L2 领导力

L2 领导力

需求层次

理论

人类受到各种需求的驱动。人是一种追求完全需求的动物。

管理设计对人力资源——我们的同事——的激活，来实现既定的目标，这是通过满足人类的各种需求来操纵人的行为做到的。

马斯洛的需求层次理论指出，一些需求比其他需求更基本，只有在基本的需求得到满足后，次级需求才会变得重要。

接下来，我们结合下面这张需求层次图，以及我对Cristal上课时说的话的印象等，来进行一定程度的分析。

Human beings are driven by various needs. Man is an animal that pursues complete satisfaction of needs.

Managing the design to activate human resources - our colleagues - to achieve the set goals is accomplished by manipulating human behavior through meeting various human needs.

Maslow's hierarchy of needs theory states that some needs are more fundamental than others, and only when the basic needs are met will the secondary needs become important.

Next, we will conduct a certain degree of analysis by combining the following hierarchy of needs diagram and my impression of what Cristal said in class, etc.

​

1. 生理需求：级别最低、最急迫的需求，生命、饮食、睡眠。

   • 特征（该层级需求没有得到满足的特征）：什么都不想，只想让自己活下去，思考能力、道德观变得脆弱。
     例如集中营，奴隶制，战乱中勉强生存的平民。
   • 管理（没有满足该层级需求的管理手法）：这一层级的管理假设人为报酬而工作，以生理需求来激励下属。
     为了满足这一层级的需求，需要增加工资、改善劳动条件、给予更多休息的时间和空间。

2. 安全需求：也是较低层的需求，包括人身安全、生活稳定、身体健康和财产安全等。

   • 特征：感到身边的事物对自己充满威胁，觉得世界是不公平的或危险的，变得紧张、彷徨不安。
     例如在学校被霸凌的孩子，变得不敢表现自己、不敢社交，借此保护自身安全；
     亦或是工作不顺利，无法用微薄的薪水养活家人的成人，变得自暴自弃，每天喝酒来寻找短暂的安逸感。
     （丰川清告 台长​ ，说的就是你）
   • 管理：这一层级的管理让下属没有安全感，例如以裁员相威胁，指令混乱，缺乏规章制度和职业保障等。
     为满足这一层级需求，应强调规章制度、职业保障、福利待遇，提供医疗保险、失业保险、退休福利，保护员工不致失业。
   • 注意，层级1和2是一个公司想招到人并稳定运转的最最基本的需求，管理者绝不应当停留在这两层。没人想在连这两个基本需求都不能满足的垃圾公司工作的。

3. 归属感：又称为社交需求，指人对友谊、爱情、隶属关系等的需求。

   • 特征：由于没有感受到身边人的关怀，而认为自己没有价值活着。
     例如，没有受到父母关怀的青少年，认为自己在家庭中没有价值，因而在学校中，无视道德和理性地积极寻找朋友。
     一个简单的例子就是，为了让自己融入某个社交圈，青少年主动为别人当牛做马，模仿他人吸烟、一起恶作剧等。
     （saki酱saki酱saki酱saki酱saki酱）
     （拜托了！要是没有祥酱你们的话，我……）
   • 管理：孤立同事，例如要求某人干很多杂活，不允许接触部门主要业务（不被重视）；不通报部门进展（排除在外），部门聚会不邀请（剥夺社交机会）等。
     为满足这一层级需求，应当多提供同事间的社交机会，支持员工建立和谐温馨的人际关系，开展有组织的、适当的体育运动、集体聚会等团队建设活动等。重要的是促进团队凝聚力和参与感。

4. 尊严（esteem）：包括自己对成就和自我价值的感觉、他人对自己的认可和尊重，如成就、名声、地位、晋升机会等。

   • 特征：很爱面子，很积极地用行动让他人认同自己，很容易被虚荣吸引等。
     （ano酱）
     （anon tokyo）
   • 管理：忽视员工贡献（不肯定具体员工的付出）、公开批评、不提供晋升机会等。
     为满足这一层级需求，应当公开奖励和表扬员工付出，尊重并倾听员工意见，通过提供晋升或学习机会支持员工成长、发展等。

5. 自我实现：在前四项需求得到满足后，产生的衍生性需求，包括针对真、善、美等至高的人生境界获得的需求，如自我实现、发挥潜能。

   • 特征：觉得自己的生活被空虚感给推动着，要自己去做一些身为一个“人”应该在这世上做的事，需要有让他能更充实自己的事物、尤其是让一个人深刻的体验到自己没有白活在这世界上的事物；
     也开始认为，价值观、道德观胜过金钱、爱人、尊重和社会的偏见。

     “...我们大家要学习他毫无自私自利之心的精神。从这点出发，就可以变为大有利于人民的人。一个人能力有大小，但只要有这点精神，就是一个高尚的人，一个纯粹的人，一个有道德的人，一个脱离了低级趣味的人，一个有益于人民的人。”——《纪念白求恩》
     

   • 管理：为满足这一阶段需求，可以让员工参与有难度的工作（如新一代产品研发，并给予员工充分的自主权），创造开放的工作环境（如定期举办创意研讨会，营造支持创新的文化），支持工作和生活平衡（如远程工作/弹性工作，帮助员工实现个人和职业目标的和谐）...
     目标是激发员工的内在潜能，让他们在工作中感受到成长和价值实现，从而满足自我实现需求。

6. Physiological Needs: The most basic and urgent level of needs, such as survival, food, and sleep.

   • Characteristics (when this level of need is unmet): A person doesn't care about anything else, only wants to survive. Cognitive ability and sense of morality become fragile.
     Examples: Concentration camps, slavery, civilians barely surviving during wartime.
   • Management (when this need is unmet): This level of management assumes people work for rewards and uses physiological needs to motivate subordinates.
     To meet this level of need, one should increase salaries, improve working conditions, and provide more time and space for rest.

7. Safety Needs: Also a lower-level need, including personal safety, life stability, health, and property security.

   • Characteristics: Feeling threatened by everything around, perceiving the world as unfair or dangerous, becoming anxious and uneasy.
     Examples: A bullied student at school who becomes afraid to express themselves or socialize to protect their safety;
     or an adult struggling at work, unable to support a family with a meager salary, becoming self-destructive, drinking daily for short-term comfort.
   • Management: At this level, poor management leads to a lack of safety, such as threats of layoffs, chaotic instructions, lack of rules and job security.
     To meet this need, emphasize rules and regulations, career security, benefits, provide medical insurance, unemployment insurance, retirement plans, and protect employees from unemployment.
   • Note: Levels 1 and 2 are the bare minimum requirements for a company to recruit and operate stably. Managers must not stop at these two levels. No one wants to work for a garbage company that can't even meet these basic needs.

8. Belongingness: Also called social needs, referring to the desire for friendship, love, affiliation, etc.

   • Characteristics: Feeling unloved and therefore believing one's life has no value.
     For example, a teenager not receiving parental care believes they are worthless in the family, so they seek friendship at school, ignoring morality and reason.
     A simple example is teens becoming servile, mimicking others' smoking or joining in pranks just to fit into a social group.
     (Saki-chan Saki-chan Saki-chan Saki-chan Saki-chan)
     (Please! Without Saki-chan and you all, I...)
   • Management: Isolating colleagues—for example, assigning someone trivial tasks only and preventing them from engaging in key business (being undervalued); not informing them of department updates (excluded); not inviting them to team gatherings (depriving social opportunities), etc.
     To meet this level of need, offer more social opportunities among colleagues, support employees in building warm, harmonious relationships, organize sports, team events, and build a strong sense of group cohesion and participation.

9. Esteem: Includes a sense of accomplishment and self-worth, as well as recognition and respect from others—such as achievements, reputation, status, and opportunities for promotion.

   • Characteristics: Very concerned with saving face, actively seeking recognition through actions, easily drawn to vanity.
     (Ano-chan)
     (Anon tokyo)
   • Management: Ignoring employee contributions (not acknowledging specific efforts), public criticism, lack of promotion opportunities, etc.
     To satisfy this level of need, publicly reward and praise employee contributions, respect and listen to employees’ opinions, and support their growth and development through promotions or learning opportunities.

10. Self-Actualization: A derivative need that arises after the first four are satisfied, including the pursuit of higher ideals like truth, goodness, and beauty—self-realization and potential fulfillment.

    • Characteristics: Feeling a void in life that pushes one to do something meaningful as a human being. Needing something to enrich oneself—especially something that makes one feel that they didn’t live in vain.
      One begins to believe that values and morality outweigh money, love, respect, and societal prejudice.

      "...We all need to learn from his spirit of complete selflessness. Starting from there, one can become a person truly beneficial to the people.  
      A person may have limited ability, but with this spirit, they are a noble person, a pure person, a moral person, one who transcends vulgar interests, and a person who is beneficial to the people."  
      — "In Memory of Norman Bethune"
      

    • Management: To meet this level of need, assign employees to challenging work (such as new product development) and give them autonomy. Create an open work environment (such as regular creative workshops and a culture that supports innovation), support work-life balance (e.g., remote/flexible work), and help employees harmonize personal and professional goals.
      The goal is to unleash employees’ inner potential so they experience growth and value realization through their work, thereby meeting self-actualization needs.

基于需求层次理论的管理方法

对于马斯洛需求金字塔，在塔上的层级越高，我们越难以进行直接控制。（压榨学生容易，让学生感到满足自我实现需求难）

这样，提出了几种用于管理的方法或模型，它们可以独立用，也可以联合使用：

1. Pushing（胁迫，威压，强迫/coercion）

   • 管理特征：对具体的人，期望快速、明确的响应，高压，“使灭活”（de-activating），应当适量使用。
   • 典型表现：某领导说“小X，你今天必须把这个任务赶完，晚9点之前报我”。
   • 需求分析：抓生理需求和安全需求，通过给予外部压力进行。
     （还有一种方式是经济激励，玩计件工资，其实也是push的一种）

2. Pulling（提供激励/providing incentive）

   • 管理特征：对具体的人，允许自我调节的响应（不急，这事来日方长），低压力，“激活”，适合所有人。
   • 典型表现：仔细倾听受影响人的期望；确定目标；商定激励措施；适合所有人；最好结合教练（coaching）辅导。
     例如，某公司领导鼓励员工提出新想法、参与创新项目，提供自主权和资源支持，并为个人职业发展提供指导。
   • 需求分析：满足员工的社交、尊重和自我实现需求。

3. Context-shaping（环境塑造）

   • 管理特征：不针对具体的人/针对整个团体，基于规则，借助“自然而然”的力量；
     自我调节的反应，自我施加的压力，自我激活。
   • 典型表现：制定规则并保持它们不变（“自然之力“）；通过他人/客观地，甚至自动地执行它们；可与推动/拉动相结合。
     例如，宣布根据上级要求，制定一个规则，员工每天上下班都必须打卡。
     还有一种是，设定一个配额（set quota），然后告诉某人，其他所有员工都能执行这个配额，但你稍微有点落后了。

这里需要补充一点，在pulling方法可用的两种支持措施中，教练（coaching，说成辅导也行）是通过提问、反馈和引导，激发员工的内在成长动力，希望逐步增强他们的自我激活能力。这通常是一种一对一的，或者小组的互动。

例如，经理定期与员工沟通，帮助他们分析工作难题，鼓励他们找到自己的解决方案。

另一种是training（培训），例如学习新的软件或行业技能。（喜欢我3DExperience吗？喜欢我SolidWorks吗？）

For Maslow's hierarchy of needs, the higher the level on the pyramid, the harder it becomes for us to directly control. (It’s easy to exploit students, but it’s hard to make them feel self-fulfilled.)

Thus, several methods or models for management are proposed, which can be used independently or in combination:

1. Pushing (Coercion, Pressuring, Forcing)

   • Management Characteristics: For specific individuals, expecting a quick, clear response, high pressure, "de-activating," should be used sparingly.
   • Typical Example: A leader says, "X, you must finish this task today, report to me before 9 PM."
   • Needs Analysis: Addresses physiological needs and safety needs by applying external pressure.
     (Another method is economic incentives, such as piece-rate wages, which is also a form of pushing.)

2. Pulling (Providing Incentives)

   • Management Characteristics: For specific individuals, allowing self-regulated responses (not urgent, there’s time for this), low pressure, "activating," suitable for everyone.
   • Typical Example: Carefully listening to the affected person's expectations; defining goals; agreeing on incentives; suitable for everyone; best combined with coaching.
     For example, a company leader encourages employees to come up with new ideas, participate in innovation projects, provides autonomy and resources, and offers guidance for personal career development.
   • Needs Analysis: Meets employees' social, esteem, and self-actualization needs.

3. Context-shaping (Shaping the Environment)

   • Management Characteristics: Not targeting specific individuals but a whole group, based on rules, leveraging the power of "naturally occurring" forces;
     self-regulated responses, self-applied pressure, self-activation.
   • Typical Example: Creating rules and keeping them consistent ("natural forces"); executing them through others/objectively, even automatically; can be combined with pushing/pulling.
     For example, announcing that, according to a superior's requirement, a rule is set that employees must clock in and out every day.
     Another example: setting a quota, then telling someone, "All other employees are meeting this quota, but you’re a little behind."

Here, one additional point should be added: In the two supporting measures available for pulling, coaching (also referred to as guidance) stimulates employees' intrinsic growth motivation through questioning, feedback, and guidance, with the goal of gradually enhancing their self-activation abilities. This is typically a one-on-one or small group interaction.

For example, a manager regularly communicates with employees to help them analyze work-related issues and encourages them to find their own solutions.

The other option is training, such as learning new software or industry skills. (Do you like my 3DExperience? Do you like my SolidWorks?)

描述与评估专业表现

讲义中列举了3中评估专业表现的方式：

1. 基于表现——基于事实：
   评估一个人的工作表现时，要看他们实际做了什么、取得了什么成果，而不是靠猜测或主观感觉。
   例如，与其说“他好像不太努力”，不如说“他这个月迟交了两次作业”，后者是事实，能让人信服。

2. 变化潜力：
   评估不仅仅看一个人现在的表现，还要看他们未来能不能做得更好。关注变化潜力可以帮助制定发展计划。
   例如，一个同学现在写学术报告的质量不太好，但如果他愿意学，可以建议他多练习或找资源提升；
   一个目前效率不高的员工，通过主动参加培训和教练，可能在未来称为团队骨干。

3. 数量 vs 质量：

   • 数量可以直接被测量，上绩效评估表，搞量化评分、排名。
     它的好处在于更公平、目标导向 （客服祥子今天打了多少电话） 、激发员工短期积极性。
     但是它不见得能反映员工工作的全貌/长期价值 （打这么多电话，客户真的满意吗？） ，而且过度追求数量会导致工作质量下降。
   • 质量通常与管理者的期望、组织的长期愿景一致，例如服务的个性化程度、产品设计的用户体验等。
     对于研发岗、战略咨询岗这样的创新、非重复工作，其评估周期更长，可能更重视工作的质量
     最好通过管理干预努力，例如定期沟通和接受员工反馈、360度评估，来间接评估工作质量。
   • 工作质量的评估有点主观、“感性”，它依赖于管理者自己的经验、想法、主观偏好。
     如果想让质量评估更客观，就不可避免地需要引入数据、量化。
     所以需要在二者之间进行权衡，不同公司、不同工种、不同情境下适用的方法不同。
     例如之前讨论的客服岗和研发岗；以及初创公司为了活下去需要冲量——大公司需要确保产品质量等等。
     也可以通过动态结合（客服团队：通话数量（数量）+ 问题解决率 / 客户评分（质量）、管理干预来进行平衡。

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The handout lists three ways to evaluate professional performance:

1. Performance-Based – Based on Facts:
   When evaluating a person's work performance, look at what they have actually done and the results they have achieved, rather than relying on guesses or subjective feelings.
   For example, instead of saying "He seems not to be trying very hard," it is better to say "He submitted two assignments late this month." The latter is a fact and more convincing.

2. Potential for Change:
   Evaluation should not only focus on a person's current performance, but also on their potential to improve in the future. Focusing on potential for change can help create development plans.
   For example, a studentmight not be doing well in writing academic reports at the moment, but if he is willing to learn, you can suggest that he practice more or find resources to improve;
   an employee who is currently inefficient might, through proactive participation in training and coaching, become a key team member in the future.

3. Quantity vs Quality:

   • Quantity can be directly measured on performance evaluation forms, with quantitative ratings and rankings.
     The advantage is that it is fairer, goal-oriented (How many calls did customer service employee Sakiko make today?), and motivates employees in the short term.
     However, it may not fully reflect the overall work or long-term value of employees (Does making so many calls really ensure customer satisfaction?), and an overemphasis on quantity can lead to a decline in work quality.
   • Quality is usually aligned with the expectations of the manager and the organization's long-term vision, such as the personalization of services or the user experience in product design.
     For roles like research and development or strategic consulting, which involve innovative and non-repetitive work, the evaluation period is longer and may place more emphasis on quality.
     It’s best to use management interventions, such as regular communication and employee feedback, or 360-degree assessments, to indirectly evaluate the quality of work.
   • Quality of work evaluation can be somewhat subjective and "sensory." It depends on the manager's own experience, ideas, and subjective preferences.
     To make quality evaluation more objective, it inevitably requires the introduction of data and quantification.
     Therefore, a balance must be struck between the two. The applicable method varies across different companies, job types, and contexts.
     For example, the customer service role and the R&D role; or a startup that needs to scale to survive — versus a large company that needs to ensure product quality, etc.
     It can also be dynamically combined (customer service team: call volume (quantity) + problem-solving rate / customer ratings (quality), with management interventions to balance the two).

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接下来，对一轮员工工作表现评估的周期（或者叫“发展周期”，development cycle）进行解释：

1. 年度流程：帮助管理者和员工共同检视工作进展，并评估是否达到了预定目标，评估周期为未来的发展和调整提供了依据。

   • 规划/协议（planning/agreement）：员工和管理者共同设定目标、明确期望，并就具体行动达成协议。
   • 执行（execution）：员工按照规划和协议开展工作，完成既定任务。
     此时，持续沟通和反馈有助于工作不偏离方向。
   • 报告/自我评估（reporting/self-assesment）：员工对自己过去一年的工作进行总结和反思，帮助个人和上级了解工作情况与挑战。

2. 通常是书面的，但也不一定。
   书面记录可以帮助追踪进展和保持透明，但在某些情况下，也可以进行视频录像、照片、录音等形式记录。

3. 不仅讨论绩效结果（performance outcome），还讨论能力（competencies）：
   评估不仅仅是对结果的简单测量，还包括对执行过程中能力和技能的评估，如创新能力、团队合作、解决复杂问题能力等。
   联想到之前提到的工作数量vs工作质量，这些不一定能量化的能力也对绩效有重要影响，因此通过评估能力，员工可以更好识别自己的优缺点，促进个人成长。

4. 自我反思和评估至关重要：
   要求个人对自己过去一年的工作进行详细的总结，同时也需要勇于承认自己的不足；
   识别自己的优势与不足，帮助员工调整自己的工作方法，还能增强员工的责任感和主动性，为个人发展做好准备。

5. 为教练/培训/个人发展规划奠定基础：
   管理者通过评估结果，识别员工短板和发展需求，从而为员工设置个性化的发展目标和学习计划，如提供软件培训、安排导师指导。

6. 职业晋升和期望管理：
   评估周期提供了员工与管理者之间期望管理的平台。
   根据员工表现，员工可能获得建议、改进机会、暂缓晋升（表现不符合预期），或得到晋升和职业发展机会（表现出色）。
   明确的期望管理帮助减少工作中的不确定性，并使员工有一个清晰的职业发展路径。

下面这张图展示了基于绩效和工作质量，把员工分成四个类型的方法。

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Next, an explanation of the cycle of employee performance evaluation (or "development cycle"):

1. Annual Process: Helps managers and employees jointly review work progress and assess whether predefined goals have been met. The evaluation cycle provides a basis for future development and adjustments.

   • Planning/Agreement: Employees and managers set goals together, clarify expectations, and reach an agreement on specific actions.
   • Execution: Employees carry out work according to the plan and agreement, completing established tasks.
     At this stage, continuous communication and feedback help keep the work on track.
   • Reporting/Self-Assessment: Employees summarize and reflect on their work over the past year, helping both themselves and their supervisors understand the work situation and challenges.

2. Usually written, but not necessarily:
   Written records can help track progress and maintain transparency, but in some cases, videos, photos, recordings, or other forms of documentation can also be used.

3. Not only performance outcomes but also competencies are discussed:
   Evaluation is not just a simple measurement of results but also includes an assessment of the competencies and skills demonstrated during the execution process, such as innovation, teamwork, and problem-solving abilities.
   As mentioned earlier with work quantity vs work quality, these competencies, which are not always quantifiable, significantly affect performance. Through competency evaluation, employees can better identify their strengths and weaknesses, promoting personal growth.

4. Self-reflection and evaluation are crucial:
   Employees are required to provide a detailed summary of their work over the past year and also have the courage to acknowledge their shortcomings;
   identifying strengths and weaknesses helps employees adjust their working methods, enhances their sense of responsibility and initiative, and prepares them for personal development.

5. Foundation for coaching/training/personal development planning:
   Managers identify employees' weaknesses and development needs based on evaluation results, setting personalized development goals and learning plans for employees, such as providing software training or arranging mentoring.

6. Career advancement and expectation management:
   The evaluation cycle provides a platform for managing expectations between employees and managers.
   Based on performance, employees may receive advice, improvement opportunities, postponed promotions (if performance does not meet expectations), or promotion and career development opportunities (if performance is outstanding).
   Clear expectation management helps reduce uncertainty in work and provides employees with a clear career development path.

The following chart illustrates a method of categorizing employees into four types based on performance and work quality.

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1. 横轴表示员工的生产力，即日常工作的工作量和成果；
   纵轴表示工作质量，和管理需要的努力（所需的管理和指导程度）。

2. 员工分类：

   • ‘Star’ ：高生产力、高质量、低管理需求，团队领导、高效能员工，具备晋升潜力；
   • ‘Backbone’ ：低生产力、稳定的质量、低管理需求，老油条，适合做日常任务；
   • ‘Problem child’ ：高生产力、低质量、高管理需求，新晋员工，需要改进；
   • ‘Iceberg’ ：低生产力、低质量、高管理需求，需要绩效改进或考虑岗位调整。

3. The horizontal axis represents employee productivity, i.e., the amount of work and results from daily tasks;
   the vertical axis represents work quality and the level of effort required for management (degree of management and guidance needed).

4. Employee categories:

   • ‘Star’ : High productivity, high quality, low management needs, team leader, high-performing employee, with promotion potential.
   • ‘Backbone’ : Low productivity, stable quality, low management needs, seasoned employee, suitable for routine tasks.
   • ‘Problem child’ : High productivity, low quality, high management needs, new employee, needs improvement.
   • ‘Iceberg’ : Low productivity, low quality, high management needs, needs performance improvement or job reassignment.

团队角色

Belbin团队角色测试

这里我就放个图，然后对领导者通常的co-ordinator（协调员）角色进行简要说明。

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协调者最突出的特征就是他们能够凝聚团队的力量向共同的目标努力。

成熟、值得信赖并且自信，都是他们的代名词。

在人际交往中，他们能够很快识别对方的长处所在，并且通过知人善用来达成团队目标。

虽然协调者并不需是团队中最聪明的成员，但是他们拥有远见卓识，并且能够获得团队成员的尊重。

• 优点：成熟、自信。分清轻重缓急。鼓励别人。
• 允许的缺点：可能要求别人做他们应该自己做的事情。

The most prominent feature of coordinators is their ability to unite the team's efforts toward a common goal.

Mature, trustworthy, and confident are all synonyms for them.

In interpersonal relationships, they are quick to identify others' strengths and use this knowledge to achieve team objectives.

Although coordinators do not need to be the smartest member of the team, they have foresight and can earn the respect of team members.

• Strengths: Mature, confident. Able to prioritize tasks. Encourages others.
• Allowed weaknesses: May ask others to do things they should do themselves.

领导者作用和角色

1. 提供目的：为团队设定清晰的目标和方向。
2. 建设明星团队，而不是由明星组成的团队（Build a star team, not a team of stars）：不要让团队成员各自为战，然后依靠个人能力，而是通过平衡成员能力，打造团结协作的团队。
3. 建立共同责任感（shared ownership of the results）：每个团队成员都对团队成果负责，建立共享成败的氛围。
4. 开发团队成员的最大潜力，提供成长和发展的机会。
5. 使工作有趣且引人入胜（interesting and engaging）。
6. 发展自我管理的团队，使其能独立处理任务，减少对管理者的依赖。
7. 激励和鼓舞（motivate and inspire）团队成员，保持成员积极性和工作热情。
8. 引导和促进（lead and facilitate）建设性沟通，确保团队成员有效地交换意见和信息。
9. 监控，但不微观管理（micromanage），了解团队进展，但给团队成员足够的自主权，不过度干涉每个细节。
   （机枪阵地左移五米）
10. 与外部利益相关者进行有效沟通，包括管理层，确保当前团队目标和整个组织的期望一致。

通常而言，领导者符合Belbin测试中的“协调员”（co-ordinator）角色。

1. Provide purpose: Set clear goals and direction for the team.
2. Build a star team, not a team of stars: Don't let team members fight individually and rely on personal abilities. Instead, create a collaborative team by balancing the abilities of members.
3. Establish shared ownership of the results: Every team member is responsible for the team’s outcomes, fostering an atmosphere of shared success and failure.
4. Develop the maximum potential of team members, providing opportunities for growth and development.
5. Make work interesting and engaging.
6. Develop self-managed teams that can handle tasks independently, reducing dependency on the manager.
7. Motivate and inspire team members, keeping them engaged and passionate about their work.
8. Lead and facilitate constructive communication, ensuring team members exchange opinions and information effectively.
9. Monitor, but do not micromanage: Understand the team’s progress while giving members enough autonomy without interfering with every detail.
   (Move the machine gun position five meters to the left)
10. Communicate effectively with external stakeholders, including management, ensuring that the current team goals align with the overall organizational expectations.

In general, leaders align with the "co-ordinator" role in the Belbin test.

领导力

领导力的演变：

• 领导力在组件过程中自然而然地显现。
  Tuckman模型：形成阶段、冲突阶段、规范阶段、表现阶段。
  团队在“形成”阶段逐步建立起初步的关系，在“冲突”阶段面对内外部的挑战，经过“规范”阶段的调整，最终达到“表现”阶段。
• 领导者越能管理这个团队动态发展的过程，让团队成员能克服冲突、形成有效协作，他的领导力就越能被团队接受。

领导风格：

• 没有万能的风格，应根据具体情况和个体性格调整；
• 总体而言，应保持谦逊、容易接近，以便于建立信任，维持和团队成员的关系；
• 需要合理解决冲突，并能利用冲突促进团队成长和创新。

有效的领导力：

• 建立在每个人的优点上，认识并利用团队成员和自己的优势；
• 不一定依赖正式权威，可以通过个人影响力引导团队；
• 较强的自我意识、组织敏感性、情商，能够理解和应对团队成员的情绪与需求；
• 对他人和自己保持尊重与善意；
• 问题归属感，对团队和工作中的问题负责，并具有远见，面对下一个责任层级时，通过对未来的前瞻性思考与规划，预见、掌握局面；
• 清晰表达自己的观点，并鼓励团队成员提出不同看法。

Evolution of Leadership:

• Leadership naturally emerges during the process of team development.
  Tuckman Model: Forming stage, Storming stage, Norming stage, Performing stage.
  The team gradually builds initial relationships in the "forming" stage, faces internal and external challenges in the "storming" stage, adjusts through the "norming" stage, and ultimately reaches the "performing" stage.
• The more a leader can manage this dynamic team development process, helping team members overcome conflicts and form effective collaboration, the more his or her leadership will be accepted by the team.

Leadership Styles:

• There is no universal style; it should be adjusted based on the specific situation and individual personalities.
• In general, maintain humility and approachability to build trust and maintain relationships with team members.
• Conflicts need to be reasonably addressed and used to promote team growth and innovation.

Effective Leadership:

• Built on the strengths of each individual, recognizing and utilizing the strengths of team members and oneself.
• Does not necessarily rely on formal authority; can guide the team through personal influence.
• Strong self-awareness, organizational sensitivity, and emotional intelligence, able to understand and address the emotions and needs of team members.
• Maintains respect and goodwill for others and oneself.
• Problem ownership, taking responsibility for problems in the team and work, with foresight. When facing the next level of responsibility, using future-oriented thinking and planning to foresee and manage the situation.
• Clearly expresses one's own views and encourages team members to offer different perspectives.

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