To achieve Step 3, individuals will be able to divide up tasks between others in a justifiable way.
In the earlier steps of Leadership, the focus was on individuals being able to identify and express their own emotions and then those of others. The focus now shifts to thinking about task management.
The building blocks of this step are learning:
In education, we often do a piece of work as a group, for example, a class project, an assembly, a piece of drama, an art display, or a charity fundraising event. Each of these larger tasks include many smaller tasks which need to be completed to make the whole event or project a success.
Success at this stage of Leadership will ensure that the allocation of tasks is reasonable and fair. Whilst everyone may not be completely happy with the allocation of tasks, your confidence in the earlier steps of Leadership will enable you to understand the emotions of your team. Once you can identify and understand how others feel about the allocation of tasks, you are in a position to explain and support so that all the tasks are completed within the time-frame and the finished project is a success.
The workplace is made up of many departments or teams and each has many projects or tasks which require completion. Tasks are likely to be allocated to individuals on a regular and consistent basis. The allocation of tasks must be managed in a fair manner. If this is not the case, employees may become disgruntled, unhappy and or even leave the business. It is costly to replace employees and so it is important to ensure that tasks are consistently allocated fairly and reasonably.
Success at this step, will ensure you use the strategies learned to discuss the allocation with colleagues, understand when someone may be unhappy and act appropriately to ensure the tasks are all completed effectively. Employees will be happy to take their share of the more mundane, time consuming or challenging tasks if they understand the reasoning for the allocation and believe it to be fair.
In the wider world it is less likely that you are completing a project or being allocated tasks by a manger. However, there are times when a larger activity requires several people to take on a smaller task. This sharing of tasks prevents one person having to do all the work. For example, on a family or friends camping trip, it would be unrealistic to expect one person to put up all the tents and do all the cooking. Likewise, when tidying the house, life is easier if a number of people all take a smaller part and tidy one area each, rather than one person do all the work.
The ability to share tasks fairly is a real strength of leadership and by applying the strategies learned at this step you will be able to understand the feelings of others and help to ensure allocation are reasonable, understood and fair.
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!
To teach this step:
This step can be reinforced by encouraging learners to divide up tasks between them when there are opportunities for them to work together. The teacher can help to raise awareness of what they should be thinking about when making these decisions, and encouraging them to reflect on how effective their approach was at the end.
This step is best assessed through a structured activity, where learners are given a job and have to think about the tasks and how they might be divided up fairly between the team they have been allocated. A reflection discussion at the end will help to show whether they applied sensible thinking to how to divide up tasks fairly.
This step is relevant to all individuals who allocate work to other people.
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 by observing the individual as they take part in an exercise. This exercise should require they divide up tasks and share them in a way that is fair. For instance:
During the recruitment process, this step could be assessed for by:
As an individual, you might be thinking about how best to support your own 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 you to build these skills, including:
At home, you can easily support your child to build their essential skills. The good news is that there
are lots of ways that you can have a big impact, including: