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Lead AIESEC India
This learning experience focuses on fundamental changes in the role of a leader today. From a Boa/Critic/Judge to a
facilitator/supporter and coach.
If leaders are to be partners with people they work with they need new skills that will enable them to @ind out what the individual needs in order to accomplish their goals. And the use a vairety of leadership styles to meet these needs.
Why Lead?
Leadership Pattern of behavior you use with others, over
time as perceived by others.
Situational Leadership Developing members over time to reach the
highest level of Performance.
Purpose of Situational Leadership?
• Open up communication – Increase frequency and quality of
conversation about 1. Performance 2. Development
• Help Other Develop: 1. Competency 2. Commitment • Teach other to provide their own direction and support. • Value and honor differences.
3 Skills of Situational Leadership
• Diagnosis: Assessing the members needs for direction or support (Current Development Level)
• Flexibility: Using a variety of leadership styles that suit the situation
• Partnering for performance: Reaching agreements with members about their development stage and the leadership style needed to help them achieve individual and organizational goals
Diagnosis
The first skill of a Situational Leader
• Willingness and ability to look at a situation and assess other´s development needs in order to decide which leadership style is most appropriate for the goal or task at hand.
• Development level is goal or task speci@ic, not an overall rating of an individual´s skills.
DEVELOPMENT LEVEL
D4 D3 D2 D1
Self – Reliant Achiever
Capable but Cautious Performer
Disillusionised Learner
Enthusiast Beginner
High Competence
High
Commitment
Moderate to High Copetence
Variable
Commitment
Low to some Competence
Low
Commitment
Low Competence
High Competence
• Competence – Individual´s demonstrated and transferable knowledge and skills of a task or goal
• Commitment – The individual´s con@idence or motivation to do a particular task or achieve a goal.
D4 – Individual is con@ident, Inspired, Inspires others, Expert, Self assured, Accomplished and Proactive. D3 – Self critical, Sometimes doubtful , capable, makes productive contribution, Insecure, Generally self-‐driven but needs continuous challenges and opportunities to stay motivated. D2 – Discouraged, over whelmed and confused, Needs assurance that mistakes are a part of the learning process, Unreliable and inconsistent, Flashes of competence but needs more development and knowledge. D1 – Inexperienced, Eager to learn, willing to take direction, Excited and Optimistic, Can make mistakes and they are not aware of what they don´t know but need to know.
Note
Five Key Questions to diaognose level of DEVELOPMENT
• What is the speci@ic goal or task? • How strong are the individual´s skills on the goal? • How good are the individual´s transferable skills? • How interested or enthusiastic is the individual? • How con@ident or self-‐assured is the individual?
Needs of D1 • Recognition of enthusiasm • De@ining clear goals for them along with timelines • Standards for what a good job looks like • Constantly learning new skills • Frequent feedback • Solutions to problems and challenges they face.
Needs of D2 Disillusionised learner
• Clear goals • Praise for making progress • Frequent feedback • Coaching to build and re@ine skills • Explanation about WHY a goal or task is important and how it
can be done most effectively
Needs of D3 • An approachable mentor or coach • A kickstart to overcoming procrastination • Support to develop self-‐reliant problem solving skills • Constant encouragement to ensure they become more
con@ident about themselves.
Needs of D4
• Variety and Challenge • A leader who is more of a mentor and less of a manager • Authority and responsiblity • Trust • Opportunities to share knowledge and their ideas
Flexibility The second skill of a Situational Leader
• Directive Behaviour -‐ Telling and showing people what,when and how to do, providing frequent feedback on results
• Supportive Behaviour – Listening, facilitating self-‐reliant problem solving, encouraging , praiaing and involving others in decision making.
Four leadership styles with combinations of
DIRECTIVE & SUPPORTIVE
• Style 1 – Directing – High Directing, Low supporting • Style 2 – Coaching – High Directive and High supportive • Style 3 – Supporting – Low directing and High Supporting • Style 4 – Delegating – Low Supportive and Low Directive
Leadership Style Descriptors S4 -‐ Delegating S3-‐ Supportive S2-‐ Coaching S1-‐ Directing
• Allowing / Trusting
• Empwering • Af@irming • Acknowledging • Challenging
• Listening • Re assuring • Collaborating • Giving feedback • Appreciating
• Re-‐Directing • Praise • Encouragement • Prioritizing • Sharing feedback
• Working towards making the team self´reliant
• De@ining • Planning • Orienting • Teaching • Checking • Monitoring
When to use S1 - DIRECTIVE?
Two Behavious Intention How to use?
1. Goal Setting You really want to help others develop their competence
Goal setting and developing action plan
2. Showing and telling how
Establishing timelines
Setting priorities and check for understanding Telling your team HOW to do something
When to use S2 – Coaching?
Two Behavious Intention How to use?
1. Listen You want to show you care about the individual´s personal and professional development.
Lead with your ideas and explain WHY ( especially for disillusioned learners )
2. Consult Find something to praise and acknowledge Provide information and resources to continue building skills Make the @inal decision.
When to use S3 – Supporting?
Two Behavious Intention How to use?
1. Listening You want others to believe in themselves.
Pull ideas from the individual
2. Self relaint problem solving
Suggests ways of making goal more interesting if motivation is low Keep the decision making in the other person´s court by asking open ended questions Sharing information about self
When to use S4 – Delegating?
Two Behavious Intention How to use?
1. Challenge to excel You want the individual to go beyond what he or she thought was possible.
Trust their judgement
2. Allowing the person to take the Lead
Help and allow the person to continuously innovate Acknowledge, Value or reward contribution. Ask to be kept informed.
Insert Diagram
MATCH and MISMATCH MATCH
• S1 -‐-‐-‐-‐-‐-‐-‐-‐-‐ D1 • S2 -‐-‐-‐-‐-‐-‐-‐-‐-‐ D2 • S3 -‐-‐-‐-‐-‐-‐-‐-‐-‐ D3 • S4 -‐-‐-‐-‐-‐-‐-‐-‐-‐ D4
MISMATCH • Over Supervision
S1 / S2 with D3 / D4 • Under Supervision
S3 / S4 with D1 / D2
Partnering for PERFORMANCE THIRD skill of a situational leader
• Short, regular one on one meetings with the individual • Connect personal goals to organizational goals • Get agreement on SMART Goals • Clear expectations about work, communication etc. • Constantly understand their development level and be
@lexible about your leadership style to make your team move towards an ideal state.
Recap • All good performance starts with a clear purpose and
goals. • Development level is goal or task speci@ic. • Different leadership styles for the same person or for
different people depending on their level of development.
• Good Performance is a journey, not a destination. • Situational Leadership is not something you do to
people, it is something you do with people.
Reflection • If someone was to watch a videotape of your actions
and behaviours over the last few weeks, the person would say you are focused on?
• As you develop the knowledge, skills and attitudes you need in the coming few months, you would like your video tape to show?
• This would help your team and LC by?
Successful vs. Effective Leader
Successful
• Behaviour • Performance • Results
Effective • Attitude • Commitment • Feelings
Reflection • Think of a person who helped you become both
successful and effective? • What did this person do to help you achieve results
and become positive? • How did this person make you feel about yourself and
AIESEC? • What is in it for you to make your TEAM feel that way
about the organization, his work and his leader?
