Entrepreneurial Leadership: Applying GROW Model for Team Improvement

This assignment provides a detailed exploration of entrepreneurial leadership, emphasizing its role in fostering innovation and proactive problem-solving within organizations. It delves into the concept of resonant leadership, highlighting the importance of emotional intelligence and positive relationships in inspiring and motivating teams. The assignment also applies the GROW coaching model as a framework for resolving team performance issues, focusing on goal setting, reality assessment, option generation, and commitment to action. Furthermore, it discusses the five disciplines of successful team practice, including clarifying objectives, commissioning resources, co-creating solutions, connecting team members, and core learning. The report concludes with recommendations for transforming teams to work more effectively and identifies areas for personal leadership development. Desklib offers similar solved assignments and resources for students.

Entrepreneurial
Leadership

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
1. Discuss the concept of Entrepreneurial leadership and what it entails..............................3
2. The concept of ‘resonant leadership’ (Boyatzis) and leadership characterised by ability to
ask meaningful questions (Sinek)...........................................................................................4
3. Application of the GROW coaching model as well as five disciplines concerned with
successful team practice framework in order to resolve the ongoing situation in a team as a
module leader.........................................................................................................................5
4. Provide recommendations that will transform the team to work more collectively to drive
the business needs forward and meet required expectations..................................................8
5. Identify the areas of development that will enhance overall leadership style/skills in
practice...................................................................................................................................9
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................11

INTRODUCTION
Entrepreneurial leadership may be defined as the process of organising and motivating
individual or a group of individual in order to achieve organisational goals by seeking risk along
with taking advantage of the opportunities (Pauceanu and Et. Al., 2021). It enables higher
education institutes to keep forward thinking, showing creativity and innovating new ideas. It
helps in being competitive in the dynamic environment by creativity and innovation so that it can
eliminate the challenges. In order to complete the task, a leader work collaboratively with its
team members and ensures that harmony among the team mates. The leader motivates and
encourage the employees so that they contribute their efforts in the given project.
The assignment highlights concept of entrepreneurial leadership, resonant leadership,
application of GROW Coaching Model and areas of development for a leader.
MAIN BODY
1. Discuss the concept of Entrepreneurial leadership and what it entails
Entrepreneurial leadership is a concept which focus the organisation to turn their problems
into opportunity. It is organising a group of people to achieve a specific goal to through proactive
entrepreneurial behaviour by reducing the risk, taking the advantage of opportunities, taking
responsibility and managing the change in ab dynamic environment for the betterment of the
organisation (Akbari and Et. Al., 2020). In recent time, a leader need to be agile, they need to be
quick decision maker. They must be able to anticipate the future and should respond to
unforeseen circumstances. In Higher Education Institution, entrepreneurial leadership is
considered as a way of thinking and lifestyle. This approach can be applied to improve all
aspects of higher education at the institute through influencing individuals and their
performances in the tasks. Entrepreneurial leadership is applied in the higher education institute
to improve their effectiveness and facilitate the process of innovation. Entrepreneurial leadership
is advantageous for educational institute for their improvement. Key elements of entrepreneurial
leadership in content to module leader of Higher Education Institution are as follows:
Build trust: The module leader of Higher Education Institution with entrepreneurial
leadership build trust in many ways, through hard working maintaining good relations and
solving the problems of employees. They build trust and confidence among staff through
showing them, their commitment to achieve vision of the organisation.

Communication skills: Communication skills is an important factor for a module leader
of Higher Education Institution to be successful. Through entrepreneurial leadership, the leader
provides clarity of institute vision, mission objective between the staff to achieve the goals of the
organisation (Hackworth and Et. Al., 2018).
Demands self-improvement: A great module leader seeks to become better, the more an
individual will learn they can deliver good knowledge.
Possess technical skills: A module leader of Higher Education Institution with
entrepreneurial leadership have greatest technical skills. They should know how to operate all the
teaching instruments to guide the staff to possess knowledge.
Accept responsibility: A module leader of a higher education institute must be able to
take and perform their responsibilities properly. Taking responsibility will enable them to be
good in their work and guide staff properly.
2. The concept of ‘resonant leadership’ (Boyatzis) and leadership characterised by ability to ask
meaningful questions (Sinek)
In accordance with Boyatzis, resonant leadership is delineated to the act of influencing
others with their actions and use emotional intelligence to guide and help others (Karpinskaya
and Shirokova, 2018). It enables leaders to design and nurture the environment, they build a
work place where people believe in a goals or values which motivate them to work. The resonant
leaders send out their wavelength which resonates throughout the whole organisation. The
resonant leaders inspire others by consistent positive relationships and emotions. Resonance is
the ability to synchronize with one another. This type of leadership offers opportunity to the
leaders to design and manage the environment.
Leadership characteristics potential to ask meaningful question given by Simon Sinek are as
follows: Start with why: Sinek says that, everyone at the institute knows what they do and how
they do but no one knows why they do. Sinek suggests some areas of life for module
leaders that to be focused to know the purpose of doing things. These areas include clear
personal and family goals, determine personal and professional goals and setting the
career and financial goals.

 Have clarity, discipline and consistency: Sinek says that a module leader must have
clarity of the purpose, discipline of how to do the work and consistency of what are the
beliefs and action one should take. Leaders need a following: Sinek says that for being a module leader there must be
people who choose to follow the leader (Shaheen, Idris and Ahamd, 2020). Communication is not about speaking, it’s about listening: Sinek suggests that a
module leader must be a good listener to speak with other people. Being a good listener
will enable the leader to communicate properly with the staff.
 Serving those who serve others: The people who achieve authority does not make them a
leader, there are some people who don't have any authority but themselves they are
leader. A leader as many followers, they will sacrifice for their leader, will support the
leader whenever they need.
3. Application of the GROW coaching model as well as five disciplines concerned with
successful team practice framework in order to resolve the ongoing situation in a team as a
module leader
GROW coaching model is termed as coaching framework which is used in meetings,
conversations as well as everyday leadership for the purpose of unlocking potential along with
possibilities (Watts and Corrie, 2022). The framework was propounded by Sir John Whitmore as
well as colleagues in late 1980s. It is also considered as top leadership tool which works across
all cultures together with disciplines. Within Higher Education Institution, application of GROW
coaching model forms backbone of coaching because of its outstanding outcomes. With this,
individuals and team players achieve success personally addition to as part of a team. In a
company, a leader uses the GROW coaching model for permitting a safe place to students and
teachers to explore personal motivation concerned with growth based goals. With this theory, a
coach clarifies goals of team in better manner, build teamwork, define roles and initiate team
motivation for common goals. Leader of Higher Education Institution uses mentioned below
elements of GROW Coaching Model in order to resolve issues in challenging situation on overall
performance, motivation as well as attitude of teaching staff members:
Goal: It is first stage of the coaching model wherein a coach thinks about ways they had
like things to be in upcoming duration (Hymans, 2019). In Higher Education Institution, module
leader involves in certain explanation long with refinement so to assist teaching staff members

gaining clarity over things that they really want to attain or accomplish. At this stage, the module
leader asks exploratory, refining and future focused questions. With this, they aim to help
teaching staff member to identify a goal which is stretching for rewarding, along with attainable
for being motivating.
Reality: When an individual develops a clear picture related to where they wish to be, it
helps them in gaining clear view related to existing state. Reality stage of GROW Coaching
Model entails exploratory, rounded thinking addition to questioning. At this stage, the module
leader of Higher Education Institution help teaching staff member to develop a truly honest as
well as comprehensive view of appropriately where they are at the moment. Module leader also
ask teaching staff member to widen their thinking level and consider feedbacks which they have
received in past time or assess objective evidence.
Options: The stage assist coaches to put focus on ways to bridge gap among exiting state
and that of desired future stage (Behlau and Et. Al., 2021). At Higher Education Institution, it is
role of module leader to guide teaching staff member to think creatively, positively addition to
comprehensively related to various distinct things which they can do for accomplishment of
goals. The stage is based on generating ample number of options together with becoming
enthused by them in same time.
Will: In this stage, a coach identifies particular set of practices and make commitment for
them. In Higher Education Institution, module leader with act of refining from options assists
teaching staff members to visualise particular sequence of actions which they will undertake for
attaining goals. At same time, teaching staff members voice their actions along with commit to
them in communication with module leader which contributes in enhancement of probability
which they will do them. The module leader of Higher Education Institution assists teaching staff
members to obtain real clarity related to specific future actions and devise commitment to all the
actions.
Five disciplines of successful team practice framework to resolve the ongoing situation of
overall performance, motivation and attitude of teaching staff members in Higher Education
Institution are as follows:
Clarifying: For performing effectively in a team, each members is required to have a clear
collective purpose along with agreed objectives (The five disciplines of highly effective teams,
2022). Module leader of Higher Education Institute clarifies core aims in mind set of each

teaching staff for getting the team more aligned as collective to resolve issues related to overall
performance and attitude.
Commissioning: it is related to aligning objectives of team with requirements of all
stakeholders. It is balancing act among performing things which module leader is aware about
team needs for adding values to Higher Education Institution and being supportive of needs of
each teaching staff member and external stakeholders.
Co-creating: It states recognition of team members that attainment of objectives is possible
through effective collaboration. In Higher Education Institution, module leader with application
of Tuckman stages of team development that includes forming, storming, norming and
performing pinpoint where team of all teaching staff member are as well as what can be done for
development purposes.
Connecting: The discipline supercharges entire team of a company. Module leader of
Higher Education Institution have knowledge about requirement of trust and relationship in the
team that are built on concept of “us and them” mentally. With this, key focus of module leader
is to deliver long to do list for solving issues based on overall performance and attitude.
Core learning: A team achieves sustainability when it is able to learn and adapt. Module
leader of Higher Education Institution positions learning in core of framework so that any
improvements, evolution and progression stems from learning improves overall performance and
foster motivation among teaching staff members.
Strengths of Coaching in Higher Education Institute
 Improves productivity: For superiors and subordinates, improvement in productivity is
good. When module leader of Higher Education Institute provides clear guidelines to
maximise performance of each teaching staff member, it contributes in improving
productivity of each member (Shoukry and Cox, 2018).
 Resilience: With improved self-awareness as well as feedback, an individual develops
improved stress tolerance. When module leader of Higher Education Institution becomes
more resilient in their coaching techniques, they help teaching staff member to adapt
changing or unfavourable situations in successful manner. It results in decreasing
likelihood of declines performance and improves motivation.
Limitations of Coaching in Higher Education Institute

 Requires huge patience and time: When module leader of a company plans to coach a
group of people, it not only consume time, but also needs immense patience. Leaders of
Higher Education Institution often have little time to complete assigned tasks in much
less time to assist each teaching staff member to become skilled for what they should do.
 Creates dependence: It is limitation of coaching that it creates dependence of personnel
on their coaches for advice and support that they fail to perform without their presence. In
Higher Education Institution, coaching creates dependence of teaching staff members on
module leader which results in organisation losing its creative edge.
4. Provide recommendations that will transform the team to work more collectively to drive the
business needs forward and meet required expectations
Team collaboration is an effective approach for emphasising working of teams, innovative
thinking addition to equal participation for driving needs of company and fulfilling required
expectations (Nurius and Kemp, 2019). To module leader of Higher Education Institution, some
of recommendations to transform team of teaching staff member to work more collectively for
the purpose of driving business needs forward as well as meet required expectations are as
follows:
Investing signature relationship practices: It has been seen that complex collaborative
teams perform in productive as well as innovative manner. To module leader of Higher
Education Institute, it is recommended to invest significantly in building as well as maintaining
social relationship with signature relationship practices through the company. Signature practices
such as improving communication, enhance exchange of ideas along with creating sense of
community among teaching team member can aid in transforming the team to perform in more
collaborative manner to meet required expectations for overall performance.
Modelling collaborative behaviour: Within a workplace, there are ample number of
personnel with few having opportunities to observe behaviour of subordinates on daily basis. It is
recommended to module leader of Higher Education Institute to model collaborative behaviour
with face to face interactions in the manner so to create wider opportunities for teaching staff
member to see superiors in action. With this, team members can fastly learn best ways to get
workings completely collectively through informal networks that can lead to drive needs of
Higher Education Institute.

5. Identify the areas of development that will enhance overall leadership style/skills in practice
Enhancing leadership style or skill in practice is essential for a module leader of a company
(Islam and Asad, 2021). Mentioned below is personal skill audit of module leader of Higher
Education Institute for identification of development areas:
Behaviours, skills and
knowledge
Proficiency
1 2 3 4
Communication skill 
Situational awareness 
Inspiring others 
Problem solving skill 
Empowerment skill 
Delegation skill 
Transformation style 
Resolving conflicts 
Listening skill 
From the personal audit of module leader of Higher Education Institution, it is determined
that there are certain areas of development which will enhance overall leadership styles or skills
in practice. Some of the areas of development to improve leadership style or skill of module
leader are as follows:
Transformational style: Module leader of Higher Education Institution needs to improve
transformational style of leadership in order to encourage, inspire along with motivate teaching
staff members for innovation along with creating change that can contribute on business success.
With development of transformational style, the module leader can establish strong relationship,
bring enthusiasm, stimulates creativity and encourage learning.
Delegation skill: In Higher Education Institution, module leader is required to develop
delegation skill in order to emphasis on higher value practices along with keeping teaching staff
members engaged with wider autonomy. By developing delegation skill, the module leader can
develop as professionals and inspires others for performing better.

Empowerment skill: Through developing empowerment skill, module leader of Higher
Education Institute can take initiative, devise decisions along with solve issues effectively. It can
promote career growth of the leader as well as enhance satisfaction at workplace. The leader by
developing the skill can also recognise own capabilities and worth in the company.
CONCLUSION
From the above information, it is concluded that entrepreneurial leadership aims to produce
more entrepreneurial individuals and teams that fully concentrate on creative potential to create
value for an organisation. This activity is done by employing leadership practices which develop
the ability in employees to generate, reflect and correct individuals in their workplace. Resonant
leadership designs as well as nurture environment of a workplace. Investing signature
relationship practices and modelling collaborative behaviour are recommended to module leader
for collaborative team work. Areas of development for a leader includes transformational style,
delegation skill and empowerment skill.

REFERENCES
Books and Journals
Akbari, M., and Et. Al., 2020. Does entrepreneurial leadership encourage innovation work
behavior? The mediating role of creative self-efficacy and support for
innovation. European Journal of Innovation Management.
Behlau, M., and Et. Al.,.2021 Coaching strategies for behavioral voice therapy and
training. Journal of Voice.
Hackworth, J., and Et. Al., 2018. Faculty members' self-awareness, leadership confidence, and
leadership skills improve after an evidence-based leadership training program. 199.
pp.4-6.
Hymans, M., 2019. Coaching and Mentoring Staff in Schools: A Practical Guide. Routledge.
Islam, T. and Asad, M., 2021. Enhancing employees’ creativity through entrepreneurial
leadership: can knowledge sharing and creative self-efficacy matter?. VINE Journal of
Information and Knowledge Management Systems.
Karpinskaya, E. and Shirokova, G., 2018. Entrepreneurial leadership: approaches to concept
definition and main research directions (No. 15111).
Nurius, P. S. and Kemp, S.P., 2019. Individual-level competencies for team collaboration with
cross-disciplinary researchers and stakeholders. In Strategies for team science
success (pp. 171-187). Springer, Cham.
Pauceanu, A. M. and Et. Al., 2021. Entrepreneurial leadership and sustainable development—A
systematic literature review. Sustainability, 13(21), p.11695.
Shaheen, N., Idris, M. and Ahamd, N., 2020. Impact of Entrepreneurial Leadership on The
Performance of Higher Education. Journal of Managerial Sciences, 14.
Shoukry, H. and Cox, E., 2018. Coaching as a social process. Management Learning, 49(4),
pp.413-428.
Watts, M. and Corrie, S., 2022. Growing the ‘I’and the ‘We’in transformational leadership: The
LEAD, LEARN & GROW Model. Coaching Practiced, pp.139-157.
Online:
The five disciplines of highly effective teams. 2022. [Online]. Available through: <
https://www.digitalleadership.ltd/blog/2021/2/25/effective-teams>