To achieve Step 13, individuals will show that they are aware of their leadership style and how it affects others.
In earlier steps of Leadership, the focus was on how to support others, and before that on the mechanics of how to manage individuals to complete tasks. These final steps take a more holistic view of leadership styles, how they affect others, how they can be improved, and how they can be adapted according to the situation.
The building blocks of this step are learning:
To teach this step:
This step can be reinforced whenever there are leadership opportunities for learners to take on. They should be encouraged to reflect on the leadership style they are taking, and what they think the likely effect is on their followers. This can be checked against the reflections of their followers on how it felt to be led in that way.
This step is best assessed through observation of a learner leading a task. They should then complete a reflection afterwards to explore the leadership style they thought they were using and what they think the effect of this was on their followers.
This step is relevant to individuals who want to develop themselves so that they can get the best out of others.
To build this step in the work environment, managers could:
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is best assessed through observation and discussion. For instance:
During the recruitment process, this step could be assessed by:
We work with a wide range of organisations, who use the Skills Builder approach in lots of different settings – from youth clubs, to STEM organisations, to careers and employability providers.
We have a lot of materials available to support you to use the Skills Builder Universal Framework with the individuals you work with, including:
We also do a lot of work with organisations who join the Skills Builder Partnership to build the Universal Framework into their work and impact measurement systems. You can find out a lot more using the links below.
The successful completion of a group assignment at school or college will require tasks to be allocated and completed to an agreed time frame. However, the actions and behaviours of others may help or hinder the success of the project. An awareness of your own style of leadership will enable you to predict or recognise the reactive behaviours of others in the team. Whilst these may be positive or negative effects, your confidence in recognition will allow you to plan how you may respond in order to complete the activity successfully.
In the workplace, you may have to work in a group or team of people from other departments, where the people may be less familiar or possibly not known to you. In such situations, an awareness of your own leadership style will enable you to anticipate the possible reactions of others to your style, even when you do not know them well. If you are forearmed, you are in a better position to counter any negative reaction and secure the positive engagement of each individual and successful achievement of the team goal.
When participating in a social situation and organising a group event or activity, the individuals involved are likely to have elected to be in the group and will want to see a successful outcome - for example, the organisation of a camping trip or visit to the theatre. It is this common goal which binds the group together. Awareness of your leadership style and its effect on others is vital, as a negative reaction may result in someone choosing to leave the group or to be divisive. In each case, the situation may place the event at risk and even jeopardise the inherent friendships.
To best practise this step of Leadership, apply what you have learnt to a real-life situation. Choose one or more of the activities below, remind yourself of the key points and strategies in the step, and have a go!
As a parent or carer, you might be thinking about how best to support your children to build their essential skills. The good news is that there is lots that you can do that will have a big impact, including:
We’ve developed a whole series of tools and resources to help parents to build these skills, including:
There is also content for older children and young people, including short activities and reflections that they can complete alone, or with you.