How should Leaders lead ?
Do Managers of today have the will, desire and fortitude to flex the leadership styles basis the requirements of their team members!!
Does the team as a whole or an individual team member needs micromanaging OR complete negligence OR just the right amount of supervision. What is "Just the right" - I believe it is nothing more as that of over-supervision and nothing less as that of under-supervision.
Some managers are quite detached (definitely not used in a positive connotation here). They leave the team to sail through the heavy tides on their own with minimal to no guidance, no clarity given, no clearly defined outcomes, no real expectation setting, no support whatsoever and indulge into more superficial talks. Of course, I have had such a manager once upon a time and it’s a nightmare indeed. Phew!! Horrible to say the least.
There are some managers who are creepily involved. They micro-manage, provide no free hand, impose their ways of working on the team, always judge and blame the team, breaks confidence etc. This falls under the category of over-supervision.
Whom do we need as managers?
Someone who provides just the right amount of support, who defines specific goal or task and stick to the same. Someone who guides the team members to work together by diagnosing the different levels of competence and commitments.
So ideally each one of us needs a manager who assesses the situation, identify the correct leadership style basis that situation and consequently deploys the tactics accordingly.
Charity begins at home. Hence first and foremost, look into yourself. What is that I need to individually work at, as a Manager?
First could be – Goal Setting
Second could be – Diagnosing the situation
Third could be – Matching the leadership style
1. Goal Setting:
Let’s start with Goal setting. It is basically aligning on what needs to be done.
We all have heard of setting up SMART goals right which stands for:
S = Specific
M = Measurable
A = Achievable
R = Relevant
T = Time-bound
Here the goal has a present state, future state and there is a timeline fixated to reach the desired future state.
Let’s get into the intricacies.
How the goal should be?
a.) The goal definition should be such that it should be as precise and clear. For E.g. Achieving from ‘X’ to ‘Y’ by when i.e. the timelines.
b.) Also, it must be trackable i.e. which forum would you measure this goal and how would you track the same. For E.g. One could track a goal at an org level in the regular Business reviews happening at weekly or monthly level or some forum where one has to give an update.
c.) The goal should also be relevant which must showcase who cares for this goal and why it is important.
d.) The next feature of the goal could be that it must be attainable i.e. It must be not be too over-stretched or too easy to achieve.
e.) The final aspect could be that the goal must be motivating i.e. One must be enthusiastic to take up that goal.
Thus, the new acronym for S.M.A.R.T goal could be rephrased to S.T.R.A.M which means:
S = Specific
T = Trackable
R = Relevant
A = Attainable
M = Motivating
Now, lets discuss
How you define a Goal Owner?
The Goal Owner must break the larger goal into smaller milestones which talk to each other. The goal could be at an Org level but the goal owner is the one who owns at least 80-90% of the achievement of that goal. The goal has to be defined clearly with some form of baselining.
A bad goal example could be: “Increase CSAT score.”
This above goal has no meaning unless you specify it clearly.
One could rephrase it in S.T.R.A.M format as:
E.g. Increase CSAT score of last-mile delivery partners from 85% to 90% in the year 2024 to be tracked in Quarterly business reviews (QBRs)
2. Diagnosing the Situation
Now let’s understand:
What is diagnosing the situation?
To lead your team to the desired destination, it's crucial to understand their current position. Effective leaders should adjust their actions according to the developmental level of group members when handling particular tasks.
How are these developmental levels assessed?
It is assessed based on the competence and commitment demonstrated by each individual.
So, What is competence in an individual?
It refers to the proficiency or capability of an individual in completing a specific task or set of tasks. It assesses their skills, knowledge, and experience related to the task at hand.
Also, Competence is not equal to the potential of that individual. It determines the ability of the individual to influence without authority. The closest indication of an individual’s competence is their ability to demonstrate goal-specific transferable skills or knowledge.
Competence pertains to an individual's capacity to autonomously and efficiently execute a task. It encompasses elements like their background, training, and proficiency in the task at hand. Typically, someone with advanced competence in a specific task is adept and necessitates minimal guidance or oversight.
Now let’s discuss:
How is commitment defined for an individual?
It refers to the psychological readiness or motivation of an individual to complete a specific task or set of tasks. It assesses their level of enthusiasm, confidence, and willingness to engage in the task.
The individual should have that innate passionate energy. Apart from this they should be self-aware such that minimal supervision or direction is required.
It is commonly assessed along a spectrum, spanning from low to high. An individual demonstrating high commitment is typically enthusiastic, self-assured, and driven to address the task at hand, whereas someone exhibiting low commitment may lack interest, confidence, or motivation.
So, by now you know that the developmental level in an individual is a combination of 2 factors: Competence and commitment basis the goal.
- “Enthusiastic Beginner” is someone who has high commitment but low competence in a particular task or area. This individual is keen to learn and participate yet lacks the essential skills, knowledge, or experience to perform the task effectively without guidance or support. Typically, they are eager, receptive to instruction, and demonstrate readiness to embrace new opportunities for growth. However, their lack of experience or expertise necessitates direction, coaching, and support from a leader or a seasoned team member to enhance their proficiency, competence and self-assurance.
For example: This situation could happen in scenarios wherein an intern has joined the team and they are willing to grasp all information pertaining to their work area. They are generally open to seek guidance from peers or seniors to improve their work. They seek role clarity and set priorities. They draft a step-by-step plan for learning. They walk the path of the direction given to them from “what” to “how”.
- “Disillusioned Learner” represents an individual who has low commitment and low competence in a particular task or area. This person may have initially been enthusiastic and motivated to learn, but due to challenges, setbacks, roadblocks, or lack of support, they have become disheartened, discouraged, or apathetic towards the task. This individual may feel overwhelmed, frustrated, or demotivated by their perceived lack of progress or success in the task. Eventually, they might start doubting their abilities and questioning the task’s relevance to their objectives or interests.
For Example: This situation could happen in scenarios wherein let’s say a person gets promoted from an Individual contributor role to a People manager role where they are expected to lead a team. It is quite natural that there would be initial hurdles wherein the person would need more clarity on the goals and roles. They would need someone to listen to their concerns. They would grapple with multiple “Whys” and they would seek explanation or rationale behind those “Whys”. They would need direction on “How” of things, probably some coaching to refine the skills or feedback on work. Also, they might need some reassurance and encouragement too.
- "Capable but Cautious Performer" refers to an individual who possess high competence but demonstrates low commitment in a particular task or area. This person has the necessary skills, knowledge, and experience to perform the task effectively, but they may lack confidence, motivation, or enthusiasm to take on new challenges or responsibilities. They might display hesitancy, reluctance, or even resistance when confronted with unfamiliar or demanding tasks. Despite their competence, they may prefer to stick to familiar routines or tasks where they feel more confident and comfortable.
For Example: This situation could be applicable in scenarios wherein a person in the same company is assigned additional new projects or charters in a different team. They understand the nitty-gritties of the ways of working of the company and are quite proficient at it but they would prefer showcasing their expertise in their interest areas and are willing to operate in their comfort zone only, rather than taking up any new strenuous or rigorous tasks. The prospects of new challenges might shake their confidence. They would showcase dried enthusiasm. Also, such people tend to gravitate towards familiar routines where they feel self-assured and at ease. They seek high level acknowledgement of their past competence and contribution which acts as a vote of confidence and encouragement for them.
- "Self-Reliant Achiever" represents an individual who has both high competence and high commitment in a specific task or area. This person possesses the necessary skills, knowledge, and experience to perform the task effectively, and they are also highly motivated, confident, and enthusiastic about taking on challenges and responsibilities. They exhibit independence, initiative, and a proactive attitude towards tasks, often working autonomously and effectively. Frequently pursuing opportunities for growth and advancement, they take responsibility for their work, sets high standards for themselves, and consistently strives to achieve excellence.
For Example: This situation could be applicable in scenarios wherein a person is continuing in the same team in the same company for years altogether or rather one can say – a long period of time. Such people are confident innately because they have skin in the game. Hence, they are quite fearless, who can also pre-empt future outcomes and devise solutions accordingly. They understand the org so well that they are active participants in defining visionary goals. They are always at the forefront who have also garnered immense trust among peers and senior leadership. They are constantly motivated as they get opportunities to be creative and innovative. They have good autonomy and influence in the org. They are resourceful to mentor and coach others.
Now for all these developmental levels of an individuals, the leadership styles should also differ right!! It can’t be a blanket solution.
3. Matching the leadership style
Matching is basically the flexibility to use the right leadership style; given a person’s developmental level on a specific goal or task.
There are mainly two leadership behaviours:
A.) Directive leadership Behaviours – Here the actions of a leader shape and control “what”, “how” and “when” things are done.
For example: Such leader tends to structure everything, define goals, set guardrails for the team, establish and monitor timelines, organize every detail, show and tell “how” of things, identify priorities, clarify roles, prepares individual development plan, track the progress etc.
B.) Supportive Leadership Behaviours – Here the actions of a leader develop mutual trust and respect, resulting in increased motivation and confidence.
For example: Such leader tends to listen to each and every individual team member, facilitate problem solving, explains “why” behind things, ask for inputs while defining goals, encourages every member etc.
So, watch out for the leaders around you – Which leadership behaviours are they displaying?
As you now know that Directing behaviours involve providing precise instructions and attempting to regulate the actions of group members and Supporting behaviours encompass activities such as motivating subordinates, attentively listening, and providing acknowledgment and feedback.
Leaders must assess the competence and the commitment developmental level of their team members to tweak their leadership style.
Effective leaders adjust their leadership style to provide the appropriate level of direction, delegation, support and encouragement to ensure task accomplishment and / or enhance engagement.
So, What are these leadership styles?
a.) S1 Directing Style: High on directing behaviours, low on supporting behaviours
b.) S2 Coaching Style: High on both directing and supporting behaviours
c.) S3 Supporting Style: Low on directing behaviour and high on supporting behaviours
d.) S4 Delegating Style: Low on both directing and supporting behaviours
So, let’s go one by one.
- For an enthusiastic beginner, the leadership style adopted is S1 Directing Style. Here the leader provides provide clear direction, support, and encouragement to help the individual develop the necessary skills and knowledge to become more competent in the task.
For example: It is as simple as a Leader or manager saying that “I will decide”
How it helps: As the individual gains experience and proficiency, their developmental level may progress, and the leader's approach may evolve to provide less direction and more delegation or empowerment.
- For a disillusioned learner, the leadership style adopted is S2 Coaching Style. Here the leader may need to provide additional support, encouragement, and reassurance to re-engage the individual and rebuild their confidence and commitment. This could involve revisiting goals, providing constructive feedback, offering resources or training, or redefining expectations to make the task more manageable and meaningful for the individual.
For example: It is as simple as a Leader or manager saying that: “Lets talk and discuss, but I will decide”
How it helps: By addressing the concerns and challenges faced by the disillusioned learner, leaders can help them regain motivation, rebuild competence, and ultimately progress to higher levels of commitment and proficiency in the task.
- For a capable but cautious performer, the leadership style adopted is S3 Supporting Style. Here the leader may need to provide encouragement, support, and opportunities for the individual to develop their confidence, motivation, and commitment. This could involve offering praise and recognition for their competence, providing positive reinforcement, setting achievable goals, or offering incentives to increase their engagement and commitment to the task.
For Example: It is as simple as a Leader or manager saying that “Let’s talk and discuss, but you decide”
How it helps: By addressing the cautiousness and reservations of the capable but cautious performer, leaders can help them overcome their reluctance, expand their comfort zone, and ultimately increase their level of commitment and readiness to take on new challenges and responsibilities
- For a self-reliance achiever, the leadership style adopted is S4 Delegating Style. Since the individual is already competent and committed, they require minimal direction or supervision. Instead, leaders may focus on providing support, encouragement, and resources to help them continue to excel and reach their full potential. This could involve offering opportunities for further development, providing feedback and recognition for their achievements, or involving them in more challenging projects or leadership roles.
For example: It is as simple as a Leader or manager saying that “You decide”
How it helps: By empowering and supporting the self-reliant achiever, leaders can foster a culture of autonomy, accountability, and excellence within their team or organization, leading to increased productivity, satisfaction, and success.
It's time for all the leaders in every organization to invest time in their team members and make an extra effort to develop and foster a healthy relationship with them basis social and interpersonal factors.
For instance, a group experiencing inefficiency and low productivity could find value in a leadership style emphasizing structure, adherence to rules, and clearly outlined roles. Conversely, a proficient team of skilled workers might thrive under a democratic leadership approach, granting members autonomy and opportunities for involvement in organizational choices.
The leader must take into account the nature of the task. Tasks vary in complexity, but the leader must possess a thorough understanding of the task's requirements to assess its successful and competent completion accurately.
The extent of the leader's authority over group members is another factor to take into account. While some leaders wield authority bestowed by their position, which includes the ability to hire, fire, reward, or discipline subordinates, others acquire influence through fostering strong relationships with employees. This often involves earning their respect, providing support, and involving them in decision-making processes.
Leaders should take into account the maturity level of each group member. Maturity encompasses both the individual's capability to perform a task and their willingness to do so. Assigning a task to someone who is willing but lacks the necessary ability often leads to failure.
By accurately assessing the maturity level of each employee, leaders can select the most suitable leadership approach to facilitate goal achievement for their team members.
