Rotc dm ps

Chapter 3: Leading Situations Lesson 3: Decision Making and Problem Solving

LESSON 3: DECISION MAKING things, sometimes under stressful circum-
AND PROBLEM SOLVING stances. Direction shows what must be done.
Through motivation, leaders give subordinates
the will to do everything they are capable of
doing to accomplish a mission.
cohesive
conjecture
LEADERSHIP FRAMEWORK
contingencies
flexibility
Recall the fundamentals of BE, KNOW,
improving
and DO. As you can clearly see, they are
influencing
deeply embedded throughout the leadership
intuitions
framework illustrated below. The top of this
non-judgemental
framework shows the four categories of things
objectivity
that leaders must BE, KNOW, and DO. They
operating
are values, attributes, skills, and actions. The
bottom lists the dimensions of leadership,
grouped under these four categories. The
dimensions consist of the seven values and 15
subcategories under attributes, skills, and
PURPOSE actions.

As a leader, it is not enough to
exemplify the leadership traits and
principles and possess an appropriate
leadership style, you must also know
how to plan, identify and solve
problems, make decisions, and super-
vise. After being introduced to a
leadership framework, you will then
examine several variations of those
processes — deciding for yourself the
best way to use them to get the job
done and achieve excellence.

Leadership starts at the top, with the
INTRODUCTION — PUTTING YOUR character of the leader, with your character. In
LEADERSHIP SKILLS IN PERSPECTIVE order to lead others, you must first ensure your
own house is in order.
As we have indicated throughout your
previous JROTC lessons, leadership is the Leadership begins with what the leader
process of influencing others by providing must BE, the values and attributes that shape a
purpose, direction, and motivation while oper- leader’s character. It may be helpful to think of
ating to accomplish the mission and these as internal qualities: You possess them all
improving the organization. Purpose gives sub- the time. They define who you are. They are
ordinates a reason why they should do different the same for all leaders, regardless of position,
although you refine your understanding of them

110 Unit 2: Leadership Theory and Application


as you become more experienced and assume They are your eyes to the future, and they are
positions of greater responsibility. crucial to developing a disciplined, cohesive,
and effective organization.
Your skills are those things you KNOW
how to do — your competence in everything Decision-making and problem-solving are
from the technical side of your job to the basic ingredients of leadership. More than
people skills a leader requires. The skill anything else, the ability to make sound, timely
categories apply to all leaders; however, as you decisions separates a leader from a non-leader.
assume positions of greater responsibility, you It is the responsibility of leaders to make high-
must master additional skills in each category. quality decisions that are accepted and
executed in a timely fashion.
But, character and knowledge — while
absolutely necessary — are not enough. You Leaders must be able to reason under the
cannot be an effective leader until you apply most critical conditions and decide quickly
what you know — that is, until you act and DO what action to take. If they delay or avoid
what you must. As with skills, you will learn making a decision, this indecisiveness may
more leadership actions as you serve in create hesitancy, loss of confidence, and con-
different leadership positions or opportunities. fusion within the unit, and may cause the task
to fail. Since leaders are frequently faced
The leadership framework is a tool that with unexpected circumstances, it is impor-
will allow you to think about leadership as a tant to be flexible — leaders must be able to
whole. The dimensions each contain com- react promptly to each situation. Then, when
ponents that are all interrelated — none stands circumstances dictate a change in plans,
alone. This framework will help you to put prompt reaction builds confidence in them.
your job, your followers, and your unit into
perspective. Think about it in this manner: As a leader, you will make decisions
involving not only yourself, but the morale and
welfare of others. Some decisions, such as
BE a leader of character. Embrace the when to take a break or where to hold a
values and demonstrate the leader attri- meeting, are simple decisions which have little
butes. Study and practice so that you will effect on others. Other decisions are often more
have the skills to KNOW your job. Then act complex and may have a significant impact on
— DO what is right to achieve excellence. many people. Therefore, having a decision-
making, problem-solving process can be a
helpful tool. Such a process can help you to
APPROACHES TO DECISION-MAKING solve these different types of situations.
AND PROBLEM -SOLVING
Within business and the military today,
A leader is expected to get the job done. leaders at all levels use some form of a
To do so, he or she must learn to plan, analyze decision-making, problem-solving process.
situations, identify and solve problems (or There are at least several different approaches
potential problems), make decisions, and set (or models) for decision-making and problem-
realistic and attainable goals for the unit. These solving. We will present three such approaches:
are the thinking or creative requirements of The first, and most common, is the seven-step
leadership and they set direction. These actions problem-solving, decision-making process; the
provide vision, purpose, and goal definition. second is a more complex problem-solving

Unit 2: Leadership Theory and Application 111


model; and the third is a simplified decision- source of a problem, they may develop an
making process. inadequate plan.

Learn to identify the real problems.
SEVEN-STEP PROBLEM-SOLVING, Consider all angles. Learn to seek only accurate
DECISION-MAKING PROCESS information that leads to the real causes of a
problem. To ensure that information is
Having a logical thought process helps accurate, question its validity. In other words,
ensure that you will not neglect key factors that leaders must take what accurate information
could influence the problem, and ultimately they have, use their best judgment, and make
your decision. In fact, you should always apply educated assumptions about the causes of a
a clear, logical thought process to all leadership problem. Then, they must consider the courses
situations that you encounter. The seven-step of action that will be most likely to succeed.
process is an excellent tool that can guide you
in solving problems and making those sound Even though leaders may use the right
and timely decisions. The seven steps are: problem-solving process, incorrect problem
identification can lead to the wrong decision. It
1. Identify (recognize/define) the problem. is a fallacy to think that using a correct formula
2. Gather information (facts/assumptions). or set of steps will lead you to the real problem
3. Develop courses of action (solutions). and to a successful course of action. Your
4. Analyze and compare courses of action values, character, knowledge, and way of
(alternatives/solutions). thinking have a direct and vital impact on the
5. Make a decision; select the best course of problems you identify as important. These
action (solution). inner qualities affect how you view, gather, and
6. Make a plan. analyze information bearing on the identified
7. Implement the plan (assess the results). problem.

Identify the Problem Gather Information

Being able to accurately identify the In this step, leaders must gather all
nature of a problem is a crucial undertaking. available information that pertains to or can
All leadership problems, whether they involve influence the situation (identified problem)
a work-related situation or a counseling from sources such as higher, lateral, and
session, are exploratory in nature — that is, subordinate levels of command as well as from
leaders do not always identify the right cause of applicable outside agencies. Although some of
a problem or develop the best plan. In fact, two the information may not bear on the problem
of the most common errors of leaders are at hand, it must be available for leaders to
identifying the wrong problem and identifying consider when developing and analyzing
the wrong causes of a problem. Plus, the courses of action.
tendency for leaders to make mental errors
increases as their levels of stress increase. We The amount of available time in a
all make mistakes. If leaders are given false leadership situation can be a limiting factor on
information, it may lead them to incorrect how much time a leader spends performing the
problem identification and to incorrect various steps of the problem-solving, decision-
assumptions about the causes of a problem. making process. If time is extremely limited,
Then, if leaders fail to determine the true this is the only step that leaders may omit so



they can quickly think through the remaining Analyze and Compare Courses of Action
steps.
The next step is to determine which
Develop Courses of Action course of action will best solve the problem.
Therefore, leaders should develop as many
With the problem identified and avail- advantages and disadvantages for each course
able information gathered, you are now ready of action as possible. Then, they must
to develop possible courses of action. Keep an objectively and logically analyze the advan-
open mind throughout this step and be prepared tages and disadvantages of each one against the
to anticipate change. “Sixty percent (of good advantages and disadvantages of the others.
problem-solving) is the ability to anticipate; 40
percent . . . is the ability to improvise, to reject It is another fallacy to think that the
a preconceived idea . . . , and to rule by action course of action with the most advantages or
instead of acting by rules.” (S.L.A. Marshall) the fewest disadvantages is the one that you
should recommend or use. In most cases that
may be true, but by weighing the importance
Think of as many “what-ifs” as you can of each advantage and disadvantage, there
and prepare for them — do not be surprised. may be times when the “best” course of action
The laws of probability are strongly in favor has fewer advantages (all critical to mission
of surprise. Develop courses of actions to accomplishment) and one or more disadvan-
counteract events that might hinder accom- tages than another choice (but most are
plishment of your mission. Conducting insignificant).
“brainstorming” sessions is a good technique to
use when there is difficulty in developing Up to this point in the problem-solving,
courses of action. Brainstorming is a creative decision-making process, leaders should have
technique that encourages several people to involved subordinates to research the problem,
suggest as many solutions to a problem as gather information, and develop and analyze
possible. Generally, you want to have at least the various courses of action. Subordinates are
two or three possible courses of action — more more likely to support a plan or decision if they
if the situation dictates and time permits. took part in its development. This technique
will pay off in terms of increased interest,
higher morale, and better efficiency by team
members.

Make a Decision

After you have carefully analyzed the
possible courses of action using all available
information, consider your intuitions and
emotions. The decision-making process is not a
purely objective, mathematical formula. The
human mind does not work that way, especially
under stress. Instead, the mind is both rational
and intuitive, and since the decision-making
process is a thought process, it is also both
rational and intuitive. Your intuition is that



aspect of your mind that tells you what “feels” the plan into action, then evaluate it to ensure
right or wrong. Your intuition flows from your that the desired results are being achieved.
instincts and experience. Evaluation is often a neglected step in the
decision-making process
However, never make the mistake of
making decisions guided totally by emotions or The key to evaluation is to seek
intuitions and immediately doing what “feels” feedback constantly on how your plan is doing.
right. This is a prescription for disaster. Follow Get feedback from subordinates. Go to the
the problem-solving process as rationally and point of the action and determine first hand if
objectively as possible. Gather information; the plan is working or not. If not, determine
then develop, analyze, and compare courses of why not and take immediate action to correct
action. Consider your intuition or hunches, the plan. Mental flexibility is vital.
emotions, and values. Try to identify a “best”
course of action that is logical and likely to SAMPLE DECISION-MAKING MODEL
succeed and that also “feels” right in terms of
your intuition, values, and character. Finally, Leaders often look for the simple deci-
make your decision, make a plan, and take sion, perhaps because they are easier to act on
action. and explain. However, you must be extremely
careful about making decisions too fast or
Make a Plan too simplistically. Since you want to foster
individual growth and/or improve the per-
Make a plan that includes who would formance of your unit, do not automatically
do what, when, where, how, and why. Be as choose the first approach to solving a difficult
specific as time permits, but do not leave out situation. Leaders must evaluate each decision
vital information that could prevent mission for its contribution toward the accomplishment
accomplishment. Plus, ensure that you specify of the task at hand and for future missions.
the what, when, where, how and why for all If appropriate, a shared problem-solving,
personnel or elements under your authority. decision-making process with professionals,
Finally, include contingencies in your plan that such as your instructors, will often help you to
address possible unexpected situations or make wise decisions.
actions. Develop these contingencies based on
the assumptions made when you identified the The decision-making model described
problem and gathered available information. in this lesson is a quick and easy approach that
leaders can use in many situations. First, briefly
As you did when developing the state the problem: For example, Connie has a
courses of action, be prepared to anticipate drill practice on Friday night, but she forgot to
change. The ability to make appropriate cancel work for that night. Next, identify at
changes in decisions and plans requires a least three options or courses of action.
certain flexibility of mind — a crucial trait of a Concerning Connie’s situation, she could:
good problem-solver, decision-maker, and
planner. ⇒ Speak to her drill leader about missing drill
practice and working that night (Option 1).
Implement the Plan

Once the decision and plan are made, it
is time to act. In this final step, you must put



⇒ Find someone to cover for her at work
while she participates in the drill practice Step 1: Understanding the Problem
(Option 2). • Review the issue again.
⇒ Speak to her employer about showing up • Write down what you know.
late for work after the drill practice is over • Look for key phrases.
(Option 3). • Find the important information.
Determine the positive and negative • Tell it in your own words.
consequences for each of these options and • Tell what you are trying to find.
whether you need more information upon Step 2: Selecting Strategies
which to make the best possible decision. The
simplicity of this model allows anyone to use it • Make a model — involve the senses.
almost anywhere and for any situation. • Make an organized list or table.
• Look for a pattern — find relationships.
SAMPLE PROBLEM-SOLVING MODEL • Guess (or conjecture) and test.
• Make an organized drawing or sketch.
The problem-solving model shown • Work backwards — start with the conse-
below represents another approach that leaders quence.
can use to help them find solutions to problems • Role-play — become an active player.
and to make wise decisions. Within its three • Solve a simpler matter — try simulations.
steps are numerous procedures that leaders • Use estimation.
can use as guides to solve a problem. Notice
the correlation between these procedures, Step 3: Looking Back: Checking the Answer
especially in the first and third steps, and
what you have learned in Techniques of • Does the answer make sense?
Communication. • Is it reasonable?
• Can the issue be generalized?
• Is there a pattern?
• Are there other similar situations?



THE D EC ISIO N MA K IN G PRO C ESS

The Problem: Connie's work/ drill conflict

O ption 1 O pt ion 2 Option 3

Work/miss drill Find someone t o D rill first /work later
cover w ork /att end drill
Posit ive C onsequenc es Posit iv e C ons equences Pos itive Consequences

Negativ e Cons equences Negative Consequences Negat ive C onsequenc es

Do I Need More Information?

My Decis ion

CASE STUDIES OF PROBLEM-
SOLVING AND DECISION- During the early part of the
MAKING school year, one group of students
carried that free expression too far — or
This section contains two case so believed the administration, the
studies of leaders who had to make a majority of the student body, and most
complex decision under totally different parents. This group called themselves
circumstances. While you read these the Vigilantes. One day, James noticed
case studies, visualize in your mind the that they were handing out leaflets to
seven-step problem-solving, decision- solicit new members.
making process and see if you can
identify each step. The group grew from just a few
members to about 50 members. There
was anger and confusion among the
The Student Council President student body about the group because its
members were so intolerant when it
came to discussing any views but their
James Newman, a senior at own. There was also tension between
Gateway High School, was elected pres- those who were members and those who
ident of the senior class and the student were not. Several fights broke out in the
council. The administration at Gateway, lunchroom and on the school grounds
which has a student body of over 2,700 between members of the Vigilantes and
students, encourages independent thought non-members.
and the free expression of ideas.



Midway through the first semes- teachers, administrators, and school
ter, the Vigilantes decided to organize a board members. They also attended a
rally. They went through channels and meeting of the Vigilantes and met
received school permission to hold the afterward with the group’s president for
rally on campus after school. They a discussion.
promised that it would be peaceful and
non-provoking. James was still unsure of the best
way to handle the problem. Of 12
council members, he and one other
student were the only two who wanted
the rally to go ahead as planned. The
other members hated the ideas and
tactics of the Vigilantes and believed
that the rally would fire up those against
the group and lead to violence. James
said it was against his principles to deny
one group a privilege allowed to all
others. However, he also was concerned
about the welfare of the entire student
body.

When other students and many of Finally, he asked the principal to
the parents heard about the rally, they call a meeting of the student body and
became angered and called the school to invite the parents. James told the
demanding that the principal stop the students and adults that he had decided
rally. Many thought it would end up out to permit the rally to go on as planned.
of control. He said that those who opposed the
ideas of the group could show their
The principal and several school disapproval simply by staying away and
board members were prepared to stop ignoring the event. He said that per-
the rally because of public opinion, but mitting the controversial rally would
some teachers, administrators, and board reinforce the school’s views of free
members believed the rally should go speech and tolerance.
on. They felt it would be unfair to allow
some student groups to hold such events James impressed the students
and not to allow this group the same with his sincerity, his honest interest in
privilege; it would also oppose the their welfare, and his willingness to
democratic, non-judgmental ideas of stand by his principles. They agreed to
the school. They decided to leave it up to stay away from the rally.
the student council to make the decision.
On the day of the rally, the
James and the other members of students quietly went about their usual
the council discussed the problem for routine and after school, most went
a long time. James listened to each home. The Vigilantes held their rally,
person’s view. Then he and several other but there was such a poor showing, it
council members met with parents, broke up early.



*** have a few knowledgeable people
Complex, emotional decisions demonstrate how to fold the flag.
often require leaders to consult others as
James did in the above case study. After You state to the squad that you
receiving input from everyone involved are going to conduct a demonstration
and weighing the facts, a leader is better and for them to move into a circle. They
able to make careful and well thought don’t move. You walk up to PFC Hart,
out decisions. whom the platoon sergeant said knows
how to fold the flag, and he gives you a
There may be occasions, how- challenging stare as if to say, “I don’t
ever, when leaders do not have time to want to be a demonstrator.” You ask him
consult with others or weigh all of the to come forward and take the flag. He
facts carefully before having to make a says something disrespectful and still
decision. The following case study doesn’t move.
illustrates how a leader had to make an
immediate decision because a subor- This action infuriates you, but
dinate challenged the leader’s authority you control your emotions and remain
in a disrespectful manner. If a similar calm. Your mind swiftly goes to work on
situation happened to you, would you the situation. This subordinate has
know how to handle it? challenged your authority and put you in
a difficult position. He has given you a
major disciplinary problem — disrespect
The New Squad Leader and insubordination — before you have
even had the opportunity to get to know
You are a newly promoted ser- your squad members and the informal
geant and the platoon leader just made norms of the squad. The way you handle
you a squad leader. During your initial this situation will have a major impact
encounter with the members of your on the cohesion, discipline, and the
squad, you sense some resentment as respect these people will have for you.
their “new” leader. The squad leader you
replaced was popular with them, but the After identifying this challenge
platoon leader relieved him for failure to as one of how to take immediate action
motivate the squad to achieve standards. to gain control and maintain discipline
while earning the long-term respect of
Your first assignment as squad your subordinates, you consider the
leader is to fold the U.S. flag at a following alternatives:
ceremony. While you are meeting briefly
with the platoon sergeant, your squad ⇒ Reprimand PFC Hart in front of the
departs for the football field to prepare squad, informing him that you will
for a rehearsal. During the meeting, the recommend him for an instructor’s
platoon sergeant tells you who in your reprimand for his insubordination. If
squad has been on these details before. he continues to disobey, you will
recommend that he be demoted.
As you approach the field, you
see your squad relaxing. Instead of going
straight into a rehearsal, you decide to



⇒ Stand directly in front of PFC Hart, authority, and that some of your
look him in the eye, and order him to subordinates might think they could get
stand up and take the flag from you. away with disrespectful and insub-
ordinate behavior.

You quickly think through the
actions you could take, including the use
of possible contingencies. If you order
PFC Hart to stand and take the flag and
he does, continue with the demon-
stration; then order him and his team
leader to meet you immediately after the
rehearsal. If he refuses, inform him: (1)
that he is being insubordinate and give
him another order, and (2) by refusing
your order, he will have committed two
serious offenses. If he still refuses,
immediately send for the platoon
You quickly weigh the advan- sergeant or platoon leader while you
tages and disadvantages of each course select other squad members to do the
of action. demonstration. This plan prepares you
for possible contingencies if he finally
If you take the first course of obeys you or if he continues to disobey.
action, you come across as decisive and
strong and you immediately assert Depending on what PFC Hart
yourself as the authority. The disad- does, take action in terms of your plan or
vantage is that it is normally unpro- make appropriate changes. Also observe
fessional to reprimand someone in front the effect of your actions on the manner
of others. Also, it is never wise to tell a and obedience of the other squad
subordinate exactly what punishment members. Explain that you will not
you would recommend until you have tolerate insubordination and disobe-
had a chance to think the situation dience, and that you will always take
through and discuss it with your seniors. suitable disciplinary action against those
offenses.
If you take the second course of
action, you would not be reprimanding You decide on the second course
PFC Hart in front of others — you could of action. Initially, some squad members
do that later in private. You would show do think that PFC Hart got away with
your squad that you do not back down his insubordination, but they discover
from a challenge, and that you do not otherwise when they find out that you
resort to threats in order to maintain sternly reprimanded him in the presence
discipline. Remember, you could still of his team leader, counseled him,
recommend punishment that you believe and recommended him for additional
is appropriate at a later time depending punishment.
on PFC Hart’s actions. The disadvantages
are that you would not be immediately ***
asserting yourself as the unquestioned



Much of your ability as a Planning is also the basis for
problem-solver and decision-maker the problem-solving, decision-making
depends on the correct identification of process. Leaders spend many hours
the situation, the accuracy of your planning the activities of their organ-
information, speedy analysis, a sound ization. In doing so, they must consider
decision, and rapid execution. the missions and objectives of their
unit and how they are going to best
However, do not be a leader who accomplish them.
tries to “pass the buck.” Some people
just do not like or want to make Every activity in which you take
decisions. They feel they are unprepared part during the day requires some degree
to accept the consequences of a bad of planning and at least one person to
decision. Instead, those people will try to do that planning. Naturally, depending
get others (their superiors or subor- upon the activity, some aspects of it
dinates) to make decisions for them — may require more planning (and more
placing the responsibility for any people) than other aspects. Therefore,
unsatisfactory results on those other performing detailed, careful planning
people and not on themselves. should be like a habit — it should be
automatic and continuous throughout the
Now that you understand the activity. Just like in the problem-solving,
basic problem-solving, decision-making decision-making process, there are
process, it is important to give you a specific steps that you should follow
detailed explanation of how to plan. when planning. Likewise, there is more
than one planning process. In this lesson,
we will present two of the more common
DID YOU KNOW?
approaches to planning: the four-step
planning process and the (seven-step)
President Harry S. Truman kept a
planning wheel.
plaque on his desk with the inscription “The
buck stops here.” Truman was one of
FOUR-STEP PLANNING PROCESS
America’s most honest and ethical pres-
idents. He never flinched from accepting When planning, leaders must
responsibility for his decisions, however
visualize, consider, and examine all the
unpopular or controversial. factors involved in accomplishing a
mission. Planning is not an easy process
APPROACHES TO THE and it requires a lot of work. The first
PLANNING PROCESS approach to planning consists of four
basic steps that can help leaders to f ocus
Planning is the cornerstone of all on the essential information when
other functions — what goes on in planning an activity. These four steps are:
planning affects what is done in the
remaining functions. There is an old
saying that has proven itself time and
time again: “ you fail to plan, you plan
If
to fail; plan your work, then work your
plan.”



Everyone involved must know exactly
1. Define the objective. what they must do in order to
2. Study the current situation. accomplish the objective. Additionally,
3. List and examine possible use words that describe the action that
courses of action. must be done, such as to “sell” so many
4. Select the course of action that items, “fill out” so many forms, or
will best help to achieve the “build” a bridge.
objective.
Next, identify any conditions that
describe the circumstances under which
Simply stated, there are two you must perform the objective. For
primary purposes of planning: selecting example, let us say you are a member of
an objective and deciding on how to a junior band and the group wants to
accomplish it. In the four-step planning meet 95 percent of the requirements
process, step one addresses the first (standard) necessary to become senior-
purpose; the remaining steps show how band members (task). The circumstances
you can use planning to reach your or conditions are those factors that you
objective. must plan for to ensure task
accomplishment (such as obtaining sheet
Define the Objective music, having the correct mix of
instruments, rehearsing, etc., for our
In this step, leaders begin to example).
define or break down their primary
objective by determining the various Finally, state the objective in a
tasks, conditions, and standards that are way that makes it measurable. If an
necessary to complete it. objective does not have a measurable
standard, how will you know when you
Defining the objective sounds have accomplished it? Think back to the
easy; everybody knows what they want objective of “making a profit.” When
to do. If you are in business, you might have you achieved this objective? Is it
say, “I want to make a profit.” That is a when you make $1? . . . $50? . . . $100?
good objective, but there is more to it By stating your objective in measurable
than that. How much profit do you want terms, you will know when you have
to make? When do you want to make it? reached it.
There is more to setting an Defining the objective is a crit-
objective than just saying what you want ical step. Without a well-defined objec-
(or would like) to do or what a tive, it would be difficult to complete the
supervisor wants you to do. Be specific. remaining steps of the planning process.
Ensure that subordinates have a clear Once you are satisfied with the
understanding of the objective so that objective, proceed to the next step.
everyone will be working to accomplish
the same thing. Study the Current Situation
Defining the objective so that it You are now ready to study the
indicates what action is required is the situation that can affect or influence your
first part of clearly identifying the task.



ability to accomplish the objective. First, have enough people to do the job.
stop and look at what you have to work Tentatively match someone to each
with: How much time do you have? How task/subtask. Base your selection on
many people will help you? What kind what each task/subtask requires versus
of supplies do you have? What other the capabilities of your team members
resources are available to help you? and on how many people (man hours)
you will need to accomplish the
Then, identify any barriers or objective.
obstacles that may stand between you
and your goal. Some of these barriers Set Priorities. You will always
may be a lack of time, people, supplies, have some tasks that are more important
and/or other resources. than others or you must start them before
others because of how difficult they are.
As you can see, studying the In these situations, plan a to-do list in
current situation involves a systematic terms of priority for every task and
process of defining tasks and arranging subtask you have identified. Determine
resources with respect to mission which ones your team must do first,
accomplishment. You should consider second, and so on until you have
five factors when performing this step: included everything necessary to carry
effective use of time; identification of out the plan. Establish priorities in
subtasks, people, and resources; and categories such as priority A, priority B,
setting priorities. priority C, etc., for each item on the to-
do list. Do the A priorities first, then the
Time. Time is a very important Bs, the Cs, etc.
factor. You must consider time when
you plan events, meet deadlines, and set Resources. Identify all resources
goals; then, you must make plans and that are necessary to complete the
execute tasks according to an established objective. First, determine what is and
time schedule. Effective leaders will what is not available. Then, before you
schedule their time and the activities of begin work, set aside what is on hand for
their team to meet these events, later use and make arrangements to
deadlines, and goals. You must also obtain the items that you do not have,
ensure that your team members can do but need. While completing the task,
all of the tasks within the specified time periodically check the status of your
frame. resources and follow up on the
availability of those items that you are
Tasks. Identify all the tasks and still trying to obtain.
sub-tasks that your team must do to
accomplish the objective. Be specific. Courses of Action and Selecting
Develop detailed lists to record them the Best Action
and, just as you did in defining the
objective, set measurable standards for You must now list all of the
each task and subtask. different ways you can think of to
accomplish the objective and to decide
People. Once you have a detailed on the best course of action. Depending
list of tasks/subtasks, determine if you upon the objective, these two planning



steps could be very simple or very Determine the Resources Needed
difficult tasks.
These resources should include:
PLANNING WHEEL
◊ Time available
◊ Skills and competencies of team
members
◊ Equipment and supplies
◊ Money
◊ People
◊ Transportation

Consider Alternatives

When planning, always consider
more than one alternative. As mentioned
earlier, we suggest that you develop at
least two or three alternatives. After all,
the first one that you consider may not
be the best, or its completion may be
In the following simplified
affected by circumstances beyond your
discussion of the planning wheel, note
control (such as weather, emergencies,
its similarities to the four-step planning
etc.).
process as well as to the seven-step
decision-making, problem-solving pro-
Plan for what could go wrong;
cess discussed earlier.
then, develop contingencies that address
how you will be prepared for each
Consider the Objective
situation.
In this step, you should consider
Make a Decision
the five Ws: what, who, where, when,
why (plus how). For example, you
In actuality, decision-making
should consider:
occurs throughout the entire planning
process as indicated by the arrows going
◊ What has to be done? What do you to and from the other six steps. Placing
want to accomplish? What are the
this step now in our discussion is meant
desired outcomes? Why? to reflect the near-final decision on
◊ When is it to be done? determining the best alternative. Fac
◊ Who does (is responsible for doing) tors to consider when making this
what actions? decision are:
◊ Who makes the decisions? Where?
When? How? ◊ Who has responsibility for the
decision?
◊ Weigh the alternatives of making a
poor decision versus not making one
at all.



◊ Is no decision a decision? unexpected situations may affect its
◊ Is a group decision best? Why? execution, requiring you to modify your
◊ When does the leader involve the plans. When change occurs, it is wise to
group in planning and decision- be patient and to keep an objective
making? attitude.

Write it Down Patience is an ingredient that all
leaders must possess. Although it is
Once the leader reaches a sometimes very hard to be patient,
decision on an alternative, write it down; especially when changes occur, you
then, discuss it with the group. Writing it should reexamine the facts, coordinate
down: with people who may be helpful, and
readjust the plan (as necessary). Most
◊ Ensures accuracy. importantly, do not give up. Exercise
◊ Avoids mistakes due to miscom- patience and maturity while the
munication or memory lapses. designated people carry out the plan.
◊ Assists in executing the plan and
delegating responsibilities. Keeping an objective attitude is
◊ Preserves a record for later use. the ability to see and consider the
different sides of an issue or situation.
Carry Out the Plan It involves being flexible, listening to
opposing points of view, making com-
As stated earlier, this is the time promises, or making changes when
to act. It is where you put your plan into necessary. Your objective attitude deter-
action. If everything up to this point in mines how much time, effort, and
the planning process was done correctly, patience you are willing to exert to
everyone knows what to do, where, ensure mission accomplishment.
when, how, and why. They also know
what the standards are for their indi- Evaluate
vidual performance and for completing
the objective. Finally, you should develop a
system for ensuring that subordinates
Ensure that people have accomplish their tasks according to set
sufficient time to do their job well. Not standards and on time. Like planning
planning enough time for each task and decision-making, evaluation takes
could result in the work being half-done. place all the time. Learn to evaluate
Plus, do not let people spend too much every time you make a decision. Use
time on tasks that are unimportant. evaluation to:
People have a tendency to put off those
“really important” jobs until later. Know ◊ Measure and improve results.
what must be done according to the ◊ Determine progress.
priorities that you set. Remember, plan ◊ Determine levels of knowledge.
your work, then work your plan.
Evaluation improves the plan-
Planning never stops. As you ning and decision-making processes if
carry out the desired alternative, it incorporates feedback into action.



Evaluation will only be reliable, coordination between units. Under-
however, if there is a climate of honesty supervision can also make leaders look
and trust in the unit. Leaders must create as though they do not care. Both
a climate where their subordinates feel extremes can lead to resentment and low
they can give an honest answer or morale.
participate in a constructive way, with-
out being degraded or threatened. EVALUATING

SUPERVISING TO ACHIEVE Evaluating is a part of super-
DESIRED RESULTS vising that means judging the worth,
quality, value, or significance of people,
Supervision is a vital aspect of ideas, or things. Evaluation includes:
communication. It means keeping a
grasp on the situation by ensuring that • Looking at the way subordinates
subordinates properly perform their accomplish a task.
duties and implement unit plans and • Performing all types of firsthand
policies. Supervision includes: checks and inspections.
• Assessing, gathering information,
◊ Setting the example. and asking subordinates questions.
◊ Specifying the goal, objective, or • Obtaining feedback on how well
standard. something is being done.
◊ Delegating authority/fixing • Interpreting feedback by asking:
responsibilities. “Does the feedback indicate the plan
◊ Coordinating efforts and activities. will succeed?” or “Does it indicate
◊ Resolving conflicts with the need for a modification or a
peers/subordinates. major change in plans or policies?”
◊ Inspecting and evaluating.
◊ Providing feedback. ACCOMPLISHING SUPERVISION

OVERSUPERVISION VS. UNDER- Leaders should have a routine
SUPERVISION system for checking and double
checking the actions that are important
There is a narrow line that to cohesion, discipline, morale, and
determines the levels of adequate super- mission accomplishment. They must
vision. On one side of the line is check, but human nature can cause them
oversupervision; on the other side is to fail to check the most simple things
undersupervision. that can lead to big disasters. You will
hear some people say, “Worry about the
Oversupervision can stifle initia- little things and the big things will take
tive, make subordinates resentful, under- care of themselves.” You will also hear
mine trust, or undermine delegation of others say, “Worry about the big,
authority. On the other hand, under- important things and don’t sweat the
supervision can lead to mission failure, small stuff.”
especially in cases where the leader’s
intent was not fully understood, or where However, do not go by either
there was disorganization or a lack of expression — they are both poor guides.



Concern yourself with all of the matters
that require attention — big or small,
short-term or long-term. Then, plan,
develop courses of action, analyze them,
establish priorities, set goals, and make
sound and timely decisions that are the
best ones for your subordinates and t eh
unit. Finally, supervise, evaluate, and
obtain feedback that your decisions are
getting the job done.

CONCLUSION

Successful leaders are energetic.
They exert a great deal of effort in order
to communicate effectively, solve
problems, make decisions, set goals,
plan, execute plans, and supervise/
evaluate. These are a leader’s directional
(or thinking) and implementing skills.
As a leader, you cannot expect positive
results from your subordinates unless
you work equally hard at solving
problems, making plans, and putting
plans and decisions into action. Suc-
cessful leaders also work hard at
accomplishing their missions and objec-
tives while maintaining only the highest
possible standards of performance.

In your professional and
leadership development, you should
strive to exercise the same degree of
effort and excellence.

***


Rotc dm ps

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Andere mochten auch

Andere mochten auch (20)

Ähnlich wie Rotc dm ps

Ähnlich wie Rotc dm ps (20)

Rotc dm ps