Tag: Types

  • 8 Types Of Management Teams (Plus Tips For Success)

    8 Types Of Management Teams (Plus Tips For Success)

    There are many types of teams you can find in a work setting depending on the type of industry you work in, the size of your business or the company’s preferences on teams in general. If you’re currently in a management position or are interested in becoming one, consider learning more about the different types of teams you can be a part of or manage. In this article, we discuss what a management team is and provide eight types of management teams you can find in the workplace.

    What is a management team?

    A management team is a group of individuals who work together in a company and collaborate to achieve a common goal. The supervisor of the team usually creates a list of tasks for each member to work on to complete the team’s objective. Although not every member of the team may have the same tasks to complete, the team’s overall goal is usually the same. Some management teams work within one department, while employers create other teams to function between departments. In addition, some have more than one supervisor and others work autonomously without one.

    8 types of management teams

    Here is a list of eight types of management teams you may see in the workplace:

    1. Functional

    A functional team, also known as an operational team, is the most common type found in an office setting. Generally, an office has multiple functional teams with a supervisor responsible for the people on their team. Accounting, marketing and human resources are all examples of functional teams you can find in an office. Members in this type of team may have different responsibilities, but all perform the same function of the department, such as finance or sales.

    2. Cross-functional

    Cross-functional teams, or inter-working teams, comprise individuals from different departments. These teams come together with the help of a supervisor to complete specific tasks that require knowledge in each of their fields of expertise. Cross-functional teams are useful when they’re completing a project that involves varying departments for it to be successful. Team members need to remember that each of them is there because of their experience and particular strengths, so it can be beneficial to collaborate and use each of their abilities to produce the best outcome for the team’s intended purpose.

    3. Virtual

    With more individuals working from home, virtual teams have become increasingly popular. They comprise individuals working from different locations who use video chats and collaborative tools to work toward a common goal. Some virtual teams include people who work from home, while other members of the group are still in the office but meet with the rest of the team virtually. Virtual teams can be functional or cross-functional depending on the purpose of the team.

    It can be helpful to meet with your virtual team weekly to ensure everyone is in agreement about what tasks they’re working on and possible upcoming deadlines. In addition, it’s helpful for teams who work from a place other than the office to be involved in the company culture when possible so they feel a sense of connection with other employees despite not being in the physical location with their coworkers.

    4. Self-managed

    A self-managed team is a group of employees that take responsibility for their work through peer collaboration without the help of a manager. They may have different daily objectives, but their individual tasks align to form a shared goal. Many small businesses or startup companies begin with this team model. People in a self-managed team benefit from being able to take full ownership of their work and are generally very self-motivated.

    5. Matrix

    A matrix team occurs when a team has more than one supervisor. This type of team is more popularly used in businesses that share employees across different functions of the organization. It can be useful when creating a new project because the project manager can choose employees who perform different functions in the organization and bring them together on their team to work toward the common goal of completing the project. The employee then has two supervisors—the direct supervisor of their department and the project manager they’re working for on the project.

    6. Contract

    Contract teams are temporary teams that employers bring in on contract for the completion of a project. Members of a contract team are usually highly skilled in their field and come in to complete one aspect of an upcoming project. Once they’ve completed their portion, their contract ends and their work is no longer required.

    7. Taskforce

    A task force team is a group of employees used for investigating or solving a specific challenge in the workplace. Supervisors usually form this team when a specific event has occurred so that they can discuss options to improve the issue. The objective of the task force is to offer solutions and to create preventative measures for potential challenges. Types of issues that a task force may handle include bullying, improving employee training or increasing customer sales. Once they’ve found a solution, the team disbands until they’re needed again.

    8. Executive management

    An executive management team is the highest level of management within an organization. It comprises executives in a company who help the president and CEO make important decisions for the company’s benefit. The individuals in this team discuss ways to improve the financial security of their company as well as work toward ways to develop it internally. They set actionable steps for achieving the company’s goals and motivate those around them, such as supervisors and other employees.

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  • Teenage Problems with Parents: 3 Types of Conflicts Parents MUST Learn to Resolve

    Teenage Problems with Parents: 3 Types of Conflicts Parents MUST Learn to Resolve

    Parenting teens is a rollercoaster.

    The highs can be incredibly rewarding. You feel pride and joy in seeing them learn new things, reach new milestones, and grow more confident in their identity.

    But the lows can also hit very hard. Conflicts become more intense, and misunderstandings last longer. Sometimes, your teen’s desire for independence can feel like rejection.

    Many changes happen during the teenage years, so tension at home is bound to rise.

    Common teenage problems with parents include communication issues, power struggles, and emotional distance.

    In this article, we’ll look at three common problems teenagers face in family relationships, especially with their parents. We’ll also explore ways you can rebuild trust, improve communication, and strengthen your bond with your teens.

    (Make sure to download your free quick action guide below.)

    Problem #1: Communication breakdown

    As your teenagers grow older, you may notice a shift in how they communicate with you.

    Conversations now feel shorter, and arguments happen more often. When you do talk, your teen might sound distant, dismissive, or impatient. Instead of proper replies, you might be met with a one-word answer, an exasperated sigh, or a dramatic eye roll.

    What it seems like to you

    When your teens stop talking, it’s easy to see it as disrespect or defiance.

    When your once-chatty child no longer seems interested in your company, it’s understandable to feel hurt or frustrated.

    Why this happens

    There are a few reasons why your teens might withdraw or avoid conversations with you, including the following:

    • They’re craving independence and privacy. Adolescence brings major changes—physical, emotional, mental, and social. Your teens may keep more to themselves, especially if they think you might try to fix their problems.
    • They’re juggling many new expectations and responsibilities. When they’re stressed or tired, they don’t have the energy for long talks.
    • They fear judgment or consequences. Teens won’t open up if they’re worried you’ll scold, judge, or punish them.
    • They want to protect you. Some teens keep their struggles to themselves because they don’t want to worry you.

    Try to understand why your teen is pulling away. Every teenager is different.

    How to foster healthy communication

    How to foster healthy communication

    Here’s how to communicate with your teens in a healthy way:

    • Listen without interrupting. Your teenagers need to feel heard and safe when talking to you, or they’re less likely to open up to you the next time. You don’t have to agree with everything they say. But give them your full attention without any interruptions, interrogations, or big reactions.
    • Keep your tone calm and your reactions measured. Teens are bound to make mistakes. When they do, it’s important to respond calmly. Avoid yelling, shaming, or name-calling. Stay firm but respectful. If you need time to cool down, let them know you’ll revisit the conversation once you’ve both had a chance to reflect.
    • Guide them instead of nagging. When your teens share something, acknowledge their perspective. Avoid jumping right into blame or criticism. Encourage reflection by asking questions such as, “What did you learn from this?” or “What might you do differently next time?” Then, offer your feedback calmly and constructively.
    • Find shared moments and interests. Meaningful conversations can happen in casual settings, such as during car rides, walks, or mealtimes. You can also explore new hobbies or activities together.
    • Model humility and honesty. If you’ve said or done something wrong, own up to it. This will help create a culture of respect and humility in your family.

    Over time, these small, consistent efforts can help rebuild trust and improve communication with your teens.

    Problem #2: Rebellion and struggles over rules and independence

    Your teens may stay out later, spend more time online or with friends, or want more privacy. They might refuse to follow the boundaries you’ve set and ignore consequences.

    Such disagreements can easily turn into power struggles. These will often leave your teens feeling controlled and you feeling disrespected.

    What it seems like to you

    From a parent’s perspective, these clashes can look like rebellion or defiance.

    You set boundaries because you care about their safety and well-being, but your teens might see them as signs of mistrust or control. Every time they break a rule, talk back, or test a boundary, it can feel like they’re challenging your authority.

    Why this happens

    During adolescence, teens naturally crave more freedom and independence. Even reasonable boundaries can feel restrictive to them; it’s part of growing up.

    This creates conflict, but it’s also an opportunity to guide them. Instead of controlling every decision, you can help your teens learn to make good choices on their own.

    Keep in mind that the parts of the brain that handle impulses and decision-making are still developing in teenagers. So your teens might not foresee the consequences of their actions.

    But your teens can still make mature choices. Research shows that adult support and a safe space to think help them make wise decisions.

    How to set effective rules and boundaries

    How to set effective rules and boundaries

    You play a vital role in teaching and guiding your teen, but it’s important to do so in a way that doesn’t strain your relationship.

    Try these strategies:

    • Set and negotiate the house rules. Involve your teens in setting boundaries and deciding on consequences for breaking them. Be open to hearing their opinions. When they feel heard, they’re more likely to cooperate.
    • Set boundaries around health and safety, not control. Too many rules can feel like micromanaging and may push your teen to rebel.
    • Explain the “why.” When teens understand the reason behind a rule, like finishing homework before video games, they’re more likely to respect it.
    • Set reasonable consequences. Connect consequences to the broken rule. For example, if your teen plays video games before finishing homework, they might lose their gaming privileges the next day. Stay consistent so they take the rules seriously.
    • Show trust when it’s earned. Your teens may prove that they can handle responsibility over time. If so, gradually loosen certain rules and reward them with more independence.

    Discipline and rules are important, but pick your battles wisely. Step in when safety or values are at stake, but allow your teenagers space to learn from their own choices. Sometimes, natural consequences can also teach good lessons.

    Problem #3: Emotional distance and mood swings

    Your teens may seem distant and no longer eager to spend time with the family.

    They might retreat to their rooms, spend hours on their phones, or respond to simple questions with short, snappy answers. Sometimes, it feels like your teenagers are shutting you out.

    Their moods can also change in an instant. One moment they’re cheerful and affectionate, the next they’re cold, withdrawn, or defiant.

    What it seems like to you

    As a parent, this emotional distance is heartbreaking. You might feel helpless, frustrated, or even rejected when your attempts to connect are met with silence.

    It can seem like the bond you once had is slipping away, or that your teen no longer values your guidance and reassurance.

    Why this happens

    Emotional ups and downs are a regular part of adolescence. Your teen’s brain is still developing, and hormonal changes can trigger sudden shifts in mood. Add in peer pressure, academic stress, and self-image struggles. No wonder teenagers get overwhelmed by emotions.

    Because teens are still learning to manage their emotions, they may cope by withdrawing, shutting down, or lashing out at others. Their need for independence and their desire to fit in can drive them to spend more time online or with friends rather than with family.

    The truth is, they still need your support and assurance. They just struggle to show it.

    How to support your teens

    How to support your teens

    Parents play a huge role in helping their teens feel emotionally safe and supported. In fact, research shows that a strong parent-teen bond can help teens build better emotional regulatory skills.

    Here’s what you can do:

    • Show consistent support, even when it’s hard. Empathy goes a long way. Remind your teens that they can talk to you about anything. When they do, give them your full attention.
    • Validate their feelings. You won’t always agree with your teenagers. Even so, avoid dismissing or minimizing their opinions and emotions. Let them know it’s normal to feel upset, frustrated, or sad sometimes. What matters most is how they manage and respond to those feelings.
    • Encourage healthy coping habits. Help your teens develop a stress-management routine. You can suggest activities such as journaling, drawing, or playing music. Encourage physical self-care, too. For example, exercise together, prepare healthy meals, and teach them good sleep habits.
    • Normalize seeking help. Many teens view getting professional help as a sign of weakness. Reassure them that reaching out for support takes courage and strength. Offer to help them find a supportive professional when they’re ready to seek help.

    Supporting your teenagers through emotional ups and downs takes patience, empathy, and consistency. They might not admit it, but your support will help them feel more secure and confident.

    Conclusion

    Parenting teenagers is no easy task. But every disagreement or challenge is also an opportunity to understand each other better and to strengthen your bond.

    The key is to listen with empathy, set fair boundaries, and offer consistent support. By doing so, you create a safe and loving space your teens can always return to while they learn to navigate the outside world.

    Teens can also benefit from extra guidance from a coach or mentor. Through my coaching program, I’ve helped teens around the world build strong values and improve their communication. This empowers them to form healthier relationships with family and friends.

    So check out the coaching program today!

    (And if you haven’t already done so, download your free quick action guide below.)

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  • Higher education could make space for many types of leader and ways of leading

    Higher education could make space for many types of leader and ways of leading

    The Global Majority Mentoring Programme, delivered by London Higher, aims to support career progression for Black, Asian, and minority ethnic (BAME) staff by providing tailored mentoring relationships and learning opportunities for academics and professional services staff.

    I joined the programme as a mentee in 2023–24 while seeking support during my time as head of two merged divisions in the School of Law and Social Sciences. For me, mentoring is an exchange of knowledge and experience, and I was looking for a woman of colour in a leadership role outside my own institution with whom I could turn to for advice on navigating the unique challenges I was facing in confidence.

    The programme was recommended to me by a colleague who recognised that, as the only non-white member of the school leadership team, I faced specific challenges which, although acknowledged by the rest of the team, could only be supported to a limited extent given that the remainder of the team were white. They understood that someone with lived experience of both race and gender might be better placed to offer the kind of support I needed. I was matched with someone in an Associate Dean role who I met with regularly for three months. She validated my experiences especially when I was second guessing myself, she also offered me guidance and advice on navigating career progression and insights on HE headhunters.

    In addition to the mentoring, I also took part in the two-day Learning Leaders Workshop, delivered in partnership with the mentoring programme and the University of Westminster. I approached the workshop ambivalently while hoping it would offer more than the surface-level training I had experienced in the past. Previous programmes had often been underwhelming, failing to meet expectations and lacking depth. One in particular was overcrowded, with more than twenty participants, which made it difficult to engage in the kind of deep thinking that individual and collective inquiry needs.

    Surface pressure

    Reflecting on these past experiences, I began to question the broader purpose and structure of leadership development in higher education. Despite good intentions, many leadership development initiatives in higher education appear to remain disconnected from the structural changes reshaping the sector. And it is not always clear why line managers support staff participation in these programmes when, in practice, there appears to be limited opportunities to apply or build on the learning.

    This concern feels especially pressing now, as the sector undergoes significant transformation, with widespread voluntary redundancies affecting many institutions across the UK. I fear that higher education is losing emerging talent at an alarming rate. While the current focus is largely on financial viability, we may be overlooking a more profound long-term issue, the need to reimagine what leadership in higher education looks like. The urgency of building a future-focused leadership pipeline is growing, particularly as ongoing threats to equity, diversity and inclusion continue to challenge the sector’s values and resilience.

    Amid this context of uncertainty, where many of us are increasingly time-poor and juggling demanding workloads, I hoped the Learning Leaders workshop would offer a more meaningful and impactful experience. Taking time out of our busy schedules for training must feel worthwhile, rather than merely another tick-box exercise to meet 360 performance management targets. To my surprise, several aspects of the workshop turned out to be both unusual and thought-provoking.

    Leadership through lived experience

    Notably, there were just six of us in the room, all women, all from the global majority. Throughout the two days, I found myself reflecting on this. Why is it that I so often see more women than men who feel the need to be “trained up” for leadership? This prompted broader questions about gender, expectations and who is seen as ‘ready’ for leadership roles in our institutions. Women lead in many areas of life, particularly those of us who are parents or and carers. We are skilled problem-solvers, strong networkers, and we manage complex responsibilities every day.

    In my role as Head of Division, I noticed a recurring frustration among female academics who felt that the emotional labour involved in providing pastoral care to students often went unrecognised. There was a shared sense that this responsibility frequently fell to them, with both students and male colleagues appearing to expect them to take it on. Yet we rarely describe care and pastoral work as leadership.

    The programme was not a traditional form of training in any sense. Instead, it offered a series of facilitated sessions that created space for us to reflect, share, and learn from one another’s experiences. Together, we explored how we each learn which was presented in four quadrants – body, heart, mind, and spirit – and how to make the most of this intel within a team setting. This deeper understanding uncovered the strengths within our own leadership styles and helped us consider how best to apply them in our professional contexts. We took time to reflect on how leadership is defined and, more importantly, where it is learned and practised.

    Leadership, we came to understand, is not something taught in a conventional way but rather something that evolves through lived experience. It happens in both personal and professional settings, though we might not always recognise it as leadership in a formal or professionalised sense. The workshop took a holistic approach and illustrated how knowledge can emerge through embodied learning, incorporating philosophical inquiry to uncover deeper insights into our individual and collective strengths. This is when it occurred to me, for the first time, that developing leadership practice is best done in communities of practice.

    By the end of the two days, we weren’t “trained” by the facilitator in any traditional sense. Instead, the leadership wisdom we uncovered emerged from within our own group, the Super Six, which is what we have come to be known as and was brought to light through Keith’s expert and highly unconventional facilitation, which gently led us to that shared discovery.

    Many paths to leadership

    In hindsight, the Learning Leaders workshop gave me the space to actively explore the “what next” and “how next” of leadership. A series of thoughtful one-to-one conversations with one of the Super Six proved particularly impactful. Their questions led me to reflect deeply on new possibilities for academic leadership, including working as a freelance scholar, moving to a different institution, or stepping outside the sector altogether. I have always held a personal principle not to remain in one institution for more than ten years, out of concern for becoming institutionalised and limiting my professional growth. After several thoughtful conversations with my Dean, I came to the difficult but right decision to leave at the end of 2024.

    Since then, I have had the privilege of working with several universities and organisations from teaching, advising, researching and collaborating on projects – all of which have been intellectually energising and impactful. There is no one way to lead, and the Learning Leaders workshop reminded me that there are many paths to leadership, each shaped by context, values and personal experience.

    If there is any advice that I could offer to emerging leaders from global majority backgrounds, it would be to identify a sponsor with decision making power within the institution, a mentor outside of the university for confidential developmental advice and identify role models across different sectors and who do leadership well so you can begin building your own community of practice.

    This article is one of four exploring London Higher’s Global Majority Mentoring Programme – you can find the others here.

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  • AI and College Planning: The Four Types of Students

    AI and College Planning: The Four Types of Students

    How different students navigate college planning

    Let’s talk about how students really tackle college planning. Forget the stereotypes about Gen Z being glued to their phones or allergic to human interaction. Our latest research reveals something more interesting: there isn’t just one type of college searcher anymore.

    In our recent research with TeenVoice we identified four distinct personalities in how students approach their college planning, especially when it comes to using AI tools. And trust me, the results might surprise you!

    Meet the cast of characters

    First are the AI Pioneers – your early adopters who aren’t afraid to try new things. They’re all over college websites (62% of them use them!), but here’s the kicker: they still heavily rely on counselors (46%) and family input (48%). These students aren’t replacing human connection with technology; they combine both. They’re natural experimenters, comfortable jumping between digital and traditional resources to find what works best for each task.

    Then there’s the AI Resistors. Despite their name, these students aren’t living under a rock – they’re actually the most likely to use counselors (55%). They’re old school in the best way possible, preferring face-to-face conversations over digital solutions. They are the “let’s grab a coffee and talk about it” crowd. For them, learning is deeply personal and relationship-based.

    The AI Aspirers are our “interested but cautious” group. They’re spread evenly across their resources – about 40% use college websites, counselors, and social media. They’re curious about AI but haven’t fully embraced it yet. Think of them as methodical learners who want to understand all their options before diving in.

    Finally, we have the AI Fence Sitters. These students are taking a more minimal approach across the board. They use college websites (40%) and family advice (38%), but they’re less likely to engage with any resource intensively. They might be overwhelmed by choices or still finding their preferred learning style.

    The bigger picture: it’s about learning styles, not just tools

    Here’s what makes these personas so fascinating: they’re not just about technology preferences. They reveal fundamental differences in how students learn, process information, and make decisions. The AI Pioneer isn’t just tech-savvy; they’re likely an active learner who thrives on exploring multiple information channels. The AI Resistor isn’t anti-technology; they’re probably someone who processes information best through dialogue and personal interaction.

    Remember when we started talking about differentiated instruction in education? How we recognized that students learn differently and need various pathways to success? Well, these personas are telling us the same story about college planning. Some students will grasp complex college decisions better through AI-powered interactive tools, while others need face-to-face conversations to process the same information, and that’s OK, or it should be!

    The evolution of college planning

    This isn’t just about adding new tools to the toolbox. It’s about recognizing that the college planning journey itself looks different for each student. An AI Pioneer might start their search with ChatGPT, bounce to a college’s website, then validate their findings with a counselor. An AI Resistor might begin with a counselor meeting, use that framework to explore college websites, and rely on family discussions to process what they’ve learned.

    Think about it: we’ve spent decades in K-12 education adapting to different learning styles – visual, auditory, kinesthetic, you name it. Isn’t it time we brought that same thoughtful approach to college planning? Our research suggests students are already naturally gravitating toward their preferred learning styles. Now it’s our turn to meet them there!

    Supercharge your enrollment outreach with AI

    RNL’s enrollment experts can help you understand how AI can help you engage more students on a personalized level at a scale your institution can handle. Ask for a complimentary consultation and we’ll discuss the best ways to add AI to your toolkit.

    Request now

    What does this mean for institutions?

    Understanding these personalities is only helpful if it leads to action. So, how can colleges adapt?

    1. Mix it up, but keep it human

    Every group, even the most tech-savvy, still values real human connections. AI can be useful, but it shouldn’t replace personalized outreach. Offer multiple ways for students to engage—AI chat tools, live Q&A sessions, and good old-fashioned phone calls.

    2. Optimize college websites for different search styles

    Since college websites are a top resource across all groups, they must serve different user preferences. Consider interactive AI tools for Pioneers and Aspirers while ensuring Resistors and Fence Sitters can easily find traditional contact options.

    3. Equip counselors with the right tools

    Counselors are still a major influence, especially for Resistors. Provide them with updated guides, resources, and training so they can confidently support all types of students—whether AI-driven or not.

    4. Keep families in the loop

    Parents remain a critical influence in college decisions. Institutions should create family-friendly resources that explain AI tools while reinforcing the importance of personal conversations.

    5. Offer AI as an option—not a requirement

    Some students love AI, and some won’t touch it. The key is providing flexibility. Let students decide how they engage rather than pushing AI as the default solution.

    The bottom line

    College planning isn’t one-size-fits-all (if it ever was). Some students will embrace AI, while others prefer traditional methods. The most successful institutions will be those that respect these differences, offering flexible pathways that meet students where they are—not where we think they should be. Because, at the end of the day, college search is personal. Whether students chat with AI, sit down with a counselor, or lean on family advice, what truly matters is that they feel supported in finding the right fit.

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    Learn more in our webinar

    Be sure to watch our webinar, The Four Faces of AI In College Planning, where we will dive into these personas and what we have learned about them. During our session, we will discuss how to:

    • Identify and understand student personas: Gain practical insights into the four distinct student personas.
    • Optimize AI tool strategies: Develop actionable strategies to effectively integrate AI tools in college planning, tailored to meet the needs and preferences of each student persona, ensuring maximum engagement and support.
    • Enhance communication and support systems: Learn how to implement communication and support systems that resonate with each persona, utilizing a blend of digital outreach, peer interaction, and traditional counseling to create a comprehensive support environment.

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