introduction to management

FLECS-ABILITY: This tool allows you to diagnose how you interact with others and your preferences for using one of four patterns, follow, lead, explore, or collaborate. It also gives you feedback on the appropriateness of your style choices. For more information on the diagnostic tool and how to access it, click here. The models behind the tool is presented below.

TWO KINDS OF BEHAVIOUR: Look at the diagram below. It shows the inter-relationship between two kinds of behaviours each of which can be exhibited a lot or a little.

DIRECTING BEHAVIOUR is defined as showing, telling others what to do, why it should be done, how to do it, when, where, with whom, to what level and to produce what outcomes. At its extreme it is largely one-way communication from you to another.

RESPONDING BEHAVIOUR is defined as listening and responding to what others tell or show you what to do, why it should be done, how to do it, when, where, with whom, to what level and to produce what outcomes. At its extreme it is largely one-way communication from someone else to you.

FOUR BEHAVIOUR PATTERNS

We can identify four distinct patterns when these two behaviours are combined as in the grid below. The four patterns are Follow, Lead, Explore and Collaborate. They are further explained on the diagram.

FOLLOW

The following pattern results from a combination

of High amounts of Responding Behaviours

and Low amounts of Directing Behaviours, (i.e. I take direction from another person.).

EXPLORE

The exploring pattern results from

a combination of Low amounts of Responding Behaviours (i.e. I don't take direction from others) and Low amounts of Directing Behaviours (i.e. I

don't give direction to others).

COLLABORATE

The collaborating pattern results from a combination of High amounts of Responding Behaviours and High amounts of Directing Behaviours (i.e. I both direct and respond).

LEADING

The leading pattern results from a

combination of Low amounts of Responding Behaviours and High amounts of Directing Behaviours (i.e. I give direction to others).

WHICH OF THE FOUR BEHAVIOUR PATTERNS IS MOST APPROPRIATE?

According to the FLECS-ability model, the pattern that is most appropriate depends upon who has the task-specific competency, you or the other person with whom you are interacting. Sometimes both of you have the competencies required, sometimes neither of you do. When in a group setting, it gets more complex. Check out the diagram below.

DEVELOPING COMPETENCY IN OTHERS

Sometimes it is your responsibility to develop the competencies of others as their supervisor, manager, lead hand, team leader, trainer, coach or whatever title is used to denote a hierarchical relationship. When this is the case, it is important that you have some model of how people develop through stages and the role that a leader/manager can play in that process. Here is another model that can help you decide what behaviour pattern to use as people, who look to you for guidance, develop new skills, ability and confidence. THE UNDERLYING ASSUMPTION BEHIND THIS MODEL IS THAT YOU ARE FULLY COMPETENT IN THE TASK AREA.

ENCOURAGE INDEPENDENCE

When the other person's competency has reached the desired level for independent performance, sometimes they do not know it. The leader/manager's role is to back off on direction, look for opportunities to help the other person become more aware of their new competence and become more self-confident

and more self-reliant. .

DIRECT AND RESPOND

As the other person develops an

awareness of the nature of the task and his or her lack of ability to perform it fully, the leader/manager's role is to provide empathy and support as well as clear directions on what to do, how to do it, when, where etc. and provide frequent, positive feedback on performance whenever progress is evident..

AT THE BEGINNING...

The 'unconscious incompetent' lacks awareness

of his or her limitations relative to the task and may be 'armed and dangerous' if left alone to carry out a task with serious 'consequence of error'. These beginners are often eager to please and impress so need a gentle 'teaching' or 'training' approach from the leader/manager with lots of direction along with feedback to raise their awareness of how much there is to learn.

DELEGATE/FOLLOW

When the other person has mastered the task, it is now time for the teacher to learn from the student! Persons at the fourth stage typically develop competencies that are beyond those of their immediate leader/manager because they get to practise every day. The highest compliment that the leader/manager can pay is stand back in awe and follow the lead of someone who is in a subordinate role.

THE DEVELOPMENT CYCLE and LEADER-MANAGER BEHAVIOUR

As you can see in the model above, people develop from beginners on a task to masters in fairly predictable stages. The role of the leader-manager is to help move that process along by providing the appropriate mix of directive and/or responsive behaviours when needed. Leader-managers can slow down or interfere with the development of others by using inapproriate behaviours such as failing to provide direction when the other person has little or no task competence, failing to be responsive when the other person wants to contribute, or failing to withdraw when the other person obviously is capable of independent performance. Some leader-managers never learn to acknowledge and follow the lead of a more task-competent subordinate.