ADAPTIVE LEADERSHIP
Leadership Basics
Participant‘s Guide & Reference
Pre-Course Leadership Self-Assessment Activity
Notes:
This survey is the short version. The long version can be found on http://www.nwlink.com/~donclark/leader/survlead.html
If time permits complete this assessment prior to class start. This self-survey will provide you with feedback as to your
feelings of leading others. Rate yourself on a scale of 1 to 5, with 5 being a definite YES and 1 being a definite NO. Be
honest about your answers as this survey is only for you own self-assessment.
Circle the number which you feel most closely represents your feelings about the task:
NO
YES
1.
- 1
2
3
4
5
- I enjoy working on teams.
2.
- 1
2
3
4
5
- I am able to speak clearly to others.
3.
- 1
2
3
4
5
- I enjoy relating to others on an interpersonal basis.
4.
- 1
2
3
4
5
- I am good at planning.
5.
- 1
2
3
4
5
- I can interpret rules and regulations.
6.
- 1
2
3
4
5
- I feel comfortable asking others for advice.
7.
- 1
2
3
4
5
- I enjoy collecting and analyzing data.
8.
- 1
2
3
4
5
- I am good at solving problems.
9.
- 1
2
3
4
5
- I am comfortable writing memos to others.
10. - 1
2
3
4
5
- I can delegate work to others.
11. - 1
2
3
4
5
- I am effective at handling employee complaints.
12. - 1
2
3
4
5
- Giving directions is comfortable for me.
13. - 1
2
3
4
5
- I know how to develop goals and carry them out.
14. - 1
2
3
4
5
- I am comfortable at implementing new techniques.
15. - 1
2
3
4
5
- I enjoy appraising performance and giving feedback.
16. - 1
2
3
4
5
- If I made a mistake, I would admit it and correct it.
17. - 1
2
3
4
5
- I am able to resolve conflict in the workplace.
18. - 1
2
3
4
5
- I believe in diversity in the workplace.
19. - 1
2
3
4
5
- I thrive on change.
20. - 1
2
3
4
5
- One of my greatest desires is to become a leader.
Score the survey by adding the numbers that you circled: ________
A score of fifty or higher indicates a desire to become a leader and a perceived ability to perform the tasks required of a
leader.
A score of fifty or less indicates a general dislike of wanting to become a leader or a perceived inability to perform the tasks
required of a leader.
BUT, no matter what your score is, your commitment, desire, and determination are the biggest indicators of your ability to
become a leader.
Use this assessment to help you to determine what skills and abilities you can continue to improve (Strengths) and what
skills and abilities you need to develop (Opportunities for growth). Once you know your weakness, use this course and
others associated (listed in the reference section) to help develop those weaknesses.
What are your strengths?
What are your opportunities for growth?
Participant’s Guide & Reference
Larry C. Hale
Phone 479.877.9672
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Table of Contents
Pre-Course Leadership Self-Assessment Activity .................. iii
Objectives: ......................................................................................... 1
What defines a leader?.................................................................... 1
What defines the employee’s development level? ........................... 1
How do I and Why should I adapt my leadership style? .................. 1
Road Map .......................................................................................... 2
What defines a leader? ...................................................................... 3
What part does HONESTY play in your assessment of a Leader? ..... 5
How does having VISION impact your assessment of a Leader? ...... 6
What part do VALUES play in your assessment of a Leader? ............ 6
What is this thing called Leadership Style? ........................................ 7
Authoritarian (Autocratic) ................................................................. 7
Participative Leadership (Democratic) ............................................. 7
Delegative (Laissez-Faire) Leadership ............................................ 7
Defining Leadership behaviors into two categories: ........................... 9
Knowledge Skills and Abilities along with Motivation/Commitment 10
Telling .............................................................................................. 10
Coaching.......................................................................................... 10
Participating ..................................................................................... 11
Delegating........................................................................................ 11
Employee Development Path ........................................................... 12
Keys to understanding where the individual is in regard the task or tasks:13
Needs during the journey toward Star Performer .......................... 14
Development Level or Stage Activities ............................................. 15
Matching Leadership Style to Development Level ............................ 17
Match or Mismatched? Activities ................................................... 18
Next Chance to Learn!
Activity .................................................... 20
What would you Say? .................................................................... 20
Partnering With your Employees for Development ........................... 23
When: Active leadership versus Reactive Leadership: ............... 23
SMARTT goal setting model ......................................................................................... 23
What: determine what is to be done and how it is to be done. .... 24
To what degree: Agreed on expectations; Agreed on Goals; ...... 25
Post-Course Leadership Self-Assessment
Activity ............... 26
Scoring ......................................................................................... 26
References and Further Development Sources: .............................. 27
Index ................................................................................................ 28
A D A P T I V E
Adaptive
Leadership
L E A D E R S H I P
Objectives:
From a Leader’s perspective we will explore:
What defines a leader?
What defines the employee’s development level?
How do I and Why should I adapt my leadership style?
In specific:
Know the factors that impact a successful change, and know how to affect change in a
team’s processes and priorities by affecting the individual employee’s knowledge and or
motivation.
Learn how to hold others accountable for their performance and generate a positive
attitude toward the attainment of the organization’s goals. Demonstrate the ability to
align the talents of the team to the requirements of the business. Demonstrate the
enlisting of others in the successful accomplishment of business goals.
Know when to coach, mentor and train to enhance others abilities.
Learn to communicate from a Leader position.
Adapt your style of support or directing to the appropriate development level for the
employee.
Explore the conditions of “buy-in” and “ownership” as they relate to projects and
policies. Determine the most effective method of reward and recognition and will
know the difference and their positive and negative aspects.
1
A D A P T I V E
L E A D E R S H I P
Road Map
What defines a leader?

Explore the traits of a Good Leader and a Poor Leader.

Explore different styles of leadership.

Define Leadership behaviors

Define styles of leadership
What defines the employee’s development level?

Define competence levels of the employee for a task

Elements of development

“Test” to determine the level
How and Why do I adapt my leadership style?

Explore “Matched and Mismatched” style and development levels.

Mismatched

Matched

“What would you do/say?”
How do I Lead?

Partnering with Your Employees for Development.

Planning for Success

Coaching

Evaluating
2
A D A P T I V E
L E A D E R S H I P
Moving into a position of leadership and authority can be one of the most difficult
transitions to make in the workplace. In addition to the new challenges you face and
high expectations you must meet, it's imperative that you learn how to effectively
communicate, motivate, and delegate to achieve success. You're judged not only on
your performance and decision-making, but also on your ability to inspire and
encourage your employees to achieve great things. Finding a balance between "being
the boss" and maintaining positive relationships with your employees is the key to
navigating your new duties and requires strong communication skills and the ability to
adapt effectively.
What defines a leader?
Reflect back in your life on the behaviors that lead you to the conclusion that the leader
was Good or Poor and record below. You may be asked to share your reflections with
the rest of the class.
Traits of a Good Leader.
Traits of a Poor Leader
In the table above list some traits of these leaders
3
A D A P T I V E
L E A D E R S H I P
Traits of a Good Leader
Compiled by the Santa Clara University and the Tom Peters Group:
o
Honest — Display sincerity, integrity, and candor in all your actions. Deceptive
behavior will not inspire trust.
o
Competent — Base your actions on reason and moral principles. Do not make
decisions based on childlike emotional desires or feelings.
o
Forward-looking — Set goals and have a vision of the future. The vision must
be owned throughout the organization. Effective leaders envision what they want
and how to get it. They habitually pick priorities stemming from their basic values.
o
Inspiring — Display confidence in all that you do. By showing endurance in
mental, physical, and spiritual stamina, you will inspire others to reach for new
heights. Take charge when necessary.
o
Intelligent — Read, study, and seek challenging assignments.
o
Fair-minded — Show fair treatment to all people. Prejudice is the enemy of
justice. Display empathy by being sensitive to the feelings, values, interests, and
well-being of others.
o
Broad-minded — Seek out diversity.
o
Courageous — Have the perseverance to accomplish a goal, regardless of the
seemingly insurmountable obstacles. Display a confident calmness when under
stress.
o
Straightforward — Use sound judgment to make a good decision at the right
time.
o
Imaginative — Make timely and appropriate changes in your thinking, plans, and
methods. Show creativity by thinking of new and better goals, ideas, and
solutions to problems. Be innovative!
4
A D A P T I V E
L E A D E R S H I P
The U.S. Army's Eleven Leadership Principles (Example for Historical
Reference)
— Be tactically and technically proficient
— Know yourself and seek self-improvement
— Know your soldiers and look out for their welfare
— Keep your soldiers informed
— Set the example
— Ensure the task is understood, supervised and accomplished
— Train your soldiers as a team
— Make sound and timely decisions
— Develop a sense of responsibility in your subordinates
— Employ your unit in accordance with its capabilities
— Seek responsibility and take responsibility for your actions
What part does HONESTY play in your
assessment of a Leader?
What is the impact of your leader being honest with? :
Our
Customers
Our
employees
You
In the space provided, reflect on the impact a leader’s honesty has on each of the entities
listed. Prepare to discuss with class.
5
A D A P T I V E
L E A D E R S H I P
How does having VISION impact your assessment
of a Leader?
How does your leader having a clear vision impact:
Our
Customers
Our
employees
You
In the space provided reflect on the impact a leader’s behaviors concerning vision (a clear
path toward success aligned with the business and the participants in that business) have
on each of the entities listed. Prepare to discuss with class.
What part do VALUES play in your assessment of
a Leader?
What is the impact of your leader having aligned or matched values with? :
Our
Customers
Our
employees
You
In the space provided reflect on the impact a leader’s alignment of values has on each of
the entities listed. Prepare to discuss with class.
6
A D A P T I V E
L E A D E R S H I P
What is this thing called Leadership Style?
Many terms and titles have been given to the various styles of leadership. What
are some that you are familiar with?
Here are a few that are common place:
Authoritarian (Autocratic)
Authoritarian leaders, also known as autocratic leaders, provide clear expectations for
what needs to be done, when it should be done, and how it should be done. There is
also a clear division between the leader and the followers. Authoritarian leaders make
decisions independently with little or no input from the rest of the group.
Researchers found that decision-making was less creative under authoritarian
leadership. Lewin also found that it is more difficult to move from an authoritarian
style to a democratic style than vice versa. Abuse of this style is usually viewed as
controlling, bossy, and dictatorial. (Lewin, K ref. 2)
Participative Leadership (Democratic)
Lewin’s study found that participative leadership, also known as democratic leadership,
is generally the most effective leadership style. Democratic leaders offer guidance to
group members, but they also participate in the group and allow input from other
group members. In Lewin’s study, children in this group were less productive than the
members of the authoritarian group, but their contributions were of a much higher
quality.
Participative leaders encourage group members to participate, but retain the final say
over the decision-making process. Group members feel engaged in the process and are
more motivated and creative.
Delegative (Laissez-Faire) Leadership
Researchers found that children under delegative leadership, also known as laissez-fair
leadership, were the least productive of all three groups. The children in this group also
made more demands on the leader, showed little cooperation and were unable to work
independently.
Delegative leaders offer little or no guidance to group members and leave decisionmaking up to group members. While this style can be effective in situations where
group members are highly qualified in an area of expertise, it often leads to poorly
defined roles and a lack of motivation.
Which of these do you find yourself using the most often?
7
A D A P T I V E
L E A D E R S H I P
___________________________________________________________
Have you asked yourself why?
Have you found difficulty switching from one to the other? (If indeed you ever do
switch)
What has gotten in the way?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________________________________________________
8
A D A P T I V E
L E A D E R S H I P
Defining Leadership behaviors into two categories:
Breaking the styles down to their lowest details and placing the behaviors displayed two
categories we find that being DIRECTING or SUPPORTING covers about all of the
styles’ behaviors.
Directing = Telling, Doing/Giving
o
The six most
important
words: "I admit
I made a
mistake."
o
The five most
important
words: "You did
a good job."
o
The four most
important
words: "What is
your opinion."
o
The three most
important
words: "If you
please."
o
The two most
important
words: "Thank
you,"
o
The one most
important word:
"We"
o
The least
important word:
"I"
----How? What? When? Where”
Supporting = Showing Watching/Listening -- Why?
Is it Directing (D) These listed leader behaviors are either
or Supporting (S)?
Directing or Supporting. Which is Which?
Place a “D” or “S” beside the behavior’s
corresponding number.
1.
Goal Setting
2
Praise and encourage
3
Clarify roles
4
Ask for input
5
Develop action plans
6
Sharing information about organization
7
Showing and telling why
8
Establishing timelines
9
Facilitating problem solving
10
Evaluating
11
Sharing information about self
12
Explain why
13
Identifying priorities
14
Listening and confirming you heard
9
A D A P T I V E
L E A D E R S H I P
Knowledge Skills and Abilities along with Motivation/Commitment
 The behaviors of Directing primarily address a lacking in the areas of
Knowledge, Skills or Abilities.
 The behaviors
Commitment.
of
Supporting
primarily
address
Motivation
or
We will discuss these more in-depth and in relationship to leadership style later in the
lesson.
For the purpose of clear communication and simplicity we will use the titles for our
four leadership styles: Telling, Coaching, Participating and Delegating
Telling






Coaching






10
A D A P T I V E
L E A D E R S H I P
Participating






Delegating






11
A D A P T I V E
L E A D E R S H I P
Employee Development Path
If we explore and understand the development of our employees and most importantly
understand where along that development “path” they are in relation to an individual
task or group of tasks then we can adjust our behavior selection to have the most
productive impact on their behaviors.
*Use this diagram to capture the discussion on the development of your “typical”
employee.
Hired:______________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________________________________________________________
Novice:____________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________________
Rookie:____________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________________
Producer:___________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________________
12
A D A P T I V E
L E A D E R S H I P
Expert:_____________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________________
Definitions:




Commitment is the measure of an individual’s motivation and confidence in
relation to a specific goal or tasks. Commitment is attitudinal; it is inferred
from one’s behavior.
Knowledge- specific types of information people need in order to perform a
job.
Skills - acquired through practice. They often have physical and motor
components and involve cognitive (thinking) components. Example: Skill at
welding, operating a crane, typing, etc…
Abilities - measurable attributes of an individual’s capacity to perform. Often
time complex or multiple tasks are involved. Example: The ability to add
subtract, multiply, and divide and use formulas. The ability to picture how a
completed project will appear or operate.
(Reference: Applied Measurement Methods in Industrial Psychology, Deborah L. Whetzel and George R. Wheaton,
ppg. 65-66)
Keys to understanding where the individual is in regard the task or tasks:
Step 1
Step 2
• What is the specific task(s)?
• Are they learning or doing?
• Are they motivated/committed Yes or No?
Step 3
13
A D A P T I V E
L E A D E R S H I P
Needs during the journey toward Star Performer
Development
Level
Max DePree
The key elements in
the art of working
together are how to
deal with change,
how to deal with
conflict, and how to
reach our
potential...The needs
of the team are best
met when we meet
the needs of
individual persons.
NEEDS:
Novice
Rookie
Producer
Expert
**Each Development Level requires: Clear Expectations, Accountability,
and Feedback.

How do you provide for the needs of your employees?

Are expectations crystal clear and understood by each of your
employees?

How do you know?

What part does assessments, audits, ride-a-longs and evaluations
have on the development of your employee?

How do you give feedback and is it causing a change?
14
A D A P T I V E
L E A D E R S H I P
Development Level or Stage Activities
Tom the
Warehouse
manager
Has been asked to develop a plan to “slot” Which Level or
the new customer’s inventory into the
Stage?
warehouse and staging for intermixing the
new client’s inventory with the existing Learning or
Doing
client’s inventory for deliver. He will need
to put in a good bit of time on the weekends
just to get this done on time. It is Motivated or Not
overwhelming. His manager has told him to
Novice
get this done and that he is the only one he
can afford to put on this plan development.
Rookie
Tom is concerned that he does not have a
good enough grasp of the situation and its
Producer
requirements. Tom wishes he could get
some more information.
Expert
Kelly Team leader
for new region
relationships
Has been asked to put together a team from Which Level or
her region to look at developing
Stage?
relationships with other prospective
customers in the South-West; including Learning or
Doing
Mexico. This is a great opportunity and she
is excited. She does not have any experience
in that market area and has no contacts in Motivated or Not
that market. She tells you she isn’t sure who
Novice
to contact or where to start.
Rookie
Producer
Expert
Will the Evaluator
His manager wants an evaluation of each of Which Level or
his subordinates, their strengths and their
Stage?
weaknesses. One will be offered a fulltime
position and take some of the duties from Learning or
Doing
Will, allowing Will to take on new
responsibilities and challenges. Will has
never written an evaluation before, but has Motivated or Not
always been seen to be fair and consistent.
Novice
Will’s verbal assessments have always been
“spot on.”
Rookie
Producer
Expert
15
A D A P T I V E
L E A D E R S H I P
Troy the Innovator
Has seen the latest Profit & Loss and it has Which Level or
shown a trend in higher personnel cost over
Stage?
production/profit.
He must reduce
personnel cost by 10%. He is concerned Learning or
Doing
that the loss of personnel or the reduction
of income to his people will impact
adversely the services he is providing to this Motivated or Not
new client which has a large potential for
Novice
expansion in services needed from his
business unit. Troy knows that if he can
Rookie
streamline some processes that he can avoid
the personnel reduction or reduction in
Producer
wages with the increase in services to the
new customer and more efficient scheduling
Expert
and routing. Troy’s manager has asked him
to present his plan to the regional team next
week. Troy is nervous. He ask you “What if
I am not persuasive?”
16
A D A P T I V E
L E A D E R S H I P
Matching Leadership Style to Development Level
Remember the Leadership Quiz you took prior to attending the class? What was your
Style? During the Quiz did you have a “person or group” in mind as you were
answering those questions? That is one of the problems with “shoot from the hip”
selection of behaviors leaders often have. It seems we do this often: Shoot – Ready –
Aim. We do not prepare ourselves; we do not select the target. We often miss!
Forces that influence the style to be used included:

How much time is available?

Are relationships based on respect and trust or on disrespect?

Who has the information — you, your employees, or both?

How well your employees are trained and how well you know the task.

Internal conflicts.

Stress levels.

Type of task. Is it structured, unstructured, complicated, or simple?

Laws or established procedures such as OSHA or training plans.
17
A D A P T I V E
L E A D E R S H I P
Match or Mismatched? Activities
John, Building
Specialist
John is in his mid 30’s and has worked for Which Level or
the company for over 3 years as an installer .
Stage?
He is your new Building Specialist. His
or
previous experience in the building trade Learning
Doing
was as a subcontractor to an apartment
complex developer/builder as an installer.
Motivated or Not
John’s current position requires knowledge
Novice
of installation, delivery timing and staging,
and the managerial skills to hold others
Rookie
accountable to standards of service
John’s performance has had moments of
success and opportunities as a manger of
installers. You have just gotten off the
phone with one of our customers, who is
very dissatisfied with the install of over thirty
double stacked washers and dryers. They are
not level and the exhaust ducts are not
securely fastened. Walls on the inside of the
closet where the units sit are scratched and
dirty.
Producer
Expert
Which
Leadership Style?
Telling
Coaching
Participating
Delegating
Why is this the
most effective
style?
18
A D A P T I V E
Mary the
L E A D E R S H I P
Customer Service
Representative
Mary is your Customer Service Which Level or
Representative. She has worked with your
Stage?
company for about 3 months. Prior to this,
she worked in the delivery scheduling Learning or
Doing
function of a Home Air Conditioning and
Heating service.
Motivated or Not
Your Delivery Installers have brought up
Novice
numerous concerns; Customers were not
aware of the time they were getting the
Rookie
delivery/install. The Customer expected a
different service than what was on the
Producer
delivery sheet. Telephone numbers were
wrong. Also some products were of the
Expert
wrong color or model. Delivery Installers
could not get down the street to the home
Which
from any direction due to overhanging limbs Leadership Style?
or narrow streets with on street parking.
Telling
Coaching
Participating
Delegating
Why is this the
most effective
style?
To sum this up, the obvious matching is Tell to Novice; Coach to Rookie; Participate
to Producer; and Delegate to Expert. Reflect on the important aspect that we cannot
assume the person is an Expert in everything nor are they a Rookie or Producer or
Novice in everything. Our work environment does not allow us to see all the hidden
talents and flaws of our employees.
How are we going to discover with any sense of surety that we are using the most
effective leadership style?
Observe, ask others, test/assess, ask the individual, look for certifications etc…
KNOW YOUR PEOPLE…..Know yourself….Adapt and LEAD!
19
A D A P T I V E
L E A D E R S H I P
Next Chance to Learn!
Activity
What would you Say?
Employee
Development
Level
Leadership is influencing
people — by providing
purpose, direction, and
motivation — while
operating to accomplish
the mission and improving
the organization.
1
His manager wants an evaluation of
each of his subordinates, their strengths
and their weaknesses. One will be
offered a fulltime position and take
some of the duties from Will, allowing
Will to take on new responsibilities and
challenges. Will has never written an
evaluation before, but has always been
seen to be fair and consistent. Will’s
verbal assessments have always been
“spot on.”
2
Has seen the latest Profit & Loss and it
has shown a trend in higher personnel
cost over production/profit. He must
reduce personnel cost by 10%. He is
concerned that the loss of personnel or
the reduction of income to his people
will impact adversely the services he is
providing to this new client which has a
large potential for expansion in services
needed from his business unit. Troy
knows that if he can streamline some
processes that he can avoid the
personnel reduction or reduction in
wages with the increase in services to
the new customer and more efficient
scheduling and routing. Troy’s manager
has asked him to present his plan to the
regional team next week. Troy is
nervous. He ask you “What if I am not
persuasive?”
20
Leadership
Style
A D A P T I V E
L E A D E R S H I P
3
Has been asked to develop a plan to
“slot” the new customer’s inventory
into the warehouse and staging for
intermixing the new client’s inventory
with the existing client’s inventory for
deliver. He will need to put in a good
bit of time on the weekends just to get
this done on time. It is overwhelming.
His manager has told him to get this
done and that he is the only one he can
afford to put on this plan development.
Tom is concerned that he does not have
a good enough grasp of the situation
and its requirements. Tom wishes he
could get some more information.
4
Kelly has been asked to put together a
team from her region to look at
developing relationships with other
prospective customers in the SouthWest; including Mexico. This is a great
opportunity and she is excited. She does
not have any experience in that market
area and has no contacts in that market.
She tells you she isn’t sure where to
start.
5
During an audit/check ride your
employee was found to not be following
policy in that he was not wearing a seat
belt.
6
Marty has taken on a very negative
attitude toward the new employees.
Doing only what’s asked of him and
only when he is ready to do so. He had
difficulty with the revised tracking and
reporting system recently installed. He
was the expert in the previous system
and was always willing to share his
knowledge and demonstrate his skills.
People want someone to
believe in and want
someone to believe in
them
.
21
A D A P T I V E
L E A D E R S H I P
7
You have noticed that Tom has been
“surfing the internet” a lot toward the
end of the daily shift. He never “chit
chats” with his nearby coworkers. His
work is always done and done well. He
is meeting the goals set for him. The
computer security says he is visiting a lot
of job listing sites.
8
A Carrier Sales Coordinator is not
meeting the percent to market goals for
the past two months. Prior to this she
was on target for 6 months straight. She
has been late to work for two occasions
and has had to leave work early twice
this week. Her coworkers have seen a
definite change in her attitude toward
work and how she speaks to the
prospective carriers.
9
Brad is your supervisor of the
warehouse. Freight is not getting on the
delivery trucks as it should. It is not
loaded according to the planned stops
every time. The night shift lead is new
to the position (2 months). This has
been brought to Brad’s attention by the
installers before today
10
Customers are complaining about the
abrupt behavior of your employee. You
have received four complaints this
week. Prior to this month you have
never had any complaints with this
employee (three years with company)
This employee is now delivering for our
newest client “Have it Your Way.”
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A D A P T I V E
L E A D E R S H I P
Partnering With your Employees for Development
How do we go about leading? This section discusses the execution of leadership.
When: Active leadership versus Reactive Leadership:
Planning to be Successful
“Failing to Plan is Planning to Fail”
New Employee:
New Process:
Questions to be answered by the leader and by the employee:
1.
2.
3.
4.
What are the goals each employee is going to be expected to reach?
How are they to reach them?
When are they to reach them?
What is in it for them to attain the goals?
Goals must be ______________ to the individual; if not they may ____________.
SMARTT goal setting model
S
M
A
R
T
T
________________and ______________
____________________
(Exact)
(What’s in it for them)
_____________________ (Can be Done - reachable)
_____________________ (Impacts the business)
______________________ (What is used to measure your progress)
_____________________ (Specific deadlines)
This process is ____________________to setting the path to success. It is your plan and theirs.
This is an agreement between two individuals. One representing a business entering into an
agreement with another, an employee, which agrees to ______________and behave in a certain
manner to sustain the _________________ and its growth according to this plan.
23
A D A P T I V E
L E A D E R S H I P
What: determine what is to be done and how it is to be done.
“With your team members” You cannot do it all! You cannot monitor it all!
Coaching
A Safety Net and a Guide for the Journey
What purpose would you
doing a “job shadow” serve?
Audits; Active or Reactive?
What comes of an audit
results?
Do we coach everyone the
same?
What about consistency and
fairness?
How important is it to have
the plan in- place and the
plan tailored/designed with
the employee in mind prior
to having an assessment?
24
A D A P T I V E
L E A D E R S H I P
To what degree: Agreed on expectations; Agreed on Goals;
Partnering and holding each other accountable. Reward and Recognition – Good or Bad
Evaluating
Without Evaluating; how do you know how far you have come or how much farther you must go?
Performance
Evaluations: On what
do you use to base
your conclusion?
Potential Evaluations:
On what do you base
your conclusion?
How does the Plan fit
into this evaluation?
How do Honesty,
Fairness, Values,
Consistency, and
Vision impact this
process?
25
A D A P T I V E
L E A D E R S H I P
Post-Course Leadership Self-Assessment Activity
Notes: Remember this survey? Now take it with a slightly different perspective now that you have participated in
the Foundations of Leadership course. How do you feel now about these? Take the survey one more time and
see if your assessment of yourself has changed.
o
This survey is the short version. The long version can be found on
http://www.nwlink.com/~donclark/leader/survlead.html
This self-survey will provide you with feedback as to your feelings of leading others. Rate yourself on a scale of 1
to 5, with 5 being a definite YES and 1 being a definite NO.
Be honest about your answers as this survey is only for your own self-assessment. Circle the number which you
feel most closely represents your feelings about the task:
NO
YES
1.
- 1
2
3
4
5
- I enjoy working on teams.
2.
- 1
2
3
4
5
- I am able to speak clearly to others.
3.
- 1
2
3
4
5
- I enjoy relating to others on an interpersonal basis.
4.
- 1
2
3
4
5
- I am good at planning.
5.
- 1
2
3
4
5
- I can interpret rules and regulations.
6.
- 1
2
3
4
5
- I feel comfortable asking others for advice.
7.
- 1
2
3
4
5
- I enjoy collecting and analyzing data.
8.
- 1
2
3
4
5
- I am good at solving problems.
9.
- 1
2
3
4
5
- I am comfortable writing memos to others.
10. - 1
2
3
4
5
- I can delegate work to others.
11. - 1
2
3
4
5
- I am effective at handling employee complaints.
12. - 1
2
3
4
5
- Giving directions is comfortable for me.
13. - 1
2
3
4
5
- I know how to develop goals and carry them out.
14. - 1
2
3
4
5
- I am comfortable at implementing new techniques.
15. - 1
2
3
4
5
- I enjoy appraising performance and giving feedback.
16. - 1
2
3
4
5
- If I made an mistake, I would admit it and correct it.
17. - 1
2
3
4
5
- I am able to resolve conflict in the workplace.
18. - 1
2
3
4
5
- I believe in diversity in the workplace.
19. - 1
2
3
4
5
- I thrive on change.
20. - 1
2
3
4
5
- One of my greatest desires is to become a leader.
Scoring
Score the survey by adding the numbers that you circled: ________
26
A D A P T I V E
L E A D E R S H I P
A score of fifty or higher indicates a desire to become a leader and a perceived ability to perform the tasks
required of a leader.
A score of fifty or less indicators a general dislike of wanting to become a leader or a perceived inability to perform
the tasks required of a leader.
BUT, no matter what your score is, your commitment, desire, and determination are the biggest indicators of your
ability to become a leader.
Use this assessment to help you to determine what skills and abilities you can continue to improve (Strengths) and
what skills and abilities you need to develop (Opportunities for growth). One you know your weakness, use this
course and others associated (listed in the reference section) to help develop those weaknesses.
What are your strengths?
What are your opportunities for growth?
Now take control of your future….Develop yourself!
References and Further Development Sources:
1. Leadership Job Interview Questions by Susan M. Heathfield, About.com Guide
http://humanresources.about.com/od/leadership/a/leader_question.htm
2. Leadership Style Theories, Which Leadership Style is the Most Effective? Melissa Bushman, Yahoo
Contributor Network, Jan 15, 2007
http://www.associatedcontent.com/article/117884/leadership_style_theories.html
3. Leadership Style, Big Dog & Little Dog’s Performance Juxtaposition.
http://www.nwlink.com/~donclark/leader/leadstl.html
4. Get Them On Your Side, Samuel B. Bacharach Ordering site: http://www.amazon.com/ThemYour-Side-Samuel-Bacharach/dp/1593377363/ref=sr_1_1?ie=UTF8&qid=1296848373&sr=8-1
5. Leadership and the Language of Integrity posted by Samuel b Bacharah on Feb 4, 20011.
http://sambacharach.com/bacharachblog/leader/leadership-and-the-language-of-integrity/
6. 3 Reasons to Be Obsessed with Influence. Blog posting of June 28, 2010 From “Saying What You
Mean.”
27
A D A P T I V E
L E A D E R S H I P
http://nicoledefalco.wordpress.com/2010/06/28/3-reasons-to-be-obsessed-withinfluence/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+wordpress%2F
gQyV+%28Saying+What+You+Mean%29
7. Four Leadership Behaviors That Build or Destroy Trust, Blanchard LeaderChat., A forum to Discuss
Leadership and Management issues.
http://leaderchat.org/2010/07/07/four-leadership-behaviors-that-build-or-destroy-trust/
Our “In House” library has an extensive listing of Leadership Development support books and
pamphlets. Please while here at the Lowell Training & Development Department browse through the
collections and if you wish to “Check It Out” contact our administrator in the front office area or
contact any of the staff members of Training & Development.
Index
Abilities, 10, 13
Accountability, 14
Active leadership versus Reactive Leadership,
23
Agreed on expectations; Agreed on Goals, 25
Audits, 24
Authoritarian (Autocratic), 7
Broad-minded, 4
Clear Expectations, 14
Coaching, 10
Commitment, 13
Competent, 4
consistency, 24
Courageous, 4
Delegating, 11
Delegative (Laissez-Faire) Leadership, 7
determine what is to be done and how it is to be
done., 24
Directing, 9
Employee Development Path, 12
Expert, 14
Fair-minded, 4
fairness, 24
Feedback, 14
Forward-looking, 4
Honest, 4
Imaginative, 4
Inspiring, 4
Intelligent, 4
Keys to understanding, 13
Knowledge, 10, 13
Leadership Quiz, 17
Novice, 14
Participating, 11
Participative Leadership (Democratic), 7
Partnering, 23
Performance Evaluations:, 25
Potential Evaluations, 25
Producer, 14
Ride –A –Longs, 24
Rookie, 14
Skills, 10, 13
SMARTT goal setting model, 23
Straightforward, 4
Supporting, 9
task or group of tasks, 12
Telling, 10
28
A D A P T I V E
L E A D E R S H I P
29
A D A P T I V E
L E A D E R S H I P
30