This competency enables a learner to:
A group exists for a purpose. Control is the throttle on the group's engine--the energy that gives it direction. As a leader exerts control, he balances whats the group is working towards (its purpose or task) and keeping the group happy and satisfied.
Controlling Group Performance is a close companion of the competency Setting the Example. The coordination of individual efforts for collective purpose is externally and internally controlled--by the leader and each individual herself. Setting the Example is a personal, internal manner of control that we hope others will model (when it's positive and appropriate).
The leader sets the example by doing what he expects others to do:
Control is most often an overt behavior of the leader. There are specific actions a leader can take to exert influence over a group. The leader in a group deploys the people in his patrol in a manner to promote control, breaking up destructive cliques, to encourage greater participation, etc. He stands at certain times to maintain or assert control. He counsels an individual to help him "set a better example."
The overt leader may not be the only individual exercising control. Group members may encourage one another to behave according to an unwritten group code (norms). (See Chapter 9 - "Understanding Group Needs and Characteristics" for information on understanding group norms.) Group members, knowing the group's purpose, may correct one another. Usually the group defers control to the leader of the moment. This person does his best to help members retain a sense of unity while directing the group in completing the task they are responsible for. The leader strives for a balance; we call him the "Nine-Nine" leader.
The leader has limited control over the environment and how it impacts the task and the group. He may or may not be able to affect the definition of the task; he has the most control over the group. So his primary job is management of the group, given the environment, to accomplish a task. This dynamic group process is an interactive model of leadership that we call the "Nine-Nine" model.1
The Nine-Nine model assumes that some leaders are very good at getting a job done but not so good at keeping the people involved and motivated. Other leaders may be dynamite at keeping everyone happy but is never successful at getting jobs done on time or to specifications.
Some members of the group may feel alienated or left out by the former leader. He's not so con-cerned about how they feel as much as getting the job done right the first time and as soon as possi-ble. He knows his boss has his eye on the results and he's out to make a good impression. This leader is called the "one-nine" leader.
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Another leader may demonstrate great sensitivity towards individuals, and take time to make sure everyone feels involved, committed, and is enjoying themselves. However he never gets the job done on time or as designed. We would call this person a "nine-one" leader.
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The best leader is one who keeps group members committed and involved, maintaining consensus whenever possible, and also accomplishes the task, on time and done well. He is called a "Nine-Nine" leader. In reality, we would expect the balance between group and task to vary; a graph of an actual experience might look like this:
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Using the number "nine" implies that perfection is never achieved, that learning and growth never cease, i.e., the perfect "10" is never attainable. We can never catch the White Stag.
Give individuals feedback preferably while they are completing the task, or at least when they are done. Observing them while they work is helpful because:
Give particular attention to those who are doing well. Publically praise those who are on track.
One of the most powerful actions you can take to control the group is to pubically praise individuals when they contribute to either getting the job done or keeping the group together. If you've ever been around a small child--and we were all one at some point in our lives--you might recall how much they love praise. You can heap praise on a small child until you think you`re going to embarrass them, lay it on thick with a trowel, until you just know they're going to tell you to stop--and they never do. They just soak it up. As adults, we love prasie no less, but we are embarrased to admit it. Our sense of self-worth, whether positive or negative, often gets in the way of allowing others to give us compliments.
Rememer that not only are the members of your group watching you, but make it a point to watch them. Try standing back, lean against a tree, and watch what they do. They will appreciate the confidence you show in them when you don't stand over their shoulders.
When someone does something right, go up and, in a sincere and loving manner, tell them. Don't do it if it's not from your heart--your phoniness will show right through and you'll lose their respect. But do it sincerely and you'll not only earn their respect, you'll gain their loyalty, even perhaps over time their love.
Watch out for those who need assistance. Give them feedback privately. If several members are off target, or if the group as a whole is headed in the wrong direction, don't point fingers, don't blame, and don't criticise. If appropriate, call a halt to the task and bring the group together for a quick evaluation/counselling session. (You'll tell them, "Let's take a short break and evaluate how things are going." What you'll be doing is counselling with them on how they can improve.)
Under certain circumstances, the leader or group may chose to select someone whose specific task is to positively influence and control the group. This person could be called a "facilitator." Facilitating Group Behavior
The facilitator's role is distinctive.2 He doesn't contribute his own ideas, but remains neutral. He focuses the energy of the group on the task as needed. He defends group members from attack. He may make process suggestions, e.g., "The time we contracted for this item is nearly up...shall we conclude discussion or do you want to contract for more time?"
The advantages of a facilitator is that this person gets the leader off the hook. The leader no longer has the onerous multiple tasks of "vibes watcher, timekeeper, content input and process evaluator." More open, genuine input is likely with a facilitator, resulting in greater quality and increased group productivity.
The facilitator does not boss anyone. He acts on the group's will as a "traffic cop," keeping group process flowing (during meetings). As a prevention, the facilitator:
During a meeting, a facilitator may employ one or more interventions to keep the group on track:
Control may be asserted in a variety of ways and situations. One general rule is to praise in public, criticize in private. Control is always being asserted directly or indirectly, positively or negatively.
As a leader, observe work while in progress. Exactly who is responsible is immediately known; long-term repercussions due to uncorrected errors are lessened and immediate praise strengthens desirable behavior.
At various times while observing work in progress, the leader acknowledges everyone's contribution, no matter how slight. He pays more attention to those doing particularly well, and gives extra guidance to those unfamiliar with their work and with poor work habits. (Reinforcing positive behavior alone has proven to be more effective in increasing productivity than correcting negative behavior alone.)
When working with more than one group, a leader ought to concentrate on the group doing the most important job, unless all jobs are equal. In that case, watch the largest group (with the greatest potential for error) most closely. Coordinate group functions, be sure all are in synch.
While working with a group, the leader assumes a position where everything and everyone can be controlled as needed. The position ought to be close at hand but not on top of everyone. The leader moves in and out as required.
As the leader, he watches to see that the job is performed on time. He makes sure group members are appropriately dressed and equipped. He encourages everyone to do their best, sees that work is properly delegated, and sets positive examples at all times.
The leader gives instructions in an appropriate tone and manner. He speaks (or writes) distinctly without sounding "bossy." Instructions during the job are kept to a minimum. People are told as much as they want or need to know. Encourage individual initiative and let people make significant contributions.
While the group works, the leader helps by giving encouragement and praise, lending assistance as required (when not in conflict with the leader's primary role), using a positive and confident manner and tone, avoiding threats and yelling; and by giving reasons for extra effort.
When the work is complete, the leader has a good idea what to expect because he's been there or in touch all along. In addition, the leader must know what it's supposed to look like from the inside out. The leader is often held accountable for the group's performance--it had better be up to par! Use a checklist--aircraft pilots always do.
The team leader reacts with praise for total team effort, especially for those responsible for extraordinarily good work. He corrects errors afterwards, or aside from the group.
Overall,
the leader is looking to see that the job is done correctly, on time,
at the right place, in the right manner. He's making sure the group
profited
from the experience.
1] The Nine-Nine model of leadership is one of several participative management concepts. This particular concept was formalized and popularized by behavioral scientists Blake and Mouton as the Mangerial Grid® in Blake, R. R., & Mouton, J. S. (1964). The Managerial Grid. Austin, TX: Scientific Methods. Others particpative managerial models include MacGregor (Theory X and Theory Y) and Lickert (Four- Model Systems).
2] Adapted with permission from Manage Your Meetings: The Interaction Method. San Francisco: Interaction Associates, Inc. 1980
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