Leadership is the ability to influence others and get the changes you desire. Anytime you interact with someone in order to influence them, you are attempting leadership. All of us have a predominant leadership style we prefer using. Problems arise when we expect others to adjust to that style. We may get what we want in the short run but alienate others over the long term. A better approach is to be flexible enough to attract the support and cooperation of others.
The key to this flexibility is correctly assessing other people's "readiness" to do a specific task. Readiness is based on task-specific ability and task-specific willingness.
Ability consists of experience, training, and understanding priorities. The only true test of ability is proven performance, not potential. Do others have the knowledge and skill necessary to perform the task successfully? Do they understand what is expected? Willingness consists of desire, confidence, and incentive. The proof of willingness is "putting out the effort". Do they want to do this task? What about their confidence? Do they see an incentive for performing the task?
It is critical to remember that both these components of readiness are situation specific. They depend on the task to be done. Four distinct readiness levels, based on different combinations of task-specific ability and willingness, are possible.
Leadership style is the way we come across to others when we attempt to influence. A practical way to describe leadership styles is the extent to which directive and supportive behaviors are used. Directive behavior is the degree to which a leader explains, in specific terms, what to do, when and where to do it, how to do it (with as much detail as needed), and who is responsible. In directive behavior communication is primarily one-way and focuses on the other person's duties and responsibilities. Supportive behavior is the extent to which the leader sets positive expectations, encourages, listens to, praises, and helps facilitate the thinking of others. In supportive behavior the flow of communication is primarily two-way. Combining varying degrees of directive and supportive behavior produces four distinct leadership styles.
Style 1 is characterized by explaining, demonstrating, and giving feedback on performance. It might sound like this, "Watch me, I'll explain this step by step. After that I'll give you a chance to try your hand at it. Don't worry about learning everything at once because I'll be here to provide any assistance you may need." Support consists of setting positive expectations and providing enough two-way communication to ensure that directions are clear and feedback is understood. Properly used, Style 1 is called "Directing".
Style 2 is characterized by coaching and instruction. It looks and sounds very much like Style 1 in terms of structure. The distinction is in the higher amount of supportive behavior provided by the leader to develop in-depth understanding and skill through practice and positive feedback. In Style 2 the leader engages in more listening and discussion. It might sound like this, "I really appreciate your enthusiasm for this task. Let me explain why we do it this way and then I'll answer any questions you have. We'll make sure you have what you need to do an excellent job." Properly done Style 2 is called "Guiding or Coaching".
Style 3 is characterized by encouragement and reinforcement. When using this style the leader does not "tell" or "direct" the other person. Instead, the leader shares responsibility for decision-making. It might sound like this, "Susan, we can all benefit from some of the approaches you have used in the past. How do you think we should proceed on this?" Properly used, Style 3 is called "Supporting" or "Participating"
Style 4 is characterized by a more "hands-off" approach that gives the other person room to make and implement decisions. Of all the styles, Style 4 is the least structured. It might sound like this: "Jim, you know the results we are looking for. This project is right up your alley. Take responsibility, you know the parameters and the constraints. Call me if you need me." Supportive behavior is used to reinforce and reward the person for achieving intended results. Properly done Style 4 is called "Delegating".
Each of these four leadership styles naturally fits one of the four readiness levels. Ask yourself the following, "What specific task and result do I want this individual to accomplish? Given what I know, what does this person need from me to succeed? Direction? Support? How much of each?" Finally, "How can I provide these things in a way that is effective with this person?" Without taking the time to ask these questions first, leadership becomes a "hit-or-miss" proposition rather than a conscious influence strategy.
R1/S1 - Directing low readiness. Everyone, no matter how competent, has areas where they have not been successful and lack confidence or desire. If ability and willingness are low, what can you do to help? What they need is a great deal of structure (what, where, when, and how). An effective leader provides this, stays close, and keeps them on the right course. It is important for you as a leader to realize that you mat not always have the ability to provide direction in situations where you lack expertise. In these cases, be prepared to help others locate a source of expertise to deliver the structure they need. With sufficient direction people will succeed and their potential will be transformed into ability.
R2/S2 - Guiding low-to-moderate readiness. Everyone has areas where they are willing and confident but lack the ability to do the task. Often at the R2 level enthusiasm is mistaken for know-how, by both the leader and the other person. If left alone the risk is failure. This can result iv a loss of confidence, self-doubt, and unwillingness to try again. The best help you can give in such situations is high direction combined with high support. Structure is still needed because of their limited experience. High amounts of two-way communication builds on their desire and confidence to learn new things. The effective leader develops people, at this readiness level, with "hands-on" guidance and coaching.
R3/S3 - Supporting moderate-to-high readiness. Everyone has been in situations where their ability is newly developed. At the R# level, individuals have the ability but haven't yet develop the confidence to put that ability to work. What you can provide is reassurance and reinforcement for their ideas and actions. By being available and a good listener you are encouraging the person to take the lead. Anytime you shift responsibility for decisions to others, it is natural for their confidence to drop. With appropriate support and participation confidence grows to complement ability.
R4/S4 - Delegating to high readiness. High ability and high willingness combine at Readiness Level 4. On these tasks, people have sufficiently internalized the knowledge, skill, confidence, and desire needed to perform within established guidelines. What they need from you is sufficient information and enough latitude to carry out their responsibilities. Feedback and recognition are still important; people at this level want independence but do not want to be left entirely alone. The payoff for developing others' readiness comes when you, as the leader, get more freedom to coordinate your group's activities, compete for resources, and do strategic thinking.
In summary, these concepts are no more than organized common sense. If you want to be a more effective leader and
influencer you will assume responsibility for giving others what they need. You will provide the direction and support that fits
their needs, rather than the styles with which you are most comfortable. Matching your style to the readiness of others is the
challenge. Leadership requires thought, planning, perseverance, and commitment.
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