Developing Individuals in Organizations

1. DevelopingIndividuals in Organizations Able & Willing Small Unit Leadership: A Commonsense Approach by Col (Ret) Dandridge M. Malone

2. WILLING UNWILLING ABLE UNABLE

3. Characteristics

4. Has never done the task before, or can’t remember Enthusiastic, especially on what is demanded now Pays close attention to instructions Watches others doing the same task, asks questions Spends personal time learning WILLING UNWILLING • Has done the task right before • Does tasks w/o being told • Not satisfied unless task is correct • Puts in extra time to get the job done • Works out way to get the job done better • Performance is off & on • Has done the job right before, but asks for instructions & help • Not concentrating, poorly planned work • Frequently absent from training • Lacks confidence ABLE Performance is off & on Has done the job right before, but asks for instructions & help Not concentrating, poorly planned work Frequently absent from training Lacks confidence • Has never done the task before, or can’t remember • Enthusiastic, especially on what is demanded now • Pays close attention to instructions • Watches others doing the same task, asks questions • Spends personal time learning Never performed the task to standard Performance is below standard, even with assistance & help Works only when supervised Satisfied with below standard results Pays little attention to instructions, half listens • Never performed the task to standard • Performance is below standard, even with assistance & help • Works only when supervised • Satisfied with below standard results • Pays little attention to instructions, half listens UNABLE

5. Has never done the task before, or can’t remember Enthusiastic, especially on what is demanded now Pays close attention to instructions Watches others doing the same task, asks questions Spends personal time learning WILLING UNWILLING • Has done the task right before • Does tasks w/o being told • Not satisfied unless task is correct • Puts in extra time to get the job done • Works out way to get the job done better • Performance is off & on • Has done the job right before, but asks for instructions & help • Not concentrating, poorly planned work • Frequently absent from training • Lacks confidence ABLE • Has never done the task before, or can’t remember • Enthusiastic, especially on what is demanded now • Pays close attention to instructions • Watches others doing the same task, asks questions • Spends personal time learning Never performed the task to standard Performance is below standard, even with assistance & help Works only when supervised Satisfied with below standard results Pays little attention to instructions, half listens • Never performed the task to standard • Performance is below standard, even with assistance & help • Works only when supervised • Satisfied with below standard results • Pays little attention to instructions, half listens UNABLE

6. WILLING UNWILLING • Has done the task right before • Does tasks w/o being told • Not satisfied unless task is correct • Puts in extra time to get the job done • Works out way to get the job done better • Performance is off & on • Has done the job right before, but asks for instructions & help • Not concentrating, poorly planned work • Frequently absent from training • Lacks confidence ABLE • Has never done the task before, or can’t remember • Enthusiastic, especially on what is demanded now • Pays close attention to instructions • Watches others doing the same task, asks questions • Spends personal time learning Never performed the task to standard Performance is below standard, even with assistance & help Works only when supervised Satisfied with below standard results Pays little attention to instructions, half listens • Never performed the task to standard • Performance is below standard, even with assistance & help • Works only when supervised • Satisfied with below standard results • Pays little attention to instructions, half listens UNABLE

7. WILLING UNWILLING • Has done the task right before • Does tasks w/o being told • Not satisfied unless task is correct • Puts in extra time to get the job done • Works out way to get the job done better • Performance is off & on • Has done the job right before, but asks for instructions & help • Not concentrating, poorly planned work • Frequently absent from training • Lacks confidence ABLE • Has never done the task before, or can’t remember • Enthusiastic, especially on what is demanded now • Pays close attention to instructions • Watches others doing the same task, asks questions • Spends personal time learning • Never performed the task to standard • Performance is below standard, even with assistance & help • Works only when supervised • Satisfied with below standard results • Pays little attention to instructions, half listens UNABLE

8. Leadership Styles

9. WILLING UNWILLING • Has done the task right before • Does tasks w/o being told • Not satisfied unless task is correct • Puts in extra time to get the job done • Works out way to get the job done better Has never done the task before, or can’t remember Enthusiastic, especially on what is demanded now Pays close attention to instructions Watches others doing the same task, asks questions Spends personal time learning • Performance is off & on • Has done the job right before, but asks for instructions & help • Not concentrating, poorly planned work • Frequently absent from training • Lacks confidence Coach ABLE Performance is off & on Has done the job right before, but asks for instructions & help Not concentrating, poorly planned work Frequently absent from training Lacks confidence • Has never done the task before, or can’t remember • Enthusiastic, especially on what is demanded now • Pays close attention to instructions • Watches others doing the same task, asks questions • Spends personal time learning Never performed the task to standard Performance is below standard, even with assistance & help Works only when supervised Satisfied with below standard results Pays little attention to instructions, half listens • Never performed the task to standard • Performance is below standard, even with assistance & help • Works only when supervised • Satisfied with below standard results • Pays little attention to instructions, half listens UNABLE

10. WILLING UNWILLING • Has done the task right before • Does tasks w/o being told • Not satisfied unless task is correct • Puts in extra time to get the job done • Works out way to get the job done better Has never done the task before, or can’t remember Enthusiastic, especially on what is demanded now Pays close attention to instructions Watches others doing the same task, asks questions Spends personal time learning • Performance is off & on • Has done the job right before, but asks for instructions & help • Not concentrating, poorly planned work • Frequently absent from training • Lacks confidence Coach ABLE • Has never done the task before, or can’t remember • Enthusiastic, especially on what is demanded now • Pays close attention to instructions • Watches others doing the same task, asks questions • Spends personal time learning Never performed the task to standard Performance is below standard, even with assistance & help Works only when supervised Satisfied with below standard results Pays little attention to instructions, half listens • Never performed the task to standard • Performance is below standard, even with assistance & help • Works only when supervised • Satisfied with below standard results • Pays little attention to instructions, half listens UNABLE Teacher

11. WILLING UNWILLING • Has done the task right before • Does tasks w/o being told • Not satisfied unless task is correct • Puts in extra time to get the job done • Works out way to get the job done better • Performance is off & on • Has done the job right before, but asks for instructions & help • Not concentrating, poorly planned work • Frequently absent from training • Lacks confidence Coach Father ABLE • Has never done the task before, or can’t remember • Enthusiastic, especially on what is demanded now • Pays close attention to instructions • Watches others doing the same task, asks questions • Spends personal time learning Never performed the task to standard Performance is below standard, even with assistance & help Works only when supervised Satisfied with below standard results Pays little attention to instructions, half listens • Never performed the task to standard • Performance is below standard, even with assistance & help • Works only when supervised • Satisfied with below standard results • Pays little attention to instructions, half listens UNABLE Teacher

12. WILLING UNWILLING • Has done the task right before • Does tasks w/o being told • Not satisfied unless task is correct • Puts in extra time to get the job done • Works out way to get the job done better • Performance is off & on • Has done the job right before, but asks for instructions & help • Not concentrating, poorly planned work • Frequently absent from training • Lacks confidence Coach Father ABLE • Has never done the task before, or can’t remember • Enthusiastic, especially on what is demanded now • Pays close attention to instructions • Watches others doing the same task, asks questions • Spends personal time learning • Never performed the task to standard • Performance is below standard, even with assistance & help • Works only when supervised • Satisfied with below standard results • Pays little attention to instructions, half listens UNABLE Warden Teacher

13. Leadership Actions

14. WILLING UNWILLING • Explain the what, not how • Tell them when to start and stop • Supervise easy, let them work • Always tell them how well they met the standard • Give more & more responsibility with time Determine—confidence or personal problem Tell them what you want done, when to start, when to finish Spell out the standard Spell out reward/punishment Supervise closely Follow through with reward/ punishment ABLE Explain the what & why. Tell them how & show them how Encourage questions Show them the standard Supervise closely Reward heavy, punish easy Explain the what & how Have them repeat back the instructions Spell out the standard Spell out the reward & punishment Supervise heavy—frequent redirection required If all efforts fail—FIRE THEM UNABLE

15. WILLING UNWILLING • Explain the what, not how • Tell them when to start and stop • Supervise easy, let them work • Always tell them how well they met the standard • Give more & more responsibility with time Determine—confidence or personal problem Tell them what you want done, when to start, when to finish Spell out the standard Spell out reward/punishment Supervise closely Follow through with reward/ punishment ABLE • Explain the what & why. Tell them how & show them how • Encourage questions • Show them the standard • Supervise closely • Reward heavy, punish easy Explain the what & how Have them repeat back the instructions Spell out the standard Spell out the reward & punishment Supervise heavy—frequent redirection required If all efforts fail—FIRE THEM UNABLE

16. WILLING UNWILLING • Explain the what, not how • Tell them when to start and stop • Supervise easy, let them work • Always tell them how well they met the standard • Give more & more responsibility with time • Determine—confidence or personal problem • Tell them what you want done, when to start, when to finish • Spell out the standard • Spell out reward/punishment • Supervise closely • Follow through with reward/ punishment ABLE • Explain the what & why. Tell them how & show them how • Encourage questions • Show them the standard • Supervise closely • Reward heavy, punish easy Explain the what & how Have them repeat back the instructions Spell out the standard Spell out the reward & punishment Supervise heavy—frequent redirection required If all efforts fail—FIRE THEM UNABLE

17. WILLING UNWILLING • Explain the what, not how • Tell them when to start and stop • Supervise easy, let them work • Always tell them how well they met the standard • Give more & more responsibility with time • Determine—confidence or personal problem • Tell them what you want done, when to start, when to finish • Spell out the standard • Spell out reward/punishment • Supervise closely • Follow through with reward/ punishment ABLE • Explain the what & why. Tell them how & show them how • Encourage questions • Show them the standard • Supervise closely • Reward heavy, punish easy • Explain the what & how • Have them repeat back the instructions • Spell out the standard • Spell out the reward & punishment • Supervise heavy—frequent redirection required • If all efforts fail—FIRE THEM UNABLE

18. Where do you stand?