Managers at all level
Project Team leader

The outcome
The improvement in awareness, knowledge and skills for participants
◎ Realize the role and responsibilities as leader
◎ Help people align their task and performance goal with organizational strategic objectives
◎ Dene clear role, responsibilities and objectives
◎ Inspire commitment from people and encourage action to achieve goal
◎ Remove obstacles that prevent team from achieving goal
◎ Stimulate performance and result oriented culture
◎ Respect for individuals and treat others fairly and consistently
◎ Direct and coach people to deliver top performance
◎ Encourage, listen to and take into account new perspective and innovative ideas given by
others
◎ Delegates activities to the right people and grow their capabilities
◎ Assess people accurately and provide timely and specic feedback to others
◎ Empower people and hold them accountable for result
◎ Realize people’s development needs and grow talent eectively
◎ Uses a range of styles appropriately to inuence and motivate followers
◎ Reward eorts and performance, and have the courage to address dicult situations and
handle low performers
◎ Act as a role model of leader for on-going development of self
Outcome for team and organization
◎ Align individual’s goal with organization’s strategy
◎ Build a common language for communicating performance and development
◎ Enhance team performance
◎ Inspire employees’ commitment and accountability
◎ Reduce the turnover rate of high performers
◎ Stimulate proactive, performance-oriented and execution culture
◎ Increase productivity of organization
◎ Reach the balance of goal-achievement and people-development
◎ Improve the quality of execution for entire organization
◎ Develop management talents

Outline of Learning Content
1. Situational leadership® and leadership development
◎ The role as leader
◎ 3 main skill sets as leader
◎ Success versus eectiveness of inuence process
◎ The impact of leader’s behavior on follower’s performance and development
◎ 3 steps in using the Situational Leadership® model
2. Identify the task and its standard
◎ The rst step of using the Situational Leadership® model – identify the task
◎ Understand the distinction of job, task and activity
◎ Disaggregation – to breakdown job into component parts and set the standard
◎ Value the importance of getting on the same wavelength
◎ Exercise –To breakdown a job, role or function.
3. Assess performance readiness
◎ The second step of using the Situational Leadership® model – assess performance readiness
◎ Case-study – leader behavior and follower’s performance
◎ The need of assessing performance readiness
◎ Identify and understand the indicators of ability and willingness
◎ Identify and understand the logic of performance readiness
◎ Video case-study – assessing performance readiness
◎ Exercise
4. Leader behavior and situational leadership® model
◎ The third step of using the Situational Leadership® model – matching leader response
◎ Describe “relationship behavior” and “task behavior” by behavioral indicators
◎ Understand the patterns of inuence behaviors that make up leadership styles
◎ Video case-study of leadership styles
◎ Situational leadership® model
◎ Understand the short and long term consequences of style/readiness mismatches
◎ The impact of using Situational Leadership® model on leader, follower and team
5. LEAD 360 leader behavior feedback (pre-course)
◎ Understand own style, style prole and style adaptability
◎ The impact on leadership eectiveness from style prole and adaptability
◎ Identify areas for growth and development
◎ Action plan for leader behavior adjustment
6. Role-play and exercise for applying Situational Leadership® model
◎ Style/readiness matching role-play
◎ Readiness indicators
◎ Role-play of real-life case from participants
7. Action plan

July 29-30th, 2010 (Thursday and Friday)
9:00 am – 5:00 pm

The trainer who has near 20 years experience in leadership in multi-culture environment will bring you the insight of leading people in China.