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I was talking with a colleague the other day and she mentioned that she wants to learn how to motivate people better.  I casually mentioned that she can’t motivate others, she can only motivate herself and the others have to also be self-motivated.  She then asked my opinion of all the leadership articles, posters, social media posts, and training people who talk about motivating others.  I responded, saying when many leadership trainers talk about motivating, what they are really talking about is inspiring and encouraging other people.  While inspiration and motivation are related concepts, the words are often used interchangeably or synonymously, however they have very distinct meanings and characteristics.

While inspiration and motivation are closely related and can work together, inspiration tends to be more emotional and influential on a broader scale, influencing one's overall perspective, while motivation is often more practical and task-oriented, driving specific actions and achievements.  The following chart shows a comparison of inspiration and motivation, using several different focus lenses:

Focus	Inspiration	Motivation
Source:	Often comes from external sources, such as witnessing the achievements or qualities of others, observing beauty in the world, or encountering meaningful ideas.	Can come from both external and internal sources, including external rewards, personal goals, or a desire to fulfill specific needs.
Nature:	Tends to be more emotional and evokes a sense of admiration, enthusiasm, or awe. It often involves connecting with something meaningful on a deeper level.	Can be more pragmatic and goal oriented. It involves the drive to achieve a specific outcome, meet a deadline, or attain a reward.
Duration:	Can have a more profound and enduring impact, influencing long-term goals, values, or perspectives.	Often involves a more immediate or short-term focus, such as completing a task, reaching a deadline, or achieving a specific objective.
Focus:	Focuses on the bigger picture, often influencing a person's overall outlook on life, their purpose, or their values.	Focuses on specific tasks, goals, or actions. It is the drive that pushes individuals to accomplish particular objectives.
Expression:	Can be intangible and may not always have a clear and concrete expression. It might involve a change in perspective or a newfound appreciation for certain ideas or values.	Is often more tangible and observable. It can be seen in actions, behaviors, and efforts made toward achieving a specific goal.
Role:	Often plays a role in initiating change or prompting individuals to pursue new directions in their lives.	Fuels the effort and persistence required to achieve specific outcomes or complete tasks.

Then my friend asked, “Then what do I really need to do to motivate someone?” 

Motivating someone involves inspiring and encouraging them to act (or not take action), pursue goals, or achieve specific outcomes (Densten, 2002).  It's about presenting or identifying the drive, enthusiasm, and determination needed to initiate and sustain efforts toward a desired objective. Motivation can be both intrinsic (coming from within an individual) and extrinsic (arising from external factors).  From the book, The Leadership Challenge (Kouzes & Posner, 2012), there have been four characteristics that have consistently been listed as the most critical characteristics of admired leaders.  One of those characteristics is “Inspiring,”  but not so much like a “cheerleader” but instead someone who is positive, upbeat, finds the good in situation, and inspires people and leads through adversity.

Some key aspects of motivating someone include stimulating interest; motivation often begins by generating interest in a task, goal, activity, or outcome. This could involve highlighting the importance, benefits, or relevance of the activity.  Of course, this also involves setting goals.  Establishing clear and achievable goals is a crucial part of motivation. Clearly defined objectives provide individuals with a target to work towards.  In the Expectancy Theory of Motivation (Vroom, Lyman, Edward, 2015) assumes that Human beings will choose to engage in behavior (Expectancy) or tasks and activities they believe they can accomplish (Instrumentality), which lead to the rewards (Valence) that they want.   We can even measure someone’s level of motivation with tasks using simple mathematics.  Sometimes offering challenges and providing tasks that are challenging but achievable can stimulate motivation. A balance between difficulty and attainability encourages growth and persistence.  Frequently when we do this exercise in trainings people fail, but then their motivation goes up in the mathematical calculations.  When asked about it later they state they became more motivated after a failed attempt.

Another way to help someone become motivated is by providing a sense of purpose.  Connecting tasks to a larger purpose or vision can enhance motivation. Understanding the significance of what someone is doing can make the effort more meaningful.  In Daniel Pink’s book “Drive: The surprising truth about what motivates us,” he shows how money can actually become a demotivator and people will work better for three things; autonomy (the ability to be self-directed), mastery (the ability to get better at something or to become the best), and purpose, (some higher or important or transcendental reason for doing something).  

It is possible to help someone become self-motivated by offering support and resources.  By providing the necessary resources, tools, and support can be the help individuals needed.  This may help them feel more capable and confident in their ability to achieve their goals.  And if they do, then recognizing and celebrating those achievements is critical reinforcement.  Acknowledging and celebrating successes, even small ones, reinforces positive behavior and creates a sense of accomplishment.  This “pleasurable response” feeling is then something that most people will want to repeat.  Because they try to repeat it and may continue to succeed this helps them build confidence.  Encouraging and fostering a belief in one's own abilities is crucial for motivation. Increased confidence can be a powerful driving force. 

Another aspect is the environment.  Creating a positive and supportive atmosphere can contribute significantly to motivation. This includes both physical and social environments.  Likewise, adapting to individual needs and recognizing that different individuals are motivated by varied factors and adjusting your approach accordingly is critically important. What works for one person is not necessarily going to work for another because people are all different when it comes to such things as lived experiences, education, training, values, personality, needs, stage in life, generational influences, physical limitations, etc.  Where they are on Maslow’s Hierarchy of Needs (McLeod, 2007), will also play a factor.  There are more ways that people are different, so to try to inspire and help them become motivated, you’ll need to know about them and adjust to meet them on their terms.

Encouraging intrinsic motivation is also a way to inspire and encourage.  While external rewards and punishments can be motivating, fostering intrinsic motivation (where individuals are motivated by the inherent satisfaction of the activity itself) can lead to more sustained and meaningful efforts.  In the  Theory of Self-Regulation, people develop the ability to evaluate their own behavior against their own standards and apply their own consequences – thereby regulating their own behavior (Bandura, 1991).  With these kinds of people, you will not usually be able to offer any rewards or punishments better and worse than what they give themselves. 

Motivating others is not a one-size-fits-all process either. Because people have to find and sustain their own motivation, effective attempts often involve understanding the unique needs, preferences, goals, aspirations, knowledge, skills, abilities of individuals and tailoring the approach accordingly. Whether in a professional setting, educational context, or in personal relationships, a person’s motivation plays a crucial role in driving positive behavior and outcomes.

The Real Role in Motivation Other People:

So, if you really want to play a role in the motivation of other people, remember you first need to inspire and encourage because motivation is a complex and multifaceted concept, and individuals can be self-motivated by countless factors.  There are some specific actions you can take to help people become self-motivated, the first is to lead by example. This means to practice and demonstrate the behavior, work ethic, and attitude you want to see in others.  By practicing the behaviors you say you want others to practice, then your words and your actions become congruent and begin to create a pattern of behavior that you want within the organization or culture. Being a positive example can inspire and motivate those around you.  At the same time provide encouragement.  Offer words of encouragement and support. Acknowledge the efforts and achievements of others, even if they are small. Positive feedback can boost confidence and motivation.

Set expectations and clearly communicate expectations and goals. When people understand what is expected of them and the purpose behind their tasks, they are more likely to be motivated to meet those expectations.  By doing this and also creating a positive environment it is possible to foster a positive and supportive workplace or social environment. A positive atmosphere can help encourage and enhance motivation and productivity.

Acknowledge and reward achievements. Recognition, whether through verbal praise, awards, or other forms of acknowledgment, can inspire, encourage and motivate individuals to continue putting in effort and inspire others to attempt to match that effort.  This helps organizations to provide opportunities for growth and support individuals in their professional or personal development. Offering opportunities for learning and growth can be a powerful motivator.  Learning at work and feeling that they are developing new skills is crucially important to employees of all generations. Ninety-seven percent of all respondents in Deal’s research study reported that it was important for them to learn on the job. (Deal, 2007)

Encourage and foster a sense of teamwork and collaboration. Working together toward common goals can create a shared sense of purpose and motivation.  It is also one of the strategies to help build cohesion in groups so be empathetic.  Understand the needs and concerns of others. Showing empathy and being responsive to individual needs can create a supportive environment that encourages motivation.  Another strategy is to facilitate autonomy. Allow individuals a degree of autonomy and control over their work or tasks. People are often more motivated when they feel a sense of ownership and responsibility.

Provide constructive feedback. That doesn’t mean that you praise or reward poor performance.  Offer feedback that is constructive, fact-based, and focused on improvement. Constructive criticism (critique), when delivered in a supportive, clear, organized manner, can encourage, correct, redirect and motivate individuals to strive for better results.

It's important to note that different individuals may be motivated by distinct factors. Therefore, understanding the unique needs and preferences of those you are trying to inspire, encourage and help them become self-motivated can enhance your effectiveness in this role.  Lastly, while you can influence, inspire and encourage others, it's ultimately up to each individual to find and sustain their own motivation.

References:

Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational behavior and human decision processes, 50(2), 248-287.

Deal, J. (2007), Center for Creative Leadership, http://www.ccl.org/leadership/update/2007/FEBgap.aspx, Updated in 2011

Densten, I. L. (2002). Clarifying inspirational motivation and its relationship to extra effort. Leadership & Organization Development Journal, 23(1), 40-44.

Kouzes, J., Posner, B. (2012).  The leadership challenge: How to make extraordinary things happen in organizations (5th ed), San Francisco, Jossey-Bass

McLeod, S. (2007). Maslow's hierarchy of needs. Simply psychology, 1(1-18).

Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.

Vroom, V., Porter, L., & Lawler, E. (2015). Expectancy theories. In Organizational Behavior 1 (pp. 94-113). Routledge.

About the Author: Dr. Chris Fuzie is a Leaderologist II and Vice President of the National Leaderology Association (NLA), the owner of CMF Leadership Consulting, and is currently the Business/HR Manager for a District Attorney’s office in California. Chris holds a Doctor of Education (Ed. D), M.A. and B.A. all in Organizational Leadership, and has graduate certificates in Human Resources and Criminal Justice Education. Chris is a developer, trainer, consultant for leadership of public, private, profit, and non-profit organizations since 2010. Chris is a graduate of the FBI National Academy and a former National Instructor for the International Association of Chiefs of Police and California P.O.S.T. leadership and supervisory Courses. Chris is the author of "Because Why... Understanding Behavior in Exigencies." and of "S.C.O.R.E. Performance Counseling: Save the Relationship, Change the Behavior." Chris is honorably retired from the Modesto Police Department after 28 years of public service leading such teams as the Homicide Team, the Hostage Negotiations Team, the Street-Level Drug Team, and the School Police Officer Team.

The phenomenon of micromanagement is a pervasive challenge in leadership that has plagued organizations across various industries for decades. Micromanaging leaders often find themselves ensnared in a web of minutiae, unable to relinquish control and suffocate their team's potential. The consequences of this leadership style can be profound, affecting not only team morale but also the organization's overall success. In this article, we explore a comprehensive framework drawn from a synthesis of practical insights and scholarly research to address micromanagement effectively. By delving into six fundamental questions, we illuminate pathways that empower teams, foster trust, and liberate leaders from micromanagement's stifling grasp.

Clarifying Expectations and Objectives

A leader's journey to overcome micromanagement begins with clearly articulating expectations and goals. Picture a team embarking on a complex project without a clear roadmap; confusion, frustration, and inefficiency inevitably ensue. Leaders, too, require a roadmap, which is defined by setting clear expectations and goals. These expectations should be meticulously outlined, including roles, responsibilities, and project objectives. For example, in a software development project, a clear expectation might be that the lead developer is responsible for writing the core algorithms. At the same time, the quality assurance team is responsible for testing and debugging. The significance of clear communication cannot be overstated. When team members comprehend their work's purpose, scope, and expected outcomes, they are better equipped to perform effectively and independently.

Furthermore, aligning these micro-level goals with the broader vision and mission of the organization adds a layer of motivation. It underscores the significance of each team member's contributions to the overall success. Senécal and colleagues' (2005) study on goal-setting revealed that individuals are more motivated when they understand how their specific tasks align with the larger organizational mission.

Fostering Team Empowerment

Micromanagement often stems from a leader's fear of relinquishing control or concerns about potential errors. Leaders must overcome this fear by empowering their teams to make decisions autonomously. This empowerment entails more than merely delegating tasks; it necessitates granting the necessary authority, resources, and support for the team to tackle problems, devise solutions, and drive innovation.

Consider a manager overseeing a marketing campaign. Micromanagement in this context might involve the manager dictating every detail of the campaign, from ad copy to font selection. In contrast, an empowered leader provides a framework and guidelines but trusts the team to make creative decisions. This atmosphere of trust, where team members' judgment, expertise, and opinions are respected and valued, is pivotal in mitigating micromanagement tendencies. While guidance, feedback, and coaching are still crucial, leaders should abstain from undue interference, dictation, or overruling decisions.

Efficient Delegation and Task Prioritization

Another common pitfall of micromanagement is leaders who become overwhelmed with the sheer volume of work. To break free from this cycle, delegating and prioritizing tasks efficiently is essential. Leaders should identify tasks that demand unique skills and those that can be delegated according to their team's strengths and developmental needs.

For example, a project manager may excel at stakeholder communication but struggle with technical aspects. Delegating the technical aspects of the project to a competent team member allows the leader to focus on their strength, which is communication. This redistribution of responsibilities can prevent the leader from delving into every detail and process, freeing them to concentrate on strategic decisions.

Prioritizing tasks is equally important. The Eisenhower Matrix, a time-management tool, advises sorting tasks into four categories: urgent and important, important but not urgent, urgent but not essential, and neither urgent nor important. By prioritizing tasks based on urgency and importance and focusing on those with the most significant impact, leaders ensure they are directing their efforts toward the most strategic pursuits.

Feedback and Recognition in Leadership

A lack of confidence in a team's performance can lead to micromanagement tendencies in leaders. Leaders should prioritize regular feedback and recognition for their teams to avoid this scenario. Providing constructive, specific, and timely feedback is crucial, as it facilitates improvement and learning. Imagine a sales team working to meet monthly targets. Instead of scrutinizing every call or email, an effective leader might provide feedback on specific aspects, such as the tone of communication or sales techniques. This targeted feedback is more likely to be well-received and acted upon than constant, vague criticism.

Furthermore, celebrating achievements is equally vital. Acknowledging team members' dedication, contributions, and results through expressions of gratitude and appreciation further reinforces their sense of value. While accountability for outcomes is necessary, reproach and punishment for imperfections should be avoided, as this undermines the team's morale and motivation.

Cultivating Collaboration and Communication

Leaders who micromanage often do so out of a sense of isolation from their teams. Leaders should nurture collaboration and communication among team members and themselves to avert this. Establishing a transparency, openness, and feedback culture creates an environment where team members feel comfortable sharing their thoughts, opinions, and concerns. Consider a cross-functional project team where members come from different departments. In the absence of open communication, team members may not share critical information, causing confusion and delays. Furthermore, regular, but not excessive, communication with the team via various channels and methods keeps leaders updated without resorting to intrusive behaviors.

The Heart of Leadership: Trust and Empowerment

Lastly, building trust within the team and empowering them to excel is at the core of avoiding micromanagement. Leaders must have faith in their team's abilities and potential. By setting a foundation of trust, they can foster an environment where team members are confident in their decision-making and problem-solving abilities. A leader's trust can be exemplified by a willingness to let a team member take the lead on a project, even if it involves some risk. This, in turn, empowers the team to take ownership of their work and contributes to the cultivation of autonomy and innovation. Leaders should aim for trust and empowerment as a fundamental mindset where collaboration and creativity thrive.

Conclusion

In the intricate dance of leadership, escaping the clutches of micromanagement is an essential feat that can transform not only the leader but also the team and the organization as a whole. The framework outlined in this article, grounded in research and practical insights, presents leaders with a clear path to empower their teams, nurture trust, and transcend the boundaries of micromanagement. By answering the six critical questions—defining expectations and goals, empowering teams to make decisions, delegating and prioritizing tasks, providing feedback and recognition, encouraging collaboration and communication, and fostering trust and empowerment—leaders can take the first steps towards a leadership style that champions autonomy, innovation, and, ultimately, organizational success.

Leadership is a highly practical discipline, and the effective application of leadership principles and strategies is critical in various domains, including business, politics, education, and non-profit organizations. However, many are unaware that leaderology is a highly complex science. As such, the discipline comprises social scientists and scholars attempting to understand its various nuances.

Leaderology is a term used to describe the study and practice of leadership. While it may not be as widely recognized as established disciplines like psychology or sociology, it can be seen as a field within the broader science of leadership. The "ology" suffix implies a systematic and organized approach to studying leadership. Leaderology, as a science, incorporates empirical research, theories, and practical applications to understand and improve leadership.

Some might ponder why or how leadership can be considered a science. This question is understandable, considering how many supposed “experts” have no formal leadership training or education. However, leaderology is a highly complex and dynamic discipline for those in the know.

For example, leaderology involves the systematic study of leadership phenomena. It employs research methods, data collection, and analysis to understand leadership principles and practices better. Like any science, leaderology develops and refines theories to explain leadership behavior, effectiveness, and impact. These theories help in predicting and understanding leadership outcomes.

A scientific approach to leaderology relies on empirical evidence. Researchers gather data through surveys, experiments, case studies, and observations to support or refute hypotheses about leadership. Leaderology seeks to apply its findings to real-world leadership situations to improve leadership effectiveness in various contexts, including business, politics, and society.

The Complexity of Leaderology

Leadership is more than soft skills and empathy. The science of leadership is an interdisciplinary field that draws from various academic disciplines and perspectives to understand the complex nature of leadership and followership. A leaderologist is often well-versed in a variety of leadership elements. Moreover, they may focus on any number of sub-disciplines. Let’s discuss some key disciplines that contribute to the science of leadership.

Psychology plays a crucial role in understanding the individual aspects of leadership, including personality traits, motivation, decision-making, and emotional intelligence. Sociology examines leadership from a group or societal perspective. It explores how leadership functions within different social structures and cultures, as well as the impact of leadership on group dynamics.

Management and Organizational Behavior focus on leadership within organizations. It’s all about how leaders affect employee performance, team dynamics, and organizational success. Topics like leadership styles, communication, and motivation are central to this element.

Neuroscience is another lesser-known element of leaderology. Neuroscience provides insights into the neurological basis of leadership behavior. Researchers use brain imaging techniques to understand how the brain functions in leaders and how it influences decision-making, empathy, and other leadership-related behaviors.

Leadership can also be viewed through an Economic lens, particularly regarding resource allocation and strategic decision-making. Economic-focused leaderologists analyze how leadership decisions impact the allocation of resources and economic outcomes. Moreover, they study processes and gain insights into efficiencies and inefficiencies. 

Of course, this journey might also include Political Science. Leadership in the political realm is a significant area of study within the science of leadership. This element examines the behaviors and impact of political leaders and the structures and systems that shape their roles. Similarly, it provides great insights into power acquisition and strategy. 

Of course, a similar element to political science would be History. History is crucial to leaderology for several reasons. For example, history provides the context in which leadership has evolved. Studying historical leaders, their actions, strategies, tactics, successes, and failures helps us understand how leadership has shaped societies and organizations over time and provides insights into effectiveness and efficiencies.

By examining historical case studies, current leaders can learn from the experiences of their predecessors. Of course, history also reveals how cultural, societal, and historical factors influence leadership. It helps us see how different eras and regions have shaped leadership norms and expectations. Similarly, historical leaders often leave behind legacies that inspire current and future leaders. Their stories and accomplishments can serve as sources of inspiration and guidance. Hence, leaderologists will study, interpret, and document these stories.

Leadership degrees typically encompass many of these disciplines. This is why it is so essential that the leadership advice you accept is leadership-informed. Of course, it is also necessary to understand that there are a variety of sub-disciplines in leaderology. These might include sports, technology, medicine, and so on. As time goes on, more sub-disciplines will likely emerge.

It’s Not So Simple

Regardless of the sub-discipline, being a true leaderologist is a challenging task. It requires a deep commitment to the study of leadership, a passion for advancing the field, and a willingness to embrace ongoing learning and adaptation. Leaderologists must possess a curious mindset, continually seeking new perspectives and challenging existing theories. They must be adept at critical thinking, data analysis, and synthesizing complex information.

New research, developments, and ideas continue to shape our understanding of leadership, and staying updated with the latest research and theories is essential for scholars and practitioners in the field of leadership. Leaderologists play a critical role in bridging the gap between theory and practice. They help translate cutting-edge insights into practical strategies and solutions that enhance leadership effectiveness. Their work contributes to the evolution of leadership principles, ensuring that leadership remains adaptable and relevant to the ever-changing challenges and opportunities faced by individuals, organizations, and societies. Through their expertise and dedication, leaderologists help guide and inspire the leaders of today and tomorrow, fostering positive change and progress.

I read a post on LinkedIn which said, “10 Things That Don’t Require Talent.”  One of the lines in the posters comments read, “Talent isn’t everything when it comes to achieving success.”  And then listed 10 behaviors they list as “skills,” that really didn’t require much, if any, talent…but every single one required effort in order to complete them.  So, in response to the LinkedIn post I replied, “They may not require talent, but they all require EFFORT.”

This post caused me to reflect today that I was intently concerned about their effort when they were younger because I would always comment on their “level of effort” and how it was important for their success in life and to get anything done, like homework, completing chores, sports, hobbies, etc.  Reflecting back now I can say I was a bit of a jerk when it came to this topic. I mentioned this to a friend and his comment was that they are successful adults today because of me teaching them that effort was important, and their level of effort helped determined their success. 

I continued thinking about how I dealt with my kids and why it was so important to me to talk about their effort and their level of effort.  Then I broke down my thoughts into these two questions from a leadership/followership perspective:  1. Is effort really required to complete tasks, and 2. Is level of effort important for success?  I then considered what the research said about these two questions. 

In reflecting on the first question, is effort really required to complete tasks, this is what I determined:

Effort is important for success for several reasons:

Achieving Goals: Success often involves achieving specific goals or objectives. Putting in effort is necessary to make progress toward these goals and eventually reach them.  Goal-Setting Theory (Locke and Latham): Edwin A. Locke and Gary P. Latham are well-known for their research on goal-setting theory. Their work has shown that setting specific and challenging goals can lead to higher performance and motivation. The level of effort put into achieving these goals is a critical factor in their success.  Various motivation theories, including Maslow's Hierarchy of Needs, Expectancy Theory, and the Self-Determination Theory, all provide insights into the factors that influence effort and goal achievement.

Skill Development: Effort is a key driver of skill development. By putting in the time and energy to practice and improve, individuals can acquire the knowledge and expertise needed to excel in their chosen field.  Deliberate Practice (Ericsson, Krampe, and Tesch-Römer) is the concept of deliberate practice, popularized by psychologist Anders Ericsson, emphasizes the importance of focused, intentional effort in skill development. Research in this area suggests that individuals who engage in deliberate practice, which involves identifying weaknesses and working on them systematically, tend to achieve higher levels of expertise in their chosen domains.  Expertise and Skill Acquisition (Chi, Glaser, and Farr) Research on expertise and skill acquisition, such as the work of Chi, Glaser, and Farr, highlights the role of effort in progressing from novice to expert. Skill development often involves moving through various stages, and effort is essential in each stage of this progression.

Persistence: Success rarely comes easily. It often requires overcoming challenges, setbacks, and obstacles. Effort and persistence are essential for pushing through difficulties and not giving up in the face of adversity.  Research on Goal Persistence and Achievement by Charles S. Carver and Michael F. Scheier on the self-regulation of behavior and goal pursuit highlights the role of effort and persistence in achieving goals. They emphasize that effort and persistence are key factors in maintaining motivation and working toward desired outcomes.  Angela Duckworth's research on grit has demonstrated that individuals with elevated levels of grit are more likely to persist in their pursuits. Grit is defined as a combination of passion and perseverance, and it reflects a long-term commitment to achieving goals through sustained effort.

Adaptability: Putting in effort allows individuals to adapt to changing circumstances and learn from their experiences. This adaptability can be a valuable trait in a rapidly changing world.  Research by Ann Masten and others on Resilience and Adaptation.  Resilience highlights the role of effort and adaptive strategies in overcoming adversity. Resilience involves the ability to bounce back from challenges, and it often requires sustained effort and coping mechanisms.  Psychological flexibility, as discussed in Acceptance and Commitment Therapy (ACT) developed by Steven C. Hayes, involves the ability to adapt to changing situations while maintaining one's values and goals. Effort is essential in developing and applying psychological flexibility.  Research by Roy Baumeister and Kathleen Vohs on self-regulation and self-control suggests that individuals who can exert effort to regulate their behavior are better equipped to adapt to challenging situations and achieve long-term goals.

Building Confidence: The sense of accomplishment that comes from putting in effort and achieving success can boost self-confidence and motivate individuals to continue striving for more significant achievements.  Albert Bandura's self-efficacy theory is central to understanding the role of effort in building confidence. Self-efficacy refers to an individual's belief in their ability to succeed in a specific task or situation. Research has shown that self-efficacy can be enhanced through mastery experiences, which are achieved through effort and practice.  Robert Zimmerman and Dale Schunk's research on self-regulation and learning emphasizes the importance of mastery experiences in building confidence. Effort and repeated success in challenging tasks lead to greater confidence in one's abilities.

Resilience: Effort helps build resilience, which is the ability to bounce back from failures and setbacks. Resilient individuals are better equipped to handle adversity and continue pursuing their goals.  Researchers like Ann Masten have dedicated their work to studying resilience. Their research underscores that resilience is not an inherent trait but can be developed over time with effort, adaptation, and coping strategies.  Angela Duckworth's concept of grit emphasizes passion and perseverance in the pursuit of long-term goals. Gritty individuals invest effort and persist in the face of challenges, which contributes to their resilience.

Personal Growth: The journey to success often involves personal growth and self-discovery. Putting in effort can lead to personal development, increased self-awareness, and a deeper understanding of one's strengths and weaknesses.  Carol Dweck's research on mindset theory emphasizes that individuals with a growth mindset believe that abilities can be developed through effort and learning. This mindset is associated with a greater willingness to embrace challenges and pursue personal growth.  Self-Determination Theory (Deci and Ryan) posits that intrinsic motivation, driven by personal interest and the desire for mastery, fosters personal growth. Effort in pursuing intrinsically motivated goals leads to increased self-determination and well-being.

Responsibility: Effort reflects one's commitment and responsibility towards their goals and aspirations. It demonstrates a willingness to take ownership of one's path to success.  Lawrence Kohlberg's Theory of Moral Development suggests that individuals progress through stages of moral reasoning. As people develop a sense of moral responsibility, they may make more thoughtful and effortful choices in alignment with their values.  This is further developed by research by Albert Bandura on self-regulation and self-efficacy emphasizes how individuals can exert effort to take control and responsibility for their actions, leading to a sense of agency and self-determination.  Decision-Making and Responsibility (Tversky and Kahneman) research in behavioral economics and decision-making highlights the effort involved in making choices and taking responsibility for the consequences of those decisions.

Competitive Advantage: In competitive environments, those who consistently put in more effort and work harder are more likely to stand out and excel. Effort can be a competitive advantage.  Michael Porter's work on Competitive Advantage emphasizes the importance of operational efficiency and continuous improvement. Effort is required to optimize processes, reduce costs, and provide better value to customers.

Long-Term Satisfaction: Success achieved through sustained effort often leads to greater long-term satisfaction and a sense of accomplishment. It can provide a lasting sense of fulfillment.  . Locke and Latham’s research on Goal-setting Theory underscores Goal Achievement and Satisfaction in that setting specific and challenging goals can contribute to long-term satisfaction. The effort and commitment put into achieving these goals are essential for life satisfaction.

While effort is essential for success, it's important to understand that success is not solely determined by effort alone. Other factors, such as opportunity, resources, timing, and external support, and many other factors also play a role. However, effort is a critical component of achievement and success in obtaining or reaching goals that individuals can control and use to maximize their chances of achieving their goals and realizing their potential.  Then I considered the second question, is the level of effort important for success. 

The level of effort required can vary depending on the nature of the task, its complexity, and your skills and experience among other situational factors.  Some reasons why the level of effort is necessary to complete tasks are:

Overcoming Inertia: Newton's first law of motion states that an object at rest tends to stay at rest, and an object in motion tends to stay in motion unless acted upon by an external force. Inertia is a manifestation of this law. To change the state of rest or motion, an external force must be applied, which requires effort. This principle applies to physical objects and can be metaphorically extended to human behavior.  Most tasks require you to act and overcome the initial inertia or resistance to getting started. Putting in some type of effort is needed to initiate and sustain the work depending on what the task is.  Research on the concept of overcoming inertia, particularly in the context of human behavior and motivation, may not be explicitly framed as "overcoming inertia," but rather as research on change, habit formation, goal pursuit, and motivation. Effort is a key component in these areas, as it's essential for breaking through inertia.

Problem Solving: Many tasks involve problem-solving and decision-making, which require mental effort to analyze options and make choices.  Cognitive Load Theory (Sweller, Chandler, Kalyuga), explores the relationship between cognitive load and problem-solving. Research in this field has shown that matching the level of cognitive load (effort) to the complexity of the problem is crucial for successful problem-solving. Overloading or underloading cognitive resources can impede problem-solving efficiency.

Concentration and Focus: Tasks often require concentration and focus, which demand cognitive effort to stay on track and avoid distractions.  Attentional Control and Effort (Posner and Petersen), research on attentional control emphasizes that the allocation of effort is necessary for focusing attention on specific tasks or stimuli. Effortful control is essential for directing and sustaining attention.  Mindfulness and Concentration (Lutz, Slagter, & Davidson): Research on mindfulness meditation has shown that individuals can enhance their concentration and focus through practice and effort in cultivating mindfulness techniques.  Executive Functions and Effort (Diamond): Executive functions, including working memory, inhibitory control, and cognitive flexibility, play a role in concentration and focus. These functions require effort to deploy and sustain.

Time and Patience: Some tasks take time and patience to complete, and effort may be the only thing that is needed to persevere and stay committed to the task.  Delay Discounting Studies (Ainslie) is the tendency to devalue delayed rewards compared to immediate ones. Research in this area explores how individuals can increase their patience through strategies that require effort, such as cognitive reappraisal of rewards or learning to tolerate delays.

Skill Development: If a task requires specific skills or knowledge, effort is needed to acquire the knowledge and apply those skills effectively.  Deliberate Practice Theory (Ericsson, Krampe, and Tesch-Römer): Research on deliberate practice emphasizes that skill development is a function of effort, practice, and specific training activities designed to improve performance. Deliberate practice is characterized by intense effort and focus on weaknesses.  Expertise and Skill Acquisition (Chi, Glaser, & Farr): Research on expertise highlights that experts are distinguished by the deliberate, effortful practice they undertake to reach high levels of proficiency in their domains.

Multistep Processes: Complex tasks often involve multiple steps or stages, each of which requires effort to complete.  Imagine building a shelter in the woods with only a small hatchet and a knife.  How much effort is that going to take?  Cognitive Psychology (Anderson, Hayes, & Reder): Research in cognitive psychology has shown that working memory and executive functions, which require effort, are vital for planning, organizing, and executing multi-step processes. Effortful cognitive processes help individuals keep track of task sequences and goals.  Task Switching and Cognitive Flexibility (Rogers & Monsell): Multi-step processes often involve switching between different tasks or sub-tasks. Research on task switching and cognitive flexibility demonstrates that effort and cognitive control are needed to transition smoothly between tasks.

Prioritization and Planning: Effort is needed to prioritize tasks, create a plan, and manage time effectively to ensure tasks are completed on schedule.  Project Management and Organizational Psychology (Pinto & Slevin, Turner & Müller): Research in project management and organizational psychology shows that successful prioritization and planning involve effort in setting clear objectives, managing resources, and adhering to project schedules.  Research in cognitive load theory (Sweller, Chandler, Kalyuga) suggests that effective prioritization and planning strategies can reduce cognitive load, making tasks more manageable and less effortful.

Adaptation to Challenges: Unexpected challenges or changes may arise during the completion of a task, requiring effort to adapt and find solutions. Research on Stress and Coping Strategies (Lazarus and Folkman, Skinner, Carver), emphasizes that effortful coping strategies, such as problem-focused coping and seeking social support, are essential for adapting to and managing challenging situations.  Studies on Change and Transition (Bridges, Kubler-Ross), and change  management, grief, and loss, show how individuals must put effort into understanding, accepting, and adapting to significant life changes and challenges.  Research areas collectively underscore that effort plays a critical role in successfully adapting to challenges, whether they are personal, academic, professional, or related to health and well-being.

Quality and Precision: Tasks often require a certain level of quality and precision, which may demand extra effort to ensure the desired outcome.  Effort is a key component in achieving quality and precision in various domains, and research in fields such as quality management, manufacturing, and cognitive psychology provides insights into the relationship between effort and maintaining high standards of quality and precision.  Lean Manufacturing and Six Sigma: Lean and Six Sigma methodologies focus on reducing defects and errors in manufacturing processes. These approaches require effort in the form of rigorous process analysis, problem-solving, and quality control.  Quality Control and Quality Assurance (Deming, Juran, and others) who were pioneers in quality control and assurance stress the significance of effort and commitment to quality standards, which are essential for ensuring product and service precision.  Programs like Six Sigma and Data-Driven Decision-Making (Pyzdek and Keller).  Six Sigma research highlights the use of data and statistical analysis to drive decision-making, which necessitates effort to collect, analyze, and interpret data accurately.

While the level of effort required may vary from task to task, effort is a fundamental component of completing tasks, achieving goals, and making progress in various aspects of life. It is through matching the level of effort needed to meet the need to overcome obstacles, accomplish objectives, and reach our desired outcomes, which determines our success or less than success. 

Putting It All Together:

Effort is crucial for completing tasks successfully. The appropriate level of effort depends on the task's nature and complexity. Effort is needed to initiate tasks, overcome challenges, stay focused, and maintain commitment. It's also vital for problem-solving, skill development, and adapting to unforeseen obstacles. Striking the right balance of effort ensures tasks are completed effectively and efficiently, contributing to personal growth, achievement of goals, and overall success in various endeavors.  A leader's attention to a follower's effort and level of effort, whether a parent with their kids, or an employer, supervisor, etc., is crucial for growth and improvement, performance evaluation, motivation, accountability, feedback, conflict resolution, resource allocation, cultivating a positive work (family) culture, achieving goals, and identifying development opportunities. It ultimately contributes to the overall success and effectiveness of the individual, team or organization... and even a family.

References:

Ainslie, G. (2017). De Gustibus Disputare: Hyperbolic delay discounting integrates five approaches to impulsive choice. Journal of Economic Methodology, 24(2), 166-189.

Bandura, A., & Adams, N. E. (1977). Analysis of self-efficacy theory of behavioral change. Cognitive therapy and research, 1(4), 287-310.

Biggs, A., Brough, P., & Drummond, S. (2017). Lazarus and Folkman's psychological stress and coping theory. The handbook of stress and health: A guide to research and practice, 349-364.

Bridges, W. (2009). Managing transitions: Making the most of change. Da Capo Press.

Carver, C. S., Scheier, M. F., Carver, C. S., & Scheier, M. F. (1981). Persistence and Task Performance. Attention and Self-Regulation: A Control-Theory Approach to Human Behavior, 203-222.

Chi, M. T., Glaser, R., & PITTSBURGH UNIV PA LEARNING RESEARCH AND DEVELOPMENT CENTER. (1982). Knowledge and Skill Differences in Novices and Experts. Pittsburgh University PA, Learning Research and Development Center.

Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. Handbook of theories of social psychology, 1(20), 416-436.

Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168.

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087.

Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological science, 14(3), 481-496.

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological review, 100(3), 363.

Folkman, S. (2011). Stress, health, and coping: An overview. The Oxford handbook of stress, health, and coping, 3-11.

Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and commitment therapy (Vol. 6). New York: Guilford press.

Juran, J. M., & Godfrey, A. B. (1999). The quality control process. McGraw-Hill.

Kalyuga, S., Chandler, P., & Sweller, J. (1997, June). Levels of expertise and user-adapted formats of instructional presentations: A cognitive load approach. In User Modeling: Proceedings of the Sixth International Conference UM97 Chia Laguna, Sardinia, Italy June 2–5 1997 (pp. 261-272). Vienna: Springer Vienna.

Kohlberg, L. (1971). Stages of moral development. Moral education, 1(51), 23-92.

Locke, E. A., & Latham, G. P. (2013). Goal setting theory: The current state. In New developments in goal setting and task performance (pp. 623-630). Routledge.

Masten, A. S., & Obradović, J. (2006). Competence and resilience in development. Annals of the New York Academy of Sciences, 1094(1), 13-27.

McLeod, S. (2007). Maslow's hierarchy of needs. Simply psychology, 1(1-18).

Petersen, S. E., & Posner, M. I. (2012). The attention system of the human brain: 20 years after. Annual review of neuroscience, 35, 73-89.

Pfister, H. (2004). Newton's First Law Revisited. Foundations of Physics Letters, 17, 49-64.

Porter, M. E. (2011). Competitive advantage of nations: creating and sustaining superior performance. simon and schuster.

Pyzdek, T., & Keller, P. (2014). Six sigma handbook. McGraw-Hill Education.

Slagter, H. A., Davidson, R. J., & Lutz, A. (2011). Mental training as a tool in the neuroscientific study of brain and cognitive plasticity. Frontiers in human neuroscience, 5, 17.

Tversky, A., & Kahneman, D. (1986). The framing of decisions and the evaluation of prospects. In Studies in Logic and the Foundations of Mathematics (Vol. 114, pp. 503-520). Elsevier.

Vohs, K. D., & Baumeister, R. F. (Eds.). (2016). Handbook of self-regulation: Research, theory, and applications. Guilford Publications.

Vroom, V., Porter, L., & Lawler, E. (2015). Expectancy theories. In Organizational Behavior 1 (pp. 94-113). Routledge.

Zimmerman, B. J., & Schunk, D. H. (2004). Self-regulating intellectual processes and outcomes: A social cognitive perspective. Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development, 323-349.

About the Author: Dr. Chris Fuzie is a Leaderologist II and Vice President of the National Leaderology Association (NLA), the owner of CMF Leadership Consulting, and is currently the Business/HR Manager for a District Attorney’s office in California. Chris holds a Doctor of Education (Ed. D), M.A. and B.A. all in Organizational Leadership, and has graduate certificates in Human Resources and Criminal Justice Education. Chris is a developer, trainer, consultant for leadership of public, private, profit, and non-profit organizations since 2010. Chris is a graduate of the FBI National Academy and a former National Instructor for the International Association of Chiefs of Police and California P.O.S.T. leadership and supervisory Courses. Chris is the author of "Because Why... Understanding Behavior in Exigencies." and of "S.C.O.R.E. Performance Counseling: Save the Relationship, Change the Behavior." Chris is honorably retired from the Modesto Police Department after 28 years of public service leading such teams as the Homicide Team, the Hostage Negotiations Team, the Street-Level Drug Team, and the School Police Officer Team.

Being an "expert" typically implies having a deep and comprehensive understanding of a particular topic. This understanding is usually gained through dedicated study, research, practice, and experience in that field. Claiming expertise without the necessary knowledge and experience can lead to misunderstandings and potential misrepresentations.

Unfortunately, there are a lot of people in the world claiming to be leadership experts, having never truly studied leadership. Moreover, there are some who have studied leadership who get duped into repeating some of the pseudo-leadership nonsense out there. The question becomes, how can someone teach something they have never truly examined? Or better yet, how can someone know what to research without a basic understanding of the discipline?

These truths are exceptionally important when it comes to leadership and its development. We must remember that leadership advice and direction impact more than one individual. The advice received or believed is typically implemented across teams and organizations. Failures of individual or organizational leadership can range from career or organizational destruction to more severe consequences such as destroyed marriages and suicide. Leadership advice, either given or received, is not something to take lightly.

Certainly, someone can choose a topic and become an expert through dedication, self-study, and practice. However, it's essential to recognize that true expertise is built upon a solid foundation of knowledge and understanding of the basics. If someone embarks on a journey to become an expert in a field without studying its fundamentals, they risk constructing their expertise on shaky ground. Without a firm grasp of the basics, their expertise will likely be limited, and they will lack the depth and breadth necessary to be genuinely authoritative.

Similarly, if the information they have relied upon is based on unverified or questionable sources, such as so-called "guru nonsense," their expertise may be further compromised. Therefore, while it is possible to become an expert in a chosen field, the quality and validity of that expertise are contingent upon a thorough and well-rounded education and a discerning approach to the sources of knowledge. The leadership industry needs to level-set. 

The Pseudo-Leadership Expert Dilemma

The rise of the internet, social media, and artificial intelligence has made it easier than ever for self-proclaimed experts to share their opinions and advice on various subjects, especially leadership. This has given birth to what we can refer to as the "Pseudo-Leadership Expert" phenomenon. These individuals may be charismatic, have a large following, or present themselves confidently, making them appear credible at first glance. Social media only adds to the problem because it rewards Social Proof. Social Proof, where individuals latch on to such advice because it “sounds about right” or makes them feel good, only exacerbates the issue. However, a closer examination often reveals a lack of substance behind their claims or positions.

Pseudo-leadership experts often fall into several categories:

The Overconfident Novice or Guru: These individuals are quick to offer sweeping advice and make bold claims without the backing of research, experience, or genuine expertise. They rely on charisma and self-assuredness to gain followers.

The Cherry-Picker: They selectively choose pieces of existing leadership advice or ideas, repackage them, and present them as their unique insights. In reality, they lack a profound understanding of the subject matter and often miss essential components of the topic.

The Quick Fixer: Many pseudo-experts promise immediate and miraculous results, suggesting that leadership can be mastered in a matter of days or weeks. Authentic leadership development takes time, practice, and ongoing learning.

The Novice Factor: Why It Matters

The "Novice Factor" is when individuals who lack comprehensive education and experience in leadership and its development inadvertently overlook crucial concepts, impart non-leadership (such as management) or pseudo-leadership principles, blur the lines between management and leadership theories, perpetuate common leadership misconceptions, and, in the end, fall short of achieving desired outcomes in either an organizational or professional leadership development environment. The potential consequences of such oversight appear both incalculable and excessively expensive, affecting not only the organization and trainees themselves, but also the field of leadership as a whole.

Understand that there are inherent risks associated with taking advice or guidance from these pseudo-leadership experts. When individuals unknowingly or naively follow the advice of an over-confident novice, they jeopardize their personal and professional growth as well as their team's and organization's well-being. The consequences can be far-reaching, affecting not only personal careers and relationship, but also the well-being and relationships of those who are subjected to the aftermath of the implementation of the information.

Without a doubt, leadership is a complex and multifaceted field, and misguided leadership (or followership) advice can lead to detrimental outcomes. We must all understand that when unqualified individuals dispense advice, it often lacks the depth and nuance required to navigate the intricate challenges of real-world leadership. As a result, those who rely on such guidance may find themselves ill-equipped to handle the complexities of their roles, leading to suboptimal outcomes and potential crises.

Identifying the Overconfident Novice: Red Flags to Watch For

Recognizing an overconfident novice posing as a leadership expert is crucial in protecting yourself from misguided advice and potential pitfalls. However, sometimes it is exceptionally difficult to do. Here are some key indicators to help you identify them:

Lack of Depth in Knowledge: They might have a surface-level understanding of leadership concepts but lack the depth and nuance that comes from extensive study and experience. When pressed for deeper insights, they may struggle to provide coherent responses.

Inconsistencies in Advice: Their advice may be inconsistent or contradictory, reflecting a lack of a coherent framework for their ideas. Authentic experts base their guidance on a well-established foundation, while novices may lack consistency in their recommendations.

A Focus on Soft Skills: They tend to rely solely on soft skills and avoid addressing complex or challenging leadership issues. Similarly, they typically offer oversimplified solutions that ignore the intricate nature of leadership challenges.

Absence of Formal Education or Credentials: While formal education and credentials aren't the sole indicators of expertise, a complete lack of such qualifications, especially in leadership, which requires deep knowledge, can be a huge warning sign. If they lack a specific degree in leadership, beware. Remember, those who have not studied leadership typically confuse management principles with leadership principles, and they will provide a strong focus on soft skills - the true novice is typically the greatest offender.

Protecting Yourself from Pseudo-Leadership Advice

So, what can you do to safeguard yourself from falling prey to the allure of pseudo-leadership experts? Here are some steps to consider:

Beware of Social Proof: Just because you see an article on a popular website or a post that resonates with the masses, it doesn’t mean it is accurate or sound advice. Remember what Socrates said, “If you want to be wrong, then follow the masses.”

Avoid the Duped: Unfortunately, some in the leadership industry have fallen victim to the pseudo-leadership nonsense. Or perhaps they share the nonsense because they know it is popular and doing so might get them noticed. Either way, it's a problem. However, if the bulk of what these people share or profess comes from non-leadership-educated gurus, that is probably a warning sign that you should stay away.

Do Your Due Diligence: Before following any leadership advice, scrutinize the background and qualifications of the source. Genuine experts typically have a track record of education, experience, and a willingness to engage with the field's complexities. 

Seek Multiple Perspectives: Don't rely solely on one source of advice. Explore diverse viewpoints and consult various demonstrated experts to gain a well-rounded understanding of leadership principles.

Cultivate Critical Thinking: Develop your critical thinking skills to discern between evidence-based advice and baseless claims. Ask questions, challenge assumptions, and be wary of quick fixes. Ideally, you need to become a student of cause and effect and then consider the long-term ramifications of any advice you might be given. 

Prioritize Learning and Growth: Authentic leadership (and its development) is a lifelong journey. Be wary of anyone promising that a few soft skills will change your life, and commit to continuous learning and self-improvement. The more you know about the actual science of leadership, the easier it will be to identify the nonsense.

At the end of the day, we must understand that the prevalence of pseudo-leadership experts is a pressing concern. Frankly, it’s a horrible detriment to the leadership industry. The "Novice Factor" can lead us down a path of false promises and misguided leadership. This reflects poorly upon the leadership discipline and ruins the credibility of those in true experts in the field. To protect yourself, your organization, and the leadership discipline from these pitfalls, exercise discernment and demand expertise based on knowledge, experience, and a genuine dedication to the art and science of leadership. In doing so, you can navigate the complex world of leadership with confidence, integrity, and true expertise.

I was talking with a colleague about some of the recent world events and she was taking one side over another.  When I questioned why she felt as she did, she said, “I was born with these values and so was the rest of my family, that’s just who we are.”  I found this very interesting because she is a very intelligent and well-educated person, yet she feels these were innate values that were passed on to her like DNA.  If she felt this way, I am assuming many others may also feel this way and thought this would be a good place to discuss how we acquire our values. 

What Are Our Values

In leadership and followership studies we talk about values quite a bit.  We talk about our values as guiding us like electromagnetism draws a compass to “true North.”  Values are especially important for leaders, liminal leader/followers, and followers when there are no laws, policies, procedures or previous practices or experiences to use as a guide.  Values are the concepts, ideals and things that are important to us, such as life, honesty, or fairness. Shared values are necessary for establishing trust between leaders and followers. Instrumental values govern the way we pursue our goals and interact with others.  Examples include fairness, courage, honesty, and responsibility. Terminal values are associated with goals or end states and include things like life, justice, liberty, and peace.  And our values are central to the concept of character.  So what is your character?  Your character is what you would do or not do, even if it would never be known by anyone else.  It’s who you are when nobody is looking. But where do those values come from?  Are people born with certain values like my colleague said?

We Start with Nothing

People do not have established values when they are first born. Values, like many other behaviors such as primary speech, are learned and developed over time as individuals grow and interact with their environment, caregivers, and society. When babies are born, they have no pre-existing values, beliefs, or moral principles. They have very basic instincts and needs for survival, such as the need for food, comfort, and safety, but they do not possess a developed ethical or moral framework.

Albert Bandura, a Canadian-American psychologist who was the David Starr Jordan Professor Emeritus of Social Science in Psychology at Stanford University says, “As children grow and develop, they begin to absorb the values and beliefs of their families, cultures, and communities.”(Bandura, 2014)  These values are typically passed down through socialization, education, and various life experiences. As individuals mature and gain cognitive and moral reasoning abilities, they start to form their own values, sometimes influenced by or in reaction to the values they have been exposed to.

Values are not inherent at birth but rather acquired and developed as a result of an individual's interactions and experiences throughout their life. It is a dynamic and ongoing process that can evolve and change as people learn and grow.

How do people gain their values?

People gain their values through a complex interplay of factors, including their upbringing, cultural and societal influences, firsthand experiences, and individual reflections. Everything from family and upbringing to society, religion, education, friends, personal experiences, media, historical events, personal reflection, and even choosing one or more values. 

Family and Upbringing: Family plays a significant role in shaping a person's values. Children often absorb the values, beliefs, and moral principles of their parents and caregivers. Family environments can vary greatly, and the values passed down may be influenced by cultural, religious, or philosophical backgrounds.

Culture and Society: The broader cultural and societal context in which individuals live also plays a crucial role in shaping their values. Cultural norms, traditions, and societal expectations can heavily influence an individual's ethical and moral beliefs.

Religion and Spirituality: Many people derive their values from religious or spiritual beliefs. Religious texts and teachings often provide a moral framework that guides followers' values and behaviors.

Education: Formal education, including schools, universities, and other educational institutions, can shape values by teaching ethical principles, critical thinking, and encouraging the exploration of different perspectives.

Peer Groups: Friends, colleagues, and peer groups can have a significant impact on a person's values. People often adopt the values and beliefs of those they associate with, and peer pressure can play a role in shaping ethical standards.

Personal Experiences: Life experiences, both positive and negative, can influence a person's values. Encounters with adversity, injustice, or kindness can lead individuals to reevaluate and refine their values.

Media and Information: Mass media, including television, movies, the internet, and social media, can influence people's values by promoting certain ideologies, lifestyles, or worldviews.

Philosophical Reflection: Some individuals actively engage in philosophical or ethical reflection, which can lead to the development of deeply considered values. Philosophers and thinkers throughout history have contributed to the formation of ethical frameworks that inspire people to examine and adopt certain values.

Historical and Political Events: Major historical and political events, such as wars, social movements, or changes in government, can shape values by highlighting issues of justice, equality, and human rights.

Personal Choice and Autonomy: Ultimately, individuals have the capacity to critically assess and choose their own values. They can evaluate the influences mentioned above and make independent decisions about what they believe is right or wrong.

Putting It All Together:

Although we are not born with values, beliefs, or moral principles, they are quickly absorbed into us like a sponge absorbs water from the time we are born.  Because there are so many different influencing factors, values can vary widely from person to person, even within the same cultural or familial context.  Likewise, people may adapt, evolve, or change their values over time in response to added information and life experiences.  How we perceive the input of information through our five senses is very strongly influenced by our values. I always say, to change someone’s perception, you must provide new information or the same information in a different or new way.   Additionally, we must understand that values can be deeply personal and may not always align with other individuals, their immediate social circles, or the values of the broader society.  This is a huge part of the current conflicts we are facing in the world.  But are we born with these values, no.

About the Author: Dr. Chris Fuzie is the owner of CMF Leadership Consulting and is currently the Business/HR Manager for a District Attorney’s office in California. Chris is a Leaderologist II and Vice President of the National Leaderology Association (NLA) who holds a Doctor of Education (Ed. D), M.A. and B.A. in Organizational Leadership, and has graduate certificates in Human Resources and Criminal Justice Education. Chris is a developer, trainer, consultant for leadership of public, private, profit, and non-profit organizations since 2010. Chris is a graduate of the FBI National Academy and a former National Instructor for the International Association of Chiefs of Police and California P.O.S.T. Courses. Chris is the author of "Because Why... Understanding Behavior in Exigencies." and of "S.C.O.R.E. Performance Counseling: Save the Relationship, Change the Behavior." Chris is honorably retired from the Modesto Police Department after 28 years of public service leading such teams as the Homicide Team, the Hostage Negotiations Team, the Street-Level Drug Team and the School Police Officer Team.

References:

Bandura, A. (2014). Social cognitive theory of moral thought and action. In Handbook of moral behavior and development (pp. 69-128). Psychology press.

***Originally published in Interscholastic Athletic Administration

I made a lot of mistakes as a high school head coach.  After spending a few years in athletic administration, I recognize that many of the mistakes I made are common among brand new, young, former-athlete-turned-head coaches, but that doesn't change the fact that I made a lot of mistakes as a high school coach.

Poor play calling at times?  Of course.  In fact, there are two calls in my last game as a head coach that still eat me up.  But those aren't the mistakes I'm talking about.
Poor practice planning at times?  Of course.  Too many kids standing in lines, too many conditioning drills for no purpose other than conditioning, too long of practices, etc.  But those aren't the mistakes I'm talking about.
Poor scheme or strategy?  Of course.  I still feel badly for the first teams I coached.  They had an idiot coach trying to get them to run an offensive scheme for which they simply weren't fit.  But that isn't the mistake I'm talking about.

The mistakes I feel the worst about are the ones I made because my perspective was WAY out of whack.  Like too many young coaches, I tried to apply what I personally valued as a former college athlete (winning) and what I had learned was important while playing college sports (winning) to the group of high school kids who knew better than I did.  Because I thought that everyone should care about winning - and only winning - to the extent that I did as an athlete, far too many times I acted in a way that didn't meet most of my players' needs.  Of all of those poor decisions I made, the ones that continually pop up in my mind are getting on the bus after a tough loss.

By the time the kids were done showering and had hopped on the bus, more than enough time had elapsed for them to process the loss and move on to the more important issues that face teenage boys.  Because of that, there were times that they entered the bus joking around, laughing, and generally having fun...like teenage boys should be doing after they get done playing a game.  Unfortunately, my adult filter and competitive adult mentality had not had enough time to process the tough loss, so I was often still upset.  Since I was still upset, I was of the belief that everyone around me should be taking that loss as hard as I was, and I was certain that one of my roles as the head coach was to get them to understand how upset they should be about losing that game.  So, as often as I can when I run into my former players, I tell them this:

I'm sorry I yelled at you on the bus.

Here's what I understand now.  The kids tried to win the game because that's what they do; no kids ever go into a game trying to lose.  I had failed to realize why they were playing in the first place.  My job as a coach was to teach them how to prepare and how to compete while ensuring a safe place for them to learn all of the wonderful characteristics than can be taught through sport.  If I, as an AD, saw the actions of me as the coach, I would ask myself the same question I use with coaches and parents now: What characteristic or personal quality would the kids have learned had they won that they didn't learn because they lost?  Because if I had been coaching the right way, they would have learned all of the good stuff regardless of the outcome of the game.

We adults still get far too hung up on the result of games without realizing just how many aspects of winning are out of our control.  I like this comparison that I’ve seen in a couple places between athletic levels.  At the professional level, winning is essential.  At the collegiate level, winning is expected.  At the youth level (including high school), winning is a wonderful little by-product that occurs when everything falls into place at just the right times.  John O' Sullivan, author of Changing the Game: The Parent’s Guide to Raising Happy, High-Performing Athletes and Giving Youth Sports Back to Our Kids,  has even created a performance equation: Talent + State of Mind + Coaching + Deliberate Practice + Luck = Performance.

In order for adults to buy into that philosophy, it's important that we define "success" correctly.  Knowing that sometimes the other team is just bigger/faster/stronger/smarter than we are; knowing that sometimes the ball bounces the wrong way; and knowing that sometimes our players' thoughts are on more important things than a game; we can't define success to mean winning.  If winning becomes our ultimate goal, what positive takeaway comes from a loss?  We have to treat winning like a by-product of everything going right for us, which means we need to define success differently within our programs.

John Wooden - one of the best - offered his thoughts about success several times.  "Success is peace of mind that is a direct result of self-satisfaction in knowing you did your best to become the best you are capable of becoming.  What is so important to recognize is that you are totally in control of your success - not your opponent, not the judge, critic, media, or anyone else."

As a highly competitive adult, I was going to be upset and frustrated after a loss.  As normal kids, they were going to be focused on the fun of the game and hanging out with their friends.  As the adult, I needed to recognize that I wasn't going to be able to teach them correctly until I could process the game through my competitive adult filter.  To make the game a safe environment for learning what's important, I should have allowed the kids to enjoy the time with their friends in a setting that's centered on a game and addressed the learning opportunities after the emotional attachments (both mine and theirs) to the game had faded.

Then, to match Wooden's definition of success, my questions shouldn't have anything to do with asking why we lost.  Better questions for the kids would sound more like this:

- Did you give your best effort in preparing for that game?
- Did you give your best effort in executing your job during that game?
- Did you execute your job to the best of your ability during that game?

Those are the transferable skills to our adult world.  That's what all of us, as adults, should strive for when heading off to and coming home from our jobs every day.  Am I prepared for my job today to the best of my ability?  Did I perform my job to the best of my ability today?  We all know that our adult work days are often disrupted by things that are out of our control; we need to provide the same understanding for our kids who are playing games.  Coaches, coach them up.  Parents, support the heck of out them.  But in the end, don't yell at them on the bus.

When it comes to leadership and decision-making, the art of balancing risk and safety is critical. The fundamental principle guiding this practice is to lean toward calculated risk while tempering the desire for safety. Today, we discuss how to do this and why it’s essential.

Leaning Toward Risk

"Leaning toward risk" in the leadership lexicon signifies a proclivity for embracing calculated risks and making decisions that involve a degree of uncertainty. Leaders who adopt this approach are characterized by their willingness to confront challenges, experiment with new strategies, and explore opportunities that may entail unpredictability or potential drawbacks.

The inherent benefit of embracing risk is that it opens the doors to innovation, change, and growth, enhancing an organization's adaptability in a dynamic business landscape. True leaders understand that risk-taking is often a prerequisite for propelling their organizations forward, seizing competitive advantages, and effectively responding to evolving circumstances.

However, it is essential to clarify that this perspective does not endorse reckless gambling. The emphasis must be on strategic calculation. However, this also underscores the importance of leaders stepping outside their comfort zones to achieve long-term goals and drive progress.

Leaning Toward Safety

Some leaders are lulled into prioritizing stability, avoiding significant disruptions, and opting for strategies and choices that minimize potential negative consequences. These may sound good, but this "lean toward safety" has fundamental issues. While this approach may provide short-term stability, it is also likely to stifle innovation and hinder an organization's capacity to adapt and grow in the long run.

In essence, this approach underscores a short-term mindset, which may preserve the status quo but can potentially hinder an organization's prospects for long-term success. Leaders must be vision-focused and outcome-oriented. The dichotomy between leaning toward risk and safety can be framed as a choice between winning a battle or winning the war. Leaders play the long game.

Balancing Risk and Safety in Leadership

Leaders must be astute evaluators of each situation, determining the appropriate level of risk to take based on their organization's goals, available resources, and risk tolerance. Effective leadership often necessitates the willingness to embrace calculated risks, but it remains a rare attribute among leaders. This is to say that most individuals are naturally inclined towards risk aversion and loss aversion. Hence, true leadership, which leans toward calculated risk, confers a strategic advantage upon those who embody it.

Leaning toward risk enables leaders to foster adaptability, foster innovation, and drive organizational progress. In contrast, a safety-first approach can lead to stagnation. The Adversity Nexus is a concept that underscores this relationship, revealing that risk aversion often leads to adversity while leaning toward risk facilitates the path to overcoming it.

Illustrative Examples

To illustrate the benefits of leaning toward risk and the perils of safety-leaning, consider the following examples:

Innovation and Market Leadership:

• Risk-Leaning Approach: A tech industry leader invests significantly in cutting-edge research and development, despite potential losses, to introduce groundbreaking products.
• Advantages: This approach can lead to market leadership, increased revenue, and a competitive edge.
• Risk of Safety-Leaning: Playing it safe with existing products may lead to stagnation and a loss of market share.

Talent Acquisition and Development:

• Risk-Leaning Approach: A leader promotes a high-potential but unproven employee to a key leadership role.
• Advantages: This decision can motivate employees, bring fresh ideas, and cultivate a loyal and engaged workforce.
• Risk of Safety-Leaning: Opting for a more experienced candidate may maintain the status quo but miss the opportunity for a high-performing, innovative leader.

Mergers and Acquisitions:

• Risk-Leaning Approach: A company merges with a smaller, innovative startup.
• Advantages: Access to new technology, markets, and talent can provide a significant competitive advantage.
• Risk of Safety-Leaning: Avoiding such acquisitions may protect current assets but limit the company's growth potential.

Market Expansion:

• Risk-Leaning Approach: A retail business enters a new international market despite economic and cultural challenges.
• Advantages: This decision can lead to increased revenue streams and diversification, reducing dependence on a single market.
• Risk of Safety-Leaning: Staying in familiar markets might provide short-term stability but could lead to long-term stagnation.

In each of these examples, leaning toward risk empowers leaders to seize opportunities, maintain competitiveness, and adapt to evolving conditions. Nonetheless, it is essential to acknowledge the accompanying risks, including potential financial losses and employee resistance, among other potential challenges. The answer to the question of what we should do is likely summed up by a quote from Abraham Maslow, “You will either step forward into growth, or you will step back into safety.”

Striking the Right Balance

A balanced approach is critical. Leaders must navigate the fine line between calculated risk-taking and conservative decision-making. Nevertheless, the prevailing wisdom suggests that, based on an organization's goals, resources, and risk tolerance, leaning toward calculated risk is often the superior course of action.

As stated, while embracing risk introduces an element of uncertainty, it typically paves the path to growth and success in both leadership and business. There are two pivotal questions to consider when facing a risky decision: "What if we do?" and “What if we don’t.” Creativity and strategic thinking are central in answering these questions. However, the answers are sure to guide leaders toward informed choices that drive their organizations forward and enable them to thrive in a dynamic business environment.

Want to learn more about the dangers of "Safety?" Be sure to read about the Adversity Nexus.

Comments, Rumors and Complaints

Most everyone complains about something.  And in the work setting it isn't uncommon for people to complain about their boss.  So, how should  supervisors and managers react to these?  

Frequently supervisor and manager co-workers are often the focus of negative comments, rumors, and complaining from or by subordinate or “direct report” co-workers.  The reason for the these may be based in a valid perception or circumstance, yet regardless of the origin, supervisors and managers should try to not take these types of negative comments, rumors, and complaining personally.  I know, it is easier said than done, because we all have our own self-image self-esteem and reputations which can be challenged by these. 

To help supervisors and managers understand that they should not take these personally and to help cope with these, here are some reasons to consider as to why supervisor and manager coworkers should not take these negative comments, rumors, and complaining personally.  This is in no way a comprehensive list of the various reasons or how to handle specific circumstances, but just a general overview of some reasons:

Professional Responsibility: As supervisors and managers, they have a professional responsibility to lead and manage their teams effectively. This means dealing with various issues and concerns that may arise. Negative comments and complaints are often a part of this, and it's their duty to address these issues constructively. Along with professional responsibility, supervisors and managers are the “in-between” leaders and followers and must do leading and following simultaneously. They need to consider how they treat their supervisors and managers also and reflect on their actions, just like they expect others to do.   

Feedback and Improvement: Constructive criticism, complaints, and negative comments can provide valuable, although sometimes painful to hear, feedback. They might highlight areas where improvements are needed in leadership/followership, communication, or team dynamics. Taking these comments as opportunities for personal and professional growth can lead to better management.

Employee Morale: It's essential for supervisors and managers to maintain a positive and productive work environment. Responding undesirably to complaints or taking them personally can negatively impact employee morale and trust. Instead, addressing issues professionally and objectively can help maintain a more positive atmosphere.

Objective Decision-Making: Taking things personally can cloud judgment and lead to biased decision-making. Managers and supervisors need to make decisions based on facts, data, and the best interests of the organization, not their personal feelings.  By separating the behavior from the person and focusing on the behavior will help the managers and supervisors avoid taking things personally and help make decision-making more objective.

Conflict Resolution: Negative comments and complaints can sometimes be a sign of unresolved conflicts within the team. By not taking these personally and approaching them with a level head, supervisors and managers can work towards resolving underlying issues and improving team dynamics.  It is important to determine the root cause of any underlying conflict, because if the underlying conflict or issue is not resolved, the issues may continue.

Role-Model Behavior: Managers and supervisors set the tone for the organization. If they react emotionally or defensively to criticism, it can set a negative example for their team. Being resilient and open to feedback can encourage a healthier workplace culture.

Emotional Intelligence: Developing emotional intelligence is vital for leaders. It involves understanding and managing one's own emotions while being empathetic to others. Responding calmly to criticism is a sign of emotional intelligence, which is an important skill for effective leadership.

For these reasons supervisors and managers should not take negative comments, rumors, and complaints personally because doing so can hinder their ability to lead effectively, create a negative work environment, and impede their professional growth. Instead, they should view these as opportunities for improvement, conflict resolution, and building a healthier, more productive workplace.

Additionally, there are some very real legal and ethical considerations that need to be considered by supervisors and managers when it comes to responding to negative comments, rumors, and complaining from or by subordinate or “direct report” co-workers. Responding emotionally to complaints and negative comments can lead to unprofessional behavior, which could have legal and ethical consequences. Staying objective and professional is crucial in these situations.

Staying objective as a supervisor when dealing with complaints, negative comments, or rumors is crucial for several legal and ethical reasons:

Fair Treatment: One of the fundamental principles of employment law is fairness. Treating all employees fairly and without bias is essential to prevent discrimination or favoritism. Objectivity ensures that each employee's concerns are addressed impartially, minimizing the risk of legal claims related to discrimination or unequal treatment.

Compliance with Anti-Discrimination Laws: Various anti-discrimination laws, such as Title VII of the Civil Rights Act in the United States, make it illegal to discriminate against employees based on factors like race, gender, religion, or nationality. Objectivity in handling complaints helps ensure that decisions and actions do not violate these laws.

Whistleblower Protection: Many legal systems protect employees who report illegal activities, safety concerns, or other violations within the organization. If an employee is making complaints or spreading information related to unethical or illegal behavior, treating them objectively is not only ethical but also legally mandated in many cases.

Defamation and Slander: If a supervisor or manager responds to rumors or negative comments with unverified or inflammatory statements, they may expose themselves to legal liability for defamation or slander. Objectivity in addressing such issues helps prevent legal disputes arising from false or harmful statements.

Legal Obligations to Investigate: In some situations, the law may require employers to investigate complaints and rumors, particularly those related to workplace harassment, discrimination, or safety concerns. An objective approach to investigations is crucial to meet these legal obligations.

Protection Against Retaliation Claims: When employees raise concerns or complaints, they are legally protected from retaliation. An objective response to complaints and negative comments helps protect supervisors and the organization from claims of retaliation.

Maintaining a Positive Work Environment: Ethical leadership involves creating a positive work environment where employees feel respected and heard. Objectivity fosters trust among employees and promotes a workplace culture that aligns with ethical values.

Preventing Hostile Work Environment Claims: Failure to address complaints, particularly those related to harassment or discrimination, can result in a hostile work environment. Employers who do not take reasonable steps to address such complaints may face legal consequences.

Consistency in Decision-Making: Consistency in how complaints and concerns are handled is important both ethically and legally. Objectivity helps ensure that similar situations are treated in a uniform and non-discriminatory manner.

Risk Mitigation: Objectivity serves as a risk management strategy. By handling complaints and concerns objectively, supervisors and organizations can minimize the risk of legal disputes, regulatory penalties, and damage to the organization's reputation.

Finally, staying objective as a supervisor when addressing complaints, negative comments, or rumors is essential for legal compliance, ethical leadership, and the overall well-being of the organization and its employees. It helps prevent legal issues, ensures a fair and respectful workplace, and supports the organization's reputation and integrity.

About the Author: Dr. Chris Fuzie is the owner of CMF Leadership Consulting and is currently the Business/HR Manager for a District Attorney’s office in California. Chris is a Leaderologist II and Vice President of the National Leaderology Association (NLA) who holds a Doctor of Education (Ed. D), M.A. and B.A. in Organizational Leadership, and has graduate certificates in Human Resources and Criminal Justice Education. Chris is a developer, trainer, consultant for leadership of public, private, profit, and non-profit organizations since 2010. Chris is a graduate of the FBI National Academy and a former National Instructor for the International Association of Chiefs of Police and California P.O.S.T. Courses. Chris is the author of "Because Why... Understanding Behavior in Exigencies." and of "S.C.O.R.E. Performance Counseling: Save the Relationship, Change the Behavior." Chris is honorably retired from the Modesto Police Department after 28 years of public service leading such teams as the Homicide Team, the Hostage Negotiations Team, the Street-Level Drug Team and the School Police Officer Team.

In the realm of leadership, fostering self-confidence among team members is more than a motivational tool; it is a fundamental driver of productivity and innovation. A team member's confidence influences their communication, collaboration, and problem-solving abilities. However, not all team members start with the same level of self-assurance. Some grapple with impostor syndrome or self-doubt. As leaders, we must cultivate an environment where self-confidence can flourish. This article delves into strategies grounded in empirical research to empower leaders in this endeavor.

Acknowledging Strengths: The Cornerstone of Confidence

Recognition of individual strengths serves as the bedrock for bolstering self-confidence. This acknowledgment is more than a mere formality; it is a powerful motivator. Consider the example of Sarah, a software developer on your team. You notice her meticulous attention to detail and consistent delivery of error-free code. Acknowledging her strengths by saying, "Sarah, your attention to detail is remarkable. Your code is consistently impeccable, and it greatly contributes to the reliability of our software," not only boosts her morale but also communicates a message of value. Empirical studies have shown that sincere and specific feedback, which highlights achievements and contributions, is instrumental in enhancing self-worth and self-efficacy (Stajkovic & Luthans, 1998). The significance of this practice is underlined by its role in nurturing a positive self-identity and reinforcing the team member's belief in their capabilities.

Encouraging Growth: The Dynamics of Continuous Development

Encouraging growth is a fundamental principle of leadership, rooted in the self-determination theory (Deci & Ryan, 1985). Let's take the example of Mark, a marketing specialist on your team. He has expressed a keen interest in learning about data analytics, which is not part of his current role. By providing Mark with opportunities for training and mentorship in data analytics, you encourage his growth and inspire him to strive for improvement continuously. Goal-setting, a practice widely substantiated in the psychological literature (Locke & Latham, 2002), is another crucial aspect of encouraging growth. For instance, setting SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals for team members allows them to have achievable objectives, fostering a sense of direction and accomplishment.

Empowering Autonomy: Trust as the Catalyst for Confidence

Empowering autonomy is a powerful strategy for building self-confidence. It involves allowing team members to make decisions and take ownership of their tasks. Consider the example of Jake, a project manager. Instead of micromanaging him, you delegate responsibility for an upcoming project, entrusting him with decision-making authority. This approach demonstrates trust in his abilities and helps him grow more confident in his decision-making skills (Ferris et al., 2011). However, it's crucial to strike a balance between autonomy and support. This approach demonstrates trust in their abilities and helps them grow more confident in their decision-making skills (Ferris et al., 2011).

Promoting Collaboration: The Synergy of Collective Strength

Promoting collaboration is essential for building self-confidence, especially in team settings. Let's consider an example where you encourage cross-functional collaboration. You bring together team members from different departments, such as marketing and product development, to work on a new product launch. By promoting collaboration between individuals with other skills and backgrounds, you create an environment of learning and mutual support. This collaborative experience strengthens their social skills and fosters a sense of belonging within the team. Creating opportunities for team bonding, such as social events or cross-functional workshops, can also help build self-confidence. These activities allow team members to interact in a relaxed setting, strengthening their social skills and fostering a sense of belonging within the team.

Addressing Challenges: Transforming Adversity into Growth

Addressing challenges head-on is vital for building self-confidence. Leaders should be empathetic listeners open to understanding their team members' concerns, frustrations, and fears. Consider the example of Emily, a graphic designer on your team, who has been struggling with creative blocks and self-doubt. By actively listening to her concerns and providing guidance, you help her address her challenges, ultimately boosting her self-confidence. Moreover, leaders can help team members reframe negative thoughts and beliefs. For example, if someone fears failure due to past experiences, providing them with strategies to overcome it and emphasizing that failure is a stepping stone to success can be incredibly empowering.

Modeling Self-Confidence: Leading by Example

Modeling self-confidence is perhaps the most influential strategy. As leaders, our actions, words, and demeanor set the tone for the team. Demonstrating resilience in the face of challenges and embracing successes and failures can inspire team members to cultivate their self-confidence. For instance, when a challenging project faces setbacks, you acknowledge the setbacks but emphasize the lessons learned and the opportunities for improvement. By showcasing your ability to handle adversity with grace and resilience, you instill confidence in your team members that they can overcome obstacles.

Additionally, leaders should encourage a culture of continuous learning and improvement. When team members see leaders actively seeking opportunities for growth and skill development, it sends a powerful message that self-confidence is not a fixed trait but a journey of ongoing learning and self-improvement.

Conclusion

In the dynamic landscape of modern leadership, nurturing self-confidence is a linchpin for success. As leaders, we are responsible for creating an environment where team members feel valued and empowered to reach their full potential. By acknowledging strengths, encouraging growth, empowering autonomy, promoting collaboration, addressing challenges, and modeling self-confidence, we lay the foundation for a confident and successful team.