I recently read, for the first time, Leadership and the One-Minute Manager by Ken Blanchard. It explores situational leadership, and how it relates to the three secrets of one-minute management (one-minute goal setting, praise and reprimands). Although you do not have to read this book to appreciate this article, having the background information will help. Interestingly, situational leadership, as described in the book, also correlates very well with the CAP cadet program.

Am I stylin' or what?

Many people spend time trying to define what their leadership style is, what their approach to any given scenario is when it comes time to lead. However, there is no one cookie-cutter leadership style that is appropriate in all situations. Choosing one leadership style means you will only work well with one kind of subordinate. As a leader, it is important to take into account the development level of the people you are trying to lead. Each situation lends itself to one of four general styles. Each individual that reports to you will be in one of four general development levels for any given task.

The four leadership styles[1]:

1. Directing: The leader provides specific direction and closely monitors task accomplishment. A directing approach requires the leader to spell out, in no uncertain terms, what the task is. Expectations should be made clear. The subordinate should understand what "good" performance looks like. The leader makes the decisions, and the subordinate simply carries out the task at hand.
2. Coaching: The leader continues to direct and closely monitor task accomplishment. However, they also explain decisions, solicit suggestions, and support progress. The leader remains the final arbiter for decisions, but the subordinate's input is considered and progress is praised early and often.
3. Supporting: The leader facilitates the subordinate's efforts toward task accomplishment and shares responsibility for decision-making with them. The subordinate begins to take a more decisive role in the task. The leader takes a step back and allows them to "take the reigns", still under some supervision.
4. Delegating: The leader turns over responsibility for decision-making and problem-solving to the subordinate. The leader becomes more of a "process observer", giving occasional suggestions and providing little oversight. The subordinate is the final arbiter of decisions.

The four development levels[2]:

1. Enthusiastic beginners: Excited to learn and ready to embrace the new challenge. Very much lacking in experience.
2. Disillusioned learners: Slightly more competent in their given tasking, but upset with the realization that some things are not going according to plan. Frustrated with their responsibilities.
3. Cautious contributors: Beginning to learn and truly understand their role. May still be upset about some responsibilities but has a renewed sense of commitment to the job.
4. Self-reliant achievers: Highly competent, and confident in their abilities. Committed to accomplishing the task at hand.

Each of these development levels has a leadership style that is most appropriate. As you can probably infer, the styles and development levels match up like so:

Different Strokes for Different Folks

Different Strokes for the Same Folks

The CAP Cadet Program

1. Participant-Follower (Phase I): The cadet has very little experience. Their primary role is to learn how to follow, and to learn very basic cadet tasks, such as uniform wear, drill, and customs and courtesies.
2. Participant-Leader (Phase II): The cadet has an understanding of basic cadet subjects, and is now teaching the followers these topics. However, they are still students themselves. They are learning the basics of leadership, how to teach, and how to influence their cadets.
3. Planner-Supervisor (Phase III): The cadet has mastered basic cadet subjects, and has experience in teaching those subjects. They are responsible for increasingly large tasks and are involved in the planning and coordinating of cadet activities. They also act as mentors to the Phase I and II cadets.
4. Advisor-Counselor (Phase IV): The cadet can be trusted with large responsibilities, such as commanding an encampment. They are capable of discussing high-level cadet program issues, and act as mentors to those that are planning and executing the cadet activities.

Each of these phases of leader development lends itself to using a specific leadership style. In fact, they map rather nicely like so:

Let's explore a couple examples. When a new cadet joins CAP, there are specific things they should learn to be a good cadet. You are tasked with teaching these things. The new cadets will be nervous and excited about joining this new organization. They will also be clueless so as to what makes a good cadet. What leadership style should be used? Directing. You should make expectations known, and make sure they know what "good" performance looks like. You will be providing a lot of hands-on guidance when helping them put their cutouts on for the first time, or making that first Right Flank. You would certainly not provide the same level of direction to a Cadet Major (at least, I would hope you wouldn't have to!)

Another example, let's look at a Cadet NCO that is teaching their first class on drill. They will still need a good dose of direction, for this is a task they've not had before. They know that they have to be the expert on the topic they are teaching. So, the role of the NCO's supervisor should be to provide direction on how to teach, but also to solicit suggestions on how best to run the class (after all, this NCO knows drill).

Ideally, this would all work...

Obviously, my examples assume that the cadet is in the proper development level for their phase. In reality, we have airmen that are Cadet Commanders, so it is important to adjust your style for the individual. Don't use the phases of the program as a hard-and-fast rule when assessing their abilities. You can, however, use them to assess your own. Say you're a C/1st Lt; do you consider yourself an effective planner-supervisor who, most of the time, requires the Supporting leadership style?

Catch them doing something right

This is the key to developing your people. All too often, we're quick to point out what people are doing wrong. They never hear what they are doing right. Don't equate "praise" with "awards ceremony". Giving praise on a regular basis does not need to be a big production. Let me give you an example of praise that I gave (via E-mail) to my Deputy Cadet Commander. This was for completing his first quarterly training schedule with very little guidance from me: "Thank you for getting this to me so quickly, and you did a good job of managing the scheduling anomalies ([squadron] open house, etc) and still getting the required curriculum in. I'm pleased that this one came out so well, at this rate, the next quarter should be all but perfect in its first draft!" Simple, eh? Why doesn't it happen more often?

In closing, take the time to assess the development levels of your cadets for each situation or task. Adjust your leadership style accordingly. Look at where they are relative to their phase in the cadet program, and try to bring them up to where they should be if they aren't already there. Make sure you tell them how you're going to lead them and why, and to make expectations known. Ensure they know what "good" performance looks like, and above all, catch them doing things right. Use positive reinforcement as motivation to succeed.