Day Three: Day Three 3-1

Day Three: The Leading EDGE™/ The Teaching EDGE™ The Leading EDGE™, and The Teaching EDGE™ 3-2

The Leading EDGE™ Explain Demonstrate Guide Enable Effective leaders usually have more than one leadership style. A key to good leadership is to match the style of leadership to the people and the stage of the team’s development. Explain Demonstrate Guide Enable The Leading EDGE™ Effective leaders nearly always have more than one leadership style. A key to good leadership is to match the style of leadership to the people and the situation. The letters EDGE stand for Explain, Demonstrate, Guide, and Enable. 3-3

Explain, Demonstrate, Guide, or Enable? STAGE OF TEAM DEVELOPMENT: FORMING High enthusiasm and motivation/low skills Forming requires Explaining Explain, Demonstrate, Guide, or Enable? STAGE OF TEAM DEVELOPMENT: FORMING (HIGH ENTHUSIASM, LOW SKILLS) If the team is in the Forming stage, the members will likely exhibit high enthusiasm and motivation for doing something new, though their skills are productivity are low. An effective leader of a team that is Forming will do lots of careful Explaining to help the team understand exactly what the leader expects them to do. 3-4

Explain, Demonstrate, Guide, or Enable? STAGE OF TEAM DEVELOPMENT: STORMING Low enthusiasm/low skills Storming requires Demonstrating Explain, Demonstrate, Guide, or Enable? STAGE OF TEAM DEVELOPMENT: STORMING (LOW ENTHUSIASM, LOW SKILLS) A team that is in the Storming stage will likely exhibit less enthusiasm and motivation for doing something new. Their skills are productivity are still low. An effective leader will continue to make things clear by Demonstrating to the team how to succeed. 3-5

Explain, Demonstrate, Guide, or Enable? STAGE OF TEAM DEVELOPMENT: NORMING Rising enthusiasm/growing skills Norming requires Guiding, or coaching STAGE OF TEAM DEVELOPMENT: NORMING (RISING ENTHUSIASM, GROWING SKILLS) If the team is in the Norming stage, the members will likely exhibit increasing enthusiasm and motivation for doing something new. Their skills and productivity are developing as well. Leaders of teams in the Norming stage can find success with the Guiding style of leadership—giving team members freedom to act on their own, but being ready to provide guidance (coaching). 3-6

Explain, Demonstrate, Guide, or Enable? STAGE OF TEAM DEVELOPMENT: PERFORMING High enthusiasm/high skills Performing usually requires Enabling Explain, Demonstrate, Guide, or Enable? STAGE OF TEAM DEVELOPMENT: PERFORMING (HIGH ENTHUSIASM, HIGH SKILLS) If the team is in the Performing stage, the members will likely exhibit high enthusiasm and motivation for doing something new, and their skills an productivity are high as well. A leader Enables team members to make decisions on their own and to keep progressing toward completion of the task. 3-7

Stages of Team Development The four stages of team leadership are across the top, with direction and support varying. The letter ”M” represents the relationship of the group members to one another and to the leader. 3-8

The Teaching EDGE™ A team’s ability to succeed depends on the need for new skills. It is the leader’s responsibility to provide skill instruction if necessary. Leader may serve as instructor or arrange for instruction. The Teaching EDGE™ There is distinct difference between the Leading Edge (Leader's Style or Behavior in response to a team's Stage or Development) and the Teaching Edge which is a PROCESS for transferring a skill and response to the learners stage of growth. The ability of a team to succeed is often dependent upon the need for team members to learn new skills. It is the responsibility of the leader to provide skill instruction when the need is recognized. The leader may either serve as instructor, if he has mastered the requisite skills, or arrange for an instructor. 3-9

The Teaching EDGE™ Explain Demonstrate Guide Enable Level of style of skill instruction needs to match learner’s enthusiasm and skill. Use the Teaching EDGE™ to define style of instruction. EDGE™ stands for… Explain Demonstrate Guide Enable The Teaching EDGE™ To provide an appropriate style of skill instruction, the instructor must access the level of enthusiasm and skill demonstrated by the learner. A powerful tool for choosing the right instruction style is the Teaching EDGE™. Once again, the letters EDGE™ stand for Explain, Demonstrate, Guide, and Enable. 3-10

Stages of Skill Development Forming. The learner begins with low skill but high enthusiasm. Storming. As the learner works at the skill, he may become discouraged. Stages of Skill Development Forming. The learner begins with low skill but high enthusiasm. He is excited about the possibilities but doesn’t yet know how to perform the skill. Storming. As the learner works at the skill, he may become discouraged. His skill level is still low, but because he now knows how difficult this will be, his enthusiasm can fade. 3-11

Stages of Skill Development Norming. With work, a person’s skill level will rise and so will his enthusiasm. Performing. When he has mastered a skill, a person’s enthusiasm will be high; the skill will have become his own; and he can teach it to others. Stages of Skill Development Norming. With work, a person will make advances in learning how to do something. His skill level will rise and so will his enthusiasm. Performing. When he has mastered a skill, a person’s enthusiasm will be high. He will have made the skill his own and will know it so well that he can teach it to others. 3-12

(LOW SKILL, HIGH ENTHUSIASM) The Teaching EDGE™ FORMING (LOW SKILL, HIGH ENTHUSIASM) A person is enthused about something new and motivated to learn, but has a low level of skill. This learner will need careful Explaining of exactly what to do and how to do it. The Teaching EDGE™ FORMING (LOW SKILL, HIGH ENTHUSIASM) A person is enthused about something new and motivated to learn, but has a low level of skill. An instructor will need to do lots of careful Explaining—telling the learner exactly what to do and how to do it. 3-13

(LOW SKILL, LOW ENTHUSIASM) The Teaching EDGE™ STORMING (LOW SKILL, LOW ENTHUSIASM) A person has been at it long enough to realize that mastering a skill may not be easy. As a result, his enthusiasm and motivation are low. Skills are still low, too. An instructor must Demonstrate the new skill to the learner, clearly showing him what to do and how to do it. 3-14

(INCREASING SKILL, GROWING ENTHUSIASM) The Teaching EDGE™ NORMING (INCREASING SKILL, GROWING ENTHUSIASM) As a learner’s level of skill rises, so do motivation and enthusiasm. An instructor will need to Guide: Giving freedom to figure out things Supporting with encouragement Helping to move closer to the goal. 3-15

(HIGH SKILL, HIGH ENTHUSIASM) The Teaching EDGE™ PERFORMING (HIGH SKILL, HIGH ENTHUSIASM) Skills and enthusiasm are high. A learner can act independently and be very productive. An instructor will need to Enable the person—offer freedom to make decisions and to keep moving ahead. 3-16

Summary A team responds best to leadership tailored to the stage the team is experiencing at the moment. The Leading EDGE™ acronym describes the behavior of a leader as the team moves through the stages of development. Summary A team responds best to leadership tailored to the stage the team is experiencing at the moment. The Leading EDGE™ acronym describes the behavior of a leader as the team moves through the stages of development. 3-17

Summary A learner responds best to skill instruction tailored to the stage of skill development the individual is experiencing at the moment. The Teaching EDGE™ acronym describes the behavior of a skills instructor as the learner moves through the stages of development. Summary A learner responds best to skill instruction tailored to the stage of skill development the individual is experiencing at the moment. The Teaching EDGE™ acronym describes the behavior of a skills instructor as the learner moves through the stages of development. 3-17