skills of leadership

8/10/2019 Skills of Leadership

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Skills of Leadership

Steps to improving leadership skills

Work through the following steps to ensure that you use PE and school sport to make a real

difference to pupils leadership skills in your school. The PE and school sport strategies you usewill be most effective when they form part of a whole school approach to improving leadership

skills. All staff, helpers and pupils need to know and understand what leadership roles,responsibilities and skills are expected of pupils.

Go to next stepKnow where you are and what you want to achieve

Getting and Giving

Information

Getting and Giving Information is probably the #1

competency required of leaders. If you cannot

communicate effectively, then no other leadership

skill will compensate for this lack. First and

foremost, you must be able to exchange information effectively and accurately.

For complete information

on the eleven leadership

competencies, order

Resources for Leadership.
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There are three distinct aspects to communication, or getting and getting information: Getting it,

retrieving it, and giving it.

Getting Information

When getting or receiving information, you may be watching for a variety of clues to gather

meaning: not only verbal or written information, but nonverbal behavior as well. If you are not

careful, facts will be forgotten or distorted. This is because both the individual sending and the

person receiving the information may unintentionally obscure the message.

There are two ways you can insure that the information you receive will not be forgotten or

distorted:

Take notes. Always write down key information received.

Repeat back what you think you heard the person say.

While you may think you understand what you think you heard, you may in fact have gotten it

totally wrong. Clarify and verify! In a communication exchange, the sender controls what and

how is said, or the content of the message. The recipient controls what is heard and the feedback

given.

To encourage good communication, you need to encourage others to speak freely.

Show interest by leaning forward, paying attention, nodding in agreement, taking notes, and so

forth.

Greet new ideas with interest.

Give the individual your undivided attention.

Maintain eye contact.

Use the individual's name.

Smile, relax, and be friendly.

Retrieving Information

Information received may have to be recalled at a later time. There are many different ways to

store and retrieve information. Today, we naturally think of computers as a means for storing and

retrieving information. The medium is not as important as what your write and how you store the

information. You can employ a variety of methods to help you remember details, including note-

taking, repeating back, memorization, and mnemonic devices.


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Giving Information

When giving information, use all five senses whenever possible. In addition,

Speak clearly.

Use language that everyone understands.

Vary your tone and pace.

Move from the general to the specific.

Use visualscharts, maps. and diagrams.

Eyeball the listener.

Encourage two-way flowask questions and get them asking questions of you. Don't pass

judgement on the question or the questioner. Use feedback and reflective listening to keep your

verbal and non-verbal communication in sync. Take notes of the main ideas and review your

notes soon afterwards to make sure they continue to make sense.

Understanding the Needs and

Characteristics of the GroupWhen you come to camp, even if you come with

friends, you'll be put into a group where you won't

know anyone. Sound a little bit scarey? There's a

reason for it!

Everyone carries with them a little bit of history. At White Stag, none of that matters. Everyone

has the same advantage and opportunities to be the best person they can be. There are no pre-

conceptions or limitations on what you can accomplish.

What makes others tick

Everyone gets to learn about everyone else, their needs, their characteristics, what makes them

"tick." We learn what excites people, what motivates them, what they need to succeed, and how

to support and grow the group. We learn about how groups come together and commit to

achieving tough goals.



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As your group plans and carries out activities, you learn more about yourself, your individual

needs and characteristics. You learn how to balance individual needs against those of the entire

group.

To understand others, we must first understand ourselves. This understanding can come naturallyas we grow, and at White Stag we believe in giving indivdiuals direct encouragement to discover

and improve on their skills and abilities.

Learn and grow as a person and with thegroup

Every group member needs to learn other members' needs and characteristics. Throughout life,

as any group forms, members informally assess others' characteristics and needs. We bring the

process out of the closet and use it to help everyone grow and prosper. We teach how to learn

about and assess your own and other group members needs and characteristics in an open,

trusting environment via specific learning activities and exercises.

Everyone is accepted and their individual differences are valued, for the differences contribute to

an environment calculated to encourage growth.

Knowing and Understanding

Resources of the GroupSounds like a mouthful, and it is. "Resources of

the Group." What are those?

That's exactly where we want you to start thinking.

Because we believe an imaginative leader thinks

openly and creatively about resources. They aren't just limited to the physical resources, but

include people's skills, attitudes, background.

We help individuals learn about member's backgrounds and experiences is an effective technique

for bringing a group together and creating commitment to common goals. We teach leaders that

the group's ability to recognize and utilized diverse resources tremendously affects what the



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group can accomplish. When you use the group's resources, you can involve more people in

active leadership by giving each a part according to his or her resources.

All groups go through the process of uncovering their resources. It's often informal and unstated.

We help individuals improve as leaders by bringing this skills to the forefront.

Helping members learn about group resources

This competency enhances the accidental, serendipitous encounter. It provides an informal but

recognized stage where group leaders and members can learn about more each other. Our

process increases the intensity of the exchanges, promoting honesty and trust. It accelerates the

rate at which the group begins to coalesce and develop commitment to a common purpose.

Greater productivity and increased quality are the results.

As a leader, it is a good idea to introduce activities that help the individuals in the group to

become acquainted with one another's skills, knowledge, and abilities. Showing off a school

transcript or resume is not what we mean. We challenge individuals and the group to draw on

each other for resources and assistance. In this way they get a hands-on experience about exactly

what resources are and how to use them!

Controlling the GroupA group exists for a purpose. Control is the throttle

on the group's enginethe energy that gives it

direction. As a leader exerts control, he balances

getting the job done and keeping the team

together.

To effectively control the team, a leader:

1.

Sets the pace. The most effective leader is out in front, demonstrating their willingness

to do anything asked of team members. An effective leaders always sets an excellent

example.

2. Observes. Observes the team, communicates with the members, is available, but does

not dominate. Give suggestions for improvement rather than orders.



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3. Instructs. Communicate clearly. As a Manager of Learning, allow members to use their

own initiative. Correct mistakes with respect and without passing judgement. If the work

is going well, do not intrude. If required, provide direct assistance and additonal

instruction.

4. Counsels. Be ready to help individuals with specific needs. Encourages all members to

give their best.5.

Inspects. Keeps a positive attitude and does not criticize. Praises good work, quietly

offers suggestions to correct errors.

6. Reacts. Recognizes that responsibility for failure is on the leader, while the

responsibility for success rests on the memers. Remains humble and continually strives

to serve the team.

Controlling Team Performance is a close companion of the competencySetting the Example.

Coordinating individual efforts for collective purpose is externally and internally controlledby

the leader and each individual. Setting the Example is a personal, internal manner of control that

we hope others will model (when it's positive and appropriate).

Control is most often an overt behavior of the leader. There are specific actions a leader can take

to exert influence over a team. The leader in a team deploys the people in his patrol in a manner

to promote control, breaking up destructive cliques, to encourage greater participation, etc. He

stands at certain times to maintain or assert control. He counsels an individual to help him "set a

better example."

CounselingCounseling is a private talk with someone that

helps the individual with a personal problem.

Takes away minor aches and painscommon

sense stuff.

What to do until the doctor arriveshelp the person tell you "where it hurts" and send for help.

As a leader, people will come to you with problems. Because you are a leader, you will spot

people with problems. You can't turn them away or just let them suffer, because the ignored

problem, if serious, will almost inevitably become a group problem.

Counseling is considered pretty difficult. Professional counselors, like lawyers, bankers,

clergymen, vocational counselors, teachers, psychiatrists and others, sometimes spend years



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learning how to counsel in their fields. People often pay large amounts of money to be

counseled.

Why should leaders learn to counsel? Why should a team leader, for instance, need to know how

to counsel? Why is it considered one of the competencies a leader ought to know?

Because everyone has challenges or problems from time to time.

Because as an effective leader, individuals will grow to respect you. They will seek you out and

ask for counsel from you.

Counseling is sometimes just another word for listening. When troubled, many times it helps

the individual to just talk it out, to voice their concerns and express whats troubling them. Just

having their worries or problems heard by another gives the person a sense that his or her

problems are legitimate, thus perhaps increasing their self-esteem and their feelings of adequacy

in handling the situation.

Setting the ExampleAs a leader, Setting the Example means that your

public and private lives are transparent and

unified. Since we define leadership as a property

of the group, and at its essence the act of

influencing a group to achieve its goals, anyone is

by definition a leader. Setting the Example is one way all members can influence the group.

While a very simple competency on the face of it, none is more important. Fail to demonstrate

this competency to members of your group, and you are doomed to negative results. No matter

how good a line you talk, if you dont match it with your walk, you will earn no respect and find

it increasingly difficult to get the group to work with you.

Setting the Example is where your backbone shows. If you have character, if your character has

integritythat is, if who you are in public is the same person you are in privateyou will

accomplish far more than you might imagine possible. For this kind of leader, as long as he takes

care of his followers needs, enjoys their respect, loyalty, and even love.



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It may be more difficult under some circumstances to set a positive example, but that doesn't stop

you! Setting the Example is where your backbone shows. If you have character, if your character

has integrity--that is, if who you are on the outside is lined up with who you are on the inside--

you will accomplish far more than you might imagine possible. For this kind of leader, as long as

he takes care of his follower's needs, enjoys their respect, loyalty, and even love.

If you fail to set the example, why should you expect group members to do any better? To help

keep the group together and get the job done, everything you do and say should line up with the

best possible examples of leadership. When you set the example, you help facilitate the results

you want as a leader.

Representing the GroupRepresenting the Group is accurately

communicating to non-group members the sum of

group members' feelings, ideas, etc., and vice

versa. A leader must represent his team on a great

variety of issues. Some of these issues and the

need for a decision representing group interests will be known in advance; others will not be.

Under any circumstances, to faithfully represent the group, you must:

Fully understand the nature of the problem.

Know how the decision (if any) was reached and be able to communicate it to others.

Accurately and responsibly communicate from and back to the original group.

Realize that other groups may derive their entire picture of another group through you, the

representative. You must be consistent, possess integrity, and be fair to all parties.

Representing the Group is more an art than an exact science. When the requirement to represent

a group regarding a specific issue is known beforehand, then the entire representation issue ismuch more manageable. It's an issue requiring decision-making skill.

If you are effective at representing your group, you will positively influence their attitude,

motivation, and enthusiasm. They will come to feel that what they think matters, that the ideas

they develop are good, and that they are making a positive contribution to the entire group.



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PlanningPlanning as an ongoing process, where a decision

at each step helps clarify your choices in the next

step. You can use the suggested questions after

each step to help define the details for each task.

The effective use of planning will do more than

any other competency to advance both getting the job done and keeping the group together. It is

an umbrella competency in its effect on a variety of issues. Planning is useful both in group

situations and one-on-one.

Planning is a core competency. It offersa general conceptual framework to integrate a variety

of related skills, including problem-solving, scheduling, time management, performance

appraisal, negotiation, and conflict resolution.

Along withEvaluationandManager of Learning,Planning is one of the most critical and

complex competencies that you can master. Skilled use of this competency helps you get the job

done and keep the group together in all kinds of situations.

The Goal of Planning

The goal of planning is to improve the quality of the decisions made and the results achieved. By

following a proven planning structure, you can improve the number and quality of options

available to you at each step of the process. This produces improved outcomes. When you

engage in a structured decision-making process, you are more confident about the information

you gather and the decision you make based on that information. Your clarity of judgment is

improved and can make firm decisions with fewer chances that you will second-guess yourself

later on.

About Problem-Solving

Problem-Solving has six "phases":



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The cycl ical planning pro cedure.

1.

Consider the Task

o The purpose of the first step of Planning, consider the task, is to:

Reach group agreement on the nature of the task and commitment to resolve

it.

Identify internal and external constraints and support for the issue.

2.

Analysiso The purpose of the second step of Planning, consider the resources, is to determine

the time,physical, and human resourcesavailable to the group.

3. Generate Alternatives

o The purpose of the third step of Planning, consider the alternatives, is to:

Examine as many alternative solutions or responses to a problem or situation

as possible.

Create a variety of ideas and systematically evaluate them.

Gain input from all team members and their commitment to an eventual

solution.

4.

Implementation

o

The purpose of the fifth step of Planning, make a decision, is to:

Obtain members commitment to a solution.

Analyze all of the information gathered and choose the best solution.

5.

Evaluation and feedback

o The purpose of the fifth step of Planning, evaluation, is to look at what happened

and pass on what we learned to our group and to other groups.


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Problem-solving includes:

Using specified skills to identify the nature of a given situation or task.

Alternative methods for determining the appropriate solution

Applying guidelines for analyzing a task or problem in order to solve it.

Along with Evaluation and Manager of Learning, this competency is one of the most critical and

complex in leadership development. Skilled use of this competency positively influences the

leader's ability to get the job done and keep the group together in all kinds of situations.

Evaluation

Evaluation is the constant companion of the WhiteStag learner and staff member. We constantly

strive to improve ourselves, so we continually

evaluate how we are doing. We call this the

"Evaluation Attitude." This attitude, it turns out, is

one of the five founding principles of the White Stag program.

In almost any situation, except when responding to purely mechanical systems, we must consider

the task and the people.

About Evaluation

Ask a Patrol Member Development candidate at the end of the summer camp, "When do you

evaluate?" and he'll tell you, "Always."

Ask another candidate from Patrol Leader Development "what do you look for when you

evaluate?" and he'll say, "The strong and the weak points, possible improvements, and things to

keep."

Ask a third candidate, a young woman from Troop Leader Development, bowed under a large

pack, "What is evaluation?" and he'll tell you everything the others have said and add, "We

evaluate how well the group is keeping itself together and how well we're getting the job done."



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Evaluation is a continual process, either informal or formal, of judging a situation against a

standard.

Evaluation is, in essence, two things:

An attitude of continuous striving for higher goals.

A process for judging an individual's or group's completion of a task against previously identified

standards.

Our desire is to improve our evaluation skills so that we evaluate in the same manner a eagle

soars on the winds: constantly testing, consciously and unconsciously, wind current, flow, our

altitude, strength, time, direction, position relative to our target, etc., all the elements that affect

our reaching and surpassing the next mountain peak.

Sharing LeadershipShared problem-solving and decision-making is an

increasingly prevalent aspect of successful

management and leadership worldwide. This is

because competitive, authortarian styles of

leadership are less and less responsive to the

complex challenges facing society today.

The White Stag program has since 1958 described five styles of leadership: Telling, Selling,

Consulting, Joining (or consensus). These styles of leadership are appropriate depending on the task,

the situation, and the group, as illustrated in the diagrma below.

Sharing Leadership eadership encourages the

leader to select an appropriate style of

leadership based on the task, the si tuat ion,

and the group relat ionship.



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Generally, less experienced or insecure leaders will tend to lean on the more authoritarian types of

leadership because they desire the role and title of leader to bolster their self-esteem, and they lack

confidence in their skills. Talented, mature leaders employ the most appropriate style based on the

context. The styles are easily viewed as being most to least authoritarian.

A way of assessing the desirability of a leadership style or the need for sharing leadership with theteam is to consider both the groups' short- and long-range goals. Effective, enlightened, unselfish

leaderstrue servants of the group are not reluctant to encourage group participation and

ownership of a decision.

Through all leadership situations, you must find a style of leadership most suited to the occasion that

balances your own maturity and capabilities and the group's maturity and ability.

The leader's and the group's maturity, the short- and long-term

goals, along with contextual dynamics, further influence the style

of leadership appropriate to the occasion.

In any situation, you must consider the appropriateness of each style relative to the forces generated

by the situation and from within the group. For example, the more long-range the goal, the more you

need the participation of every member in group decisions and their commitment to achieving the

goal. On the other hand, emergency situations do not lend themselves to consultation or delegation.

Managing of LearningSome people want to know why this skill is called

"Manager of Learning" and not "Effective

Teaching". Effective Teaching is a term coined the

National Boy Scouts of America. The phrase

Manager of Learning was defined by Bla

Bnthy, who conceived of the eleven leadership skills. We believe a Manager of Learning is not

simply a teacher. Teaching connotes activities too typically requiring a lecture hall and a large



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number of desks. The phrase manager of learning is carefully chosen. The emphasis is on

learning, not on what the instructor teaches. Your job, as a manager of learning, is to help the

participants to become more effective leaders.

The Emphasis is on Learning

Managers of learning are different from "teachers" or "instructors." They know that people learn

as individuals, not as a class or group. They know each individual is important; therefore, each

individual leader must learn or all will receive an inferior program. Whoever accepts the

responsibility for managing learning must use unusual techniques to get unusual results.

A Learning Discovery Process

The Manager of Learning (sometimes known as "Effective Teaching") competency is more

complex than most leadership competencies. In a nutshell, Manager of Learning describes a

system for exposing learners to the need to know and involving them in their own learning. We

choose to continue to name the competency Manager of Learning rather than Effective Teaching

because we believe the focus is always on the participants' learning, not the teacher's teaching.

Manager of Learning has four steps:

1.

Guided Discovery

2.

Teach/Learn

3. Application

4. Evaluation

Improving Attitudes, Skills, and Knowledge

By learning, we mean the gaining of knowledge, the improvement ofskills, or the development

of attitudesin a certain area. Sometimes this is abbreviated to "KSA." Attitudes are obviously

more important than skills or knowledgeafter all, what is the barber going to do with that

razor?it might be better to turn it around to ASK! And it happens that asking, rather than

telling, is perhaps the main difference between a teacher and a manager of learning. We ask,

because maybe the learner already knows.

Maybe they know but haven't realized that it applies in this situation. Or maybe they don't know

they don't know. So we ask him, first.This asking comprises the first of the four steps of manager
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of learning, the Guided Discovery. A combination of attitudes, skills, and knowledge are usually

needed to operate successfully in any specific area. Attitudes are the most important and are the

most difficult to acquire.

Often a new attitude must replace an old attitude before skills or knowledge can be used. Themanager of learning must be able to detect this situation and know how to effect the change.

Counselling techniques are often used to enable a learner to see a need for changea change in

his attitudeand accept the help you or members of his patrol or others can give him.

Not Lock-step

The Manager of Learning process is not lock-step but at the learner's own pace of discovery. It is

a heuristic learning process, because learning is:

Open ended. Not confined to one "right way".

Cyclicalnew learning is based on old learning plateaus.

MOL is not only one of the competencies taught in Junior Leader Training, it is a method for

leadership development which is essential to participatory leadership development. We not only

teach a competency called Manager of Learning, but we should be applying its principles in

everything we do during the learning program.

skills of leadership

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