When a leader makes the decision to intervene, they must then decide whether they should intervene internally or externally. (Northouse, 2017). First the leader must decide whether the problem is inside of the team or if it is external to the team. An effective leader must ask themselves, “Are the goals clear?” “What can I do to help team members focus on the goals?” (Northouse, 2017). When a leader knows the answers to these questions, they must “analyze the demands of the team and react appropriately.” (Barge, 1996), retrieved from (Northouse, 2017). “Leadership can help members effectively deal with conflict by encouraging discussion and rapport building within teams. (Gupta et al., 2010, P 338).
If a team is experiencing conflict, the leader must determine how to intervene to resolve the conflict to improve the functioning of the team. (Northouse, 2017). If a team is experiencing conflict between members, then an action must be taken internally or within the team itself. (Northouse, 2017). A leader must assess the problem, and provide tactful means of improving relationships as well as the supports necessary for the team to effectively do their job. If the leader determines that the “organizational environment is not providing proper support to the team to do its job, then perhaps an external environmental intervention focusing on obtaining external support for the team might be the most appropriate intervention.” (Northouse, 2017, P 376).
In my personal experience, an external leadership action that has been taken was when my principal approached me and asked me what supports she could offer me in order to help me experience success with my students. She offered to assist me in meeting with parents, providing additional assistant support as well as extra literacy support for my lower students. Her action made me feel more of a part of the education team at my school.
Another example of an external leadership action, can be seen in the movie Invictus. The captain of the rugby team had the team teach rugby to young children. The children were so motivated and excited that they surrounded the team and started chanting songs and rhymes. This motivated the players of the rugby team and inspired a sense of pride and a sense of team spirit. Northouse, 2017, suggests that an external action is advocating and representing the team to environment. The players were together, working as a team and experienced success with teaching rugby to children.(Northouse, 2017, P 380).
Another example from this movie is when Mandela flew in to where they were about to play. In front of everyone, he shook the hand of each team member, called them by their first name and said, “good luck.” This is external action that motivated and inspired each player. According to Hill’s model for team leadership in Northouse, 2017, this is an example of networking. (Northouse, 2017, P 379).
In the last 4 years in my school division, they have implemented a new standardized test called Dibels. Each staff member initially struggled with this test, the information that it was providing us as educators and how we were to move forward with this information. The goals were unclear. Northouse, 2017, suggest that an internal leadership action is goal focusing, which involves clarifying the goals for the team members. Our principal took an internal leadership action to help clarify these goals for us. She created charts, brought in exemplars, encouraged collaboration and clearly defined the goal of the Dibels test so that we could more effectively do our job. (Northouse, 2017, P 377).
In this example, she also used the internal action of structuring for results. Once the interpretation of the test results were clear, she presented us with a vision for what the desired outcome would be. She came up with a plan to push the lower kids into the higher categories. She did this by delegating literacy support to some staff members and by clarifying our roles in this vision. (Northouse, 2017, P 378).
Another example of internal action that I have experienced relates to the student I had last year that had many learning and behavioural challenges. It quickly became clear that the situation we were dealing with was more challenging and difficult than we thought it would be. The principal took internal leadership action and sent the team of staff who was working with this student to receive more training. She realized that we, “did not have the skills necessary to make well-reasoned decisions.” (Northouse, 2017, P 378). Providing more education and training is part of Hill’s model for team leadership. (Northouse, 2017, P 378).
In a group project organization, the leader must provide all members of the team with clear goals as well as a structured plan on how these goals will be achieved. A leader must ensure that a cohesive environment is established so that all team members can “work together to achieve desired outcomes.” (Gupta, et al., 2010, P(Chang & Bordia, 2001). An effective leader will empathize and listen to each member of the team in order to determine when internal or external actions are necessary. (Spears, 2010). The leader must encourage a collaborative community within the team by providing opportunity for networking, sharing information and forming alliances within the team environment. (Northouse, 2017). If a leader can effectively complete these tasks while monitoring the progress and dynamics of the team, the leader as well as the members of the team will experience success in achieving goals.
References
Spears, L., (2010). The Journal of Virtues & Leadership, Vol. 1 Iss. 1, 2010, 25-30.
Northouse, P. (2017). Leadership: Theory and Practice.
Eastwood, C., McCreary, L., (2009). Invictus [Warner Bros]. United States of America: Warner Bros.
I too struggled when told to use Dibels as an early year assessment of student literacy. I teach grade 5, and found some parts of the Dibels assessment frustrating and overly simplistic. I did not have an administrator that clarified the goal of Dibels. That being said, our administrative team has provided us many opportunities to work through the new BC Ed Curriculum and they “brought in exemplars, encouraged collaboration and clearly defined the goals” of the new curriculum. It is very encouraging to have an administration come along side us in that way. It really helps bring team success and “buy-in” or motivation.
Yes, I agree with the “buy-in” or motivation. If you don’t understand the information or the purpose behind these kinds of things, it makes it difficult to find the drive to fit the tests into your schedule as well as the interventions. Personally, I find that now that I understand more about the information, I look forward to giving the tests to see how far my students have come. Our administration is very supportive in giving us time to collaborate and discuss the results and it sure helps.