module 9 l.docx

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Module 9 – Leading individuas and teams : two disting roles

9.1 The Varying Roles of the LeadershipLeadership strongly influenced y individual!s charactersits" e#perince and valueut also

follower and sitaution.

$lso diffenet appraoches might e re%uired within same posiiton&eg department manager

meetings with individual" small team and whole orgnisation.

9.1.1 'ndividual Leadership

rief. (eavy focus on psychological intereaction. )upport individual in a particlualr tas*. +ot

micomoanaing , not allowing individualot manage -o ut provide help so he succeds at tas*

aed on his s*ills" e#perience and cofidence

9.1./ Team Leadership

more time consuming and comple#. 0iff followers have diff agendas" prolems" goals and s*ill

levels. Timeframe for team tas* usually longer. Team dynamics to e considered as well. to*eep in mind the team2s development level , new or old groiup3.

4roup of people -ointly accoutnale for a numer of ta*s.the nature of ta*s" mi#ed competenciesand %uality of relations impact on team effectively. 5ne to one s*ills plus additoanl s*ills

re%uired. )cope is as efore – helpinh group succedd.

9.1.6 5rganisatioanl Leadership and influenced

organsational support includes other teams inc the e#ecutive team" not under her direct

management. 7onisdrely long timeframe. pr olemsolving will need to ta*e into account the

overall purpose of the organisation as well as the com ponent parts" the priorities and prolems of

other departments within the or ganisation.0ifferent adengas to consider. 'ndividual meetinds and compny wide emails or meetings.

Leadership through organisation. )uporting overall mission rahter than few tas*s. 7onsider the

strategy" e#ternal factos" vision values and aspirations. 'ncuece teams not within her control utwhose coopreation is re%uired. 'ndividual and team leadership s*ills still re%uired at macro level

ut others needed to. 8nless she is chief e#ecutive " comman nad contrl methods not aviaalle.

Rather influcing s*ill s needed. refer to module 1.


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Might not e eu%ally adept in all 6 sitautisn. Myae unale to handle directly 1/1 or widerorganisation.

ur and ;unning // – continuum of leadershp – range of leaderhsp cirucmstnaces and choices

all re%uired for effective leaderhsip. Most not indpeendent circumstances ut overlap – same

s*ills ut varyingin degree. 5nly a few are dsicete – mostly for individual lreadership.

9./ 8nderpinning Leadership ;ehaviours

selfleadership and transcendent leadership. They are positioned in the figure to illustrate that they underpin the continuum of leadership and are

fundamental to all three ar eas of leadership ehaviour.


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9./.1 )elfleadershipLiterally leading oneself – esp in dificutl statuion when one might wish for somoene else to

provide leadership. )*ill and conifnce to regonise re%uired action and common to it even ifunsure of right direction. re going to do.

'nteger means one. ?e say a person has integrity when the person>s words" deeds" thoughts"

actions" values" and personality match – all these things are @as one>.

Telling the truth and doing what you say you>re going to do are at the core of leadership

across the continuum

the reason is oth ideologicla ut also proacitcal . 'dealogical ecause peuple will only follow

someoen credile and worhy.


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9.6 Leading the inindividual

ac* to speicifc ehvaiorus that need to e aplied s*ilfully and consistently. , yet stil in line withcontiniuum and underpinningehvaiours.

9.6.1 Tas*master or condieration for the personalityLewin 1969 – / factors ,group of ehvaiorus

consideration – peiple factor – support " enrouragment" awrhmt" cooperation

Tas* initiative – wor* factor diretions" following up" planning assinsign roles andresposanoilites.

The choice is not eather or ut how much of each. , depending on situation.

9.A )ituational Leadership

module 6 –


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level of development for tas*.

Might e e#perince tehcnically ut ine#perinced at speicifc tas*.

9.A.1 7hoosing the most efective leadship ehaviours

'n )L we match leadership style with development level of follower on specifc tas*.


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)L has deveeoped A styles – each with its %uadrant in figure 9./ two factor leadership model. all

include oth factorsF

)1: 0irecting )/: 7oaching

)6: )upporting

)A: 0elegating.

=ach stlye is good under some circumstances and ad in others.=ffective leadership re%uire aility to use all and choose the right style for each sitaution.


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9.A./ 0evelopmental level 1 " Leaderhsip style 1: 0irecting

enthusiastic" unale to perform ut motivated. +eed considerale control ut little support eyond comon coutesy.

;est help y very clear and through direction an control.

The )1 directive leader" with

common courtesy" would e clear aout standards" targets and procedures while closelymonitoring results and providing additional input.

Leader address prolems. This is what custoemrsn needs to e succesfull.

)ometimes unenthisuatic – still re%uired empahsis on tas* " maye some indication of

conse%unces of current attitude.

9.A.6 0evelopmental level /" Leadership style /& 7oaching

can do parts of tas* or all ta*s ut occasioanlly only – ecomes disullusions mastery is still far

off.


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sometimes appropraite or re%uired in short term – crisi or urengecy – tight control needed until

situation is esovled – in new assigemts until leader evalautes staff ailities and sitationisunderstood.

8nder leading – follower ecomes discorages" fail in tas*. , ineffective if puspose was to helpsuccesd.

'n some cases is a tremendous learning e#perince. oftne regarding as iggest professional

learning e#perience – stepped into igger -o – were throm in at the deep end – inovled in crisior start up with little guidance – under leeading led to %uic* very steep learning curve . 4reat for

persons with high level of initaitive" aility and self confidence. ;ad for less ale individual.

9.D Leading a teammore comeple# due to vairety of tas*s" longer timelines" individuals s*ills" erosanlities and

group dynamics.

'mp to develop teamwor* s*ills and earn team procedures.

9.D.1 Team 0evelopment )tages

Tuc*man 19BD – Tec*man2s Model of group development – ased on preidctale developentnse%uence of small spchoterpy groups – adapted for wor*place teams.


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Eorming – priority to feel comforatle and esale their own place in the group while trying tounstnad groups urpose and o-ectives

)torming – as discussions start there will e group conflct as comepting ideas of what and howto do arise. This is nto comfortale . 'mportant for them to udnestand that is this normal part of

delveopment that will help get to ne#t stage.

+orming – group aims and porcesses set – pec*ing order estalishe d thin* themselves a sgroup"

with some lotalty to each other – must reach here to e productive and successfill – if stuch at

sotrming some reassignments are needed.


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perforamince stage.


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9.D./ Moving from Eorming to storming

4roup estalished – status still ased through roles idneitfied outside the current group – most

comments directed at leader – memers didnt listed well issuse discussed at superficial and

amigious level.

To move forward %uic*ly important to help group develelop and undersntad mission and goal –

define their roles – provide structure and assert power – regualr meetins and infomraiton shairng – facilaite learning aout one another – enrouage partiaption y everyone – ensure no one

domiantes and that each indiviudal wants to e aprt of the team "

most of time spent ensureing meers felt comfortale and statied to uy into tis purpose.

9.D.6 Moving from storming to normingine#pericne leader might e dismayed when ne#t stage is disgrement and conflict.

$c*nodlege this as normal and necessary. $fter gaosl are understood the individuals will

intorduce persoanl issues – hierchy" merit sharing" will my needs e met3


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$n#iety – pushing for influence etween them andiwth leader – perhaps hidden agnedas –

challenges – perosnal attac*s if frustration high sugroups form" spinter an dreform – new ideastried and hsort down – cahnges in degree of aprticiation – lame – perhaps to leader if doesnt

resovle.

Eocus on

Module 9 part

Eocus on alleviating concerns – opportunity for some early wins" pulicised and praised these earlywins" while also supporting teamwor* ehaviours when she oserved them. – facilitative approach to encourage

individual imput and show lavue of e#pression – demanded results to develop idea of success – uilding trust wasa ig agenda – need to scrupulously honour commitements " oth y leader and followers – discuss progress with

team. Reuest feedac*" prolem solving

0iscussions aout (5? groups was doing things as well as ?($T the group was doing.

9.D.A Moving from norming to s goals" roles" relationships and procedures egin to crystalliIe memers start to thin* of themselves asa team.

4ain confidence – creativity in prolem solving – have fun with each other – group norms eveolve – informal eg

days or Eriday drin* esides org defnined -o roles there might also einfomral roles – group comic or social

event coordinatpr or repair guy. 'ncreasesd solidarity" maye sense o superioty over other groups – leader remindsthem of overall scope" organiIation" team of team respect and coopretioan –

=stalished resources and considten output. )ome cli%ues form. +ew memer entry difficult due to estalished

heirechy so special care to wro* on-oint assigmetns and met people to facilitate acceptance.

)teady resutsl ut norms preventing full potential – attiude of @we have wor*ed hard to get this far so don>t roc* the

oat>. s ac* and feedac* given to leader only. 7hange seen as athreat.

To move forward imp that wins continue and individuals grow and develop. 4oals set high. Leader openly discusses

own issues and concerns to develop an air of openness and feedac*" critisms is valued as methid for performanceimprovement. Eeedac* G candid constructive current. 7oncerns directly to persons involved . increased delegation

and challenging assignments – develop shared leaderhsp responsailities – rewards for team outputs rather than

individual. +ew memers selected ased on aility to add to team>s success.

9.D.A Maintaining high performance

$t performing stage individual concerns large resoveld. – commitemtn to team>s success. (igh level of individual

confidence an dmaturuty – engage in sustaintial amount of feedac* with their peers.

7lear roles – contriutions are distinct – creatvitity is values – change seen as opportunity – open discussions –

cli%ues faded (igh levels of trust" pride" openness" support and empathy will" unsurprisingly" result in superior

team performance. )enese of superiority less appernent nad other teams will value wor*ing with this team.

Vulnerailities – reuild whenever new memer -oins as they learn and accept the challengingwor*ing enviromrnet.

)eries of crisis or failure will cause dout as much of culture is uilt on success.

Mainint high eprofmrnce – leadership ehavior will e more ahred and participative – gaols set -ointly" new


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development and hcalenges" -oint hiring selection. s modelof group development. 't can e argued that a team in the forming stage re%uires )tyle 1" directing leadership while

re%uiring )tyle / coaching as it moves through the storming stage. 5f course )tyle 6" supporting" will e an

appropriate style to support a team in the norming stage" and delegation is the est approach to dealing with a high

performing team.

module 9 l.docx

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