NVQ Level 3DELIVERING  SESSIONS   (LEADERSHIP)

Programme• Collection of coursework - standards, structure and guidelines. Agree format for all

to be updated, Collection of Unit 1 Preparing for sessions. • L3s review of Unit 1 and mentoring feedback. • Unit 2 Delivering Sessions (Leadership), Leadership Characteristics, Leadership

Styles, Leadership and Power, Learning Styles, Underpinning knowledge assignment / questions

• Obs on L2s to fit with your timetable. Ideally using L3s to do obs whilst being observed. L3s can carry out obs prior under yours and Nathans guidance using the standards, structure, session plan formats that the L3s have been working on. Ideally I would like to observe some of the obs and feedback sessions too.

• Collate folders and finish paperwork• Update matrix and confirm where each L2 apprentice is at.• Plan date for next reviews (Suggest Carl, tutor (You or Nathan) and mentor) do

these.

Characteristics of a good leaderIn Pairs list a few characteristics of a someone you consider to be a good leader

IntelligenceInitiativeInnovationDelegation

Skill / TalentInitiativeTenacityEmpowerment

Decision MakingPassionTanacityCommitment

CommunicationNegotiationFocussedSelf Assurance

RichardBranson

JK Rowling

Alan Sugar Michelle 

Obama

Alex Fergusson

DeborahMeden

Donald Trump

InspirationalEmpathySelf AwarenessBelief

Personal Power

Power and Leadership• Power means many different things to different people. For some, power is seen as corrupt. For others, the more power they have, the more

successful they feel. For even others, power is of no interest at all. The five bases of power were identified by John French and Bertram Raven in the early 1960’s through a study they had conducted on power in leadership roles. The study showed how different types of power affected one’s leadership ability and success in a leadership role.

Formal Power

CoerciveCoercive power is conveyed through fear of losing one’s job, being demoted, receiving a poor performance review, having prime projects taken away, etc. This power is gotten through threatening others. For example, the manager who threatens staff to meet their goals or get replaced.

RewardReward power is conveyed through rewarding individuals for compliance with one’s wishes. This may be done through giving bonuses, raises, a promotion, extra time off from work, etc. For example, the supervisor who provides employees comp time when they meet an objective she sets for a project.

Legitimate (Authority)Legitimate power comes from having a position of power in an organisation, such as being the boss or a key member of a leadership team. This power comes when employees in the organization recognize the authority of the individual. For example, the CEO who determines the overall direction of the company and the resource needs of the company.

ExpertExpert power comes from one’s experiences, skills or knowledge. As we gain experience in particular areas, and become thought leaders in those areas, we begin to gather expert power that can be utilized to get others to help us meet our goals. For example, the Project Manager who is an expert at solving particularly challenging problems to ensure a project stays on track.

ReferentReferent power comes from being trusted and respected. We can gain referent power when others trust what we do and respect us for how we handle situations. For example, the Human Resource Associate who is known for ensuring employees are treated fairly and coming to the rescue of those who are not.

Power and LeadershipSelect one person each and try to identify the main power they use

RichardBranson

JK Rowling

Alan Sugar Michelle 

Obama

Alex Fergusson

DeborahMeden

Donald Trump

Coercive, Legitimate (position / Authority), Reward, Expert (Informational / Reference), Reference (Relationship / Charisma)

Understand own personal context for leadership

• Leadership Styles• Blake & Mouton Leadership Styles• Kolb Leadership Styles• Honey and Mumford Leadership Styles• Burns' Transforming and Transactional leadership styles

• Learning Styles• VARK (Visual, Audial, Read / Write, Kinesthetic• Kolb Experiential Learning (Experience + Understanding = Knowledge)• Mumford (Activist, Pragmatist, Theorist, Reflector)

Blake & Mouton Leadership Matrix

987654321

1 2 3 4 5 6 7 8 9

Task

People

IMPOVERISHED

TEAMSOCIALITE

AUTHORITARIAN

MIDDLE OF THE ROAD

KOLB Leadership Style

DIRECTINGDIRECTINGDELEGATINGDELEGATING

COACHINGCOACHING

DirectingProvide detailed instructionsGive staff specific goals and objectivesCheck frequently with staff to keep them on trackDemonstrate the steps involved in doing the job

DirectingProvide detailed instructionsGive staff specific goals and objectivesCheck frequently with staff to keep them on trackDemonstrate the steps involved in doing the job

CoachingRepresents management’s position in a convincing mannerTry to motivate people to make decisionsSell staff in their own ability to do the jobPraise staff for their good workProvide staff with a lot of feedback on how they are doing

CoachingRepresents management’s position in a convincing mannerTry to motivate people to make decisionsSell staff in their own ability to do the jobPraise staff for their good workProvide staff with a lot of feedback on how they are doing

DelegatingDelegate broad responsibilities to staff and expect them to handle the details.Expect staff to find and correct their own errors

DelegatingDelegate broad responsibilities to staff and expect them to handle the details.Expect staff to find and correct their own errors

FACILITATINGFACILITATING

FacilitatingInvolve staff in making the decisions which will affect their workMake staff feel free to ask questions and discuss important concernsHold frequent staff meetingsHelp staff locate and support their own developmental activitiesListens to staff problems and concerns without criticising or judging

FacilitatingInvolve staff in making the decisions which will affect their workMake staff feel free to ask questions and discuss important concernsHold frequent staff meetingsHelp staff locate and support their own developmental activitiesListens to staff problems and concerns without criticising or judging

Unit 2. Delivering Sessions (Leadership) Knowledge Questions

1. Describe your own leadership style and evaluate to what extent it fits with (1) Activity Participants and (2) L2 Apprentices

2. Identify types of behaviour that have a positive and negative effect on a group session.

3. Describe basic good practice protocols and techniques for giving instructions and demonstrations. Visual, verbal

4. Describe how to respond to problems and give examples of common problems and issues related to outdoor working in general, and the businesses specific products offering. i.e. activities, accommodation, facilities

5. Explain the principles of the duty of care.

6. Describe the types of hazards within the environment you are working and the dynamic changes that may occur.

7. Summarise the key requirements of health and safety legislation that affect own area of work and explain relevant operating procedures regarding health and safety.

8. Summarise own organisation’s health, safety and security procedures and policies.

9. Summarise equipment manufacturers’ guidelines, as appropriate to own work

Unit 2. Delivering Sessions (Leadership) Knowledge Questions

10. Explain National Governing Body guidance relating to 2 activities.

11. Summarise the possible impact of weather on health and safety in own area of responsibility.

12. Explain how to identify types of untoward incidents (including ‘near misses’) which may occur and why they should be reported, in relation to the following: – activities – participant and staff behaviour –environmental damage

13. Describe how to minimise environmental impact and support sustainability e.g. picking up litter, altar fires, wood collection, activities in trees, not broadening paths etc.

14. Explain how the processes used by own work setting comply with legislation, guidelines and organisational policies that covers data protection, information handling and sharing.

15. Outline current legislation, guidelines, policies and procedures affecting the safeguarding of children and young people

16. Describe how to respond to and deal with incidents or accidents that may occur during the session.

17. Explain why an appropriate activity briefing is important, what it needs to include and where to source the relevant information.

18. Explain how to guide participants to an activity venue in a safe and efficient manner.

Questions