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

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Tmtd situational leadership

  • 2. This  learning  experience  focuses  on  fundamental  changes  in   the  role  of  a  leader  today.  From  a  Boa/Critic/Judge  to  a   facilitator/supporter  and  coach.       If  leaders  are  to  be  partners  with  people  they  work  with  they   need  new  skills  that  will  enable  them  to  @ind  out  what  the   individual  needs  in  order  to  accomplish  their  goals.  And  the   use  a  vairety  of  leadership  styles  to  meet  these  needs.     Why Lead?
  • 3. Leadership Pattern  of  behavior  you  use  with  others,  over   time  as  perceived  by  others.      
  • 4. Situational Leadership   Developing  members  over  time  to  reach  the   highest  level  of  Performance.    
  • 5. Purpose of Situational Leadership?   •  Open   up   communication   –   Increase   frequency   and   quality   of   conversation  about     1.  Performance     2.  Development     •  Help  Other  Develop:     1.  Competency     2.  Commitment     •  Teach  other  to  provide  their  own  direction  and  support.     •  Value  and  honor  differences.      
  • 6. 3 Skills of Situational Leadership •  Diagnosis:  Assessing  the  members  needs  for  direction  or   support    (Current  Development  Level)     •  Flexibility:  Using  a  variety  of  leadership  styles  that  suit   the  situation   •  Partnering  for  performance:  Reaching  agreements  with   members   about   their   development   stage   and   the   leadership  style  needed  to  help  them  achieve  individual   and  organizational  goals    
  • 7. Diagnosis The first skill of a Situational Leader •  Willingness   and   ability   to   look   at   a   situation   and   assess   other´s   development   needs   in   order   to   decide   which   leadership  style  is  most  appropriate  for  the  goal  or  task  at   hand.   •  Development   level   is   goal   or   task   speci@ic,   not   an   overall   rating  of  an  individual´s  skills.    
  • 8. DEVELOPMENT LEVEL  D4   D3   D2   D1      Self  –  Reliant   Achiever      Capable  but   Cautious   Performer   Disillusionised   Learner   Enthusiast   Beginner         High   Competence     High   Commitment                 Moderate  to  High   Copetence     Variable   Commitment       Low  to  some   Competence     Low   Commitment       Low  Competence       High   Competence  
  • 9. •  Competence  –  Individual´s  demonstrated  and  transferable  knowledge  and  skills  of  a   task  or  goal   •  Commitment   –   The   individual´s   con@idence   or   motivation   to   do   a   particular   task   or   achieve  a  goal.     D4  –  Individual  is  con@ident,  Inspired,  Inspires  others,  Expert,  Self  assured,  Accomplished   and  Proactive.     D3  –  Self  critical,    Sometimes  doubtful  ,  capable,  makes  productive  contribution,  Insecure,   Generally   self-­‐driven   but   needs   continuous   challenges   and   opportunities   to   stay   motivated.     D2  –  Discouraged,  over  whelmed  and  confused,    Needs  assurance  that  mistakes  are  a  part   of   the   learning   process,   Unreliable   and   inconsistent,   Flashes   of   competence   but   needs   more  development  and  knowledge.     D1  –  Inexperienced,    Eager  to  learn,  willing  to  take  direction,  Excited  and  Optimistic,  Can   make  mistakes  and  they  are  not  aware  of  what  they  don´t  know  but  need  to  know.       Note
  • 10. Five Key Questions to diaognose level of DEVELOPMENT •  What  is  the  speci@ic  goal  or  task?   •  How  strong  are  the  individual´s  skills  on  the  goal?   •  How  good  are  the  individual´s  transferable  skills?   •  How  interested  or  enthusiastic  is  the  individual?   •  How  con@ident  or  self-­‐assured  is  the  individual?  
  • 11. Needs of D1 •  Recognition  of  enthusiasm   •  De@ining  clear  goals  for  them  along  with  timelines   •  Standards  for  what  a  good  job  looks  like   •  Constantly  learning  new  skills   •  Frequent  feedback   •  Solutions  to  problems  and  challenges  they  face.  
  • 12. Needs of D2 Disillusionised learner •  Clear  goals   •  Praise  for  making  progress   •  Frequent  feedback   •  Coaching  to  build  and  re@ine  skills   •  Explanation  about  WHY  a  goal  or  task  is  important  and  how  it   can  be  done  most  effectively  
  • 13. Needs of D3 •  An  approachable  mentor  or  coach   •  A  kickstart  to  overcoming  procrastination   •  Support  to  develop  self-­‐reliant  problem  solving  skills   •  Constant  encouragement  to  ensure  they  become  more   con@ident  about  themselves.  
  • 14. Needs of D4 •  Variety  and  Challenge   •  A  leader  who  is  more  of  a  mentor  and  less  of  a  manager   •  Authority  and  responsiblity   •  Trust   •  Opportunities  to  share  knowledge  and  their  ideas  
  • 15. Flexibility The second skill of a Situational Leader •  Directive   Behaviour   -­‐     Telling   and   showing   people   what,when  and  how  to  do,  providing  frequent  feedback  on   results   •  Supportive   Behaviour   –   Listening,   facilitating   self-­‐reliant   problem  solving,  encouraging  ,  praiaing  and  involving  others   in  decision  making.  
  • 16. Four leadership styles with combinations of DIRECTIVE & SUPPORTIVE •  Style  1  –  Directing  –  High  Directing,  Low  supporting   •  Style  2  –  Coaching  –  High  Directive  and  High  supportive   •  Style  3  –  Supporting  –  Low  directing  and  High  Supporting   •  Style  4  –  Delegating  –  Low  Supportive  and  Low  Directive  
  • 17. Leadership Style Descriptors S4  -­‐  Delegating   S3-­‐  Supportive   S2-­‐    Coaching   S1-­‐  Directing   •  Allowing  /   Trusting   •  Empwering   •  Af@irming   •  Acknowledging   •  Challenging   •  Listening   •  Re  assuring   •  Collaborating   •  Giving  feedback   •  Appreciating   •  Re-­‐Directing   •  Praise     •  Encouragement   •  Prioritizing   •  Sharing   feedback   •  Working   towards  making   the  team  self ´reliant   •  De@ining   •  Planning   •  Orienting   •  Teaching   •  Checking   •  Monitoring  
  • 18. When to use S1 - DIRECTIVE? Two  Behavious   Intention   How  to  use?   1.  Goal  Setting   You  really  want  to  help   others  develop  their   competence   Goal  setting  and   developing  action  plan   2.  Showing  and  telling   how   Establishing  timelines     Setting  priorities  and   check  for  understanding     Telling  your  team  HOW  to   do  something  
  • 19. When to use S2 – Coaching? Two  Behavious   Intention   How  to  use?   1.  Listen   You  want  to  show  you  care   about  the  individual´s   personal  and  professional   development.   Lead  with  your  ideas  and   explain  WHY  (  especially  for   disillusioned  learners  )   2.  Consult   Find  something  to  praise  and   acknowledge     Provide  information  and   resources  to  continue  building   skills       Make  the  @inal  decision.  
  • 20. When to use S3 – Supporting? Two  Behavious   Intention   How  to  use?   1.  Listening     You  want  others  to   believe  in  themselves.     Pull  ideas  from  the  individual   2.  Self  relaint   problem  solving     Suggests  ways  of  making  goal  more   interesting  if  motivation  is  low     Keep  the  decision  making  in  the   other  person´s  court  by  asking  open   ended  questions     Sharing  information  about  self    
  • 21. When to use S4 – Delegating? Two  Behavious   Intention   How  to  use?   1.  Challenge  to  excel   You  want  the  individual  to   go  beyond  what  he  or  she   thought  was  possible.   Trust  their  judgement   2.  Allowing  the  person  to   take  the  Lead   Help  and  allow  the  person   to  continuously  innovate   Acknowledge,  Value  or   reward  contribution.       Ask  to  be  kept  informed.  
  • 23. MATCH and MISMATCH MATCH   •  S1  -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐  D1   •  S2  -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐  D2   •  S3  -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐  D3   •  S4  -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐  D4   MISMATCH   •  Over  Supervision   S1  /  S2  with  D3  /  D4     •  Under  Supervision   S3    /  S4  with  D1  /  D2  
  • 24. Partnering for PERFORMANCE THIRD skill of a situational leader •  Short,  regular  one  on  one  meetings  with  the  individual     •  Connect  personal  goals  to  organizational  goals     •  Get  agreement  on  SMART  Goals   •  Clear  expectations  about  work,  communication  etc.   •  Constantly  understand  their  development  level  and  be   @lexible  about  your  leadership  style  to  make  your  team  move   towards    an  ideal  state.  
  • 25. Recap •  All  good  performance  starts  with  a  clear  purpose  and   goals.   •  Development  level  is  goal  or  task  speci@ic.   •  Different  leadership  styles  for  the  same  person  or  for   different  people  depending  on  their  level  of   development.   •  Good  Performance  is  a  journey,  not  a  destination.   •  Situational  Leadership  is  not  something  you  do  to   people,  it  is  something  you  do  with  people.  
  • 26. Reflection •  If  someone  was  to  watch  a  videotape  of  your  actions   and  behaviours  over  the  last  few  weeks,  the  person   would  say  you  are  focused  on?   •  As  you  develop  the  knowledge,  skills  and  attitudes   you  need  in  the  coming  few  months,  you  would  like   your  video  tape  to  show?   •  This  would  help  your  team  and  LC  by?  
  • 27. Successful vs. Effective Leader Successful   •  Behaviour   •  Performance   •  Results     Effective       •  Attitude   •  Commitment   •  Feelings  
  • 28. Reflection •  Think  of  a  person  who  helped  you  become  both   successful  and  effective?   •  What  did  this  person  do  to  help  you  achieve  results   and  become  positive?   •  How  did  this  person  make  you  feel  about  yourself  and   AIESEC?   •  What  is  in  it  for  you  to  make  your  TEAM  feel  that  way   about  the  organization,  his  work  and  his  leader?