9.15 - 9.20 Introduction / Welcome

Objectives

Outcomes

9.20 – 9.35 Personal Power, Influence & Credibility

9.35 – 9.50 Workshop – Personal Power & Influence

9.50 – 10.05 Developing Team Members to Enhance Their Capability using the

Situational Leadership Model

10.05 – 10.20 Workshop – Your Best Principal

10.20 - 11.00 First Skill - Diagnosis

11.00 - 11.30 Morning Tea

11.30 - 11.45 First Skill – Diagnosis continued

11.45 – 12.15 Second Skill – Flexibility

12.15 – 12.30 Workshop – What Leadership Behaviours do I Need to Succeed?

12.30 – 12.45 Five Diagnosis Questions

12.45 – 1.00 Third Skill – Partnering for Performance

1.00 - 1.25 Workshop – Professional Partnering with a Team Member

1.25 – 1.30pm Evaluation

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MANAGING THE POLITICS OF YOUR ROLE

Responsibility, Authority and Accountability 1

Prior to making the transition into your Deputy Principal role, you as a teacher were directly responsible for doing the job. However, as a Deputy Principal your task has changed. Now you are responsible for achieving outcomes through teachers for whom you probably don’t have any direct authority. However, you do need to have the authority to make and enact decisions and ensure students at your school receive a quality education. As a Deputy Principal, the CEO will hold you and the Principal accountable for achieving their mission, goals and objectives as these have been cascaded down to your school/role. In other words your responsibilities have significantly changed from when you were a teacher, you have crossed that invisible line into management. So what do you understand are your responsibilities, authorities and accountabilities around your role as a Deputy Principal?

Responsibilities…

are the things that you must do and for which you must be accountable, and the results you should produce

For example you are responsible for ensuring that your school achieves …

Authority… is the permission which the CEO & Principal has given you to fulfil your responsibilities

For example, how much money you can spend on equipment before needing to ask permission. Can you suspend a student or teacher?

Accountability… is always assigned to an individual, not to a group. It is your liability for performance, for meeting the expected outputs of the job and for producing results

For example if you are not performing your job well, and problems or issues are not being resolved then you as the manager of that process will be held accountable

1 Reference: Raby, G.P., (1997), Workplace Leadership, Dunmore Press: Palmerston North, NZ.

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Personal Power and Influence 2

If you wish to manage and lead your team members in a constructive and productive way you need to understand the process of power and influence. Teachers generally are a challenging group to manage because they have been to a large extent left to operate very autonomously and have until recently not been accountable in formalised ways for the outcomes they produce. The way you assert your influence and power over your team members will impact on the degree of support, acceptance, trust and credibility you will experience. So let’s explore the basis of power and influence.

You have two categories of power available:

These two sources of power can be accessed through different means:

Clearly two of these sources of power do not belong in the collaborative type of relationship that you as a Deputy Principal need to develop: Reward and Coercive. So in order to use your ‘potential to influence’ in collaborative relationships you will need to access your Personal Power.

2 Reference: Hersey, P. and Blanchard, K. (1988), Management of Organisational behaviour, Prentice-Hall Inc: NJ.

Position Power (Direct Power) Personal Power

Has its origins in the position of authority that one occupies

Exists to the extent that your team members respect, feel good about and can identify with the you as the Deputy Principal and see their goals or expectations being satisfied through the interaction process

Personal Power (power with others)

Expert Information

Referent

Position Power (power over others)

Legitimate Reward

Connection Coercive

Sources of Power Definition

Expert Power The perception that you have the relevant education, experience and expertise, i.e. the understanding of or ability to use data rather than access to data

Information Power Your perceived access to or possession of useful information

Referent Power The perceived attractiveness of interacting with you (liked and admired)

Legitimate Power The perception that it is appropriate for you to make decisions due to your title or position within the organisation

Reward Power The perceived ability to provide things that people would like to have (includes tangibles such as a bonus, promotion, access to learning & development)

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Personal Power and Influence comes through exercising:

Assertive communication skills - Verbal and Non verbal

Being authentic and genuine

Empathy

Conflict resolution in interpersonal relationships

Emotional resilience

Showing respect

Ability to praise, instil hope and reinforce people’s visions

Modelling a healthy self esteem and self confidence

Ability to access resources Credibility comes through exercising:

Technical expertise

Integrity - Honourable motives and intentions

Creativity and mental agility

Problem solving as this relates to tasks

Decision making skills

Strategic Planning skills

Conflict resolution/ Negotiation skills

Political Nous skills

Group management skills

Contracting skills

Feedback skills

Modelling/Coaching skills

Networking skills You know what you are on about and not afraid to say ‘I don’t know’.

Connection Power The perceived association with influential people or organisations

Coercive Power The perceived ability to apply /provide sanctions or punishments

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WORKSHOP – Personal Power and Influence

1. Discuss whether there is a match between your responsibilities and your level of authority and what you are held accountable for. Are you often caught in a bind where you can’t make decisions or progress issues because there is a mismatch? Provide some examples.

2. How could you raise this dilemma with your Principal and get some resolution so that you are better able to perform your role?

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DEVELOPING TEAM MEMBERS TO ENHANCE THEIR CAPABILITY One of your responsibilities as Deputy Principal is to ensure that your team members are competent and motivated to fulfil the requirements of their role. The following model will provide some insight into how you can work with your team members in a constructive and productive way to enhance their capability and maximize outcomes from the time you spend with them. Situational Leadership II – Blanchard Training and Development, Inc. SLII describes the change in the role of managing today. A change from the leader being the boss, evaluator, judge and critic to the leader as a partner, facilitator, cheerleader, supporter and coach. To do this successfully leaders need:

To find out what their team members need to accomplish their personal and

organizational goals

To use a variety of leadership styles to meet these needs

To set up a clear communication process for reaching agreements on what the

Deputy Principal and the team member can expect from each other as they

work together

These skills are – Diagnosis, Flexibility and Partnering for Performance

Managing is what you do with your people and not to them. SLII is a model for developing people and teams. It is a way for leaders to help their team members grow and become self reliant achievers. It can help leaders anticipate and respond to team member’s concerns with organizational change. The role of a Situational Leader, as teacher and coach, is to challenge employees to become increasingly self-motivated and self-directed. This will provide an environment where people can stretch, learn and share their talents. There is no best leadership style. SLII is a model that values the difference in people, it opens up communication and develops people. It promotes a dialogue between leaders and team members when they are invited to discuss their needs with their leadership. Definition of Leadership Leadership is an influence process. It is working with people to accomplish their goals and goals of the organisation. Successful Leadership – focuses only on whether the job gets done and goals are accomplished Effective Leadership – gets results over time. Effectiveness relates to attitudes, commitment and feelings. Does the person feel positive about the task and you as the leader? Are they committed to the goal or the task? Is there a mutual trust and respect? Attitudes and feelings drive what people do when you are not there.

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What’s important as a leader is not what happens when you’re there; it’s what happens when you’re not there. Leadership Style is the pattern of behaviours you use with others as perceived by the team.

Beliefs and Values about People SLII is based on a set of ‘best’ attitudes – three core beliefs and values about people:

People can and want to develop

Leadership is a partnership

People thrive on involvement and communication

In SLII there is no best leadership style because people have different needs for direction and support. The appropriate leadership style depends on the situation.

Different strokes for different folks.... Different strokes for the same folk...depending on the goal or the task

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Situational Leadership®

Situational Leaders Use Three Skills

Diagnosis: Looking at a situation and assessing the development needs of team members in order to decide which leadership style is the most appropriate for the goal or task at hand

Flexibility: Using a variety of leadership styles comfortably

Partnering for Performance: Reaching agreements with people about the leadership style needed to achieve individual and organization goals

Situational Leadership® (SLII®) is a model for developing people over time so they can reach their highest level of performance on a specific goal or task. It is a process for helping people

become self motivated and self-directed. SLII®

is based on a relationship between the

individual’s level of competence and commitment (development level) on a specific goal or task and the amount of direction and support (leadership style) the leader provides. Effective leadership lies in matching the appropriate leadership style to the individual’s development level.

Development Level There are two aspects to development level: competence – the knowledge and skills the individual brings to a specific goal or task; and commitment – the individual’s motivation and confidence on that goal or task. There are four development levels.

Leadership Style There are two dimensions to leadership style: Directive Behaviour – telling and showing people what to do, when to do it, how to do it and providing frequent feedback on results; and Supportive Behaviour – praising, listening, encouraging and involving others in decision making. There are four leadership styles consisting of four different combinations of Directive and Supportive Behaviour.

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WORKSHOP – Your Best Principal

“The #1 indicator of job satisfaction is the relationship an individual has with his or her Principal.”

All of us have experienced different types of leaders. Some were a great match for us, bringing out talents we didn’t know we had. Picture your best leader, the one who helped you do your best work.

What specific behaviours did that Principal use with you?

How did this best leader make you feel?

Did you need all these behaviours all the time?

The impact of a great leader is indescribable. Good leaders not only make people feel confident, they also increase their ability to do creative, powerful work over time.

Your Best Principal

Behaviours Feelings

What was brilliant about your best Principal is that he or she knew what to give you when you needed it.

We call that being a Situational Leader!

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The First Skill - Diagnosis

A Skill Your Best Principal Subconsciously Knew…

How would you describe these skiers as they first take on the goal of learning to ski…?

Excited

Optimistic

Self-reliant

Competent

New/unskilled

Beginning

When you are first starting out, tackling a project or learning a new skill, you are what we call an Enthusiastic Beginner. You have low competence (knowledge and skills) and high commitment (motivation and confidence).

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When you are still learning how to do something, but cannot consistently produce the results you want and/or your expectations are not being met, you are what we call a Disillusioned Learner. You have low to some competence (knowledge and skills) and low commitment (motivation and confidence). How would you describe these skiers after they have had a few lessons and realized it was not as easy as it looked?

Frustrated

Confident

Learning

Discouraged

Productive

Able to mentor others

Overwhelmed

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When you start to have more success at a task, but do not fully trust your ability, you are what we call a Capable, but Cautious, Performer. You have moderate to high competence (knowledge and skills) and variable commitment (motivation and confidence). How would you describe the skier after he has had more consistent success, but doesn’t fully trust himself yet?

Self-critical

Tentative

A peak performer

Able

Knowledgeable

Inexperienced

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When you have mastered a task or skill, you are what we call a Self-Reliant Achiever. You look forward to doing the task and are an expert at producing the outcome. You have high competence (knowledge and skills) and high commitment (motivation and confidence). How would you describe the skier after she has mastered the task?

Discouraged

Consistently competent

Inspired

Productive

Confident

Limited

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Diagnosis is based on determining

What is the goal or task?

How competent (knowledge, skills, transferable skills) is the person on the goal or task? Has he or she demonstrated that he or she can do the goal or task?

How committed (motivated and confident) is the person in regard to this goal or task?

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Focus on diagnosing the four Development Levels:

Key Learnings

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The needs of a D1

Recognition of enthusiasm and transferable skills

Clear goals

Standards for what a good job looks like

Information of how data about performance will be collected and shared

The unwritten rules on “how things work around here”

Information about the task and the organisation

Hands-on-training

Actions plans – directions about how, when and with whom?

Timelines / Priorities

Boundaries, limits on authority and responsibility

Frequent feedback on results

The needs of a D2

Clear goals

Perspective

Frequent feedback on results

Praise for making progress

Assurance that it is okay to make mistakes

Explanations of why

Opportunities to discuss concerns

Involvement in decision making and problem solving

Encouragement

The needs of a D3

An approachable mentor or coach

Opportunities to express concerns

Support and encouragement to develop problem solving skills

Help in looking at skills objectively, so confidence is built

Praise and recognition for high levels of competence and performance

Obstacles to goal accomplishment removed

The needs of a D4

Variety and challenge

A leader who is more a mentor and colleague than a boss

Acknowledgement of contributions

Autonomy and authority

Trust

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The SLII® Model: The Second Skill – Flexibility

Different development levels require different leadership styles. Some development levels require more direction, others more support.

Flexibility – The ability to use a variety of leadership styles comfortably.

So what behaviours make up the four leadership styles?

Defining Directive Behaviour

Directive Behaviour is the extent to which a leader…

Sets goals and clarifies expectations

Tells and shows an individual what to do, when, and how to do it

Closely supervises, monitors, and evaluates performance

Goal setting and showing how are the two most important Directive Behaviours.

Five Key Words for Directive Behaviour: Structure, Teach, Evaluate, Organize, Supervise

Defining Supportive Behaviour

Supportive Behaviour is the extent to which a leader…

Engages in two-way communication

Listens and provides support and encouragement

Involves the other person in decision making

Encourages and facilitates self-reliant problem solving

Listening and encouraging self-reliant problem solving are the two most important Supportive Behaviours.

Five Key Words for Supportive Behaviour: Encourage, Ask (for input,) Facilitate (problem solving), Listen, Explain (why)

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Directive Behaviour Includes:

Establishing timelines

Identifying priorities – telling the person what is important

Clarifying roles – figuring out what roles each person will playing goal accomplishment, determining limits of authority, and clarifying how decisions will be made

Planning and organizing work in advance – organizing resources, action planning, and developing a plan for the individual to learn new skills

Teaching an individual how to do a specific task; showing and telling how

Setting goals and objectives – defining in detail what the goal or task is, what a good job looks like, and how performance will be tracked

Determining methods of evaluation, observing and monitoring performance, comparing performance to goals, and providing frequent feedback on results

Supportive Behaviour Includes:

Listening to a person’s problems (job-related or personal); then, letting them know they were heard by asking good questions, reflecting on their feelings, or paraphrasing

Building rapport and trust by disclosing information about yourself and sharing personal experiences, stories, and insights

Involving the staff member in decision -making by asking for his or her opinions or suggestions

Encouraging self-reliant problem solving by asking a series of questions to help the staff member define a problem, generate alternatives, consider the pros and cons of each alternative, choose and implement a solution, and evaluate its effectiveness

Making information about the organization, goal, or task available; encouraging open communication and the free flow of ideas

Explaining why, describing the big picture, providing the rationale for decisions and actions

Expressing appreciation and praise by telling others specifically what they did right, how you feel about what they did, and how it helps the organization and the people who work there

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Directive Behaviour and Supportive Behaviour are the core of the four leadership styles in the Situational Leadership® II Model.

Style 1 uses high Directive Behaviour and low Supportive Behaviour.

Style 2 uses high Supportive Behaviour while continuing the use of high Directive Behaviour.

Style 3 eases off on the use of Directive Behaviour while continuing the use of high Supportive Behaviour.

Style 4 uses low amounts of both Directive and Supportive Behaviour.

SLII® Colour Model:

The Four Leadership Styles

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Research shows that: 54% of managers use ONE style naturally

34% use TWO styles naturally

11% use THREE styles naturally

1% use ALL FOUR styles naturally

WORKSHOP – What Leader Behaviours do I need to succeed?

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The Five Key Diagnosis Questions:

What is the specific goal or task?

How strong or good are the individual’s demonstrated task knowledge and skills? (Learning or Doing)

How strong or good are the individual’s transferable skills? (Learning or Doing)

How motivated, interested, and enthusiastic is the individual? (Attitude: + or – )

How confident or self-assured is the person? (Attitude: + or – )

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Situational Leadership® II Conversation Starters

SSS111 I Want to Use Style 1 – What Do I Say?

Use these “Conversation Starters” to help you become more flexible and to help D1s ask for the direction they need.

Leadership Behaviours What to Say

Identify purpose of meeting What I want to talk to you about is …

Acknowledge enthusiasm I appreciate your enthusiasm … energy … willingness to … initiative …

Acknowledge transferable skills Your skills of … will be really helpful on … I’d like to have you use your skills

of … to …

Get Style 1 Partnering for Performance agreement

Since you haven’t done this before, would it be helpful if I provided you with some direction … resources … information?

Define goals, standards, priorities, timelines

What I’d like you to do is … by … I’d like to talk to you today about a project to ... over the next ... months… Here’s what’s happening now and what we need to have happen … What a good job looks like is … In relation to your other work, the priority of this goal/task/project is …

Clarify how performance will be tracked and monitored; set up follow-up meetings

For the next few weeks, we should meet … We’ll track your progress by … (observing actual performance, reviewing reports/data about performance, talking to others, etc.).

Take the lead in action/project planning

Here are the next steps … What I need you to do first, second, third, etc., is …

Define limits and clarify roles What you need to do is … Here’s what I’ll do to help you … When you get to this point, you need to check in or we’ll need to get together …

Provide information/resources Here’s some information that will be helpful/that you’ll need … Here’s the name of the person you should talk to … Here’s the name of the person you should work with …

Develop plan to learn new skills To learn how to do this, it would be good for you to … I’ve arranged for you to … Together, we should … Why don’t you observe … study … read … I’ll get this person to coach you …

Teach/show; provide examples and direction

First you need to … then you should … While you do that, I will … Be careful to … not to …

Set up opportunities to practice Try this a few times before we get together …

Check for understanding So, why don’t you recap/tell me what you’ve heard so I can make sure I’ve given you everything you need to be successful … so I can make sure I’ve been clear …

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Use these “Conversation Starters” to help you become more flexible and to help D2s ask for the direction and support they need.


Clarify purpose of meeting I wanted to meet today to talk to you about …

Acknowledge enthusiasm Remember, your goal was to …by …

Involve the person in goal setting/problem solving/ performance evaluation; listen

Tell me how things are going … Are things going the way you expected? Is the goal/timeline still realistic? I think you’ve made progress on … What concerns do you have? Anything else? You seem to be … frustrated? … confused? … overwhelmed?


Since you’re still learning (or stuck or frustrated), would it be helpful if I continued to provide you with direction … resources … information? But, I’d also like to hear your ideas … I’d like to work with you on …

Involve the person in action planning/decision making

What do you think you could do to … What ideas do you have …

Help the person consider alternatives

What else could you do? What are the alternatives? Here’s some ideas/next steps that we may want to consider … What are the pros and cons to each alternative we’ve discussed?

Provide perspective I’m confident you’ll be successful at … Look at how much you’ve already learned … accomplished … Two weeks ago you couldn’t … and now you’re able to …

Share examples Here is some information/some examples that may help you …

Make final decisions about action plans

Given what we’ve talked about, I think you ought to …

Provide coaching So, do you agree that the next steps are to … Here’s what I might do next … what do you think? Often, it’s helpful to … what do you think? You may want to spend some time doing … I’ll be here to … or I’ll get this person to work with you … Here’s how you might want to think about that further … Here are some more resources … What are your reactions?

Explain why; link to business results and self-interest

Remember, this is important because … Let’s think about why you wanted to do this in the first place … As you think back to when you first started working on this goal/project, why were you excited? If you accomplish this goal, it will help you and the organization …

Provide support, reassurance, praise, and encouragement

I know you can do this … I know this is harder than you thought it was going to be … Hang in there … I’m here to help …

Stay in touch Let’s meet again … I’ll touch base with you … Our next One on One is …

Check for understanding So, why don’t you share with me what you think we’ve decided …

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Use these “Conversation Starters” to help you become more flexible and to help D3s ask for the support they need.


Clarify purpose of meeting and revisit goals

So, how are things going on your goal to …? Remember, it’s important because it will help you and the organization …

Facilitate action planning/ self-reliant problem solving

So, what’s working? What’s not working? What else could you do? What alternatives do you have? What are the pros and cons to each alternative? Which alternative is the best? If you went with that recommendation, what steps would you need to take?

Listen Can you tell me more about …? What did you mean when you said …? Do you have anything else you want to talk to me about? Concerns? Problems?


What you need me to do is listen, right? Rather than give advice or direction, you just need me to be a sounding board … ask good questions … help you figure out what to do.

Provide help and ideas if asked; remove obstacles to goal accomplishment

Here’s an idea … what do you think? How can I help? What’s getting in your way? Is there anything I can do?

Provide reassurance, support, and encouragement

I’m confident you can or will be able to …. Look how much you’ve accomplished already …. Keep up the good work (be specific and descriptive) …

Reflect on past successes Just like last time, you … Do you remember when you …? What feedback have you gotten from others about the success you’ve been having? You’ve already used those skills to ….

Praise and recognize good work Here’s specifically what I see you doing and how it makes me feel …

Explain ways to make the goal/task more interesting and challenging if motivation is low

What would it take for you to be excited about this again? How could we restructure this so it’s more fun? More challenging? So that you continue to grow and develop?

Stay in touch I’m here to … Be sure to call me when you need …. I look forward to hearing what you’ve accomplished when we meet in two weeks/next week …

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Use these “Conversation Starters” to help you become more flexible and to help D4s stay self-reliant.


Clarify purpose of meeting Tell me what you’ve been working on … what you’re most excited about … what you’ve accomplished … what you’re proud of …


I know you’re taking the lead, but I’m here when you need me … we just need to figure out a way for me to stay informed/in touch with what you’re doing …

Review goals Let’s review the goals you’ve set … I agree that your goals are …

Evaluate/share successes So, how do you think you’re doing on …? What success have you had with …? What feedback have you been getting? What is still exciting/new for you? What are you doing to keep your work fresh? What ideas have you had about …?

Encourage innovation/challenge the person to even higher levels of performance

What are you dreaming about? What new projects interest you? What would a ‘stretch goal’ look like?

Provide opportunities to teach/ mentor others

Would you be willing to teach …? Could I ask you to work with …? Could you share what you’ve learned/what you think ‘best practices’ are with …?

Acknowledge contributions We’ve always benefited from …. You’ve exceeded expectations by …. You have made a major contribution to … by …. How would you like to be acknowledged for the work you’ve done?

Provide additional resources if necessary

Is there anything I can do to help? Do you need anything to make your work easier? Do you need anything to be more successful?

Stay in touch How do we stay in touch?

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The Third Skill of a Situational Leader - Partnering for Performance

Partnering for Performance is reaching agreements with people about their development level and the Leadership Style needed to help them achieve individual and organisational goals.

Leaders need to teach the model to their team members.

Steps in Partnering for Performance

1 Get agreement on goals. Set SMART goals – Write goals that are Specific and measurable, Motivating, Attainable, Relevant, and Trackable. Describe what a good job looks like.

2 Get agreement on the diagnosis of development level. Diagnose development level (D1, D2, D3, or D4).

Determine the individual’s demonstrated competence and commitment on each SMART goal and task.

Identify Performance Trend(s) ().

3 Get agreement on leadership style. Identify current leadership style and the leadership style needed in the future (S1, S2, S3, or S4).

4 Identify and get agreement on leadership behaviors. Determine what the individual needs from you – direction to build competence or support to build commitment or both?

Identify and provide appropriate leader behaviors.

5 Get agreement on how and how often you will stay in touch.

Partnering = Getting permission and gaining cooperation! Get agreement on

Goals

Development Level

Leadership Style

Leadership Behaviors

How to Stay in Touch

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Partnering for Performance Meeting Checklist

Leader Behaviours

Check If Done

1. Was the purpose of the meeting explained at the beginning of the meeting?

2. Was a goal set – with a measure, standard, and timeline?

3. Did the leader get the person’s agreement on the goal?

4. Did the two people you observed agree on the person’s development level (implicitly or explicitly)?

Did they discuss the person’s demonstrated competence in achieving the goal without much direction?

Did they explore the person’s motivation to achieve the goal?

Did they explore the person’s confidence in achieving the goal without a lot of external support and encouragement?

5. Did the leader ask or involve the other person in identifying problems, concerns, and challenges?

6. Did the leader use active listening skills to draw out the person’s ideas and concerns?

7. Did the leader encourage self-reliant problem solving?

8. Did they agree on a leadership style for the future?

9. Were specific Directive and Supportive Behaviors for the future identified?

10. Did the leader ask, “How can I help?”

11. Did the leader suggest a way to stay in touch?

12. Were One - on -Ones or follow-up meetings scheduled?

13. What suggestions do you have to help this person improve this Partnering for Performance meeting?

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The Professional Development Process

The three parts of the process are:

1. Professional Development Planning – setting goals and contracting for leadership style

2. Day-to-day coaching – using the leadership style you agreed on during your planning sessions

3. Performance Evaluation – conducting a formal discussion and evaluating the team member’s achievements against expectations as well as your use of the appropriate leadership style.

WORKSHOP – Professional Partnering with a Team member Work in groups of threes. Ensure each team member has the opportunity to share their example:

1. Identify someone in your team who you would like to use the Situational leadership Model with.

2. Why is it important to work with this person?

3. Discuss with your group what level you think they are at and why.

4. Identify the style you will need to adopt to ensure you are effective in assisting this person to develop their capability.

5. Identify from the Conversation Starters the type of statements and questions you could use to facilitate the discussions.

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Personal Development Plan Name: _________________________________________________________ 5 Personal Development activities I must participate in over the next 3 months to develop the competence I need to achieve my objectives:

1.

2.

3.

4.

5.

leadership journey eveloping and building capability in others · situational leadership ii ......

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