FOR SOME PEOPLE, BEING INSPIRATIONAL JUST COMES NATURALLY. FOR THE REST OF US, IT JUST TAKES GUIDED PRACTICE.
Delta Sky magazine, Weiner said, “Te key difference between managers and leaders is that managers tell people what to do, while leaders inspire them to do it.”
Tink of a leader who has inspired
you to believe in something they were passionate about. Did they inspire you to want to help them achieve their goals? Did their goals transform into everyone’s collective goal? Did you say, “What can I do to contribute?” For some people, being inspirational just comes naturally. For
the rest of
us, it just takes guided practice. As an instructor, you know that following a clear progression can promote the acquisition of new skills and lead to successful outcomes. So why not apply a progression to managerial scenarios? If you want to develop the skills that can take you farther in your snowsports career, the GRPI model – a tool I’ve learned about through leadership training at Vail Resorts – is a good place to start. First introduced in 1972 by organizational theorist
Richard Beckhard, the GRPI
model is mainly used as a planning tool to enhance teamwork. It’s based on four key elements to consider when guiding a team effort – goals, roles, process, and interpersonal relationships.
Step 1: Determine Goals First, you need to ask yourself “What is the goal?” Te goal is the foundation of this model and must be clear in order for all of the other dimensions to work. An effective goal is one that is specific, measurable, attainable, relevant, and timely (SMART). Say, for instance, you’ve been tasked with
greeting guests who show up for lessons and getting them into the proper-level class. Te goal would be to match their ability and expectations to the best class possible.
Step 2: Consider Team Member Roles Next, consider who is responsible for what. In other words, what is each team member’s authority, responsibilities, and tasks that align with the goal? So, in the example above,
the roles to consider include people in the ski and snowboard school sales desk/office. Another important role is played by the people teaching at each level. Being knowledgeable about staff allows you to seamlessly introduce students to their instructor. And the other instructors benefit from knowing what your assigned role is that day, as well as the roles of their colleagues.
Author Eric Rolls has honed his leadership skills over the years... and you can too.
Step 3: Map Out the Process After you’ve sorted out the goals and roles, the next thing to map out is the process and procedures to get things done. Tis can be individual or group-based, as it relates to solving conflict, problem solving, and communication methods. Continuing with the example, upon greeting the guest
you might gauge
the best place to meet up. You’ll also think about the questions you’re going to ask. Are there tickets to collect or other documentation to be recorded? Are you taking out a lesson after you help organize? What if the guest needs a lift ticket or rentals? All of these considerations – and the actions they promote – are part of the lesson process.
GOALS ROLES
Step 4: Foster Interpersonal Relationships Finally, ask yourself, “Is the interaction between team members supportive?” Respect and trust among staff must be present to work efficiently and effectively together. Knowing one another’s strengths is a sure-fire way to build relations within the group. In the
example provided, greeting guests to make them feel welcome is
PROCEDURES INTERACTIONS
THESNOWPROS.ORG | 69
ERIC ROLLS
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124