Leading Others

  • Coaches, mentors and motivates others to meet the organization’s vision, commitments and goals
  • Provides an inclusive and positive team environment
  • Fosters positive and constructive feedback, recognition, leadership, and personal and professional development.

Proficiency Levels – What it looks like

Being Developed





Works with team members to assess their developmental needs and provides them with the necessary support and expertise.

Guides, coaches and motivates others.

Regularly provides constructive feedback and recognition to team members regarding job performance.

Supports team members in learning from each other, being self-directed, and being responsible for their own assessment and learning.

Sponsors and reviews long-term learning needs, career paths, and succession plans for organizational leaders.

Develops awareness of and works on own leadership style.

Assesses developmental needs and engages team members in projects that challenge their skills and abilities.

Works with team members to identify work goals and create individual development plans. 

Recognizes employee potential and develops reporting leadership strength.

Mentors and develops critical talent for the future. 

Identifies situations needing attention and steps in as mediator as required.

Provides opportunities for others to learn from experts.

Identifies, mentors, and raises the profile of future high performers and leaders.   

Works with employees to define realistic yet challenging work goals.

Ensures that all team members have equitable access to development opportunities.



Addresses and confronts issues and inappropriate behaviours in a timely and respectful way

Determines best approach and mediates conflict between individuals and groups.

Helps others to resolve complex or sensitive disagreements and conflicts.

Creates a diverse and inclusive environment which brings together different ideas, experiences, skills and knowledge.  Demonstrates.





Promotes effective conflict.

What it doesn’t look like

  • Withholding knowledge or relevant communication
  • Assuming staff know what is expected of them regardless of assignment
  • Underutilizing staff due to a lack of awareness of their capabilities, goals and aspirations
  • Avoiding the sharing of feedback for improvement
  • Providing vague feedback on performance (during formal performance reviews or 1:1 meetings)
  • Leaving responsibility for planning and seeking development activities solely in the hands of staff
  • Sharing performance feedback only to some staff
  • Not providing staff equal opportunities to training, development, or shadowing opportunities

Questions to Consider

  • What are each of my staff working on and how are they performing and feeling about the assignment?
  • What does my staff need from me in terms of direction or support (time, resources, and encouragement) to reach their potential?
  • When did I last meet with each of my staff to discuss performance or their development plan? Is it time to check in with some staff?
  • What tasks can I delegate to staff to help expand their knowledge and skills?
  • How can I challenge my staff with new tasks or assignments?
  • What criteria am I basing my assessments of performance on?

Learning and Development Activities

Choose one or two activities that support your preferred learning style

Activities by learning style







Suggestions for activities you can do on the job


  • Work with your staff to establish clear expectations for performance
  • Schedule and hold regular coaching conversations with staff
  • If you are avoiding sharing feedback to redirect behaviour or performance, ask yourself why.
  • People learn primarily through on the job application of skills with feedback. What projects or assignments can be leveraged to develop the capabilities of your staff?
  • Consider the future capabilities your department will need to succeed. Help your staff draft development plans that will be mutually beneficial.

With Peers

  • Discuss how development activities can be effectively incorporated into “business as usual”
  • If you are avoiding a “difficult” conversation with one of your staff ask a peer for advice who has successfully addressed the situation in the past.

With your Manager/Team Lead

  • Review the development strategy for your department and the individual growth of each of your staff that will be required to achieve future objectives
  • Review Development Plans and Career Aspirations of each of your staff to determine how best each can be challenged with new opportunities
  • Ask your Manager to coach you, or support you in working a Coach. http://www.hr.ubc.ca/coaching/

Listening and Observing


Here are some ideas that can be pursued on the job, with some coordination. Use these reflective questions to gain more from your learning experience:

    • What are three key things I have learned from this experience?
    • What will I do differently in my work as a result of this experience?
  • Select a positive role model, someone who has had success in developing others. Observe them in action and determine what they do particularly well. Ask what they attribute their success to.
  • Participate as an observer to a conversation between a Coach and coachee. What did they do particularly well?

Who do you know that is effective in getting things done well, on time and within budget? Observe what this person does that makes them effective and efficient. Ask what processes they use and how they deal with unexpected events.

Training Programs

UBC Training Programs offered through Organization Development and Learning:

  • Appreciative Leadership
  • In-Powering People & Teams
  • Introducing a Developmental Performance Support Process

For UBCO course offerings, please visit the Events page. http://web.ubc.ca/okanagan/facultystaff/events.html

Consider working with a coach following training, to aid in anchoring your learning: http://www.hr.ubc.ca/coaching/


Choose to read one or two of the books listed below. Consider the reflective questions to enhance your learning:

  • What are the key points the author is making?
  • What are three key things I have learned from this reading?
  • What will I do differently in my work as a result of gaining this knowledge?


Staff and Managers

  • Coaching, Mentoring, and Managing: Breakthrough Strategies to Solve Performance Problems and Build Winning Teams, (2001), M. Holliday; Career Press. Provides hundreds of practical, easy-to-learn techniques every manager can use to coach employees to become more productive, positive, inspired and effective.
  • Developing Employees: Expert Solutions to Everyday Challenges, (2009), Harvard Business School Pre; Publisher same. Managing employee growth is critical to your organization’s success. To develop your employees effectively, you must have certain skills, such as the ability to seek out opportunities, set goals, and provide feedback. This book contains handy tools, self tests and real life examples to help hone your skills.
  • The Manager as Coach and Mentor, (1999), E. Parsloe; Beekman Publishing. Shows how and why coaching and mentoring are the simplest, most practical and cost-effective ways you can boost performance
  • Three Keys to Empowerment, (1999), K. Blanchard, J. P. Carlos, & W. A. Randolph; Berrett Koehler Publishing. Presents advice and strategies for companies who wish to implement a positive empowerment plan in the workplace to increase productivity, pride, and excitement

Additional Questions

Please contact your Human Resources Representative with any additional questions.

Summary of Links