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Facilitator/Leadership Styles

GROUP LEADERSHIP FUNCTION

Session
Objectives
To reflect on their current behavioral styles and
values.
To discuss ways on how to handle certain training
situations
Assess own Emotional Intelligence and discuss its
relevance in facilitation.
Share results and interpretation of TP Leadership Grid
Assess own Facilitator/Leadership Style and discuss
relationship of other self-assessment Instruments in
Facilitating groups.

Activity
What will you do?
During the first three group sessions,
a member has consistently
interrupted in aggressive hostile
ways. He has been highly verbal and
demanding, while also being
extremely critical and judgmental of
others, including you.

What is your

Activity
Answer the EMOTIONAL
INTELLIGENCE WORKSHEET

1. The
Turbulent
Airplane
A 10

B 10
C 10
D0

2.The Credit
Stealing
Colleague
A0
B5
C0
D 10

3.The
Angry
Client
A0
B5
C0
D 10

4.The C
Midterm
A 10
B0
C5
D0

5.The Racist
Joke
A0
B5
C 10
D5

6. The
Setback of
a
Salesperso
n
A0
B 10
C5
D0

7. The
8. The
9.
RoadShouting
Rage
Match
Colleagu
A 10
e
B0
A0
C0
B0
D0
C5
D 10

10.The
The
Uninspire Indecisive
Young
d Team
Manager
A0
A0
B 10
B5
C0
C0
D5
D 10

Emotional
Intelligence
EI is the ability to understand and manage
your own emotions, and those of the
people around you.
People with a high degree of emotional
intelligence know what they're feeling,
what their emotions mean, and how these
emotions can affect other people.
The ability to embrace responsibility
which gives the person the ability to elicit
cooperation, listen well, and place the
needs of others above him/herself.

Characteristics of
EI
Self-Awareness
Self-Management
Self-Motivation
Empathy
Social Skill
Innovation

SELF-AWARENESS
Hallmarks
The ability to
recognize your
moods, emotions,
and drives, as well
as their effect on
others

Self-confidence
Realistic selfassessment
Displays selfrespect
Self-deprecating
sense of humor

SELFMANAGEMENT
The ability to control
or redirect disruptive
impulses and moods;
(Emotional Control)
The propensity to
suspend judgment
to think before acting

Hallmarks
Trustworthiness
and integrity.
Recovers from
mistakes and
failures with
renewed energy
and focus

SELF-MOTIVATION
A passion to work
for reasons that go
beyond money or
status.
A propensity to
pursue goals with
energy and
persistence

Hallmarks
Strong drive to
achieve
Optimism , even in
the face of failure
Commitment to
organizational
goals

EMPATHY
Ability to understand
others points of view
and their emotional
make-up.

Hallmarks

Sensitivity to
individual
differences
Sensitivity to
cross-cultural
differences

SOCIAL SKILL
Proficiency in managing
relationships and
building networks.
Ability to find common
ground and build rapport

Hallmarks
Persuasiveness
Expertise in
building and
leading teams

INNOVATION
Ability to approach
situations with a sense
of discovery, curiosity
and creativity.

Hallmarks
Asks questions which
stimulate thinking
and open new areas
of exploration.
Willing to let go of
habits of behaviors
and processes which
may limit growth and
progress of the team.

Improving and
fulfilling personal
and professional
relationships

INCREASIN
G
EFFICIENCY

Emotional intelligence is not the opposite of Intelligence,


it is not the triumph of heart over the head , it is
the unique

intersection of both

David Caruso

T-P Leadership Grid

20

PEOPLE

TEAM LEADER

High people, low task

High task, high people

Adequate performance & satisfactory relationships

Low people, low task

High task, low people

ABDICRAT

AUTOCRAT

(TASK)

TEAM LEADER

High people, low task

High task, high people

ABDICRAT
Adequate
performance & satisfactory relationships

This leader is mostly ineffective.


He/she has neither a high regard
for creating systems for getting the
job done, nor for creating a work
Low
people,
taskand
environment
that islow
satisfying
ABDICRAT
motivating. The result is
disorganization, dissatisfaction
and disharmony.

High task, low people


AUTOCRAT

(TASK)

TEAM LEADER

High people, low task

High task, high people

AUTOCRAT
People in this category believe that
are simply
a means
Adequate performance &employees
satisfactory
relationships
to an end. Employee needs are
always secondary to the need for
efficient and productive workplaces.
This type of leader is very
High task,
low
Low people, low task
autocratic,
has strict
workpeople
rules,
ABDICRAT
policies, and procedures,
and views
AUTOCRAT
punishment as the most effective
means to motivate employees.
(TASK)

TEAM LEADERSHIP
TEAM LEADER
Employees understand the
High people, low task organizations
High task,
highand
people
purpose
are
involved in determining production
needs. When employees are
committed to, and have a stake in
the organizations success, their
needs and production needs
coincide. This creates a team
environment based on trust and
Adequate performance & satisfactory relationships
respect, which leads to high
satisfaction and motivation and,
as a result, high production.

Low people, low task

High task, low people

ABDICRAT

AUTOCRAT

(TASK)

COUNTRY CLUB
TEAM LEADER
This style of leader is most
High
people, low task
High task, high people
concerned about the needs and
feelings of members of his/her
team. These people operate under
the assumption that as long as
team members are happy and
secure then they will work hard.
What tends to result is a work
environment
thatperformance
is very relaxed& satisfactory relationships
Adequate
and fun but where production
suffers due to lack of direction and
control.

Low people, low task

High task, low people

ABDICRAT

AUTOCRAT

(TASK)

TEAM LEADER

High people, low task

High task, high people

MIDDLE OF THE ROAD


Balance of the two competing
concerns, and it may at first appear
to be an ideal compromise. Therein
lies the problem, though: When you
compromise, you necessarily give
away a bit of each concern, so that
Adequate performance
& satisfactory relationships
neither production nor people
needs are fully met. Leaders who
use this style settle for average
performance and often believe that
High
task, low people
Low people,this
low
task
is the
most anyone
can expect
ABDICRAT
AUTOCRAT

(TASK)

When to use a
specific style?

Providing directive behavior depends

on maturity of participants in relation to


a specific task
M = Ability x Motivation

Capacity to set high but attainable goals


Willingness and ability to take responsibility
Education and/or experience of an
individual or group

Maturity of
Participants
M1 lacking in ability; lacking in
motivation (9.9)
M2 may be willing, but not
necessarily able (9.1)
M3 able, but not willing (1.9)
M4 very willing & very able (1.1)

TEAM LEADER

High people, low task

M3

able, but
not willing

High task, high people


Lacking in ability;
lacking in motivation

M1

Adequate performance & satisfactory relationships

M4

very willing
& very able

Low people, low task

May be willing, but


not necessarily able

M2

High task, low people

ABDICRAT

AUTOCRAT

(TASK)

Group Leadership
Function Scale

31

High > 41
Medium 15-41
Low <15

EMOTIONAL
STIMULATION

CARING

FACILITATO
R
FUNCTIONS
MEANING
ATTRIBUTION

EXECUTIVE
FUNCTION

Represents
evocative,
expressive
facilitator
behavior that is
personal and
highly charged
emotionally..
The facilitator
performing this
function is
intensely and
frequently in the
center of the
group
Personal

FACILITATOR
FUNCTIONS

confrontation is
valued; high risk is
pervasive.

Represented
by the
facilitators
provision of
cognitive
behavior and
definition of
frameworks for
change

FACILITATOR
FUNCTIONS

typified by
giving meaning
to experience.

FACILITATOR
FUNCTIONS

Evidenced by the
development of
specific, warm
personal
relationships with
group members.
These relationships
are characterized by.
love, understanding,
and genuineness
Caring is inversely
related to technical
proficiency.

inversely
related to
technical
proficiency.

FACILITATOR
FUNCTIONS

Emphasizes a
managerial
approach
demonstrated by
stopping the
action and asking
members to
process the
experience

facilitator
suggesting roles
and procedures fo
group members to
follow.

Disagreement or
incompatibility
of activities,
ideas or
interests

SATISFY OWN CONCERN

Assertive and
Uncooperative
I win, You lose

Assertive and
Cooperative
I win, You win

Semi-assertive and Semi-uncooperative


I give a little, You give a little

Unassertive and
Uncooperative
I lose, You
lose

Unassertive and
cooperative
I lose, You win

SATISFY OTHER PERSONS CONCERN

Handling Common
Team Problems
What would be your typical responses
in the type of group with which you are
working with:
1. When starting the group, you would
2. When someone talks too much in
meetings, you would
3. When a team member ignores your
requests, you would

Handling Common
Team Problems
4. If an older team member ignores your
requests, you would
5. When a team member consistently misses
deadlines, you would
6. When someone cries, you would
7. When someone comes late, you would
8. When someone is habitually late, you would
9. When someone introduces outside
information about family or friends as a reason
for poor performance, you would

Handling Common
Team Problems
8. When someone is habitually late, you would
9. When someone introduces outside information
about family or friends as a reason for poor
performance, you would
10. When team members are excessively polite
and unwilling to provide feedback to one another,
you would
11. When there is conflict in the group, you would

12. When there is a group attack on one individual,


you would

Handling Common
Team Problems
13. When group members discuss sexual
feelings about each other or about you, you
would
14. If there is physical violence, you would

Thank you!