Leadership Competency # 4
Managing Your Team
May 2003
About Managing the Team
A group exists for a purpose. “Manage” is the throttle on the group's engine--the energy that gives it direction. As a leader manages, s/he balances what the group is working towards (its purpose or task) and keeping the group satisfied and productive.
ALD, Inc. - Mastery of Leadership Skills for Professional & Personal Development
A personal note: This month I bought a new car and as the sales rep and I talked, I noticed a small book on his desk and could make out the title, The 21 Indispensable Qualities of a Leader (John Maxwell). Curious, I asked about it and my sales rep said he was reading it for personal improvement, that it helped him focus on his life goals. This is young man, mature, intelligent and advanced in his thinking about how the qualities of leadership can reside within us all – not just the dealership’s general manager. He exemplifies our philosophy:
Leaders can transform organizations, but leadership is not a role belonging solely to the high-ranking officials within the organization.
Leadership is manifested in the characteristics and behaviors of people throughout the organization – at all levels. ALD’s purpose is to assist organizations with the mastery of leadership behaviors.
With that in mind, we continue to examine basic leadership competencies in this year’s newsletter.
Whether the leadership is required in an “at work” function, or a community or sports program, basic skills apply. The competencies are in no ranked order; they are merely a set of skills “leaders” at all levels of organizations should master.
(Some of the competency narrative is adapted from the work of Bela Banathy, a former chairman of the Leadership Training Committee of the Monterey Bay Area Council, BSA. His theory was based on “leadership development by design”.)
Leadership Competency #4
Managing Your Team
This competency enables a leader to:
- Recognize how his/her own behavior influences and impacts others
- Distinguish between managing group performance and setting the example
- Identify manage as a function of the group or of a facilitator; the advantages and disadvantages of each having that responsibility
- Identify different techniques for managing group performance and their suitability in different situations
- Deploy group resources to the best interests of the group while encouraging personal growth
- Evaluate leadership performance in terms of group performance
About Managing the Group
A group exists for a purpose. “Manage” is the throttle on the group's engine--the energy that gives it direction. As a leader manages, s/he balances what the group is working towards (its purpose or task) and keeping the group satisfied and productive.
“Manage” is often seen as a “hard-edged” term in our organizational work world of today, but without the right kind of “management”, how successful can a leader and a group be?
Managing Group Performance is a close companion to the competency Setting the Example (coming in our July newsletter). The coordination of individual efforts for a collective purpose is managed both externally and internally -- by the leader and by individuals. Setting the Example is a personal, internal management that we hope others will model (when it's positive and appropriate).
The leader sets the example by doing what s/he expects others to do:
- Doing his/her own job well
- Taking initiative
- Trying to be his/her best
- Behaving maturely
- Showing a positive attitude
There are specific actions a leader can take to exert influence over a group. The leader in a group deploys the people on his/her team in a manner to promote productivity, breaking up destructive cliques, to encourage greater participation, etc. S/He stands at certain times to maintain or assert control. S/He counsels an individual to help him/her "set a better example.
The overt leader may not be the only individual exercising control. Group members may encourage one another to behave according to an unwritten group code – group norms. (See March 2003 ALD Newsletter, Understanding Group Needs and Characteristics for information on understanding group norms.) Group members, knowing the group's purpose, may correct one another. Usually the group defers control to the leader of the moment. This person does his/her best to help members retain a sense of unity while directing the group in completing the task they are responsible for. The leader strives for a balance in terms of directive and supportive behaviors. This is leading situationally.
At ALD, situational leadership is the technique we instruct leader/managers in for understanding the balance required between supportive and directive communication behaviors to maximize performance AND to develop group members.
Situational leadership is based on understanding the group member’s development level (his/her competency or commitment around a specific task), then the leader intervening with the appropriate degree of:
Direction (leader/managers tell/guide the direct report what to do, where to do it, how to do it, when to do it, and closely supervise performance. Typical directive behaviors: tell, provide information, guide, specify, monitor, inform, follow-up, suggest, instruct, show interest, encourage, advise, etc)
And/or
Support (leader/managers work with the direct report to listen, provide support and encouragement and render assistance when necessary. Typical supportive behaviors: ask, facilitate, jointly problem solve, seek proposals, clarify, agree, disagree, inquire, examine (let’s…), summarize, question, etc.
Recognizing Achievement
Give individuals feedback preferably while they are completing the task, or at least when they are done. Observing them while they work is helpful because:
- They can avoid rework, that is, fixing what when wrong. Catch mistakes early.
- The task will be accomplished more quickly.
Give particular attention to those who are doing well. Praise those who are on track.
One of the most powerful actions you can take to control the group is to provide praise to individuals when they contribute to either getting the job done or keeping the group together. If you've ever been around a small child--and we were all one at some point in our lives--you might recall how much they love praise. You can heap praise on a small child until you think you’re going to embarrass them, until you just know they're going to tell you to stop--and they never do. They just soak it up. As adults, we love praise no less, but we are embarrassed to admit it. Our sense of self-worth, whether positive or negative, often gets in the way of allowing others to give us compliments.
Remember that not only are the members of the group watching you the leader, but make it a point to watch them. Try standing back, lean against a wall and watch what they do. They will appreciate the confidence you show in them when you don't stand over their shoulders.
When someone does something right, go to them and, in a sincere manner, tell them. Don't do it if it's not from your heart--your phoniness will show right through and you'll lose their respect. But do it sincerely and you'll not only earn their respect, you'll gain their loyalty, even perhaps over time their love.
Watch out for those who need assistance. Give them feedback privately. If several members are off target - or if the group as a whole is headed in the wrong direction - don't point fingers, don't blame, and don't criticize. If appropriate, call a halt to the task and bring the group together for a quick evaluation/counseling session. (You'll tell them, "Let's take a short break and evaluate how things are going." What you'll be doing is counseling with them on how they can improve.)
Under certain circumstances, the leader or group may chose to select someone whose specific task is to positively influence and control the group. This person could be called a "facilitator."
Facilitating Group Behavior
The facilitator's role is distinctive. S/He doesn't contribute her/his own ideas, but remains neutral. S/He focuses the energy of the group on the task as needed. S/He defends group members from attack. S/He may make process suggestions, e.g., "The time we contracted for this item is nearly up...shall we conclude discussion or do you want to contract for more time?"
The advantages of a facilitator are that this person gets the leader off the hook. The leader no longer has the onerous multiple tasks of "vibes watcher, timekeeper, content input and process evaluator." More open, genuine input is likely with a facilitator, resulting in greater quality and increased group productivity.
The facilitator does not boss anyone. S/He acts on the group's will as a "traffic cop," keeping group process flowing during meetings. As a prevention, the facilitator:
- Sets ground rules, defines roles
- Gets agreement on process
- Gets agreement on content/outcome
- Stays neutral, out of content areas
- Is positive, has a win/win attitude
- Suggests process as needed
- Educates the group to process procedures
- Gets permission to enforce process agreements
- Gets the group to take responsibility for its actions
- Builds the agenda
- Secures ownership by the group of the agenda
- Sets up the meeting location
During a meeting, a facilitator may employ one or more interventions to keep the group on track:
- Boomerang the question or concern back to the group when they should answer it: "How does the rest of the group feel about this?"
- Maintain/regain focus: "What's the real issue here?"
- Play dumb: "Can someone tell me what's going on?"
- Say what's going on when destructive behavior occurs
- Check for agreement: "OK?"
- Avoid process battles; there is more than one way
- Enforce process agreements: "Sorry, your time is up."
- Encourage all members’ participation.
- Use the group memory
- Don't talk too much
- Accept/legitimize, deal with, or defer
- Don't be defensive; let the group decide what's correct or not
- Use body language positively
Observing Closely
At various times while observing work in progress, the leader acknowledges everyone's contribution, no matter how slight. S/He pays more attention to those doing particularly well, and gives extra guidance to those unfamiliar with their work and with poor work habits. (Reinforcing positive behavior alone has proven to be more effective in increasing productivity than correcting negative behavior alone.)
When working with more than one group, a leader needs to concentrate on the group doing the most important job, unless all jobs are equal. In that case, watch the largest group (with the greatest potential for error) most closely. Coordinate group functions; be sure all are in synch.
While working with a group, the leader assumes a position where everything and everyone can be controlled as needed. The position ought to be close at hand but not on top of everyone. The leader moves in and out as required.
Setting the Example
As the leader, s/he watches to see that the job is performed on time. S/He makes sure group members are appropriately equipped with necessary tools and materials for the job. S/He encourages everyone to do their best, sees that work is properly delegated, and sets positive examples at all times.
Being Respectful
The leader gives instructions in an appropriate tone and manner. S/He speaks (or writes) distinctly without sounding "bossy." Instructions during the job are kept to a minimum. People are told as much as they want or need to know. Encourage individual initiative and let people make significant contributions.
Taking Appropriate Action
While the group works, the leader helps by giving encouragement and praise, lending assistance as required (when not in conflict with the leader's primary role), using a positive and confident manner and tone, avoiding threats and yelling; and by giving reasons for extra effort.
When the work is complete, the leader has a good idea what to expect because s/he's been there or in touch all along. In addition, the leader must know what it's supposed to look like from the inside out. The leader is often held accountable for the group's performance - it had better be up to par! Use a checklist - aircraft pilots always do.
The team leader reacts with praise for total team effort, especially for those responsible for extraordinarily good work. S/He corrects errors afterwards, or aside from the group.
Overall, the leader is looking to see that the job is done correctly, on time, at the right place, in the right manner. S/He's making sure the group and each individual profited from the experience.
There’s an art to being effective in leading people and keeping them moving in the right direction – it goes well beyond a vision and great charisma! Why not assess your own current leadership/managerial “best” practices with our online-self-check covering the essentials of effective leading others.
ALD, Inc.
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