Tag Archives: Training

Leadership, Authority and Responsibility

These are qualities that can, to quite a large extent be taught to those with the correct attitude.

Responsibility is really the first and underlying quality – together with integrity. Anyone who wants or demands authority and is not prepared to accept the attendant responsibility is not fit to lead.

Many people do not appreciate that responsibility is a two-way street. A less senior person might be responsible to their superiors but their superiors have an equal and possibly more important responsibility for and to their employees or juniors.

In the military the responsibility is to see that men are prepared through training – both physical and in the area of skills in arms and in their specialties. Officers need to ensure that their men are prepared mentally and they need to learn to trust those men to carry out their duties.

The leader earns the men’s trust by showing that he trusts them and takes seriously his responsibility for them, at the same time being firm and impartial in matters of discipline and adherence to the army’s rules.

The men under the command of the officer or NCO learn to respect not only those qualities of fairness and firmness but also the person – not just the authority of the rank or position.

The good leader, already granted the authority with his rank or position, has taken the time to earn the respect of those under his command without throwing his weight around or allowing anyone else to do so. He does not have to demand the men’s obedience or respect. The loyalty he has shown to those men has in its turn, earned their loyalty. They will behave and carry out their assigned work responsibly and be accountable for their performance. They will be a team.

A leader displays loyalty to staff in several ways. He ensures that they know and understand what is required of them. When they make a mistake he takes the time to establish what happened and why. He does not allow others to attack his people. He will stop such attacks and will sort out matters of discipline, training or other problems, internally.

If censure is required, he will ensure that it is administered firmly and fairly and he will do it himself. He will not abdicate this unpleasant task nor will he allow his superiors or peers to attack and demean his staff or censure them even if it is deserved. He will stop such moves and be responsible for sorting out the problem and, if needed, report his resolution of the problem to his own superiors. He will be RESPONSIBLE.

He does not allow his staff to be embarrassed in front of their peers, their seniors nor, and most importantly, in front of any junior staff.

The leader is firstly an individual who accepts authority knowing that with it goes great responsibility. Learning to handle all those things and thriving in a supportive environment some people become good supervisors and managers. Some among them become leaders and some become really good leaders.

All these things only happen in an environment that is conducive to such a culture. In order to function efficiently the military must have a responsible leadership culture. It is why they train and train and re-train their members. Those that have the aptitude will work their way up the ladder. Some individuals will find a level that suits their abilities while others will remain among the rank and file. Systems are not infallible and from time to time talent will be overlooked and fall through the cracks but, for the most part, it is a system that works.

The military systems are built on training and excellence but the driving force is not commercial. Rather it is a strange mix of loyalty, camaraderie, discipline and pride – a hard to define esprit-de-corps.

Many of those in charge of large civilian/commercial enterprises are heard paying lip service to training and developing leaders. With the main driver being the bottom line it becomes easy to lose sight of the people who make it all work. How often is the phrase “Our people are our most vital asset” heard by surprised staff who would swear it was not so.

Brash, commercially successful individuals are often promoted to management positions over really competent people. Such people will frequently be insensitive to others and, when in charge, become a bully. This is tacitly allowed because of the person’s success rate. No one notices the decline in morale and performance and perceived shortcomings are simply punished.

Staff reporting to such managers may become afraid and anxious and, not wanting to lose their jobs, they scramble to please, to be seen as acquiescent and helpful. The fact that productivity slips, errors occur and inefficiencies creep in is lost in the clamour.

It is often acknowledged that the best sportsman in any particular discipline will not necessarily be the best captain, coach or manager. So it is with management and leadership.

That rather loud individual who can sell lots of anything, or fix anything or excel in many other ways, should be allowed and encouraged to follow his core competency. He should be made to realise, through discussion or even blatant flattery, that he is hugely important to the company. Emphasise that a manager and support staff are in place to help him continue his successful career. He needs to see it as removing obstacles to his success, such as the need to be in the office and being responsible for the performance and success of others when he is much better at being successful HIMSELF.

Train the people with the right skills in responsibility and the exercise of authority. There is always a need for individuals with these competencies. The good ones will thrive and become supervisors, managers and leaders according to their abilities.

A person who is willing to accept responsibility and at the same time behave with integrity is a rare person indeed and all too often is not recognised by the very people who need them – business bosses. Business LEADERS however will recognise the need and ensure such people are not only hired but supported and encouraged in every way.

Responsible people take things seriously and tend not to let others down. They are thorough and hard-working and usually bright and intelligent. Frequently these people are creative and love to contribute but are seldom, if ever, encouraged and their voices are lost in the noise around big sales, big conferences, big ideas – and big egos.

People who WANT to be IN CHARGE and who, if promoted, take every opportunity to tell anyone who will listen how important they are should be kept under strict control and never be allowed much, if any, authority over staff. Selfishly they do not want to be responsible for anything but themselves and what is theirs which is what makes that kind of person a great salesman and marketer and even a tradesman but, more often than not, a poor manager of people.

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About instructions…

Being reasonably logical and literal in my approach to instructions I get confused when something I understand to mean one thing actually means something rather different or when part of an instruction is omitted because everyone knows that.

Let me digress for a moment to better illustrate my point:

Many years ago when I was in the military (the Corps of Signals to be precise) I was sent on a course-cum-seminar to learn how to write user manuals for soldiers. Bear in mind that these manuals had to be quite unambiguous and therefore had to be written so that an untrained or semi-trained individual could, by following the instructions, make effective use of the equipment. Effective that is because LIVES may depend on the user getting it RIGHT.

All of us had a number of years experience in the job and had previously been on instructor courses and I clearly remember that on my course we often presented the SAME LECTURE over and over only to be told several time that we had failed before we got it right.

What, you might ask, did we fail on. It was not the actual USE of the equipment once it was working it was the SETUP.

For example, we would fail because we did not TELL THE STUDENTS to connect the power source. We then failed again for not precisely describing HOW to connect the power, such as ensuring battery polarity was correct. Again we would fail – “You did not tell them to SWITCH THE EQUIPMENT ON

As you may imagine we would respond to these criticisms with a rejoinder along the lines of “…but everyone KNOWS that”. The reply would be “YOU CANNOT RELY ON THAT – LIVES MAY DEPEND ON EACH STEP BEING LOGICAL AND LITERAL AND UNAMBIGUOUS”.

An example: – think about using remote controls to programme televisions, decoders or recording devices.

At one time I found that after following –  TO THE LETTER – the instructions in my remote programming manual – and those for front panel programming –the programmes did not STICK. My younger neighbour came over one day and programmed the recorder for me. I followed each step as he went through the instructions but I noticed him doing something that I could not relate to a step in the booklet.

When I asked him about it he said he was pressing MENU at the end of each step but, when asked, he could not show me where it gave that instruction in the booklet. I then learned that to SAVE steps there is often no key marked SAVE and it may be menu or enter or something similar – and that that step – that INSTRUCTION rather – is, more often than not, omitted because the designer/inventor (not user, note) ASSUMED that EVERYONE would know to do that.

The INSTRUCTIONS just DID NOT reference how to SAVE each step.

Many user instructions exist, not only for electronic equipment, where the writer and/or developer of the item does TWO THINGS that create confusion:

1. Assumes knowledge – everyone knows THAT – on the part of the user/buyer.
2. Uses in-house jargon so that the words used in the description do not match what the user/buyer is looking at.

…anybody looking to hire an instructions writer…?

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Risky laughter

In the army one attended many courses and this incident happened on my Operators Radio and Line Class III signals course.

We learned many things besides radio operating in the Corps of Signals and on this course, in addition to the expected Morse code (yes, in 1966 it was still in use), voice and morse operating procedures and antenna theory and practical we learned basics of electricity and electronics, batteries and charging and, covering several slightly unexpected things, the LINE part of the course.

This included laying field telephone lines, line termination and repairs, connecting up the field exchanges, basic maintenance of the field telephones and SWITCHBOARD operating procedures. (I was to use one of the LINE lessons I learned about twenty years later when a tree I was pruning for a client snapped a Telkom telephone line and my temporary line repair, as per army training, remained in full view for several years afterwards).

Switchboards could be multiple line Field & Fortress installations where up to fifty lines at a time (or more if needed) may be terminated – mostly however we used the ten-line field telephone switchboard known by its official nomenclature as: Switchboard magneto 10-line. This was generally adequate for most field deployments at brigade level or below.

The PROCEDURE for connecting a call was twofold – there was the actual connecting of the call and the spoken procedure to be employed as a call was received and connected.

The spoken part was easy enough: (not sure how accurate I am being but near enough)

Exchange, sir, who can I connect you with?
Ops room, please (some officers/callers actually said, please)
One moment please, sir.

(you then connected yourself to the ops room and announced a call from whoever had called)

Ops room, I have a call from Provost, sir.
Put it through….
Now you connected them while remaining connected yourself and announced: You are through to ops room, sir.
Listen for a moment to ensure that they are connected and talking then disconnected yourself. Simple enough – although the subscribers were supposed to RING OFF many did not and after a time you had to plug in and ask – and sometimes get an earful for your temerity.

The physical PLUGGING THROUGH of these calls, while quite
straightforward, is where the hilarity commenced for Brian – because of the terminology.

While it is easy to say that the operator plugs himself through to the calling line and then partly connects the called party to the caller’s line while getting through to the called party etc, etc the use of the correct instructional terminology is where it fell apart for Brian.

The switchboard has ten sockets and under each one is a cable with a plug. Above each socket is a little label that can be numbered or otherwise marked and this drops (it is, surprisingly, called a drop indicator) when a call is received so that there is no doubt as to which line is calling (or called first as the case may be).

The SOCKETS are called JACKS – the correct term is jack socket while the matching PLUG is really a jack plug. Now, if you read this aloud you may understand why it tickled Brian so much. (Never mind the chat previously described that also had to take place)

This is, with reasonable accuracy, how the instruction was given:

On receipt of a call the calling line drop-indicator will fall.
The operator will take his own plug and plug it into the caller’s jack.
The operator will then take the called party’s line and, after removing his plug from the caller’s jack he will put the called party’s plug partly into the caller’s jack.
Plugging his own plug into the called party’s jack he will ring that extension.
After getting a response that the call is accepted and to complete the call…
…the operator now pushes the called party’s plug fully into the calling party’s jack and….
…announces to both parties that they are connected and then…
…after listening to ensure that two subscribers are connected (talking) he will remove his plug from the called party’s jack.

Brian started to snigger quite early in the above description and by the time it got halfway he was shaking – paroxysms of laughter that he was DESPERATELY trying to suppress. Of course once you are in that situation you just CANNOT suppress it. Every time you try, the reason for your laughter kicks in and you burst out again.

“LEGG” yelled Staff Sergeant Sager, “what is so fucking funny?”

“Nothing, Staff” he gasped, unsuccessfully stifling another bubbling, rocking gale of laughter that was entirely at odds with the look of horrified fear on his face.

“Well what are you bloody well laughing at?”

“Nothing, Staff!” all the time snorting and gasping to suppress the laughter that just WOULD NOT go away.

The rest of us were, by this time, wholly amused while trying not to show it – or WE would also get a share of the Staff’s anger. Laughter is infectious and I think I remember a slight smirk on the Staff Sergeant’s face – quickly wiped off – as he once again demanded to know what Brian was finding so damned funny.

Staff Sergeant Sager, our course NCO, had a reputation as something of a martinet in the lecture room and was renowned for his often harsh punishment of those who crossed him – which explains the look of horror on Brian’s face as he laughed uncontrollably. He must have felt he was digging his own grave.

I cannot remember if Brian was punished or if we were punished as a group (there were nine of us on the course) by being CB – Confined to Barracks – for the weekend or whether we all got away with it (I think Brian took some stick though).  

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