Essential Leadership Skills

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C1Copyright © Vital Learning, LLC. All rights reserved.
ESSENTIAL SKILLS OF LEADERSHIP — PARTICIPANT
Section 1: Class Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
The Work of Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Section 2: The Leadership Achievement Path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
The Foundational Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
The Achievement Path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
The Essential Skills of Leadership Skill Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Section 3: Focus on Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Behavior vs. Attitude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Behavior or Attitude? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Observing and Documenting Specific Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Rewriting Attitude Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Section 4: Maintain or Enhance Team Member Self-Esteem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Maintaining or Undermining Self-Esteem Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Maintaining or Undermining Self-Esteem Statements Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Motivating Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
How Would You Maintain or Enhance Self-Esteem? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Rewrite to Maintain or Enhance Self-Esteem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Rewrite to Maintain or Enhance Self-Esteem Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Section 5: Encourage Team Member Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Encouraging Team Member Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Encouraging Team Member Participation Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Examples of Encouraging Team Member Participation (Office) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Examples of Encouraging Team Member Participation (Healthcare) . . . . . . . . . . . . . . . . . . . . . . 22
Examples of Encouraging Team Member Participation (Industrial) . . . . . . . . . . . . . . . . . . . . . . . . 24
Contents
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C2 Copyright © Vital Learning, LLC. All rights reserved.
Section 6: Lead Effective Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
The Worst Meeting of My Life! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Meeting Management Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Meeting Management Skills Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Section 7: Mastering the Essential Skills of Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
“What Would You Do?”Scenario Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
“What Would You Do?”Scenarios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Section 8: Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
48 Hour Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Section 8: Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
The Achievement Path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Contents
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1 Copyright © Vital Learning, LLC. All rights reserved.
The Work of Leaders
Using the list that the class created, write down the tasks and skills that you already do
(“Current”) and those that you want to do (“Want to Do”) in the spaces below.
Later, you will circle whether the task/skill falls under the category of management or leadership.
Current Circle One:
Management / Leadership
Want To Do
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3Copyright © Vital Learning, LLC. All rights reserved.
The Achievement Path
This Achievement Path represents the steps a leader takes to plan and have a meeting with a
team member.
Leadership:
• Focus on Behavior
• Maintain or Enhance Team
Member Self-Esteem
• Encourage Team Member
Participation
• Lead Effective Meetings
Communication:
• Craft Clear and Concise
Messages
• Deliver Messages Designed for
the Team Member
• Listen to Communicate
• Manage Nonverbal Behaviors
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The Essential Skills of Leadership Skill Points
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Observing and Documenting Specific Behaviors
As you watch the video clips, note the specific behaviors and verifiable facts in the text areas
below.
Video clip #1
Video clip #2
Video clip #3
Video clip #4
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Rewriting Attitude Statements
The following five statements describe different individuals. Where necessary, rewrite
each one so that it describes a specific behavior rather than an attitude or personal
characteristic. Underline the word or words that you perceive as attitude or opinion.
1. “Rick shows initiative in scheduling the week’s work.”
2. “Bill can be difficult when under pressure.”
3. “Jeanne is great on the phone with irate customers.”
4. “Bob has failed to make his quota for a long time.”
5. “Laura has always been conscientious about her work.”
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How Would You Maintain or Enhance Self-Esteem?
“I didn’t do well on the last two assignments.”
Which motivating factor would you use to maintain or enhance this team member’s
self-esteem?
What would you say to maintain or enhance this team member’s self-esteem?
“I was never good in school and there are other people
who are more deserving of a promotion. Send one of
the others to the training.”
Which motivating factor would you use to maintain or enhance this team member’s
self-esteem?
What would you say to maintain or enhance this team member’s self-esteem?
Scenario 1:
Scenario 2:
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Rewrite to Maintain or Enhance Self-Esteem
The following are five more team leader statements. Where necessary, rewrite the
statements so they will be more likely to maintain or enhance a team member’s
self-esteem.
1. “I’ve been trying to solve this problem all week.”
2. “You missed your quota this week by almost 10 percent.”
3. “You’ve got the best record for accuracy on this line.”
4. “I can’t believe you would say that.”
5. “I’m glad we finished that batch.”
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Encouraging Team Member Participation
There are four main areas where a leader can encourage team member participation. These are:
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The Worst Meeting of My Life!
Answer the questions below about the worst meeting that you’ve ever had. Include enough
details for each question so that you can use this meeting experience for a later exercise.
1. What was the purpose of the meeting? Who was involved?
What was the intended outcome of the meeting?
2. What happened in the meeting, or what didn’t happen?
3. Why was it such a bad meeting?
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Essential Skills of Communicating Essential Skills of Leadership
“What Would You Do?” Scenario Instructions
Using new knowledge and skills for the first time back in the workplace doesn’t need to be a
challenge or stressful. The more practice you have applying a new skill in different situations, the
more confident and effective you will be in your personal and professional life. The purpose of
this exercise is to give you more practice applying the Essential Skills of Leadership skill points – to
help you become a better leader.
Steps:
1. Select three other participants to form a small learning team.
2. As a team, review and discuss all scenarios and discuss how you would use the skill points to
help the team member through the situation.
3. Note the major points of the team’s discussion for each scenario so later the team can share
the substance of their discussion with the large class during the exercise debrief.
4. Note: Rather than discussing the“correct”skill point to use, examine what skill point(s) will
aid the leader in moving the issue towards resolution by empowering the team member to
take ownership and solve the issue.
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Situation #3
A team member whose performance is not up to par seems to feel that you are picking on her
when you correct her work.
Observed Behavior:
“Why are you hollering at me all of the time?”
“I’m doing the best I can.”
Analysis:
The team member may become defensive because she feels threatened or put down by the
team leader’s manner of providing feedback.
What Would You Do?
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48 Hour Reinforcement
1. You’ve noticed a team member has been going through a very difficult time and the quality
of his reviews have been slipping. You know the team member has had problems at home,
but you were hoping it would pass. How would you open and clarify the purpose of a
meeting with this team member?
2. You have completed your annual performance review with a team member who has
extremely high potential. You would like the individual to take initiative and sign up for
classes that are crucial for his/her career development. Yet, when you begin the discussion
about development plans for future promotion, he/she becomes quiet and withdrawn.
3. A team member whose performance is not up to par seems to feel that you are picking on
him/her when you correct their work. What will you say to enhance the team member’s self-
esteem and to clarify that the discussion is about the individual’s work and not him/her as a
person?
4. You’re in a meeting with two bright team members and you realize that an idea they had was
a good solution and you are in support of it. The team members are in a lengthy explanation
of why their idea is the right one to follow. How would you make a procedural suggestion to
move the discussion to agreeing on further actions?
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Copyright © Vital Learning, LLC. All rights reserved.
38
The Achievement Path
This Achievement Path represents the steps a leader takes to plan and have a meeting with a
team member.
Leadership:
• Focus on Behavior
• Maintain or Enhance Team
Member Self-Esteem
• Encourage Team Member
Participation
• Lead Effective Meetings
Communication:
• Craft Clear and Concise
Messages
• Deliver Messages Designed for
the Team Member
• Listen to Communicate
• Manage Nonverbal Behaviors
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What Is Self-Esteem?
Self-esteem is the overall assessment that each of us has made about our personal worth. It is a
measure of how much we like ourselves. Self-esteem (or the lack of it) has been described as the
reputation a person develops about himself/herself.
Self-esteem has two parts: self-confidence and self-respect. Self-confidence is derived from
having a sense of power or control over our lives. Self-respect involves a sense of personal
worthiness based on how well we satisfy our internal standards. Ordinarily our self-esteem is
based on feelings rather than on concrete experiences.
Self-esteem forms the basis for virtually all that we do — all our patterns, our strategies for
dealing with other people, the view we have of our capabilities and the ways we go about
getting whatever we want. Because our self-evaluation is so influential in determining our level
of motivation, it is the single most significant key to a person’s behavior. To understand a person,
we must understand the nature and degree of his/her self-esteem and the standards by which
that individual judges himself/herself.
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