situational leadership and rapport (coco) 2013
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Supervision Styles
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Have you experienced a
variety of styles?
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Do some work better for you than others?
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CONTROL CONSULTATION COLLABORATION CLEARANCE
Area of freedom for subordinates
Use of control by manager
Manager decides and tells team
Manager presents ideas subject to change
Manager presents problem and makes decision with team
Manager gives power to group to decide
Tannenbaum and Schmitt
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CONTROL CONSULTATION COLLABORATION CLEARANCE
What is your preferred style?
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If some styles work better for some individuals some of the time, are you getting it wrong ¾ of the time?
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What is it?• A way of ensuring that your leadership style will always be
appropriate
• An approach which helps you flexibly apply the right type of leadership style at the right time
• A system to help you base your leadership style on the needs of the team member (rather than your preferences)
• A means to identify the ‘development level’ of subordinates
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Commitment
Competence
2
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Development Level
High Competence
High Commitment
Moderate to High Competence
Variable Commitment
Low Commitment
High Commitment
Low to Some Competence
Low Competence
DevelopingDeveloped
D4 D3 D2 D1
High Moderate Low
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SUPPORTIVE
DIRECTIVE
2
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The Four Leadership Styles
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Tannenbaum and Schmit meet Blanchard and Hersey
I’ll decide Let’s talk / I’ll decide Let’s talk / we’ll decide You decide
DIRECT COACH SUPPORT DELEGATE
CONTROL CONSULTATION COLLABORATION CLEARANCE
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First key skill = diagnosis
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Development Level
High Competence
High Commitment
Moderate to High Competence
Variable Commitment
Low Commitment
High Commitment
Low to Some Competence
Low Competence
DevelopingDeveloped
D4 D3 D2 D1
High Moderate Low
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Development Level 1
High Competence
High Commitment
Moderate to High Competence
Variable Commitment
Low Commitment
High Commitment
Low to Some Competence
Low Competence
DevelopingDeveloped
D4 D3 D2 D1
High Moderate Low
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D1• Hopeful• Inexperienced• Curious• New/unskilled• Optimistic• Excited• Eager• Enthusiastic• Don’t know what they don’t know
Development Level Descriptors
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Direct, don’t support
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NEEDS of a D1: How to deliver S1! 1 Acknowledgement of enthusiasm and transferable skills
2 Clear goals and roles
3 Priorities
4 Action plans
5 Information
6 Boundaries and limits
7 Step by step plan for learning
8 Direction about what? and how?
9 Frequent feedback on progress
10 Concrete examples
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Development Level 2
High Competence
High Commitment
Moderate to High Competence
Variable Commitment
Low Commitment
High Commitment
Low to Some Competence
Low Competence
DevelopingDeveloped
D4 D3 D2 D1
High Moderate Low
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D2• Overwhelmed• Confused• Demotivated• Demoralised• Frustrated• Disillusioned• Discouraged• Still Learning• Inconsistent performance• Flashes of competence
Development Level Descriptors
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Direct and support
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NEEDS of a D2: How to deliver S2! 1 Involvement in clarifying goals and action plans
2 Perspective that progress is being made
3 Assurance that it is O.K. to make mistakes
4 Explanations of ‘why?’
5 Opportunities to share concerns and be heard
6 Reassurance
7 Advice
8 Coaching to build skills
9 Help in analysing successes and mistakes
10 Praise for progress
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Development Level 3
High Competence
High Commitment
Moderate to High Competence
Variable Commitment
Low Commitment
High Commitment
Low to Some Competence
Low Competence
DevelopingDeveloped
D4 D3 D2 D1
High Moderate Low
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D3• Mostly self-directed and productive• Capable• Contributing• Self-critical• Cautious• Doubtful• Insecure• Tentative/unsure/hesitant• Bored/apathetic
Development Level Descriptors
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Support, don’t direct
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NEEDS of a D3: How to deliver S3! 1 A sounding board to test ideas
2 Good questions to build problem solving skills
3 Praise for high levels of competence and commitment
4 Opportunities to take the lead in goal setting and action planning
5 Encouragement and support
6 Help in removing obstacles to goal achievement
7 Help at looking objectively at past successes to build
confidence
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Development Level 4
High Competence
High Commitment
Moderate to High Competence
Variable Commitment
Low Commitment
High Commitment
Low to Some Competence
Low Competence
DevelopingDeveloped
D4 D3 D2 D1
High Moderate Low
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D4• Justifiably confident• Consistently competent• Inspired/inspires others• Expert• Autonomous• Self-assured• Accomplished• Self-reliant/self-directed• May be asked to take on too much
Development Level Descriptors
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Don’t direct, don’t support
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NEEDS of a D4: How to deliver S4!
1 Trust
2 Variety and challenge
3 Autonomy
4 Opportunities to teach and mentor others
5 Acknowledgement \ to be valued for contributions made
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Second key skill is flexibility
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To be effective you must coach appropriately according to the situation and the individual’s
needs
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Building Rapport
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How your subconscious is really in charge
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“Rapport is POWER. With it you can get things done you can’t get done any
other way.”
Tony Robbins
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Characteristics and behaviours of the influential?
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Two Types of Communication
Verbal
Non-verbal
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3 Ways to Connect
what you say
how you say it
what you look like when you say it
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The Merhabian Circle
Words
Tone
Body Language
55%
38%
7%
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My model of the World is different from yours
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Three Key Input Channels
• Visual• Auditory• Kinesthetic
Use their favoured channel
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Visual
• Lots of gestures• Talks quickly, sometimes hardly stopping• Varied inflection • Looks up to think• Can jump from subject to subject• Happy to be interrupted• Makes quick decisions
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Auditory
• Hold themselves still• Talk with measured pace• Flat inflection pattern• Look sideways to think or check info• Need to finish what they say before stopping• Hate being interrupted• Need to think things through before making
decisions
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Kinesthetic
• Laid back• Talks slowly, often with long silences• Low pitch• Looks down to think and check info• Gets annoyed when people finish their
sentences• Makes well considered decisions after much
contemplation
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Visual AuditoryKinesthetic
Image Clear-cut Defined Perspective Scope Panorama See Observe Focus Outlook Inspect Glimpse Illustrate Demarcate Paint Cloud Graphic Show Reveal Expose Illuminate Picture
Tune Note Ring Tone Listen Mute Chime in Sound Hear Click Recite Static Chord Voice Alarm Say Clear Muffle Tell Call on Resonate Shout
Touch Handle Throw Shock Brush Blow Clash Strike Press Grope Pound Impact Stroke Sharpen Irritate Tickle Feel Move Shape Bounce Examine Toy with
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Commonality
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Mirroring:
The matching of certain behaviours of the other
person
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Body Language = Visual
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Movement
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Posture
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I rest my case!
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A
B
C
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Volume
Pitch
Tone
Tempo
Rhythm
High
Low
Fast
Slow
Voice = Auditory
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A
B
C
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Touch
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Personal Space
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Feedback
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Poor feedback can reduce performance by up to 25%
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Good feedback can improve performance by up to 40%
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Which of these are ‘feedback’
• ‘you are an idiot
• You are ideally suited to the task
• You are just not at the right level yet
• I love you
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They are opinions
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There is no such thing as ‘positive’ or ‘negative’ feedback
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Feedback should ….
• Be factual, based on what someone did or said, not opinion
• Demonstrate how people should act in the future
• Be experiential, not just verbal
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How We Take Information on Board
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For some people, verbal feedback is weak
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Compare• ‘The I.T project was a disaster. You are a waste of space’ (bad
feedback)
• ‘You went over budget and the new computers still don’t do what we need. Next time check prices and function more carefully’ (‘telling’/spoken feedback)
• ‘What happened? What was your original plan? Why didn’t it work? Did you seek your colleagues’ advice? What skills do you need to get a better result next time?’ (Questioning/experiential feedback)
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Compare• ‘Fundraising is good this year. Well done’ (bad feedback)
• ‘You have raised more than the £100,000 target we set for you. The new money raised from business is particularly pleasing’ (‘telling’/spoken feedback)
• ‘What happened? What was your original plan? Which approaches worked best? Which approaches might be improved and how? What skills do you need to get an even better result next time?’ How could what you have learned be used to help the rest of the team (Questioning/experiential feedback)
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How to run a feedback session
• Ask questions. Keep to specifics• Avoid generalisations• Start with what happened/ review the facts• Show interest/do not interrogate• Help them consider the consequences of what
happened (lion tamers!)
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How to run a feedback session
• Keep your feelings out of it (unless their hides are made of leather!)
• Ask Q’s about how they will do it differently next time
• Make sure you get an answer before moving to the next stage
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When things have gone badly
• The same as before but also …• Don’t focus on what they did wrong, but on what
they have learned• Focus on what needs to be achieved next time• And how this might be done• Focus on the skills they have which will help them• Make sure they are clear about what, needs to be
done and why.