The Front Line Guide to Building High Performance Teams (Front Line Guide Series) (The Front Line Gu

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The crew will not feature any additional perks or skills. However, you can transfer other crew members to the rental vehicles without retraining. When the event is over, the vehicles will be removed from players' accounts. All property shells, consumables, and equipment will be transferred to the Depot. Experience earned on the rental vehicles will be transferred to the T1 and MS-1 tanks. The crew will be transferred to the Barracks. Five simple yet important aspects: We are willing to encourage only fair players who fight to the end irrespective of the current situation in battle.

For this reason, the profitability adjustment coefficient will work only for those who stay in battle to the very end. If you leave a battle before it is over: Players who leave a battle will be given the chance to return to the battle within 5 minutes of quitting. In this case, the profitability reset will not apply. Friendly fire will be disabled in the Frontline mode. There are several reasons for this.

Building High Performance Teams | KSL Training

First, we want to evaluate the effect of such changes upon the gameplay. We need to understand the changes in players' behavior and statistics. Of high importance is your feedback regarding such changes: As a defender, cause 1, damage to vehicles in zone bases or within m of the main objectives. Awarded to players who caused and assisted the highest amount of damage during a battle at least 10, Awarded to a platoon that destroyed at least 20 enemy vehicles in one battle.

Each platoon participant receives this title. The Frontline mode provides a unique rank progression: The battles now have a rank system. All in all, it provides five ranks. The amount of earned experience in the battle results in a particular earned rank: In each battle, when demonstrating particular combat effectiveness and earning experience, players will earn new ranks.

The ranking system counts the total amount of experience earned on all vehicles of a particular player in a battle. The ranking system does not only indicate the effectiveness of a player in a particular battle, but also provides some bonuses: In addition, each received rank at the end of a battle will provide prestige points, required for level progression in the Frontline: Road to Glory event. Each time a particular rank is received from Private to General at the end of a battle, a player receives a particular number of prestige points, that allows for progression in the Frontline event.

All in all, there are 30 tiers. Reaching each level rewards a player with combat reserves, credits, days of Premium account and other items. When reaching tier 30 in the Frontline mode, you can launch an additional challenge: The prestige option resets your tier progression in the game event and resets the levels of your combat reserves. Thus, a player can start from scratch, reach all tiers and receive all rewards again. Apart from the standard awards, each prestige provides a player with an additional reward of Bonds, a unique badge, and a style set. You can use the prestige option three times; after the third reset, you will still have a chance to reach tier 30 and collect the rewards.

As a result, you can collect all rewards four times. After achieving tier 30 for the fourth time, players will be additionally rewarded with 1, Bonds.

Description of Other Game Mechanics

In addition to the rewards for each achieved tier, players will receive special Supply Points required for upgrading Combat Reserves. Unlike the automatic tier progression, players will need to unlock and upgrade Combat Reserves themselves.

Frontline Regulations

Frontline battles are more demanding to performance since the map size is 9 km 2 , the number of vehicles and structures on the map is bigger, and Combat Reserves are used. Thus, FPS drops and texture-related issues can be expected in some cases. In extreme situations, the map cannot be loaded and a client crash may occur. If such issues occur, we recommend decreasing the graphics settings in the mode. Regardless of the stage of your team coming together, these key steps will help you build a high performing team HPT:.

In addition, motivation is likely to remain consistently high where team members can focus the majority of their work in areas they enjoy. Looking for more help? Try our high performance teams training. Be authentic, work to your own strengths and capitalise on the talents of the team members.

Then periodically ask the team for feedback on your leadership, so that you can adjust to get the most from each team member or the stage of the team development. Alternatively, for virtual teams insert the social element into your conference calls with a simple ice breaker question. Remember, teams do not have to be friends, but there does need to be mutual respect and trust for high performance levels. NCSL Sharp et al. Specific examples of self-leadership capacities are provided:. The SSSC has identified several indicators relating to demonstrating self-leadership at different levels:.

I can see how I demonstrate leadership in my current role and I believe I can develop this further. My leadership style to take account of the people I am working with and the situation I am working in. I successfully adapt my leadership style, skills and abilities to work in partnership with others within and outwith my own service to achieve the best outcomes for individuals, families and the community.

I actively seek feedback from others, including people who use services and their carers, to improve my leadership. I use research and evidence to inform and continually improve my approach to leadership. I can see where I and the people I work with could take intelligent risks, based on sound risk assessment and risk management, to support the people who use my service, their families and carers to improve their lives.

I am prepared to take calculated risks, based on sound risk assessment and risk management, within my own area of authority and I can see the possible consequences of these. I use research and evidence to assess, manage and evaluate the risks I take to achieve better outcomes for individuals, families and the community while remaining accountable for the service delivered. I sustain efforts to overcome obstacles and feelings of frustration and am able to maintain and encourage others to maintain a positive view.

I actively contribute to the development of strategies which build resilience and sustainability in the workplace. I am persistent and creative in my approach to achieving successful outcomes at individual and organisational levels. I am able to work effectively with others to deal with issues of discrimination and oppression. I use evidence and research to inform my innovative approach to antidiscriminatory and anti-oppressive practice.

The Education Scotland National Improvement Hub has a set of resources around self-evaluation and improvement. The SSSC has identified several indicators relating to demonstrating creativity at different levels:. I can see how I, my team and the service could do things differently and in a way which would support people using the service, their families and carers to have better lives.

I can bring fresh perspectives and think creatively about the options available in any situation.

I see the potential for improvement in a range of situations and am ready to act on opportunities which present themselves and to create solutions. I am able to use my initiative and act on opportunities to improve outcomes for people who use services and their carers. I encourage others to demonstrate initiative through collaborative working and the sharing of good practice. I use research and evidence to find innovative approaches which lead to improved outcomes for people who use services and their carers. I can manage the complexity and uncertainty of major change and work with others within and outwith the organisation to embrace opportunities and find innovative ways to overcome challenges.

Education Scotland has produced a video about the need for staff and children to be able to think creatively. The video is for practitioners who want explore and understand educational thinking around Creativity. One aspect of empowerment is staff feeling empowered within organisations. Leaders need to create enough trust that encourages people to speak truth to power.

The SSSC has identified several indicators relating to demonstrating empowering people at different levels:. I acknowledge the capacity for leadership in colleagues, people who use services, their families and carers. I recognise, support and nurture the leadership of people who use services, their families and carers and colleagues and help them to recognise their own leadership.

I actively share leadership, learning and ideas among people who use services, their families and carers, across the organisation, with partner organisations and with the wider community. I share information and knowledge consistently to model the behaviours needed to create a knowledge management culture. I actively seek networks, communities and other sources of knowledge and encourage others to do so to champion the creation of a knowledge management culture.

General Overview

I contribute to the strategy and action plan for creating a knowledge management culture within the organisation which values the use of knowledge and seeks to embed it at the heart of practice. I am able to explain and provide evidence for my practice and expect to have my thinking challenged appropriately.

I am prepared to make and be accountable for decisions that are appropriate to my role. I actively encourage and support colleagues to take a leadership role, be innovative and take appropriate decisions. I actively promote the empowerment of people who use services and their carers and I work in partnership with them and others to achieve this. I actively support colleagues and managers to involve people who use services and their carers in more meaningful ways. I demonstrate creative and innovative approaches to involving people who use services and their carers including those who are members of minority and disadvantaged groups.

Halttunen describes collaborative responsibility as a way staff in a day care unit took leadership. It seemed to be very easy to make the arrangement for the next meeting but immediately after the arrangement had been made, some of the staff members started to quietly discuss how they could make a permanent arrangement.

The director as a chair of the meeting was not involved in this part of the discussion. The SSSC has identified several indicators relating to demonstrating collaboration and influencing at different levels:. I take active steps to build relationships, develop networks and promote partnership working.

I actively seek opportunities to work in partnership with others within and beyond the organisation. I provide an ongoing and dynamic link between the workplace, the organisation, other agencies and wider networks. I build trusting relationships with people who use my service, their families and carers and with my team and manger and I can present information and evidence in a way that everyone can understand so that we can work together to improve the lives of the people using the service.

I build trusting relationships within and outwith the organisation and use these and evidence, information and research to influence the thinking and behaviour of others towards shared purpose and goals. I am able to hold on to and balance different perspectives and take others with me towards shared purpose, goals and outcomes. I can recognise and understand differences in views and the constraints which others are working under.

I seek to understand and empathise with the diverse views of others and can often find creative solutions that are acceptable to all concerned. Specific examples of these capacities are provided:. The SSSC has identified several indicators relating to demonstrating motivating others at different levels:. I have high expectations of myself based on a best practice approach and I support and encourage others to do so too.

I model positive leadership behaviours that inspire enthusiasm and confidence in others and motivate them to achieve identified goals. I am recognised for my skilled leadership and the way I inspire others to continually improve. I encourage and motivate others to make best use of their individual and collective abilities. I recognise, value and champion the contribution of people who use services and their carers, colleagues in my own and partner organisations and managers to improving outcomes for the people who use my service. I model critically reflective practice and actively promote the learning and development of others through a range of formal and informal approaches.

I use a range of evidence to evaluate my own performance and to contribute to the evaluation of the performance of the team and the service to continuously improve outcomes for individuals, families and the community. I actively contribute to an organisational culture which promotes learning by facilitating the sharing of ideas within and outwith the organisation and with people who use services and their carers.

The How good is our early learning and childcare? Pedagogical leadership is conceptualised by Education Scotland as including:. Skills, knowledge and attributes identified by Education Scotland relating to good leadership of learning include:. In terms of the relationship between evidence and practice, they suggest pedagogical leaders:. A change in culture and practice within schools through observation and monitoring alongside building up the capacity of staff was identified as supporting teachers to take initiative and innovate.

This practice is identified as equipping subject leaders to take responsibility for their subjects. Staff at different levels can and do make an impact on the learning, motivation and achievement of children and young people.

Building high performance teams

Leadership for learning is provided by a range of staff, including, for example:. Leadership of change relates to developing a shared vision, values and aims for the organisation, strategic planning and implementing change. A core of three or four staff were identified to act as beacons of good practice and leaders of teams. We want staff here who will love it and share the challenge. Education Scotland identify leadership of change as involving developing a shared vision, values and aims relevant to the ELC setting and its community, strategic planning for continuous improvement and implementing improvement and change.

This indicator focuses on working together at all levels to develop a shared vision for change and improvement which reflects the context of the setting within in its community. Planning for continuous improvement change should be evidence-based and clearly linked to strong self-evaluation. Senior leaders should ensure that the pace of change is well judged and appropriate to have a positive impact on outcomes for children. They provide examples of what this looks like in practice, including several previously outlined in this report, including vision, self-leadership, creativity, collaboration and motivating others.

This category from Education Scotland p. It therefore lends itself to traditional leadership models, but does include elements where all practitioners may play a role:. The document provides examples of highly effective practice and prompt questions for managers to support these practices.

Education Scotland identify management of finance for learning and management of resources and environment for learning as leadership behaviours. Although management of finance may not be a distributed responsibility, in many cases people working directly with children are well-placed to demonstrate leadership through the promotion of equity.

The Education Scotland resources on Interventions for Equity may be of relevance. The Common Core describes the essential skills, knowledge, understandings and values that all people working with children and young people and their families, whether paid or unpaid, should have. The Common Core is relevant to all those working with children, young people and families in health, education, social services, justice, community services, cultural and creative industries, the voluntary and private sectors.

The Common Core relates to two contexts: These contexts are to be met through the implementation of four principles: The Common Core links to other Scottish policy e. As such, the following common values are promoted:. This statement from a practitioner provides some examples of what leadership activities can look like for a childminder. Shortlees Primary leadership team set up four working parties to explore Literacy, Numeracy, Health and Wellbeing and Assessment is for learning.

Each working party was encouraged to explore how educators, learners and parents can be encouraged to, not only take part in, but lead aspects of learning in the school community. A variety of options were explored. One of the most effective was when learners brought their parents into school to show them how they were learning. Although aimed at people working in secondary education, an impact of the work discussed was that the school provides wide opportunities for teachers to exercise leadership, and distributed leadership is now embedded across the staff as a whole, so this may be of relevance.

As a school in the Scottish Attainment Challenge, the adoption of a holistic approach to both targeted and universal interventions resulted in a significant rise in attainment. A strong thread through all innovations is distributed leadership and giving staff ownership of innovations. This report provides some useful contextual information about distributed leadership in an early years context, including practice leadership that has demonstrated an impact on quality.

Key steps to building high performing teams

It is the final report of the study that focused on the two multimedia case studies detailed below. This case study outlines the establishment of practice leadership at all levels in a voluntary early years setting. It includes details of leadership of change, leadership of learning, and leadership and management of practitioners. Professional network analysis conducted before and after the changes made to the organisation highlight that leadership in the form of advice and support has become more evenly distributed among staff.

This case study outlines how leadership at all levels is used as an approach to undertake quality assurance and equality policy responsibilities. Videos from practitioners detail the benefits of not being in management roles but engaging in work of this nature. This report is a piece of BA Childhood Practice student work on professional collaboration and parental involvement. In this video a childminder talks about one of the first moments she realised she was demonstrating leadership in her service. The Leadership Exchange programme pairs up staff across sectors with the aim of improving leadership capacity between peers.

McCrea identifies four professional roles within the early years context with different actions that characterise them:. Every practice in ECE that is intended to give young children an authentic pedagogy. Focus on teaching, learning, assessment and curriculum, but also everyday wellbeing of children. Designing, developing and making available educational resources to help children learn and be children. Contributing to the vision and strategies that facilitate knowledge construction. Undertaking workplace maneuvers raising voices to advance the wellbeing of young children, in the ECE setting and beyond.

These roles may be useful in developing a conceptual framework around which to base organisational professional development programmes and resources. The following resources may be useful to include in organisational professional development programmes and tools:. These materials are intended to help practitioners at all levels engage more deeply with the guidance from Building the Ambition.

It includes evidence from research around pedagogy and child development, and practice examplars. The aim of this resource is to support leaders and those working within leadership teams to reflect on their understanding of pedagogical leadership as well as their role as a pedagogical leader and how this can be developed further or improved through professional reflection and dialogue. This resource is for those who are leaders or are part of a leadership team within an early learning and childcare setting or who have a responsibility for early learning and childcare provision within a primary school.

The examples provided may be actionable at all levels within a childcare and early years context.

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