Day-to-Day Leadership that Gets Results | Mike Clayton | Skillshare

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Day-to-Day Leadership that Gets Results

teacher avatar Mike Clayton, Business Speaker and Author

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Taught by industry leaders & working professionals
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Watch this class and thousands more

Get unlimited access to every class
Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Lessons in This Class

31 Lessons (1h 44m)
    • 1. Day to Day Leadership Promo MCl HB

    • 2. L01 Introduction

    • 3. L02 Ex1 Concerns about Leading

    • 4. L03 The Challenges of Leadership

    • 5. L04 The Three Types of Leadership Model

    • 6. L05 The Principle behind Situational Leadership

    • 7. L06 Ex2 Four People

    • 8. L07 Ex2 How Did You Do

    • 9. L08 Ex3 How Have You been Led in the Past

    • 10. L09 The Tannenbaum & Schmidt Leadership Continuum

    • 11. L10 The Three Factors that Determine Leadership Style

    • 12. L11 Simplifying the Model

    • 13. L12 The Conscious Competence Model

    • 14. L13 Applying the Conscious Competence Model to Leadership Styles

    • 15. L14 The First Two Skills of Situational Leadership

    • 16. L15 Four Different Leadership Styles

    • 17. L16 Ex4 Four More People

    • 18. L17 Ex4 How did you do

    • 19. L18 Ex5 Four People again

    • 20. L19 Ex5 How did you do

    • 21. L20 Three More Skills You Need

    • 22. L21 Task and Goal Setting

    • 23. L22 Leadership is a Partnership

    • 24. L23 How to Offer Feedback

    • 25. L24 Positive Feedback or Negative Feedback

    • 26. L25 Ex6 Skills Audit

    • 27. L26 Applying Day to Day Leadership to a Team

    • 28. L27 How to Lead a Team through Transformation

    • 29. L28 Another Leadership Styles Model Goleman

    • 30. L29 Ex7 What have You Learned

    • 31. L30 Wishing You Well

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About This Class

Learn How to Select and Apply the Right Leadership Style for Every Situation

I was once a new leader.

So, I know the challenge of going from a doing role to your first leadership role. It doesn’t matter how good you are at doing stuff: leadership is something new.


'Mike has successfully led and delivered many complex programmes – exceeding client expectations and building high performing teams wherever he goes. His continuing energy and enthusiasm to develop and learn, and to share his exciting ideas and insights so freely is a continual inspiration.'
- Rex Mackrill -

Do you want to be able to lead your team members well…
And to do so with confidence?

Leaders only succeed when your team succeeds.
As a manager, your job is to keep things going, and make changes happen. But you can't do it alone. This means getting the best performance from your team. And that means leading them...

You need to be ready to take your place as an effective leader in your organization.

This course is designed to be practical.
At the end of this course, you’ll be able to:

  • Identify what each individual needs, to succeed in their role
  • Choose which one of your simple and effective leadership styles will work best
  • Apply day-to-day leadership with minimum friction and fuss
  • Set clear and easy-to-follow goals
  • Give motivating and developmental feedback
  • Apply your skills to leading your team as a whole team

Meet Your Teacher

Teacher Profile Image

Mike Clayton

Business Speaker and Author


Hello, I'm Mike.

I'm a business trainer, consultant, author and speaker. Over the last 15 years, I have trained many thousands of supervisors, managers, leaders, and professionals.

Since 2002, I've been helping professionals, managers and leaders to excel in their roles with management, leadership, and personal effectiveness training.

I have written over a dozen books for major publishers like Wiley, Macmillan and Pearson, including: Powerhouse, How to Manage a Great Project, How to Speak so People Listen, Brilliant Time Management, and The Influence Agenda.

My professional background is 12 years as a project management professional with the London office of international management consultancy Deloitte. Prior to that, i had an academic career in Physics, wor... See full profile

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1. Day to Day Leadership Promo MCl HB: hello I might claim on. I've been training new leaders for over 20 years now, but more important, I was once a new leader myself. And I know what it feels like to go from an environment where you feel confident in your technical expertise. So one where you now have to apply leadership skills that you don't yet have. It doesn't matter how good you are doing stuff leadership. There's something new at the end of this course. You'll be able to lead your team well and do so with confidence. You'll be able to take your place as an effective leader within your organization. In this course, you'll get 30 modules covering all the basics of how to lead people day. Today. They apply equally whether you're working in a large corporation or a small business. Whether you're working in a not for profit or government sector with, you're working at work. One social setting. These techniques will help you to lead and be seen as a leader. This course is designed to be practical, so here's what you'll be able to do. By the end of the course, you'll be able to identify what each individual needs to succeed in their role, you'll be able to choose which one off your simple and effective leadership styles will work best, and you'll be able to apply day to day leadership with minimum friction and fuss. You'll be able to set clear on easy to follow goals and give motivating on developmental feedback. Along the way, you'll do six straightforward developmental exercises, which will test and develop your new skills. So by the end of the course, you will have transformed your ability to get results from the people around you. So who is this course designed for? It's designed for you. If you're one of these people, your new manager, a supervisor or a team leader. Oh, you hope to be so soon. You have some experience, but you need a refresher and some new tools and ideas. It's designed for you if you know you're good at your technical functional role, but fear that you haven't had enough training in the craft of leadership. It's for you. If you hope to succeed in leadership, I want to make a rapid start and it's for you. If you're unlikely to get a lot of support and advice that you need or want from your colleagues on your organization. If this sounds like you and you're ready to start succeeding as a leader and then enroll in the course by clicking the button, and I promise you I will give you the very best guidance that I can, I look forward to you joining May on becoming the day to day leader you. 2. L01 Introduction: welcome to your course in day today. Leadership, I'm doctor might claim, and I'll be your tutor for this course. I've run very similar courses many times in the real world, with supervisors, team leaders and first line managers all across the UK And this is, I could say, without a doubt, one of my most popular courses. At the end of it, new team leaders knew, supervisors feel they've got a set of tools which will enable them to really make the best of their teams. This course is divided into six sections. Selects briefly, go through what you can expect the first section you've already started. That is the introductory section and in this section will look at what are the challenges that you're experiencing in your day to day leadership? Or, if you're not yet in that leadership role, one of the challenges you anticipate and would like to be able to deal with in the second section, I'll introduce you to a powerful idea. Situational leadership. This is the fundamental approach that will be taken throughout this course. It's an easy technique to master on. We'll work it it bit by bit as we go through the program, and we'll get you started with two practical and engaging exercises, which will help you to start to think about the way that you lied in your workplace today in Section three, I'll give you a practical model that you can use an apply. It's easy, it's straightforward, and I'll give you two more practical exercises so that you can start to understand how to use it. Guess and practice on feel that you can apply in the real world. In Section four, I'll give you some more skills to complement the core that you've already developed. These will help you to be a confident on effective day to day leader in Section five. I've added some bonus material. It's not core to the content of this course, and if you're in a rush, you don't need to absorb it. But if you're enjoying the content of this course and you want some or to further develop your thinking and your ideas, they do take a look at the bonus content, and I'll be trying to add to it from time to time. Finally, in Section six, I encourage you to reflect on what you've learned, and crucially, to think about how you are going to apply it in your workplace. So come with me and enjoy your day to day effective leadership program. 3. L02 Ex1 Concerns about Leading: I've designed this course to be as practical as I can make it for an online video course. So let's kick off with our first exercise in this exercise. I want you to think about the challenges you face as a day to day leader or, if you're not yet in a day to day leadership role. What are the challenges you see for the people around you? What are the challenges that you anticipate when you become a leader, a team leader, a supervisor or a first line manager? Take some time to put some notes in your workbook about your challenges, and then we'll get back together on review the typical answers that I hear in workshops and training rooms around the UK 4. L03 The Challenges of Leadership: Hello again. How did you get on with the exercise? What were some of the challenges that you found for yourself? Well, let me share with you some of the typical challenges that I hear about from people in training rooms, from people in workshops. I wonder how many of them are on your list. Of course, the good news is that for all of them we're gonna look at solutions and techniques in our course being available to your team members, giving good quality feedback when people finish a piece of work developing the capabilities , the skills and the enthusiasm off your team members and delegating work effectively and being confident that it will get done in a timely and effective manner. Motivating people and helping people work effectively in a changing environment. One that is typical off today's modern workplace. Securing good performance and getting great results from the work that you set people on. Retaining the best team members in a competitive workplace environment and crucially, avoiding either being too controlling or too relaxed, because what a lot of new leaders fear is that they're either not gonna have the authority to get things done or that they're going to use too much authority and come across is controlling a good leader knows about balance and getting that balance right is going to be one of the keys to your success as an effective day to day leader. 5. L04 The Three Types of Leadership Model: before we looked at the secrets of being an effective date. Today, Leader, I want to clear up something that for me was puzzling at the start of my career because I started to investigate different ways that I could improve my leadership, and I encountered a number of different sorts of models, and I found it hard to reconcile the ideas I was getting over here from the ideas I was getting over there, and how did they relate to the ideas over there? Any ideas over there? Gradually, I came to realize that these different models weren't conflicting. They were complementary, but they were approaching leadership in three different ways. There are three completely different types of model of leadership, all of which add real value to our understanding of how to lead teams and how to lead individuals. The first of these models are often known as traits, models or traits theories because they look at the traits that good leaders have. What sort of person do you need to bay now? Please don't confuse this with an assumption that if you're not born in a certain way, with a certain set of characteristics, you can't lead I think that's absolute arrant nonsense that comes down to us from the 19th century. The fact is we can all change our personal characteristics, our traits we can acquire and display the traits that we value and that the people around us value on the kind of traits that people value in leaders are honesty, integrity, capability, competence, being supportive, being fair, looking after people, all these different sorts of traits, being clear minded and decisive but also being influential and taking time to think things through. Those traits make a good leader. There are other traits that frankly do not. If you give up easily rather than have determination, if you tell one story to one part of your team and another story to another, if you easily change your mind just because someone has come to you with a new idea Oh, if you stick to an idea without any good evidence, those will not make you a good leader. The traits of good leadership are traits that you can develop in yourself, and so we have traits, models of leadership and another type of model of leadership we have on called roles, models and roles based models of leadership say a good leader has to fulfill a number of roles. For example, they have to bay a mentor and a guide on a supporter on a developer to the individual team members. But at the same time, they have to be someone who looks after getting the tasks done, and at the same time they have to encourage and facilitate good communication on again. They have to focus on the team as a whole and be a guide on an inspiration to the team. So we have a number of different roles based models, the number of different trade space models. And thirdly, we have what a court styles based models and styles based models say that good leadership comes with the right style of leadership, the right way of going about it on a number of styles. Based models talk about different approaches to leadership that you might adopt as your prevailing style. But our effective day to day leadership is going to borrow from another type of styles based model, situational leadership or contingency leadership, which says that the right style of leadership is contingent upon the situation. If you know the situation, you know the people on the context, on the organization working with and what you need to get done. You can choose this style that fits, and that's going to be the basis of our effective day to day leadership, and I'll take you further into that in the next section. 6. L05 The Principle behind Situational Leadership: throughout this course, we're going to use a model of leadership called situational leadership. And this is a model that was once known as a contingency model of leadership. For the very simple reason that the style of leadership you apply is contingent upon the situation. This is all a bit of a mouthful. So let me see if I can explain a little more clearly. You've got people. You've got a task that needs to get done and you've got a prevailing organizational culture . You've also got your own personal style. Frankly, all of those come together and create ah unique situation. Now, if the style of leadership you apply toe everyone in your team in every situation is the same, then it might suit some people at sometimes. And if you've got a good style of leadership well attuned to the culture of the team and the organization and the type of work they do, then it may well suit most people most of the time. But as a famous person once said, you can please all of the people some of the time and some of the people all of the time, but you'll never be able to please all of the people all of the time. If you do the same thing, it just isn't fair to everybody to treat everybody the same because we're not the same. We have different experiences, different expertise, different enthusiasm. We get up on a on a Tuesday and we feel different to the way we felt yesterday. Every situation is different, and so our effective day to day leadership says something very simple. If you choose the style of leadership and stick to it, then chances are there will be days. There will be situations when you get it wrong. If, on the other hand, you look at the situation, the people, the environment, that task of setting them and the way they feel today and you true's a style of leadership that is well attuned. So that situation, then you are most likely not only to get great results but a motivate and energize the people you're trying to lead. And after all, isn't that what effective dated a leave ship is all about? That's the approach we're going to take in this course. Let's move forward 7. L06 Ex2 Four People: I hope you'll agree with May that the best style of leadership is the one that's right for your people in this situation. That was what I explained in the last lecture. I think it's hard to argue with that. The challenge, of course, is to figure out what is the best style of leadership for the situation, and that's largely what this program is all about. So let's do a little exercise to see where you are now. In your workbook, you'll find descriptions off four people at each of those four people is in a situation, and I've given you four simple ways to respond to that situation. To try and get the best out of them. What I'd like you to do in the exercise is to read the situation, to read the options for how you're going to deal with it and to try to decide which option which response is the best style of leadership. When you've done that will come back together. I'll start to take you through the theory, which will help you to make those decisions in a structured way. But first, please do give it a go. You'll get far more out of this course if you do the exercises and it won't take you very long. Four short exercises at most 20 minutes. Most people can do it in 10 to 15 minutes, so come back to the next video when you've assessed each of these four. 8. L07 Ex2 How Did You Do: Okay. How did you two? I hope you've had a look at the situations for Abdul. For Barbara, for Chengchi, on for David. And if you haven't stop this video now go back to your work, but and do the exercise. Yep. Stop still with me. Good. That means you've done the exercise. So let's do some feedback. Well, I will, but not yet Because we've got more to do in this exercise before I give you your feedback. And what for? Want of a better word in the right answers? Before I do that, I will take you through some of the theory so that you'll be able to review your answers for yourself. Don't try and do it until I ask you to. But come with me. And let's start to understand the theory about how we can make wise choices about leading our four colleagues 9. L08 Ex3 How Have You been Led in the Past: Don't worry. We're going to get very quickly on how to be an effective day today, Leader. But before we do that, another exercise. And I did warn you that this is going to be a very practical program and this is a very short exercise which will harvest a lot of the knowledge you already have buzzing around in your head. What I'd like you to do is to think about your experience of being led. Think about good bosses that you've had in the past and think about bad bosses that you've had in the past. I know you've had some of each on what I'd like you to do in your workbook is tell list some of the things who that your best bosses deal well, and some of the things that your worst bosses did badly. This will help you create your own template for what good leadership looks like. And once you've got your two columns of good and bad performance, if you like from your bosses, make a note of the three biggest differences that make the difference that counts between good leadership on bad leadership. And when you've done that, come back. I will look at the next section 10. L09 The Tannenbaum & Schmidt Leadership Continuum: I promised. It's coming out. Here it is. Let's start looking at some of the ideas that underpin my approach to effective day to day leadership. And it all starts with an article written in the Harvard Business Review. In 1958 Robert Tannenbaum on Warren Schmidt published one of the most widely read and reprinted articles in the Harvard Business Review. And in it they set out seven different styles of leadership in what they called a leadership continuum, which takes leadership from authoritative and controlling at one end to fairly lacy, fair and relaxed leadership in the other. These seven, if you like leadership styles, were emblematic of a continuous spectrum, the leadership continuum. But by creating seven different leadership styles, they did two things. Firstly, they showed us how many different points there might be on that spectrum. Um, but secondly, do They gave us a bit of a mouthful. Who can remember seven different leadership styles in the workplace, So I'll take you through those seven leadership styles on. Then, later on in a later lecture, I'm going to simplify massively to make it easy for you to remember every day when you need it. so the most authoritarians leadership style is simple. The manager makes a decision and they announce it to the team. They tell them what they're gonna do. This is controlling, It's authoritarian, and it really works in the day to day work place. But of course, there are times when it's necessary. The next stop is where the manager makes the decision but then sells it to the team. They do this through influence and persuasion. They rely on their own credibility and the trust they built up with the team. They also rely on getting across the strength of their argument. The third level is when the manager presents their decision and invites questions. They'll take challenge, but only with the intent of clarifying for their team. But it's at the fourth level, where the decision is somewhat tentative. Who've Ellen like challenge and questioning and be prepared at the end of the process to modify their decision At Tunnel Mountain, Schmitz, fifth level, the manager doesn't present a decision. They present the problem and they invite ideas and suggestions out of which they form a solution and make their decision. And at the six level now, the manager presents the problem and invites the team to solve it and to form a decision within some pre defined parameters. It's only at the seventh most lacy fair level that the manager presents the problem and invites the team to find its own solution without constraint. So there we have it. Seven levels. As I said before, we're going to simplify those to make it easier to remember. But this is the core principle that we're working, too. But how do you decide which level? Well, look at that in the next video. 11. L10 The Three Factors that Determine Leadership Style: in the last lecture way saw seven levels within a continuum of different responses. A manager can take two leading their team that were given to us by Tannenbaum and Schmidt in their Harvard Business Review article. But I left you with the question of How do you decide which, and Tan Obama Schmidt gave us three primary considerations. The first of these. They describes forces in the manager as the leader. What's your personal style? What's your experience? And significantly, how do you assess the task at hand, or the decision that needs to be made or the problem that needs to be solved? What's the level of risk? How authoritarians do you feel? You need to bay if you've got a clear answer and you know there's a big risk that the team will get it wrong. Then, of course, you need to be more authoritarians. If, on the other hand, you don't know the solution on, you're prepared to take the risk that the team will get it wrong. Then you could be more Leslie there. Secondly, Tannenbaum and Schmidt introduces toe forces in the situation. What's the environment? You're working in the culture of your organization the time pressures that you're under the consequences of getting things right or getting them wrong. If you understand the environment you're in, then that will help you to frame your choice of leadership style and finally forces in the team. Tannenbaum and Schmidt identify the team as central to your decision making hit. What style of leadership will depend upon the team's experience, their capabilities, their skill levels, their experience, their enthusiasm, their morale, the energy they've got to bring on a confidence in tackling the situation. So when we bring together forces in the manager of their forces in the situation on the forces in the team, those in neighbor Lis to assess the right approach, there's a lot in that it's a sophisticated and subtle model. But again, as I said, with the seven levels of the leadership continuing, it's a lot to remember in a day to day work world. So once again, our present you with a model which simplifies thes forces down to the most significant, most important considerations to make your decision making far easier 12. L11 Simplifying the Model: so to set us up for Section three, in which I'll introduce you to my practical model for effective day to day leadership. I'm gonna trounce simplify everything down because we've seen a lot of different levels of leadership style on. We've seen a lot of forces that we have to contend with in deciding which is right, but I'm going to simplify it all down toe to simple considerations and four styles of leadership. I'm not gonna tell you what those four stars of leadership heart just yet. You there in the next section. But I am going to introduce you to the two primary considerations that you need to bring to mind when you think about what day today, leadership style, you're going to apply. And the answer is simple. It's attitude and ability. If you can understand the attitude a team member has to a piece of work and you can understand their ability to do that piece of work effectively and to the standard you require, then you have the basis for assessing which style of leadership you're going to need. So to help us understand that in the next section I'm going to remind you of something you've already learned and learned well so that you can understand how you went through a sequence of changes in your understanding, in your attitude, on in your ability to doing that task, and that was set us up nicely to understand the full, different styles of leadership that you could. 13. L12 The Conscious Competence Model: can you drive? I know it's an odd sounding question, but if you can, then you'll probably remember learning to drive. If you can't, you can probably cycle, and you may still remember how you learn to cycle. But I'm going to illustrate the way that we learn anything with my experiences of learnings Drive because I think they're enormously relevant to understanding effective, day to day leadership. So let's start at the beginning. Before I learned to drive, I knew nothing. But that was OK because everyone around me could drive. So it must be simple. It must be easy. I was full of enthusiasm. I wanted to be able to drive, and I was confident that I'd be able to do it well because everyone can do it. The thing is, I didn't know anything about being able to drive. I had a vague notion about what the pedals might before, but I knew nothing, and therefore I expected it to be easy. I was in a state that is sometimes known as unconscious incompetence. I was incompetent because I didn't know anything, and I wasn't conscious it all off my incompetence. I was confident because I didn't know how difficult it was going to pay. So I had some lessons my father arranged for me. I had a very good driving instructor. But you know what? Those first couple of lessons, they were tricky. I really didn't know what was going on. You had to do all these different things at the same time you had looked in a mirror. You had to indicate you had toe take your foot off the accelerator, Put your foot on the clutch. She had to do something with the gear you had to then lifted off the catch, which was difficult. And put your foot on the accelerator and keep your eyes in the mirror and keep your eyes on the road ahead of you. It was difficult on you know what? In my first couple of lessons, I started thinking I'm not gonna be able to do this. I'm gonna be the only person in the world that can't drive. I kept making mistakes. I kept stalling a car. I kept pulling out on. My driving instructor had to stop the car. My whole confidence was rocked. I've reached the stage known as conscious incompetence. I still didn't know how to drive. But at least now I knew that I didn't know how to drive on because I knew how difficult it waas. My confidence was flagging badly. I got to a stage where I really didn't want another driving lesson because I thought if I have another one, I'll just prove to myself how rubbish I am. My father, being very wise, said, Don't worry, it's a stage we all go through and he was right because I stuck with my driving lessons. I stuck with them and I got better slowly on. I reached a point where I was pretty good. I was nearly ready for my driving test. Yes, I sometimes had a bad less and I made a mistake and I came home demoralized. But sometimes I had a good lesson. Nothing went wrong. Everything went right and I was enthusiastic. I could basically drive. It's just that my enthusiasm for driving went up and down according to how well today's lesson had gone. When I had a driving test and I passed in the run up to that driving test, I had reached what's known as conscious competence. I could drive. I was competent But I was very conscious of what I was doing. I had to concentrate. I had to really think carefully about mirror signal manoeuvre, accelerator, clutch, brake, doing everything right with a matter of deep, concentration conscious competence. But look at me on a little bit older than 17 now. I've been driving for a number of years. I've got to the stage where I can get in the car, and I couldn't go to where I need to pay without thinking about the process of driving. Yes, I need to take careful consideration of the driving conditions. I need to watch the road watch my mirrors, but I don't think about all look at the road or look at the mirror or change gear. That all happens unconsciously. I reached a stage of unconscious competence. I'm competent to drive. I can do it well, and I don't need to be thinking about it Now. A friend of mine is a driving instructor, and he's reached another level because big, unconsciously competent means I can drive. But I'm not really sure how I'm doing it. If I had to explain driving to you, I'm not sure I know quite how to do it in order to teach something well, you need to go beyond that. I became an effective day to day leader, and then I studied the process, and now I have reached a level of conscious competence again. But it's highly conscious, highly competent, like my driving instructor friend. He knows so much about how driving works that he can explain it clearly. And that's what I hope to do for you with day to day effective leadership, but for now reflect on how those stages of unconscious incompetence, conscious, incompetence, conscious competence, an unconscious competence reflect on your experience of learning to drive, learning to do your job, learning to do anything that you have now mastered and that you consider worthwhile because those lessons will be valuable to you in understanding my model of effective day today. 14. L13 Applying the Conscious Competence Model to Leadership Styles: So we want to apply the conscious competence model that we saw in the last lecture to the ideas around day to day situational leadership. So let's break down the four stages of the conscious competence model. In the first stage, you were characterized by low ability but high levels of enthusiasm and confidence about what you're about to do. So we could say that your ability was low, but your attitude was high. In the second stage, you still hadn't learned very much, so your ability was still low. But now your confidence was shaken. Your enthusiasm for having another go might be low now, so we can describe this stage is low ability and low attitude. But then you started to master the fundamental skills your ability rose. You've got to a point of higher levels of ability, but your confidence and enthusiasm wave it somewhat. Sometimes it was high. Sometimes it was low so we could talk about this is being a variable but sometimes low, sometimes high attitude. And then finally you reached a point where he mastered the skill. And once you've mastered the skill, of course your ability is high. But now so is your enthusiasm and confidence. You know you can do a good job. Give me the job on I'll do it. So those are the four levels off ability and attitude and how they combine. And we can readily chart these onto a simple two by two matrix, which gives us our four zones at the top of the chart. We have the two zones, which are confidence and enthusiastic. Highlight was the attitude, and at the bottom we've got our two zones that are nervous and hesitant doing across the chart. We've also got two halves, the low ability and the high ability half, and you can see from the description that we've had. We move from Zone one, which is low ability, high levels of enthusiasm and confidence to Zone two, which is still low ability but now is nervous and hesitant. It's his own three, which now has higher levels of ability but remains nervous and hesitant to finally zone for where we're confident, enthusiastic about our high levels of ability. This is the basis about situational leadership model for effective day to day leadership, because in each of thes owns, we will apply a different style of leadership 15. L14 The First Two Skills of Situational Leadership: There are five skills that you need to be an effective day to day leader, but two of them are absolutely court on. We will start with those and those two skills, our perception and adaptability. Let's look at each of those. In turn, perception is about your ability to assess the attitude and the ability off the person in front of you and to assess it in the context of the task. You want to set them because, of course, I might be very able to do this task but set me that task and suddenly my enthusiasm goes away because I really don't know how to do it. I tried it once I failed. So if you can assess my ability on my attitude to those tasks, that's the first thing. But of course, knowing I'm good at this task, enthusiastic and poor at this task and perhaps not so enthusiastic is one thing. The other is to be able to adapt your leadership style to match it. And that's where we're going to introduce the four different leadership styles of effective day to day leadership. If you can choose the right one, having made of the right assessment. If you are perceptive enough to understand me on my characteristics and you are adaptable enough to choose the style that fits, then you pay an effective leader. 16. L15 Four Different Leadership Styles: So we've seen the thought of from combinations off ability and attitude that can allow us to assess accurately the needs of someone were leading. The next question is, what are the four styles of leadership that go with that? The start to answering that question is to recognize that leadership combines two very different behaviors. Firstly, there are supportive behaviours that made people feel good about themselves and increase their confidence and enthusiasm for a task. And secondly, there's instruction which tells people want to do and how to do it. Therefore, our four leadership styles for everyday leadership are going to combine both instruction and support in different combinations to meet the needs of the people were leading. So let's start off with are confident, enthusiastic but low ability learner who needs no real support because they got plans to have enthusiasm, plenty of confidence. But what they do need is clear and precise instruction. So our first style of leadership is to instruct. So we give a high level of clear instruction, simple tasks, simply described these make sure that a person can do something effectively and safely and grow in their confidence. But we don't need a lot of support now. Notice crucially that low support is not the same as no support as someone develops a little bit and they find that they still haven't gained much ability. But now their confidence is starting to wane. Their enthusiasm for the task goes down because they've had some setbacks. They've reached the level of conscious incompetence. Now, for someone who has that low level of ability, but also of that lower level of attitude we need to continue to give them. Highlight was instruction, but now we need to also supplement that with higher levels of support as well. We call that style of leadership persuading because we're metaphorically putting our arm around the person and saying This is how to do it and have confidence. Take it on, You will succeed, which is very much as I described my father acting when I lost confidence at the early stages of my driving lessons Now for someone who has higher levels of ability but has varying levels of confidence and enthusiasm because sometimes things go well and sometimes they don't go quite so well well, but this person, they need a fair amount of support to coax them through there periods of lower confidence and lower self esteem regarding that task. But they don't need a lot of instruction. In fact, if you give too much instruction, you will undermine their confidence by effectively saying I don't believe in you. I'm gonna tell you how to do it. You do believe in them, and you need to let them learn how to do it for themselves and to perfect their skills. So you need to withdraw some instruction. Note that this is low instruction, not no instruction. How much instruction you apply is very much a matter of judgment. But you will need to ramp up the level of support you give to meet the dips in their enthusiasm, their morale and their confidence. So we're gonna call this style of leadership assisting. But what about someone who not only has a low the skills, but, no, they have all the skills. They have high levels of confidence, high levels of enthusiasm because they have high levels of ability. Their attitude is high, their ability is high. You don't need to provide them with very much instruction. It'll just tell them exactly what you need done and when you need it done by and leave them to it and leave them to it, you don't need to provide them with a lot of support because they can support themselves, Thank you very much. They're confident they're enthusiastic. Anything you do to tell them that they're doing well is unnecessary. This is a leadership style, which I call entrusting, So you can see now that we have our for day to day leadership styles for someone that has low levels of ability but lots of confidence and enthusiasm, high attitude, we're going to instruct them. But for someone who has that low level of ability but doesn't have a strong attitude, their confidence is low. Their enthusiasm is low. Then we're going to persuade them For someone who has got ability, they just don't know it completely yet, and therefore their attitude is somewhat lower because their confidence and enthusiasm is varying. We need to assist them, give them plenty of support, and finally, for someone who knows what they're doing, their ability level is high. Their attitude level is high. They're enthusiastic, they're able well. Just entrust the task to them. Four leadership styles for effective day today 17. L16 Ex4 Four More People: Do you remember the exercise you did with Abdel Barbara Shen? She and David looking at their situations and trying to assess the best way to lead them? Well, I've got another similar exercise view with four new people. This time it's early. Frank Gorn on head. How on? I want you to do exactly the same thing as you did with the first exercise. But this time I want you to do it in a structured way. I want you to read the situations on assess, use your perception skill to evaluate the level of ability they have on their attitude. And then I want you to read the four responses and to evaluate which of those best meets your assessment of their needs, which has the right balance off supportive and instructing behaviors. Once again, this excites should take you between 10 and 20 minutes, probably around 15 minutes. But do do it on, I promise you we will look together at the answers you've got when you finished it. So do the excites and then come back to the next video. When you've completed it on, have your answers in front of you 18. L17 Ex4 How did you do: did you complete excess for? Because if you haven't go back and do it properly, because you will only really learn. If you do the excites for yourself before you listen to the answers I'm going to give you. So if you have done it, turn off now. And if you have welcome back. So we've got four members of our team on each of them is in a different situation. Each of them demands their own style of leadership. So let's take a look at them one at a time. And the first is Elie. Now. Ellie is new and inexperienced, but she's also keen as mustard and brimming with confidence so immediately we could see being you and inexperienced. She has low levels of ability, but she's keen as mustard, brimming with confidence, high levels of attitude so immediately we could see she's in the first quadrant. She needs lots of instruction because she doesn't know her role, but she doesn't need a lot of support because she's enthusiastic. So we're looking for a high instruction, low support answer Now. Of all of the answers that I read in your workbook, one of them seems to match that best to match our instruct style of leadership. And that's answer be you specify what you want and when you want it, and show her the steps in the process that's high instruction, the steps in the process. Otherwise, it's low instruction. Just tell her. Watch Nida's an output and monitor her closely. Now you could argue monitoring her closely is supportive. It is, But it's low support, and anyway, she doesn't know what she's doing very well. And if you don't monitor her closely, then she and you and the organization at risk. If she makes a mistake. So Ellie, I would instruct and I get Answer be. Let's look at Frank. Frank wants to change his daily schedule to accommodate new head office requirements. He's able, motivated, and his plan makes sense. So here we have someone who is clearly able say so. We also have someone who appears to be in control of his work, doesn't seem to have any lack confidence or lack of enthusiasm. So I think Frank's in our fourth quadrant. We want to entrust Frank. We want low levels of support, low levels of instruction and the answer for me that comes closest to that. His answer. C. We want to let Frank create a new schedule and test it out and then follow up later to see how well it's working. Just a little bit of support. Just a little bit of observation to make sure everything's all right, but always let him get on with it. No instruction air it'll this is the entrust. Answer C for Frank. Now let's have a look at Gorn. Goran is bored and thinks his job is pointless. He's inexperienced and doesn't understand the role or know properly what to do. He doesn't understand the road or know properly. What to do. His ability is low on his board, thinks his job is pointless. His attitude is pretty low. So this is someone that we need to persuade. We're looking for, an answer that is high in support and high in instruction. We're gonna be investing a lot in Goran in terms of our time. And the answer that comes closest to that for me. His answer. Highlighters performance. Make sure he understands the issue on show how he can improve. There's your high instruction. Encourage him. There's a high support and check on progress frequently because as his manager, you have to manage the risks as well. So I think a gives us our best answer for Goran to persuade. Finally, let's have a look ahead. How now head? How has a great track record but recently has suffered some big setbacks due to reasons beyond her control. Now her morale is low on her performance has dropped right down. Now. Her performance being low doesn't mean she has low ability. It says. Clearly, she has had a great track record, but something has affected her morale. Therefore, her attitude has dipped. We're looking for a low instruction hi support approach because if we start to give too much instruction were undermining her. Clearly something is going wrong. We don't know what it is, but we need to be supportive to find out, to see if we can help. So we're looking to assist hotel and the answer for May that best represents that is answer . Be in Answer be. We discussed the recent setbacks and listen to how she feels about things, gather information and do it in a supportive way. Help her to explore ways to get back on top. This is supportive and monitor her periodically supportive and risk management. But there's nothing in there that tells you how to get back on top. Helped her find her own way. Because if you intervene too much, you're saying, Look, everything's gone wrong and I no longer trust you. So this for me is the best answer for assisting Hotel Answer Bay. So how did you do? Did you get answer Be for Ellie. Answer C for Frank. Answer A for Goran and also be for hotel. If you did well done. You understand the basics of effective today. 19. L18 Ex5 Four People again: Now we're taking you through the answers to exercise four on you understood the approach to day today. Leadership for Ellie, Frank Gorn and hotel. I want you to go back to the 1st 14 members that you encountered. Abdel Barbara, Chengchi and David. I want you to take a look again at the situations and the answers. I want you to revise any answers that you feel you want to revise. Forget what you did the first time on. Apply the techniques that you've used successfully with airy Frank Goren hotel. And you understand you've got from our debrief and redo that exercise. Yep. Another 10 to 20 minutes. It probably won't take you for 20 minutes. It might just take you 10 minutes, but do the exercise and come back for the debrief when you've done 20. L19 Ex5 How did you do: How did you do with your exercise? I hope you've gone back and looked again, Drawing says. For Abdul, Barbara, Chengchi and David. And if you haven't you know the drill. Turn off now, do the exercise. But if you have, let's go through those four case studies, just as we did with early Frank Goerne and her towns. So let's take a look at Abdel on. By the way, I wonder how many of these you actually changed. Let's have a look, Abdel. So this is the second time in six weeks that Abdel has handed in Was Weekly Progress report late and incomplete For the last couple of years, his work has been excellent on always on time, so this suggests he has the ability. But something is going wrong with the execution, which suggests that his attitude has dipped. Maybe it's a morale issue. Maybe something's going on. Maybe he's not happy about something, but it sounds to me like someone that you need to assist someone who has high levels of ability, therefore doesn't need a lot of instruction, but does need some support and guidance for me. The answer that most closely matches that description is Answer D. De says. Ask him why his performance has slipped and listen to his concerns. There's are supported behavior. Offer your support, more supportive behaviour on monitor his performance notice. There's nothing there about telling him what to do because he knows what to do. He's highly able. So for Abdel I Go, Thanks a D assist. Barbara says here that your team is working hard to complete an important report. Barbara has recently joined the team on Most Contributor sales analysis next Friday. She is eager to learn, but has never done a sales analysis before. Eager to learn great attitude but has never done i sales analysis before. Low ability. We know where she sits. She's in box one, isn't she? We need to instruct her. We need higher levels to instructed behavior, but we don't need to support her very much. Just a gentle hand. The low support Not no support. And for May of the answer that best exemplifies that instructed approach toe everyday leadership. His answer. A introduced her to the team. Of course. Tell her the precise requirements and layout and check on her progress frequently. Check on her progress frequently is more about risk management that it is about support, but it enables you to top up the instructions as you need to. So I think a represents the best example of instructing for Barbara and is therefore my choice of answer century. You've asked Chen Xi to carry out a highly sensitive internal project. She's very capable. Don't need to look into that in any more detail. Is sensitive to help her colleagues feel on, has led important projects successfully in the past. What we need to know she's capable. Nothing there to suggest there's any problems with her attitude. We just need to entrust her with the task. We're looking for an answer with low levels of support and low levels of instruction. And for May Answer. D gives us our best version of that. Tell her what the objectives of the project are and ask her to keep you informed on progress. Not a lot of instruction there, just clarity around what you wanted to do and not a lot of support. They're just making sure that you cover the risk by getting the reports. So Chen Xi answer D and Trust and last David after a departmental reshuffle, David's performance has been declining. He clearly doesn't have the skills for his new job and has been upset by the change I'm set by. The change suggests his attitude is low. His confidence is waning, enthusiasm and morale it down. And he clearly doesn't have the skills for the new job. He might have been very capable in his old job, but his ability to do this job is low, and therefore we need to give him a fair amount of instruction and plenty of support. We're looking for high instruction, high support, persuading style dates, day leadership, and for me on said De is our best response. Highlight his performance. Ask him what the reason is. Listen to his concerns. Those air are supportive behaviours. Show him how to create a plan. Periodically check on it. There's your high levels of instruction as well. So for me, we need to persuade David on Answer. D gets his closest to that. How did you do? You've now done eight simple exercises. Now there's a couple of things I need to say. Firstly, if you got one or two slightly different to my answers, don't worry, because we're interpreting words. And I'm fully aware that even if you are a native English speaker, some of these words coming different things to different people. And secondly, in the real world, you're gonna know more about these characters than we do here. Consequently, you're not going to be going for one off four, but you're going to be varying your levels of support and instruction according to your detailed understanding of a situation on the person. But if you got most of the answers, the same was May, and those you didn't were pretty similar then you've done very well. You're not yet a master everyday leadership now, because there's more to learn and we'll start back next. 21. L20 Three More Skills You Need: in the previous section. We learn the basics off every day leadership. But there's more to learn because we focused ourselves on the two core skills off perception on adaptability. In this section, we need to go into more detail in the other three skills of everyday Leader and those three skills, our goal setting, partnering and feedback. So in this section, we're going to look at those in some detail. Does setting, making sure that people are clear what it is you expect of them partnering, thinking about the way you work with individuals as you lead them, and feedback taking the opportunity to help people develop by giving them good quality observations about how they've done on what they can learn. If you're going to master effective everyday leadership, you're gonna need those three skills as well. 22. L21 Task and Goal Setting: in this video. I want to look at the skill of setting tasks and goals for individuals because it's an important part of day to day leadership, making sure that people know what you expect of them and how you expect to behave. And I like to think of this as a three component process. On the first component is context. People need to know the context of which you want them to do the task because the more context, more background, the more understanding they have of what they're doing and why they're doing it and how it fits into other things. Then the better they'll be able to perform because people are intelligent and by giving in the context or the background, you'll help them answer for themselves some of the questions they otherwise bring to you if they get stuck. But there's another reason why context is important because we need meaning in our lives. And if we don't understand why we're doing something, then we're never going to be motivated on. I'm sure you've had that experience of your boss asking you, and I'm talking here about your poorer boss is asking you to do something and you thought, Why do you want to do that? I don't understand. And if your boss doesn't answer that question, I'm not saying you won't do it. You probably would, because it's your job to, but he never feel really good about doing it will never feel really motivated and keen to do it. Whereas if we know why we're doing something and how it fits into a, ah bigger picture on, you know the value of it and the benefit of it and who benefits. Understanding that context not only gives us more information to make better decisions when we run into problems, it's motivating and energizing to the second component is deadline tasks have to be done. My a specific time. And if I know when you need me to do the task of, then I can schedule my work accordingly. If I don't, then I might either do it immediately, putting off other, more urgent things, or I may leave it too long and find that you get frustrated with my poor performance. Just because I haven't done it doesn't mean I'm gonna do it. Baggy. I just didn't know when to do it, and I haven't done it yet should be very clear about deadline. Now, my preference when working with trusted team members is to be absolutely honest about when you need it and trust that they will respect that and deliver it on time. But we all know that sometimes when you're working with certain people, you may choose to set the deadline here, knowing that you needed a week later to give you some buffer. Now, clearly, if you're working with someone who is inexperienced on therefore of low ability, you do need to build into the deadline time to review their work to quality, assure it, and to put it right, auto supplemented if you need to. But the deadline is the second component of tasks, setting the third component of tasks setting being clear about what excellence looks like. In fact, I like to set two standards. I like to be very clear. What done? Looks like you produce this. It's done, it's finished, it's OK. But if you want my maximum support, if you want my maximum level of praise, this is what excellence looks like. This is what's known as an evidence procedure. I will tell people what evidence they have to present to me if they want to get certain levels off my praise and support. Consequently, if I want a base level of price, thank you have done a good job. Well done. Get to hear, get to done. But if you want my full praise, if you want me to congratulate you and think of you as a high caliber, high ability performer But then this is what excellence looks like. You give me that evidence, you get their awards. If you notice I've given you context, deadline and excellence were not described. How to do the task. This is the low instruction level for the high instruction level for the high instruction level. That's when you also need to set out the individual tasks. These are the steps that you need to follow. So here we have it context, deadline excellence and, if necessary, the steps that you need to follow. What else might you need to include? Well, there might be some reporting procedures. So mad men, there might be some resources, but that's basically it. It's actually very easy as long as you are clear in specifying what you need, why you need it and when you need it and if necessary, how to do it 23. L22 Leadership is a Partnership: Let's say I have to Colleagues Jim and Jane. Jim is highly capable. His ability levels a super high, and he's enthusiastic about the task. I set him plenty of confidence, knows it's right within the sweet spot off his technical skills. I've allocated to Jane, on the other hand, a task she is not very familiar with. She's done it once or twice, and it hasn't gone well. Her ability levels are much lower, and more importantly, her confidence is very low. She's not enthusiastic to take on the task. Her attitude is low now as an effective, everyday leader, you know that what I need to do for James is to entrust him with the task. I need to give him low levels of support and low levels of instruction so that he can lead himself. But for Jane, I hate to persuaded to do the task. I need to provide her with support she needs and the instruction she needs to do it well, so as a good, effective day to day leader myself, If I apply those strategies, I'll get the best from them. Once I could There be a problem, though? Have you ever done the right thing and yet still not got the right results. Why can this happen? Let's take a look at James's point of view. James is looking over at the way. I'm working with Jane, and he's thinking to himself, Mike's spending a lot of time with Jane. He has to spend much time with May. Maybe he doesn't like me. Maybe Jane is the person he sees as ideal for promotion. Maybe I'm going to be overlooked. Maybe Mike doesn't support me. James, his favorite, and now James is starting to lose his motivation and his enthusiasm. He's getting upset, is getting angry. He's getting frustrated with me. Oops. Now let's look at it from James Point of view. Jane has seen the wound working with Jim, and she sang to herself. Well, Mike's not spending a lot of time with Jim. He obviously trusts Jim. He doesn't trust me, though. He spends a lot of time with me. He gives me lots of detailed instructions. He doesn't leave me to do things on my own, whereas Jim, he obviously trusts you. Clearly, Jim is the person that he sees is ideal for promotion. He's the person he supports and now Jane is getting frustrated. Jane is getting upset, angry better about the way she's being treated. Oops, I've done the right thing by both colleagues. James has been left to do the work on his own as he needs. Jane has the support and guidance and instruction she needs, and yet both are upset. What have I done wrong, I would have done wrong is I've done day to day leadership to James and to Jane. Yes, I've done it to them. I have imposed my model of leadership on them, even if it's the right model, they don't know what I'm doing, and therefore the hell mistrustful off the differences in the way that I treat them from the way that I treat other people. And this is the essence of the fourth skill of everyday leadership. It's about partnering with your people, not doing day to day leadership to them. When I partner with someone, I explained the principles. I am working, too. I share my assessment, my perception of their ability and their attitude on therefore, I draw out my own conclusions and share those with them. James, I can see you're good at this I can see your enthusiastic. I'm going to assess that. You won't need very much support or very much instruction. I'm gonna leave you to get on with it because I think you can on I'll spend more of my time with other colleagues who need more of my time. Jane, I'll say I conceive struggle with this in the past, I'd like to give you more help, and I can see you're not enthusiastic. So let me spend some time with you to make sure you get a good start and to support you. I'm gonna spend more time with you. Then I do with some of your other colleagues because I think that will really help you to succeed. If I do that, if I partner with Jim and I partner with Jane, then I'll get the best out of them. And each of them will feel happy with the levels of support on their levels of instruction that I'm giving them. So partnering with your colleagues is the fourth skill off day today. 24. L23 How to Offer Feedback: Azan effective day to day leader. One of your principal responsibilities is to help your people to develop, to get better at what they do, and the main way we do this is we set in tasks. We let them succeed, more fail and then we give them a good quality feedback so they can learn from their experiences. And I say failed because how many times have you learned a lot from getting something wrong ? Your job is a leader is no to stop people making mistakes. It's to stop them making the wrong mistakes, to manage the risks so that they make mistakes, that it's safe for you, for them and fuel organization, and then help them learn from those mistakes. So in this video, I want to talk about the basics of good quality feedback, and the model I'm going to use is to give them a boost. Boost stands for the five components of really good quality feedback, and the first component is to make it balanced. Now a lot of people have talked about the feedback sandwich. You tell him everything that's good about what they've done, so they feel good and then you hit them with the mistakes they've made how to correct them . But you don't leave them feeling depressed, so you remind them of the good stuff. And they kind of forget about the mistakes because they're so buoyed up. I don't think the feedback sandwich quite works, but the principle is right. Start by giving someone feedback on what they've done well, because they want to hear that they'll listen to that and they'll engage with that. It builds. Report on When you got report, you could start to introduce your concerns about what they need to learn from stakes I made . But what's really important is having made mistakes you then, and this is the bottom of If you like the feedback burger, then you need to reinforce your support for them, you know, supporting the mistakes they made. But you're supporting them as an individual as supporting on reminding them that you're there to help and develop them. So that's the balance. Here's the things you did Well, here's the things you didn't do so well. Here's my support to wrap around it. The 1st 0 of boost stands for objective. When you give feedback, give me back about the behaviour on the performance. But your team member has conducted not about them themselves, not subject to performance. That says, you are this or you can't do that But this is what you did. This is how you did it. Be objective in the sense of giving feedback about their activities because that's what they can change. They can change who they are. Frankly, you don't know whether they can or can't do something. You only know for sure what they did or didn't do. The 2nd 0 of boost stands for observed only give feedback on things you have observed. Don't speculate about what might have happened. Only give feedback on what you know for sure did happen. Now it is possible to use third party feedback. If a reliable sources told you something that happened, or the way they did something called their behavior performance, then you can use that, but use it carefully. The best quality feedback is feedback. Based on what you have observed, the S stands for specific. The more specific you are in the feedback, the easier it will bay for your quick toe. Understand what they need to do to change or what I need to do to continue to improve if you give general feedback, this report isn't very good or I didn't like the way you presented. I have no clue about what they need to do to make it better, whereas if you say your use of color in the graphs meant that people are colorblind, couldn't get benefit off it. That's easy to fix when you present it. You wanted around and turned your back on the audience. Okay, Now I know how I need to fix my presentation skills and finally T for timely. The best feedback is the feedback that comes as soon as possible after the performance or after the behavior concern. But no sooner. Obviously, you need to wait till inappropriate time. It's not appropriate to give feedback to someone publicly when other colleagues air around , unless it's complete praise. But as soon as you can take someone aside to a suitable place, give them feedback there and then that way your recollection and their recollection of what happened. I a sharpest and the learning will be the most precise. So give your feedback. Give your people a boost with balance for you back objective feedback, observed feedback, specific feedback and time 25. L24 Positive Feedback or Negative Feedback: One of the things that bothers people about feedback is whether they should use negative feedback or positive feedback and those two words themselves. For may a problematic because what people mean by positive feedback is I support you, your great you've done well. Fantastic congratulations, which is to may praise rather than their feedback. On another hand, negative feedback is critical. You did this wrong. You made mistakes, which isn't very helpful. But the principle behind the question is very, very important. When should you skew the balance of your feedback towards the negative aspects of performance on when should you skew the bounce towards the positive? And for that there's a very clear answer. If performances inadequate, then the best way to raise performance from inadequate to a good basic level of performance had, Of course, if you like, is to focus from what people are doing wrong and how to put it right to enforce the rules to make sure that the basics work. So for under performance, we do need to skew the balance of our feet back towards correcting errors. However, once someone reaches a good base level of performance to get them to a high level of performance to exemplary levels. Toe excellence, then focusing on the negative aspect of their performance will not work because they'll be aware of them anyway. What you need to do is to focus on the positive aspect, what they've done well and how they've done it well and help people toe learn from that. To understand, the detailed satellite is of what works what doesn't work and to tweak their performance, toe build habits and effective procedures around what they've done well once and then oil those procedures and toe customize them and to tweet them so they run immaculately. Excellence is about constant polishing of what's already good to make it better. So your role in giving feedback is not just to talk about what you've observed in a balanced way. It's to understand the right balance, to get someone from under performance to a good standard, then you need to correct mistakes and to get someone from a good standard toe excellence, then you need to point out what they've done well, helping to recognize it and helping to make those 26. L25 Ex6 Skills Audit: Now we've seen all of the fine skills of an effective day today. Leader. It's time for exercise six. And this is a simple, reflective exercise that will allow you to consider your level of ability and your level of enthusiasm and confidence in these six skills. So do the reflective exercise in your workbook. Think about your level of experience with these different skills, how good you feel about them on where you might need additional support, additional guidance, additional learning and use that as the basis to develop your continuing development plan. As a result, when you've done that, what's left to us is the additional bonus material. If you choose to review that and also the closing section to do your reflective exercise, I'll see you again soon. 27. L26 Applying Day to Day Leadership to a Team: in this video. I want to talk about how you can apply. The prince falls off effective everyday leadership to a whole team, and the model I'm gonna use is the basis for this is the model of group development developed by Bruce Tuckman. Now what's Huffman observed is that in the early stages of a team, when it first comes together, people don't really know what expected of them. They don't know what to do and they don't know each other. So conversations will be in a fairly superficial level. But people will be keen to get started keen to get started. Sound familiar? Hi attitude. But they don't know what's expected of them. So we've got low ability as a team leader for your whole team to bring them together. You need high levels of instruction, high levels of clarity. About one. You expected your team, but you don't need to be very supportive. Tuchman caught this state the forming stage. Now the problem with people, if you like, is that once we get to know one another, our personalities will bubble to the surface and so will all of those group dynamically sorts of things. And so The second stage, which Turkmen called the storming plays, is where people start to push against the boundaries. They start to assert one another. They try to jockey for position within the team. Some people will be after the good role. Some people may even be after your leadership role, and they made shellings your leadership. So you need to continue to be quite directive and give people instruction about what you expect of them. Otherwise, the team just won't get anything done. But now you need to be supportive of the team as well. You need to be supportive of that, particularly that the less assertive individuals and you need to support the team dynamics you to get involved in relationships and on do all of that need to counter challenges to your authority. But of course, all of this interpersonal, you know, team dynamic, see stuff that's quite stressful, and it could put quite a strain on people. And so as they get to know their work, a lot of people will start to hunt it down and just get on with their work. They will get a relief from the intense social atmosphere by focusing on their work. And, of course, because they now know their work. They don't need a lot of instruction, but they do still need a fair amount of support to build the relationships up. And Tuttman called this norm ing state because in the normal state to try, because in the norm ing stage, the team is trying to find norms of behaviour. Ways to get on with one another and your role as a leader is to help facilitate that process. To Saito, To Jim. Look, I know you're very busy, but Alison over there, she's got some time. Let me introduce you or to say to Jane, Dave over there struggling, Can you come over and lend him a hand? Give him the knowledge, the experience that you've got. So we've moved from our low support, high instruction to her high support, high instruction. And now we're into lo instruction on high support. Guess what? As the team finds its norms of behaviors and it starts to get to know one another, trust one another. It will move into Tubman's performing phase, and in the performing phase, everyone knows their role. Everyone knows the team's role as a whole. We have strong relationships amongst ourselves and therefore we helped each other. We get on and we do the work. We're, ah, high performing Team and you, as a team leader now, still don't need to give much instruction because the team knows what it needs to do and how to do it. Everyone is competent, unable, but also the team can look after its own social interactions. People care for one another. They collaborate spontaneously. They communicate well. You don't need to provide a lot of support. You can trust in trust the team. So there we have it. Our four components off effective, everyday leadership don't just work with individuals. They work with whole teams. If you have a new group of people coming together, they take them through that life cycle by adjusting who leadership start 28. L27 How to Lead a Team through Transformation: in the last video, we talked about how we can apply the TUCKMAN model and our effective day today leadership model together to think about leading a whole team. But that description can leave some questions unanswered on one of the questions that leaves announce. It is what happens when the team goes through a change. Someone important leaves someone important, joins the team, get re tasked. And this transformation, if you like, can throw the team back through their life cycle phases a big enough change. The team is completely re tasked on new members. Join means that actually, nobody's quite sure who's who, what our roles are and what we need to do if you carry on trying to lead that team as if it's still in the performing stage with a light touch. Not a lot of support, not a lot of instruction. The team will fail. You need to go back to a stage they're at now on diagnosed how much support they need for the interactions and how much instruction they needed. If let's say a new member joins the team in a fairly senior level with a lot of experience , people will jockey for position with that person. Or maybe there's a gap. Someone leaves and people are competing to get the promotion. To do that role that feels a lot like the storming stage. You need to up the amount of support you're giving to the team. So think about the amount of support you need and the amount of instruction you need, not just as the team progresses through its life cycle, but as the team changes and transforms. 29. L28 Another Leadership Styles Model Goleman: very early on in this program, I talked about the different types of leadership model traits, models, roles based models and style space models. And I said that our day to day leadership model. He's one type of styles model, and there are others. And I thought it would be interesting. Just toe take a look. A bonus to the course at one other styles based model that's become very popular, very well known, and it was introduced by the psychologist and journalist Daniel Goleman in his book The New Leaders. Daniel Goleman is rightly famous for popularizing ideas of emotional intelligence in the workplace, and the new leaders picks up on that emotional intelligence idea. But it also introduces us to six styles of leadership, each of which can be appropriate in its own place. And if you can select the right one again, he would argue that by choosing the right style of leadership or the right predominant style of leadership for the culture for the environment, and then you'll be more successful. So let me take you through Goldman's six styles off leadership to give you something to think about. Dauman's first style of leadership is the visionary style, the kind of style in ship which says, I have a vision. Come with me. Let's go towards it. This could be charismatic and engaging. It's a style that a lot of people want to follow. It's a highly respectful style, but it's one that clearly says I am in the lead on. Therefore, it's a lot less democratic for than some of the other styles. This style is particularly valuable for a team that needs direction, either because it's starting something new or it lacks direction or morale has dipped. It can have a hugely positive impact on the team, but to do it well, you need oodles of empathy as well as imagination, creativity and brilliant communication skills. Toe articulate your vision in a way that's compelling and powerful doorman. Second style is the coaching style, the style that says, Let me help you to do something. Let me have it to learn its developmental. It's about helping people to try things and get better or what they do. It's a hugely respectful style. It's very much person focused. Leaders would do well to adopt the coaching style as a part of their are part of their tall set or the predominant style, where you've got a group of people who need to perform extremely well at a willing to perform extremely well and are open to your help and guidance. So to do it well, you need empathy and communication skills certainly need really good observational skills and great rapport building skills. There's so that you can break through People's Reserve about being given clear observations and asked perhaps challenging questions about what they're doing from which they can create answers and learn. So the coach we started very much about developing people and therefore the team as a whole . The affiliative style is Goldman's third leadership style, and this is all about people as well. But this is about developing a harmonious team culture, if you like. Because the affiliative style is about creating bonds and relationships among the team members. It's therefore about making the TV more self confident. As a whole, it has a very positive impact on the team if done well. But to do it well, you really need to understand people and have great social skills toe form. Those bonds and toe make people feel comfortable with you and with one another. The affiliative style is particularly appropriate where you've got a team that is suffering from stresses and strains and has gone through a tough time and needs to be rebuilt and two owned again. It's also valuable, of course, start when a team comes together for the first time during the storming face. If you listen to our video about Tuchman model, the fourth of Goldman's team leadership styles is the democratic style, and this is about harnessing the collective knowledge and wisdom of the team to improve its problem solving and decision making. This is very much at the lacy fair end off the Tannenbaum and Schmidt leadership continuum because it says to the team, Here's what we need to do now You work on it together. It engages people in labels, the team to feel it is in control and for a strong and well motivated team, if this means you're likely to harness the maximum levels of creativity, the maximum integrity in decision making, But to do it well, what you've therefore got to do is to provide the team with good information, to protect them from distractions and to make sure that there are procedures and processes and norms of behaviour in place that make sure everyone in the team respects everyone else on is prepared to listen to the different opinions before forming a group opinion. So to do the democratic style of leadership, well, you need good communication skills. You need good rapport, building skills, but essentially really good as stepping back, observing what's happening, observing what's missing and providing the resources that fill the gaps. Does Fist style is pacesetting Very much a kind of do as I do work as hard as I work sort of style that expects the leader to set the tone leaders who wanted lead from the front and lead from the front Well up. Hey, setting leaders. And it can be very motivating for an energized, already well motivated team to see their leader working hard and to join in. But it can put a huge strain on a team if you try to sustain it for too long. If you've got lots of energy and you forget that other people have other commitments and other enthusiasms, if then the team or Alcon dip, but for a short period of time, if you understand the pressures the team under and you're prepared to stay alert to the stresses that your style might put them under. Then for that short time when you need to get something done and done fast and then the pacesetting style can be really energizing. Finally, there's the commanding style. What I need to say about this. It's do as I tell you to do. It's the leader knowing all the answers and expecting compliance from the team. And yes, there are a limited range of circumstances where this can be appropriate, particularly in crisis situations, where the leader has a lot of experience and the team has very little people do want to be led when they don't know what to do, and they know something has to happen. However, outside that limited range of circumstances that aren't many places where that commanding style of leadership is going to be appropriate, it could be very alienating. It can leave people feeling you know who my what walk am I being valued or my just upon. So if you need to use commanding style, do so but do so for a short time and withdraw it as soon as you can. So what do we learn from Goldman? Six styles We learned there are different ways to lead. We learned that each has its place and that the needs of the T may vary as a whole from time to tell him. And if you select the right leadership, start for the time. If you are a good situation or leader, understanding the context in situation and do choose the right style of leadership, then you'll get the best out of your team. But likewise, if you pick a style of leadership, which is out of kilter with the needs of the team and possibly not one that you're well equipped to work with, then you won't succeed. So take a look at these six styles, internalize them and reflect on which ones you use with confidence and which one your team . 30. L29 Ex7 What have You Learned: The last exercise for this course is a chance for you to review what you've learned because we've covered a lot. We talked about more leadership. Here's the challenges we have and the different approaches people have toe developing models of how to lead. We talked about the value of situational leadership, and we've talked about different models off situational leadership, the town Obama Schmidt model on our day to day leadership model, and we talked about the five different skills in that model. Well, you've talked about how to diagnose what style is appropriate and in the bonus material. We've looked at some other stuff, too. So you've learned a lot, I hope, and it's important to reflect on what you've learned to really internalize it and make it powerful. So I'd like you to think about what I found most interesting, insightful three things in particular. Secondly, what are the practical, useful tips on tours and techniques that you're gonna take away and implement? And crucially, what will you do differently? Now you know this stuff, and you started to practice it. Take some time to reflect on what you've learned to review your learning, and when you've done that, you'll do the closing 31. L30 Wishing You Well: it's been quite a ride, and I hope you've enjoyed watching these videos as much as I've enjoyed making them. This is This is one of my favorite topics in the whole of management leadership, personal effectiveness and all the things I do. These everyday leadership techniques are fantastic. They worked really well, but they only worked really well. If you take him out for a spin, you give him a practice and you keep practicing and you keep learning and you keep perfecting it. Thinking of this is a great useful course that you can kind of memorize and then forget isn't going to make you into an effective day to day leader. What will make you an effective leader is using these ideas, seeing how they work, affecting your style of using them. And if you do that, you will get better every day until you reach the point where you no longer thinking about how to use this conscious competence. But you're doing it without thinking you will reach unconscious competence where you just lied well every day without thinking about it without paying attention to it. And you think without people noticing. But they will. They'll notice the quality of your leadership and they will respond to it. So start today to use these ideas. And if you do, you will become an effective day to day leader. And I wish you well. Is a manager a supervisor on a leader. Thank you very much for taking this course and good luck.