Effective Leadership Tactics

Effective Leadership Tactics - Eagle Education Experience - EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

This presentation is designed to assist Scouts, parents and Scout leaders with the Eagle Scout advancement process and leadership-capability enhancement. The Washington, D.C. District of the National Capital Area Council of the Boy Scouts of America offers the Eagle Education Experience to empower Eagle Scout candidates with knowledge, skills and abilities that they can use to achieve the Eagle Scout rank, become stronger leaders and more effectively accomplish noble goals. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Defining Leadership Leadership: The process of influencing the activities or perspectives of an individual or a group to achieve a goal. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

The Purpose of Leadership Establishing a leadership structure for a group enables leaders to have the opportunity to coordinate the group and increase the proficiency and efficiency of that group so that desired results can be successfully achieved. • Effective leadership should be applied to: • VISIONS • GOALS • PLANNING EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

The Power of a Vision Vision: A broad, overarching ideal that a leader strives to realize. • Example of a vision: Enable citizens of a community to have an improved quality of life. A leader can help realize a vision if he: • establishes goals that contribute to achievement of the vision and • accomplishes those goals. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Achieve Goals in Steps Goal:A desired achievement that one wants to achieve. Whether you think of them as “steps” on a path toward achieving a goal or “phases” in a process of progress, establishing specific checkpoints for achieving a goal enables you to better understand how much you truly have done and how much more you truly need to do to achieve the goal. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Goals Should Be SMART Specific Measurable Attainable Relevant Timely EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Goals Should Be SMART • Specific • Establishing details for goals helps clarify effective steps. Detailed steps for accomplishing a goal, with detailed plans for accomplishing those steps, should be established. • Measurable • Progress can be assessed, potentially through checkpoints, which are defined levels of completion. • Attainable • Goals should be realistically achievable as per available time and other resources. • Relevant • Steps should be productive toward achievement of a goal; the goal should be productive toward the vision. • Timely • Team members can adhere to reasonable deadlines; achievement of the goal still is useful by the time it is achieved. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

You Decide: Which is Most Specific? • (This goal): On Tuesday, remake a room in a school by redoing the floor and adding more storage for things. • (Or this goal): On July 22, renovate a classroom by replacing the current floor tiles with tiles of about the same color and shape as the current tiles but with twice the surface area, and install two storage closets where print textbooks, loose-leaf paper, pens and pencils will be stored. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Organizing Goals • Some goals can be achieved in a relatively short amount of time. • Other goals are long-term goals that involve many steps. • Some short-term goals can function as steps for achieving long-term goals. • Effectively planning for how to accomplish goals increases the efficiency with which leaders can accomplish them. • Planning:The process of determining the details for how a goal is to be accomplished. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

The Importance of Planning Planning is an essential component of time and resource management. Planning the details of a task before pursuing that task enhances one’s ability to successfully complete that task. For each step for each goal, it should be determined: • WHO will complete that step. • WHAT will be done for that step. • WHEN it will be done. • WHERE it will be done. • HOW the work for that step shall be completed. • WHY the chosen method for accomplishing the step is the best among potential methods. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

The Key Three Leadership Styles • Autocratic • A single leader determines all the details for how a goal is to be completed and directly commands personnel working toward accomplishment of the goal. • Democratic • A group collectively determines the details for how a goal is to be completed and works together to accomplish the goal with no one individual having uncontested final authority over leading the team and all members of the team having authority to lead the team. • Delegatory (involving delegation of responsibilities) • A primary leader is responsible for developing a plan and implementing a plan for the purpose of achieving a goal but assigns to at least one other person the responsibility of determining some details for achieving the goal, or leading a team to work on a task relevant to the goal, or both. In most cases, the primary leader has oversight over those to whom he delegated planning or implementation responsibility. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

You Decide: Which Style Works Best? Each of the Key Three Leadership Styles functions best in some situations for which applying the others would not be as efficient or opportune. Which of the Key Three Leadership Styles would be most useful for: • A discussion among friends regarding which trails they should select for an upcoming hiking venture • Responding to an emergency health situation when one has sufficient medical training but others do not • Achieving a complex goal, such as completion of an Eagle Scout Service Project EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Autocracy • An autocratic leader of a team: • defines goals for the team; • assigns tasks to team members; • determines the methods of performing work to achieve the team’s goals and expects team members to use these methods; • unilaterally controls the management details of what work the team shall perform and how the team shall perform the work; and • is the only individual with leadership authority among the team members. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Democracy • A democratic leader of a team: • collaborates on defining goals with team members who often, but not always, have leadership authority; • acts as a consultant or source of advice for the group so that the group can make collective decisions; • expects goals to be achieved, but allows team members to have significant control over how they will be achieved; • sometimes allows his plans to be overridden based on input from other team members; and • enables the team to have shared control over what is done to achieve a goal and how it is done. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Delegation • A leader who delegates responsibilities to team members: • is the individual with primary authority over the project for which responsibilities were delegated; • establishes goals to be accomplished and assigns (delegates) tasks to others related to accomplishing the goals; • allows those to whom responsibilities were delegated to have limited power to decide the details of how work that contributes to accomplishing the goals is performed; • can delegate to others the responsibility of managing a subdivision of workers; these assistant leaders can further delegate tasks to help accomplish the goals the primary leader wants to pursue (for Eagle Projects, this secondary level of delegation often is included, but should be limited); and • almost always has the ability to override decisions made by those to whom responsibilities were delegated. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

The Four Steps of Delegation • Insightful leaders who effectively delegate decide: • Which tasks shall be delegated so that a goal can be efficiently accomplished; and • To whom the responsibilities for performing those tasks shall be delegated. • They then: • 3) Enable those who were delegated tasks to be able to proficiently perform them, if they are not already able to do so; and • 4) Clarify to those who have been delegated tasks that they are accountable for whether they successfully perform them. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Challenges of Delegation • To feel comfortable delegating responsibilities to perform tasks, leaders must overcome: • hesitance to delegate tasks to qualified individuals because they want to avoid situations in which those individuals could perform those tasks better than they personally could have; • reluctance to train insufficiently qualified individuals so that they can become qualified to perform delegated tasks; • selfishness regarding recognition and pride at the expense of efficiency through delegation; • fear of losing control over a project by enabling others to have responsibilities (if you do not delegate responsibilities for a major community service project, your decision to not delegate out of fear of losing control ironically likely would cause you to lose control over the project through being overwhelmed by having to do so much yourself); and • other worries regarding a project that cause them to avoid being productive for the project. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Delegation Often Is Necessary • There are various situations when delegation is necessary for accomplishing a project. These situations include, but are not limited to: • The Eagle Scout Service Project, as the requirement to complete the project largely is a test of your capability to lead a project through delegation; • Projects that cannot physically be completed by one person regardless of available time, such as those that involve lifting especially heavy objects for which machinery is unavailable; and • Projects that must be completed within a certain amount of available time and that one person cannot physically complete within that time. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Delegation Enhances Efficiency Individuals who do not delegate responsibilities for performing tasks for projects almost always will cause those projects to require more time to complete. • As an example, if one fails to establish a leadership structure for an extremely complex project involving multiple worksites and decides to entirely work on that project himself, he does so at the cost of enabling others to perform some of the work he performs. This error increases the number of hours that pass until the project’s completion. Even if the individuals to whom responsibilities are delegated cannot perform work as efficiently as the leader, they could reduce the number of absolute hours spent working on a project through performing delegated tasks. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Delegation Enhances Efficiency Total of Absolute hours: the total number of hours required to complete a project regardless of the number of people working on the project. Total of worker-hours (man-hours):the sum of each project worker’s hours worked on the project. • For community service projects such as an Eagle Scout Service Project, these hours also are referred to as volunteer-hours. If efficiency is measured merely by absolute hours worked on a project, delegation can significantly increase efficiency. • Increased efficiency enables leaders to accomplish more projects in a time period than if they did not achieve greater efficiency through delegation. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Delegation Enhances Efficiency On the next slide are simple examples demonstrating greater absolute hour efficiency through delegating responsibilities to one individual. • For simplicity, the examples assume that the leader and worker start working at the same time. For even greater simplicity, to demonstrate the power of the delegation, if either the leader or worker in these examples finishes working, he will not then assist the other and the project still will involve a lower number of absolute hours. In reality, if one person is finished working on a project portion, he then could help another individual finish his portion of the project. • Many projects involve tasks that can be started only after other tasks have been completed. Leaders can delegate to others the responsibility for performing, or helping perform, tasks necessary to be completed before others can be initiated. For simplicity, these examples assume that any such prerequisite tasks are completed together by the leader and worker before subsequent tasks are initiated. • These examples do not account for additional time saved through lesser average fatigue per individual and fewer absolute hours for breaks. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Delegation Enhances Efficiency Mathematical examples involving delegation to one worker: Example 1: An individual personally performs all work for a task. Man-hours for individual to complete project: 10 Absolute hours for individual to complete project: 10 Example 2: Leader delegates to an individual of same proficiency. Hours worked by leader: 5; hours worked by worker: 5; Man-hours: 10 Absolute hours: 5 (because the leader and worker each performed 5 hours of work and worked at the same time, the project is complete in 5 absolute hours) Example 3: Leader delegates to an individual of lesser proficiency. Hours worked by leader: 5; hours worked by worker: 7; Man-hours: 12 Absolute hours: 7 Example 4: Leader delegates to an individual of greater proficiency. Hours worked by leader: 5; hours worked by worker: 4; Man-hours: 9 Absolute hours: 5 EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Delegation Enhances Efficiency While improved efficiency indeed can be achieved through direct delegation, in which a leader personally assigns an individual with a responsibility to perform a task, additional efficiency can be achieved through indirect delegation, in which a leader grants another individual a degree of leadership responsibility over a subdivision of a workforce and enables that individual to delegate responsibilities to members of that subdivision and manage that subdivision on behalf of the primary leader. Indirect delegation can be used to a limited degree for Eagle Projects (the Eagle candidate ultimately responsible for the project must clearly be the primary leader and primary delegator), but it is used frequently in the professional endeavors of profit organizations and nonprofit organizations. An organization’s efficiency increases if not every worker reports to the same person and the same person does not personally supervise every worker. Establishing a subdivision leader for each subdivision, enabling the primary leader to rely on subdivision leaders to supervise and communicate with the general workers, and having the subdivision leaders and not all workers communicate directly with the primary leader can reduce communication time and enable the primary leader to more easily coordinate the organization. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Delegation Enhances Efficiency Indirect delegation also can enhance efficiency because: • A primary leader of a project with multiple worksites would not have to personally direct the work at each site, saving travel time and reducing the duration of time in which workers cannot effectively progress on work because they must consult with a manager before progressing. • For Eagle Projects with multiple project sites, this is a significant benefit. • Each subdivision leader can develop expertise and proficiency regarding aspects of tasks his subdivision must complete, enabling the primary leader to avoid having to spend significant time developing those skills himself before those skills can be applied to managing tasks. • For tasks that are expected to frequently involve situations that cannot be totally addressed by prior planning and that require innovation, subdivision leaders can save time by innovating for their subdivision and addressing those challenges on behalf of the primary leader. • Subdivision leaders enable a primary leader to focus his efforts on important tasks that cannot, or should not, be delegated. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Delegation Enhances Efficiency Indirect delegation also can enhance efficiency because: • Absolute hours for educating workers, communicating with them and reviewing their performance can decrease if subdivision leaders help perform those roles. • Especially for long-term projects, a subdivision leader can encourage increased respect and good relations among members of the subdivision, causing the individual members of the subdivision to have greater affinity for their subdivision and overall organization, which enhances individual performance and team performance and decreases instances of subdivision members choosing to leave the organization. • Subdivision leaders can help a primary leader better coordinate the overall organization to decrease the chance of workers performing work that either is counterproductive to work performed by others or wasteful because others already completed that work or are working to complete it. Direct and indirect delegation also can enable leaders to achieve efficiency enhancements regarding quality, and if applicable, cost or profit. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Delegation Enhances Efficiency Quality Efficiency Enhancement: [Type 1] a decrease in the number of absolute hours (and for projects with labor costs, man-hours) required to perform a task while retaining or increasing the overall quality of work output for that task; [Type 2] increasing such quality without changing such hours. Cost Efficiency Enhancement: an upgrade to projects with costs such as labor and materials, in which the enhancement involves decreasing the average cost to perform a task for each absolute hour required to perform that task. • If costs are reduced without regard to negative effects of those cost decreases on quality, clients would not appreciate this adjustment. • For any company, it would be dishonorable for leaders to reduce workers’ pay or fire sufficiently performing workers to decrease costs when leaders have enough funds to make such decreases unnecessary. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Delegation Enhances Efficiency Profit Efficiency Enhancement: an upgrade to ventures conducted for profit, in which the enhancement involves increasing an organization’s average profit per absolute hour in which it operates. • Costs can increase as part of the process of achieving greater profit. • Example of increased profit efficiency (without accounting for taxes; costs of benefits, materials and overhead; and variances in demand or pricing for services): • An owner of a company has one employee with a monthly salary of $3,000. Each month, the employee performs work that earns $5,000 for the company. If the owner performs administrative work that does not generate profit and has no other regular income source, the owner earns less per month than the employee. • If the owner decides to hire another employee with a monthly salary of $3,000 to work with the other employee and the employees have the same capability, the labor cost would increase to $6,000, but the employees together would perform work that earns $10,000 for the company. Even though cost increased, profit also increased, and the owner’s monthly profit would be $4,000, which is higher than the monthly salary of each of his employees. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Delegation Enhances Efficiency For an organization, especially a business, to have an excellent reputation, it should not decrease the quality of rendered work and services merely because it wants to decrease costs or increase profits. Cost or Profit Efficiency Enhancement therefore should not be pursued unless quality is not diminished in the process of achieving that enhancement. Achieving Quality Efficiency Enhancement together with Cost or Profit Efficiency Enhancementis possible, anddelegationcan enhance the potential for achieving these enhancements because: • Those who are delegated responsibility and who uphold that responsibility acquire greater skill in performing that responsibility, enabling time required for a task to be reduced while maintaining or improving quality. • Greater expertise because of delegated responsibility can enable individuals to reduce the monetary cost associated with achieving tasks. • Delegation by company leaders can increase the amount of work that can be performed in a period of time, which can increase profit. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Interpersonal Skills for Leaders • Effective leaders have advanced skills regarding: • Communication • YOU SHOULD KNOW how to provide team members with crucial information needed to achieve goals and present motivational speeches to increase efficiency. • Instruction • YOU SHOULD KNOW how to empower others to possess knowledge, skills and abilities (KSAs) they need to successfully achieve goals. • The EDGE Method (Explain, Demonstrate, Guide, Enable) works very well for instructing others. • Organization • YOU SHOULD KNOW how to manage people (human resources) and other resources to enhance the probability that a goal will be successfully achieved. • Other resources include funds, items and durations of time that can be procured and allocated by a leader to complete a task. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

The EDGE Method • A leader can effectively instruct personnel on how to perform tasks by using the EDGE Method. • Explain • Identify to the student what you are to teach and why it is important, and provide a brief overview of what you are to teach. • Demonstrate • Show the student how that which you are teaching the student can be proficiently done, while providing all relevant details. • Guide • Allow the student to attempt to demonstrate proficiency in that which you are teaching, while actively reviewing the student’s work, offering suggestions and correcting that which should be corrected. • Enable • Grant the student the opportunity to show proficiency in that which you taught without you actively guiding them. If a student does not demonstrate sufficient proficiency, repeat the Explain, Demonstrate or Guide steps as necessary until the student is sufficiently capable. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Inspirational Elements Team members generally will be more dedicated to accomplishing a goal and will offer greater quality of work if you, as a leader, INSPIRE them. Team members should perceive that you have: • Ethos (authority) • Demonstrating knowledge and competency about what must be done is worthy of respect. • Logos (logic) • A plan that is logical (makes sense) is worth following. If you explain the benefits of achieving a goal, team members generally will be more likely to recognize the value of what you would like them to do, and thus would be more MOTIVATED. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Slogans of Leadership Strength • Keep your eyes on the prize. • Focus on what needs to be accomplished. • Manage for the mission. • No two ventures are exactly the same, and you must analyze each one to determine which leadership tactics you will use and which leadership decisions you will make so those ventures can be successful. • Walk like you talk. • Do what you say you will do. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Summary Leadership is the process of managing human resources (and other resources) to successfully achieve a desired goal. Goals should be SMART: • Specific • Measurable • Attainable • Relevant • Timely EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Summary A leader should establish a detailed goal, often as part of achieving a vision, so that steps and planning can be established to support successful achievement of the goal. The most successful leaders have exemplary interpersonal skills and extreme proficiency regarding resource management. Leaders can use delegation of responsibilities to perform tasks for a project as a tactic to enhance the efficiency of completing that project. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Summary Creating a detailed plan of how a goal is to be accomplished before pursuing tasks to complete that goal enhances the likelihood that the goal will be successfully achieved. Effective leaders use specificity to enhance success. Goals should be established for achieving visions. Anyone has the potential to become a strong leader, but the degree to which an individual achieves leadership strength depends on that individual’s recognition of, and implementation of, effective leadership tactics. EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Discussion and Questions EAGLE EDUCATION EXPERIENCE – WASHINGTON, D.C. DISTRICT, NCAC, BSA

Effective Leadership Tactics