| For years, I've studied management and leadership | | | | is acceptable behavior? What does a completed task |
| theories. Everyone says basically the same thing. | | | | look like? What are the expectations? Close direction |
| Managers manage and leaders lead. Everyone wants | | | | means close management. |
| to do the same thing-lead and not manage. | | | | Stage 2: The Confidence Stage. In this phase, the |
| In thinking about this conundrum while talking with an | | | | person knows how to do the task but is not yet |
| executive client, it occurred to me that good leaders | | | | comfortable with doing it. The person fears she might |
| are also good managers. In other words, it's not a | | | | make a mistake. The manager lets go of the reigns |
| question of either managing or leading. It's a question of | | | | and allows the person to do the task alone. The |
| doing both and doing them at the right time, knowing | | | | manager even allows the person to make mistakes. |
| when to manage and knowing when to lead. | | | | The person learns from the mistakes and builds |
| Our job as managers is to make sure our "people" do | | | | confidence in doing the task. The manager stays close, |
| their jobs. We are told to keep our people doing | | | | but not too close. The person feels inspired by her |
| whatever they do in a productive manner. Make sure | | | | confidence in doing the task and by the manager's |
| they come to work on time, leave on time, and | | | | willingness to allow her to learn on her own and to give |
| perform efficiently. To some managers, this means | | | | support when needed. Imagine a child learning to walk. |
| watching and micro-managing those they supervise. | | | | The child gets up and falls down. The parent allows |
| To others, it means doing the job themselves to make | | | | the child to fall but protects the child from falling down |
| sure the job gets done correctly. Good managers | | | | a cliff. In Stage 2, the manager becomes that helpful |
| don't do either of those two things. Recently, someone | | | | parent. |
| said this during one of my workshops, "It's much easier | | | | Stage 3: The Accomplishment Stage. In this phase, the |
| to do it myself." The essence of good management is | | | | person is completing the task with confidence. The |
| to teach and release. It takes more time, yes. But, in | | | | manager still signs off on the final completion and |
| the long run, it saves time. | | | | tweaks and teaches as he goes. For the most part, |
| The teach and release theory means you adjust your | | | | however, the person is completing the task |
| style from management to leadership as needed. | | | | successfully without interference from the manager. |
| Leadership is all about motivating by building | | | | Stage 4: The Letting Go Stage. Finally, the manager |
| confidence. Leadership is all about inspiring. Some | | | | turns into a leader. To do so means letting go of the |
| leaders think they inspire by neglect. In other words, | | | | task. In Stage 4, the leader no longer needs to review |
| they believe that if they let the person alone, give them | | | | the final result. He tells the person, "I have confidence in |
| no guidance, it inspires learning. Others believe they | | | | you to complete the task successfully." The leader lets |
| inspire by holding out carrots. If I give you something, | | | | go and the person continues to do the task, not |
| you'll perform your job the way I want it. Good | | | | because of pressure or carrots. The person performs |
| leadership means taking the time to build confidence | | | | the task with excellence because she wants to. That |
| and to inspire through solid communication. Good | | | | is the essence of motivation-doing something because |
| leadership means letting go when the time is right and | | | | you want to. |
| lending a helping hand when necessary-teaching and | | | | As you can see in looking at the Teach and Release |
| releasing. | | | | Model, the management and leadership functions run |
| Here's how good management and good leadership | | | | along a continuum. More management exists in the |
| work in tandem in the Teach and Release Model: | | | | early stages and less in the latter stages where |
| Stage 1: The Learning Stage. In this phase, the person | | | | leadership surfaces. Who wants a manager who |
| knows nothing about the task. He is new to the task | | | | gives no direction from the get-go? Who wants a |
| and desires to learn how to do the job. In Stage 1, the | | | | leader who micro-manages a task you can do |
| manager must manage. The person wants the | | | | blindfolded? |
| manager to direct and to show him what to do. What | | | | |