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The Top 10 Characteristics of Problem Solvers

September 24th, 2017

Have you ever noticed that some people seem to be natural born problem solvers? Look closer, and you’ll discover that problem solving is more a skill than a gift. Effective problem solvers share ten common characteristics.

1. They have an “attitude”!

Simply expressed, effective problem solvers invariably see problems as opportunities, a chance to learn something new, to grow, to succeed where others have failed, or to prove that “it can be done”.  Underlying these attitudes is a deeply held conviction that, with adequate preparation, the right answer will come.

2. They re-define the problem.

Problem solving is a primary consulting skill. Seasoned consultants know that, very often, the initial definition of the problem (by the client) is incorrect or incomplete. They learn to discount statements such as, “Obviously, the problem is that …” and follow their own leadings, but…

3. They have a system.

Perhaps the most common model is the old consulting acronym: DACR/S in which the letters stand for Describe, Analyze, Conclude, and Recommend/Solve. As with many formulas, its usefulness stems from the step-by-step approach it represents. Effective problem solvers take the steps in order and apply them literally. For example, in describing the problem (the first step), they strenuously avoid making premature judgments or ruling out possibilities. In analyzing the information, they are careful that their own prejudices do not interfere. In developing conclusions, they are aware of the need to test them thoroughly. Finally, most astute problem solvers recognize that there is almost always more than one solution, so they develop several alternatives from which to choose.

4. They avoid the experience trap.

The world is becoming increasingly non-linear. Things happen in pairs, triads, and groups and often don’t follow traditional lines from past to present and cause to effect. In such an environment, where synchronicity and simultaneity rather than linearity prevails, past experience must be taken with a grain of salt. Seasoned problem solvers know the pitfalls of relying on what worked in the past as a guide to what will work in the future. They learn to expect the unexpected, illogical, and non-linear.

5. They consider every position as though it were their own.

For effective problem solvers, standing in the other person’s shoes is more than a cute saying. It’s a fundamental way of looking at the problem from every perspective. This ability to shift perspectives quickly and easily is a key characteristic of effective problem solvers. As one especially capable consultant put it, “I take the other fellow’s position, and then I expand upon it until I understand it better than he does”.

6. They recognize conflict as often a prerequisite to solution.

When the stakes are high in a problem situation, the parties are often reluctant to show their hands and cautious about giving away too much. In such instances, managed conflict can be an effective tool for flushing out the real facts of a situation.

7. They listen to their intuition.

Somewhere during the latter stages of the fact-finding (description) process, effective problem solvers experience what can best be called, “inklings”-gut-level feelings about the situation. When this happens, they listen, hypothesize, test and re-test. They realize that, while intuition may be partially innate, effective intuition is overwhelmingly a developed faculty-and they work to develop it!

8. They invariably go beyond “solving the problem”.

On a time scale, just solving the problem at hand brings you to the present, to a point you might call, ground-zero. Truly effective problem solvers push further. They go beyond simply solving the problem to discover the underlying opportunities that often lie concealed within the intricacies of the situation. Implicit in this approach is the premise that every problem is an opportunity in disguise.

9. They seek permanent solutions.

Permanent, as opposed to band-aid solutions, has two characteristics: (1) they address all aspects of the problem, and (2) they are win/win in that they offer acceptable benefits to all parties involved.  Symptomatic problem solving, like bad surgery or dentistry, leaves part of the decay untouched, with the result that, over time, it festers and erupts.  Just for the record, a permanent solution is one that STAYS solved and doesn’t come back to bite you.

10. They gain agreement and commitment from the parties involved.

It’s easy, in the heady rush of finding “the answer” to a problem, to fail to gain agreement and commitment on the part of everyone involved. For effective problem solvers, just “going along” via tacit agreement isn’t enough. There must be explicit statements from all parties that they concur and are willing to commit to the solution. Agreement and concurrence really constitute a third characteristic of the “permanent” solution discussed above, but they are so often ignored that it is important that they be viewed separately.

Written by Shale Paul, Copyright Coach University. All Rights Reserved.

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The Psychology of Teamwork: 7 Habits of Highly Effective Teams

These are the outcomes of working as a team, whether in business or on the sports field. Yet teamwork comes with its own set of challenges.

Would you like to know how to leverage the many benefits of teamwork?

Yet avoid its pitfalls, such as lack of communication, poor trust, and personality clashes among team members?

Then this article is for you, as we explore the psychology of teamwork and share actionable habits that can build highly effective teams.

Before you continue, we thought you might like to download our three Work & Career Coaching Exercises for free . These detailed, science-based exercises will help you or your clients identify opportunities for professional growth and create a more meaningful career.

This Article Contains:

The psychology of teamwork: what makes an effective team, 7 habits of highly effective teams, 2 real-life examples of effective teamwork, 10 barriers to teamwork, 10 team-building skills for successful teams, resources from positivepsychology.com, a take-home message.

Psychological theory, research, and models provide valuable insights and guidance into effective team building and maintenance in various workplace settings, including schools, hospitals, corporate offices, oil rigs, power plants, and the military (Salas et al., 2018).

Psychology has come a long way in understanding such complex groups—as recognized by a special issue on the “ Science of Teamwork ” in the American Psychological Association’s flagship journal American Psychologist in 2018.

Teams are vital and commonplace. Because of their prevalence and impact, “our safety, security, comfort, and innovation depend on good teamwork and collaboration” (Salas et al., 2018, p. 593).

Innovation is often the result of constant communication and side-by-side work and takes place “when collaboration translates each person’s creativity into group genius” and conflict is avoided (Sawyer, 2007, p. 13).

But then, what are teams exactly, and how do we define them?

Teamwork definition

We must begin by understanding what defines a “group.” Within an organization, a group is more than simply a collection of people. Members recognize themselves as a social entity that (Davenport, 2009):

• Interacts with each of its members
• Is psychologically aware of each of its members
• Perceives itself as a group

And yet, teams go further. They share a common goal. With the modern workplace demanding successful partnering across functional and geographical divides, fostering collaborative team working cultures becomes increasingly vital (Davenport, 2009).

Therefore, an effective team has the following attributes (Davenport, 2009):

• Clear understanding of the team’s objectives and goals
• Range of skills and know-how among team members to handle tasks effectively
• Variety of personality types and strengths among its team members
• High degree of respect and trust, both individually and for each other’s contributions to team performance
• An effective recognition and reward system

The points above are helpful because they enable us to distinguish between people working together in groups and those forming effective teams.

When considered together, it’s possible to arrive at the following teamwork definition: “Teamwork can be defined as the ability of team members to work together, communicate effectively, anticipate and meet each other’s demands, and inspire confidence, resulting in a coordinated collective action” (Salas & Cannon-Bowers, 2001, extract).

And a definition of team building might arise as follows:

“Team building is an ongoing process that helps a work group evolve into a cohesive unit. The team members not only share expectations for accomplishing group tasks, but trust and support one another and respect one another’s individual differences” (Team building: Introduction, n.d., para. 1).

Understanding the psychology of group dynamics

“We know what effective teams do, think, and feel. We know what influences team dynamics, and some interventions that help develop teamwork” (Salas et al., 2018, p. 593).

Psychological research has confirmed that the following elements are the minimum prerequisites for an effective team:

• Strong team leadership
• Role clarity
• Mutual trust
• Sound information exchange protocols
• A compelling reason to be a team

Team psychology in the workplace

Several psychological and organizational models and frameworks have grown out of the need to understand and explain how teams form, grow, develop, maintain, and change in the workplace.

The following three early models are valuable for our current understanding of how effective teams evolve (Davenport, 2009).

Bass and Ryterband’s model

Bass and Ryterband’s (1979) model of team development includes four stages and areas of focus:

• First stage: Building trust among team members
• Second stage: Open communication, problem-solving, and decision-making
• Third stage: Motivation and productivity of the team
• Fourth stage: Control and organization where members can work independently

Woodcock’s model

Woodcock’s (1979) model of team development also has four stages:

• The undeveloped team: Unclear objectives, established policies, and a lack of shared understanding prevail. Mistakes are used to blame others.
• The experimenting team: The team is willing to take risks and includes more active listening and short periods of group introspection.
• The consolidating team: The team adopts a systematic approach. Rules and procedures are agreed upon, and improved relationships and methods from the previous stage are maintained.
• The mature team: The team achieves high flexibility and appropriate leadership for different situations, and prioritizes development for continued success. Trust, openness, honesty, cooperation, confrontation, and reviewing results become the norm.

Tuckman’s model

Tuckman’s (1965) model of team development includes five stages:

• Forming During the initial stage, team members come together. They may be anxious and unsure, and there are few rules.
• Storming This is the stage of disagreement, including frustration and potential confrontation, where team members are more confident to express themselves and challenge each other.
• Norming This is when group identity, guidelines, and norms are established. Emotions are expressed constructively.
• Performing The team has created structure and cohesiveness to work effectively and can now concentrate on achieving its objectives.
• Adjourning In this final stage, the team reflects on their time together and may disband.

Sports psychology

As with individuals, team performance in sports can benefit from time spent building psychological capital , which comprises four key elements (Luthans et al., 2015):

• Self-efficacy

Furthermore, according to positive psychology consultant and performance coach John Yeager, sports teams collectively benefit from coaching focused on each element to build the psychological capital required to boost their combined performance.

Once achieved, they “maintain a healthy culture and find an effective balance between holding athletes accountable and supporting each other” (Yeager, 2021, p. 223).

Recommended read: Positive Psychology in the Workplace

Keith Sawyer (2007, p. 13), a psychologist at Washington University, says that his research shows “the secret to understanding what makes a collaboration successful lies inside the box, in moment-to-moment interactional dynamics.”

This understanding led him to rethink group innovation and creativity, identifying the following seven key characteristics (or habits) of effective, creative teams along with suggested actions for moving innovation forward (Sawyer, 2007):

• Innovation emerges over time. Successful innovation requires its members to combine the right ideas in an appropriate structure, bit by bit.

ACTION: Encourage team members to take time each day/week to brainstorm and share new ideas and establish a structure for combining and building on those ideas over time .

• Successful collaborative teams practice deep listening. Team members often spend too much time planning what they will say and how to respond in meetings and too little time listening to and observing others.

ACTION: Prioritize active listening and observation during team meetings and discussions. And provide opportunities for team members to practice deep listening skills .

• Team members build on their collaborators’ ideas. Through deep listening, team members take on and evolve each idea further.

ACTION: Recognize the potential of other team members’ ideas and accept the importance of collective ownership to drive forward problem-solving .

• Only afterward does the meaning of each idea become clear. While it’s tempting to attribute an idea to one person, its full importance results from being taken up, reinterpreted, and applied by the whole team. “Participants are willing to allow other people to give their action meaning by building on it later” (Sawyer, 2007, p. 15).

ACTION: Emphasize the importance of evolving and adapting ideas as a team, rather than attributing them to one individual .

• Surprising questions emerge. “The most transformative creativity results when a group either thinks of a new way to frame a problem or finds a new problem that no one has noticed before” (Sawyer, 2007, p. 16).

ACTION: Encourage team members to question assumptions and think outside the box by regularly posing surprising or unconventional questions during meetings and discussions .

• Innovation is inefficient. Improvised innovation will make more mistakes, but it can be phenomenal when the team gets a hit.

ACTION: Recognize that innovation can be inefficient and messy but emphasize the potential for breakthroughs .

• Innovation emerges from the bottom up. Teams start with the detail, improvise innovation, then work up to the big picture.

ACTION: Foster a bottom-up approach to innovation, starting with small details and building toward the bigger picture .

While all seven are characteristics of an effective team, they are also actionable tasks within the process where team members play off each other (Sawyer, 2007).

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The following are two high-profile examples of the immense potential of effective teamwork, especially when the stakes are high (Keup, 2022; Allen, 2022).

One giant leap for humankind

The Apollo 11 mission in 1969 is a prime example of teamwork at its finest.

While the world celebrated the achievement of Neil Armstrong, Buzz Aldrin, and Michael Collins, the success of the mission resulted from the efforts of a much larger team.

The mission planners, scientists, engineers, and technicians, numbering around 400,000, worked tirelessly for years to make the moon landing a reality. The team’s cohesion was strengthened by the astronauts’ close collaboration with these groups, emphasizing the importance of human connection in any team.

World’s Largest Positive Psychology Resource

The Positive Psychology Toolkit© is a groundbreaking practitioner resource containing over 500 science-based exercises , activities, interventions, questionnaires, and assessments created by experts using the latest positive psychology research.

Updated monthly. 100% Science-based.

“The best positive psychology resource out there!” — Emiliya Zhivotovskaya , Flourishing Center CEO

Wikipedia is the epitome of teamwork in the digital age. It’s a collaborative engine of knowledge that is constantly evolving, thanks to the efforts of an army of volunteer writers and editors.

Unlike traditional encyclopedias, Wikipedia is constantly updated and open to debate and challenge, making it a dynamic and accurate source of information.

While the scale of this teamwork is almost incomprehensible, the site runs smoothly, with errors quickly discovered and corrected. Everyone who has landed on the site is considered a part of the team, making Wikipedia a perfect example of how teamwork can achieve great things in the digital age.

5 Traits of high performing teams

Understanding what stops or limits individual and group performance can help us build and maintain motivated, resilient, and highly effective teams.

The following 10 barriers can present themselves in real-world team environments (Haas & Mortensen, 2016):

• Poor understanding of roles and responsibilities Team members may not fully understand their roles and responsibilities, leading to confusion and lack of accountability.
• Insufficiently defined goals and objectives Team members may not clearly identify what they are working toward, leading to uncertainty and lack of motivation.
• Poor decision-making processes Teams may lack effective decision-making techniques and strategies, leading to delays and suboptimal outcomes.
• Resistance to change Team members may resist change, leading to a lack of flexibility and stagnation.
• Lack of accountability and ownership Team members may not feel accountable for their work and the team’s success.
• Lack of resources or support Teams may not have the necessary resources and support from leadership to achieve their goals effectively.
• Inadequate leadership Teams may not have effective leadership, leading to a lack of direction and guidance.
• Groupthink Team members may be reluctant to challenge the opinions and ideas of others, leading to poor decision-making and an absence of creative thinking.
• Lack of trust and psychological safety among team members Team members may be hesitant to share their ideas and concerns due to a lack of trust in their colleagues or fear of being judged and rejected.
• Inadequate communication Team members may not be effectively communicating with each other, leading to misunderstandings and conflicting priorities.

• Clear communication Encourage team members to speak openly and honestly and actively listen to one another’s ideas and perspectives. Provide training and resources to help team members improve their communication skills.
• Trust and accountability Create an environment where team members feel safe to take risks and be vulnerable with one another. Hold team members accountable for their actions and decisions and provide them with the support and resources they need to succeed.
• Adaptability and flexibility Encourage team members to be open to new ideas and ways of working. Be willing to pivot and change course when necessary.
• Emotional intelligence Provide training and resources to help team members better understand and manage their own emotions and those of others.
• Active listening Encourage team members to fully engage, pay attention to what others are saying, and respond thoughtfully.
• Conflict resolution Teach team members how to navigate and resolve conflicts constructively and effectively.
• Goal alignment Ensure that individual goals align with the team’s overall objectives and that everyone works toward a common purpose.
• Delegation Teach team members how to assign tasks and responsibilities to one another effectively to maximize their strengths and capabilities.
• Problem-solving Teach team members how to identify problems and develop practical solutions.
• Empowerment and autonomy Give team members the freedom and support they need to take ownership of their work and make decisions. Provide regular feedback and coaching to help them improve their skills and advance in their careers.

We have many practical resources for you as a manager or leader supporting your team as they form, develop, and attempt to avoid some challenges of group dynamics.

Our free resources include the following:

• GROW model Use the power of the GROW model to define team goals and boost motivation and cohesion.
• Do the Hula In this novel and fun exercise , the group learns the value of team cooperation.
• Stepping Forward Use this activity to begin and end team building by clarifying expectations for the day.

Our Emotional Intelligence Masterclass© helps boost teamwork by teaching staff to handle emotions better. The training improves communication, relationships, decision-making, job satisfaction, motivation, and overall wellbeing. It also enhances the emotional intelligence of the coach, making them better equipped to lead teams.

The Positive Relationships Masterclass© strengthens teamwork using the “Six Pillars of Positive Relationships.” It offers practical techniques to enhance communication and maintain healthy relationships, leading to improved coaching skills and a thriving workplace.

You will learn the key aspects of positive relationships and explore science-based ways to categorize the different types of positive network members and grow social capital.

Not only that, but we also have specific articles that delve into team-building topics; for example:

• 15 Communication Exercises and Games for the Workplace
• Active Listening: The Art of Empathetic Conversation
• The Importance, Benefits, and Value of Goal Setting

And lastly, if you’re looking for more science-based ways to help your team develop their strengths, check out this collection of 17 strength-finding tools . Use them to help others better understand and harness their strengths in life-enhancing ways.

Research in the psychology of teamwork has shown that effective collaboration can lead to improved productivity, creativity, and job satisfaction among team members (Sawyer, 2007; Salas et al., 2018).

When teams experience a sense of belonging and purpose in their work, they are more likely to achieve their goals and be motivated to perform at their best. It can also lead to improved organizational outcomes, such as achieving goals, making better decisions, and providing higher levels of customer service.

Great teamwork relies on successful team building—the process of creating a cohesive, high-performing team capable of working together successfully. Effective team building can reduce conflicts, turnover, and absenteeism among its members by fostering a positive culture and improving overall morale.

As a manager, you can encourage the best out of your teams by creating a supportive and inclusive environment, encouraging clear communication, and promoting trust, accountability, and active listening.

Additionally, you can provide training and resources to help team members develop the skills they need to work well together, such as problem-solving, conflict resolution , and emotional intelligence. In our resources section, we provide a recommended selection of free and paid resources—all well worth it to build your own highly effective team.

We hope you enjoyed reading this article. Don’t forget to download our three Work & Career Coaching Exercises for free .

• Allen, V. (2022). Teams that changed the world . WorkStyle. Retrieved January 20, 2023, from https://www.workstyle.io/top-performing-team-case-studies.
• Bass, B. M., & Ryterband, E. C. (1979). Organizational psychology (2nd ed.). Allyn & Bacon.
• Boogaard, K. (2022). 7 essential teamwork skills . Work Life by Atlassian. Retrieved January 23, 2023, from https://www.atlassian.com/blog/teamwork/teamwork-skills-accelerate-career/amp
• Davenport, H. (2009). Groups and teams. In I. Brooks (Ed.), Organisational behaviour: Individuals, groups and organisation (pp. 111–155). Essay, Pearson.
• Haas, M., & Mortensen, M. (2016). The secrets of great teamwork . Harvard Business Review. Retrieved January 20, 2023, from https://hbr.org/2016/06/the-secrets-of-great-teamwork.
• Keup, M. (2022). 9 inspirational teamwork examples . ProjectManager. Retrieved January 20, 2023, from https://www.projectmanager.com/blog/teamwork-examples.
• Luthans, F., Youssef, C. M., & Avolio, B. J. (2015). Psychological capital and beyond . Oxford University Press.
• Sawyer, K. (2007). Group genius . Basic Books.
• Salas, E., & Cannon-Bowers, J. A. (2001). Teamwork and team training. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social & behavioral sciences (pp. 15487–15492). Elsevier.
• Salas, E., Reyes, D. L., & McDaniel, S. H. (2018). The science of teamwork: Progress, reflections, and the road ahead. American Psychologist , 73 (4), 593–600.
• Steps to building an effective team. (n.d.). Retrieved January 23, 2023, from https://hr.berkeley.edu/hr-network/central-guide-managing-hr/managing-hr/interaction/team-building/steps.
• Team building: Introduction. (n.d.). Retrieved January 24, 2023, from https://hr.berkeley.edu/hr-network/central-guide-managing-hr/managing-hr/interaction/team-building/introduction.
• Tuckman, B. W. (1965.) Development sequence in small groups. Psychological Bulletin , 63, 384–399.
• Woodcock, M. (1979). Team development manual . Gower.
• Yeager, J. (2021). The coaching zone: Next level leadership in sports . Yeager Leadership Press.

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interesting and well organized food for thought

Some practical examples of effective teams- Love the 7 habits links

Nice article, thank you! Well, I think a strong team consists of strong individuals that are aware of their impact on the company.

Very helpful with the work I do dealing with grief counseling.

Going to use with my sporting team as a new coach

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Problem-Solving Mastery: Your Roadmap to Effective Solutions

• Job Skills , Life skills , Soft skills

In today’s rapidly evolving world, problem-solving skills have become more critical. The ability to identify, analyze, and find effective solutions to complex challenges is highly valued across various domains, including education, business, and personal life. Problem-solving skills empower individuals to overcome obstacles, make informed decisions, and confidently navigate uncertain situations. They are key personal and professional success drivers, enabling individuals to adapt to change, innovate, and seize opportunities.

This article will delve into the essential steps for mastering problem-solving skills. We will explore the characteristics of effective problem solvers and highlight the step-by-step process they follow to tackle problems. From defining the problem and gathering information to evaluating solutions and implementing the chosen course of action, we will cover each stage in detail, providing valuable insights and practical strategies. Additionally, we will discuss various techniques and tools that can enhance problem-solving abilities and address common challenges individuals encounter. Whether you are a student, professional, or simply looking to enhance your problem-solving skills, this article will serve as a comprehensive guide to equip you with the necessary knowledge and techniques to become a proficient problem solver.

Understanding Problem Solving

A. definition of problem-solving.

Problem-solving is a fundamental skill applicable across diverse academic, professional, and personal contexts. It plays a crucial role in business, science, engineering, and everyday life, enabling individuals to overcome obstacles, achieve goals, and improve outcomes.

Here are some definitions with sources-

“Problem-solving is the cognitive process of identifying, analyzing, and resolving obstacles or difficulties encountered to achieve a desired goal or outcome.”

  Source: – Simon, H. A. (1972). Theories of Bounded Rationality. Decision and Organization, 1(1), 161-176.

  “Problem-solving refers to the systematic approach of finding solutions to challenges by utilizing logical thinking, analytical skills, and creativity.”

Source: – D’Zurilla, T. J., & Nezu, A. M. (2007). Problem-Solving Therapy: A Positive Approach to Clinical Intervention. Springer Publishing Company.

  “Problem-solving is the cognitive process of identifying, analyzing, and overcoming obstacles through the application of problem-solving strategies, critical thinking , and decision-making skills.”

Source: – Fogler, H. S., LeBlanc, S. E., & Rizzo, E. (2020). Strategies for Creative Problem Solving. Pearson.

“Problem-solving involves the ability to define problems, generate potential solutions, evaluate alternatives, and implement the best course of action, resulting in effective decision making and successful resolution of challenges.”

Source: –  Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School : Expanded Edition. National Academies Press.

B. The role of problem-solving in personal and professional life

The Role of Problem-Solving in Personal and Professional Life:

1. Personal Life:

   a. Decision Making: Problem-solving is crucial in making informed decisions about personal matters, such as career choices, relationships, and financial planning.

   b. Resolving Conflicts: Effective problem-solving skills help resolve conflicts and disputes, fostering healthier relationships and communication.

   c. Adaptability: Problem-solving enables individuals to navigate life’s challenges and adapt to changing circumstances, enhancing personal growth and resilience.

   d. Goal Achievement: By identifying obstacles and finding solutions, problem-solving helps individuals overcome barriers and progress towards achieving personal goals.

2. Professional Life:

   a. Innovation and Creativity: Problem-solving is at the core of innovation, enabling individuals to identify opportunities, develop new ideas, and implement creative solutions.

   b. Decision Making: Effective problem-solving skills aid in making sound business decisions, analyzing data, and evaluating options to achieve desired outcomes.

   c. Troubleshooting and Crisis Management : Problem-solving is crucial in addressing workplace issues, identifying root causes, and implementing solutions to operational challenges and crises.

   d. Collaboration and Teamwork: Problem-solving skills facilitate effective collaboration and teamwork, as individuals work together to analyze problems, generate ideas, and implement solutions.

   e. Continuous Improvement: By identifying inefficiencies and finding better solutions, problem-solving drives continuous improvement in processes, products, and services.

   f. Leadership: Strong problem-solving abilities are essential for effective leadership, as leaders navigate complex situations, inspire teams, and drive organizational success.

Overall, problem-solving is vital in personal and professional life, empowering individuals to overcome obstacles, make informed decisions, foster innovation, and achieve desired outcomes. It promotes adaptability, resilience, and growth, enhancing overall success and satisfaction in various aspects of life.

Characteristics of Effective Problem Solvers

Here are some Characteristics of Effective Problem Solvers:

1. Critical Thinking: Effective problem solvers possess strong critical thinking skills. They can analyze situations objectively, evaluate information, identify patterns, and make logical connections to understand the underlying causes of problems.

2. Analytical Skills: Effective problem solvers can break down complex problems into smaller, more manageable components. They can examine each component individually, identify relevant factors, and assess their interrelationships to understand the problem comprehensively.

3. Creativity and Innovative Thinking: Effective problem solvers think outside the box and are open to unconventional ideas and solutions. They approach problems creatively, seeking new perspectives, alternative approaches, and innovative solutions.

4. Persistence and Resilience: Effective problem solvers persevere when facing obstacles and setbacks. They are resilient and maintain a positive attitude, viewing challenges as opportunities for growth and learning rather than insurmountable barriers.

5. Adaptability and Flexibility: Effective problem solvers are adaptable and flexible in their thinking and approach. They are open to adjusting their strategies, considering different viewpoints, and embracing change as they navigate complex problem-solving situations.

6. Systems Thinking: Effective problem solvers consider the larger context and understand the interconnectedness of various factors. They can see how different elements within a system influence each other and recognize the ripple effects of their decisions and actions.

7. Collaboration and Communication: Effective problem solvers are skilled in collaboration and communication. They actively listen to others, seek input and feedback, and can articulate their thoughts and ideas clearly. They can work well in teams, leveraging diverse perspectives and expertise to find optimal solutions.

8. Decision Making: Effective problem solvers are proficient in decision-making . They gather relevant information, weigh different options, assess risks and benefits, and make informed choices based on a logical and rational evaluation process.

9. Continuous Learning: Effective problem solvers have a growth mindset and a thirst for knowledge. They actively seek opportunities to learn new skills, expand their knowledge base, and stay updated on industry trends and advancements.

10. Emotional Intelligence: Effective problem solvers possess emotional intelligence, allowing them to understand and manage their emotions and empathize with others. They can navigate interpersonal dynamics, handle conflicts constructively, and foster positive relationships while solving problems.

These characteristics collectively contribute to the effectiveness of problem solvers, enabling them to approach challenges with a systematic, innovative, and resilient mindset, ultimately leading to successful problem resolution and achieving desired outcomes.

The Problem-Solving Process

Here is The Problem-Solving Process Step by Step:

Step 1: Defining the Problem:

1. Identifying the root cause: To effectively solve a problem, it’s important to identify the underlying cause or causes. This involves digging deeper to understand the factors or circumstances that led to the problem’s occurrence.

2. Clarifying the desired outcome: Clearly defining the desired outcome provides a clear direction for problem-solving. It helps in setting goals and measuring the success of the solution.

Step 2: Gathering information and analyzing the situation:

1. Collecting relevant data and facts: Gathering relevant data and facts about the problem is crucial for making informed decisions. This involves collecting information from reliable sources, conducting surveys, interviews, or analyzing existing data.

2. Conducting research and seeking different perspectives: Researching the problem and seeking different perspectives allows for a comprehensive understanding of the situation. This may involve studying case studies, consulting experts, or getting insights from people who have faced similar challenges.

Step 3: Generating potential solutions:

1. Brainstorming techniques: Brainstorming involves generating many ideas without judgment. It encourages creativity and open-mindedness, allowing for the exploration of various solutions.

2. Considering multiple options: Considering multiple options helps in expanding the range of possibilities. It involves evaluating different approaches, strategies, or alternatives to find the most effective solution.

Step 4: Evaluating and selecting the best solution:

1. Assessing pros and cons: Evaluating the potential solutions involves assessing their advantages and disadvantages. This helps in understanding the potential benefits and drawbacks of each option.

2. Using decision-making tools and techniques: Decision-making tools and techniques, such as decision matrices, cost-benefit analysis, or SWOT analysis, can provide a structured approach to evaluating and comparing different solutions. They help in making an informed decision.

Step 5: Implementing the chosen solution:

1. Developing an action plan: A detailed action plan outlines the steps and tasks needed to implement the chosen solution. It includes setting deadlines, assigning responsibilities, and allocating necessary resources.

2. Overcoming potential obstacles: Anticipating potential obstacles and challenges helps develop contingency plans. By identifying potential barriers in advance, proactive measures can be taken to overcome them and ensure a smoother implementation process.

Step 6: Monitoring and evaluating the outcomes:

1. Assessing the solution’s effectiveness: Regularly monitoring and evaluating the outcomes of the implemented solution is crucial. This involves measuring the results against the desired outcome and assessing whether the solution effectively addresses the problem.

2. Making adjustments if necessary: If the desired outcomes are not achieved or new issues arise, it may be necessary to adjust the solution or implementation plan. This ensures continuous improvement and adaptability throughout the problem-solving process.

By following this step-by-step process, individuals and teams can approach problem-solving systematically and comprehensively, increasing the chances of finding effective solutions and achieving desired outcomes.

Techniques and Strategies for Effective Problem Solving

Here are some Techniques and Strategies for Effective Problem Solving:

A. SWOT analysis (Strengths, Weaknesses, Opportunities, Threats):

SWOT analysis is a widely used technique for understanding a situation or organization’s internal strengths and weaknesses and the external opportunities and threats it faces. It involves identifying and analyzing these four factors to gain insights into the current state and potential future scenarios. One can effectively capitalize on opportunities and mitigate threats by understanding strengths and weaknesses.

B. Root cause analysis:

Root cause analysis is a technique used to identify the underlying cause or causes of a problem. It involves digging deeper into the problem to determine the fundamental reasons for its occurrence. By identifying and addressing the root cause, rather than just treating symptoms, one can prevent the problem from recurring and find long-term solutions.

C. Pareto analysis:

Pareto analysis, also known as the 80/20 rule, is a technique that helps prioritize tasks or issues based on their significance. It involves identifying the vital few (20%) contributing to the majority (80%) of the problem. One can achieve the greatest impact with limited resources by focusing efforts on addressing the most significant factors.

D. Six Thinking Hats technique:

The Six Thinking Hats technique, developed by Edward de Bono, is a method for approaching problem-solving from different perspectives. Each “hat” represents a different thinking mode or mindset, such as logical, creative, critical, etc. By consciously adopting these different perspectives, individuals or teams can explore different angles, consider various factors, and enhance problem-solving.

E. Design thinking approach:

The design thinking approach is a human-centered problem-solving methodology. It emphasizes empathy, collaboration, and experimentation to understand the user’s needs, ideate innovative solutions, and iterate through prototypes. It involves several stages, including empathizing with users, defining the problem, ideating potential solutions, prototyping, and testing. This approach encourages a creative and iterative problem-solving process that delivers solutions meeting user needs.

By utilizing these techniques and strategies for effective problem-solving, individuals and teams can enhance their problem-solving capabilities, think more critically and creatively, and arrive at comprehensive and innovative solutions to address various challenges.

Overcoming Common Challenges in Problem-Solving 

Now we discuss how to overcome Common Challenges in Problem-Solving:

A. Emotional barriers and biases:

1. Self-awareness: Recognize and acknowledge your emotions and biases that may hinder the problem-solving process.

2. Objective perspective: Strive to approach problems with an open mind and consider alternative viewpoints.

3. Seek feedback: Involve others in problem-solving to gain diverse perspectives and challenge your biases.

B. Fear of failure and risk aversion:

1. Embrace a growth mindset: View failures as learning opportunities and be open to taking calculated risks.

2. Break problems into smaller steps: Breaking down complex problems into smaller, manageable tasks can help reduce the Fear of failure.

3. Experiment and iterate: Implement solutions in iterative stages, allowing for adjustments and learning from setbacks.

C. Lack of communication and collaboration:

1. Active listening: Listen attentively to others’ perspectives, fostering effective communication and understanding.

2. Encourage participation: Create a supportive environment where everyone feels comfortable contributing ideas and insights.

3. Foster teamwork: Promote collaboration and establish clear roles and responsibilities within problem-solving teams.

D. Ineffective time management:

1. Prioritize tasks: Identify the most critical aspects of the problem and allocate time accordingly.

2. Set deadlines and milestones: Establish specific deadlines for each step of the problem-solving process to stay on track.

3. Avoid distractions: Minimize interruptions and focus on the task by creating a conducive work environment.

By addressing these common problem-solving challenges, individuals and teams can enhance their problem-solving effectiveness and achieve better outcomes. Overcoming emotional barriers and biases, embracing risk-taking, fostering effective communication and collaboration, and managing time efficiently are key factors in successful problem-solving endeavors. By developing strategies to tackle these challenges, individuals can unlock their problem-solving potential and approach challenges with confidence and resilience.

Developing Problem-Solving Skills 

Is it possible to develop problem-solving skills? Yes, it is possible. But How? 

A. Continuous learning and skill development:

1. Stay curious: Cultivate a continuous learning mindset by seeking new knowledge, exploring different perspectives, and staying updated on industry trends.

2. Acquire relevant knowledge: Develop a solid foundation in the areas relevant to problem-solving, such as critical thinking, analytical skills, creativity, and decision-making.

3. Pursue professional development: Attend workshops, training programs, and online courses on problem-solving techniques and strategies.

B. Seeking feedback and reflection:

1. Welcome constructive criticism: Seek feedback from peers, mentors, or supervisors to gain insights into areas for improvement in your problem-solving approach.

2. Reflect on past experiences: Evaluate your problem-solving efforts, identify strengths and weaknesses, and learn from your successes and failures.

3. Develop self-awareness: Understand your thinking patterns, biases, and emotional reactions to improve your problem-solving skills.

C. Practicing problem-solving exercises and scenarios:

1. Solve puzzles and brain teasers: Engage in activities that challenge your problem-solving abilities, such as puzzles, riddles, or logic games.

2. Simulate problem-solving scenarios: Create hypothetical problem-solving situations and brainstorm potential solutions to enhance your critical thinking and decision-making skills.

3. Participate in group problem-solving activities: Collaborate with others in problem-solving exercises or workshops to foster teamwork and develop effective communication skills.

D. Engaging in real-life problem-solving experiences:

1. Embrace challenges: Seek opportunities to tackle real-world problems, whether at work, in personal projects, or community initiatives.

2. Apply problem-solving techniques: Utilize the problem-solving process and relevant strategies to address issues encountered in various aspects of life.

3. Learn from experiences: Reflect on your problem-solving approach in real-life situations, identify areas of improvement, and adjust your strategies accordingly.

Developing problem-solving skills is an ongoing process that requires continuous learning, practice, and application in both simulated and real-life scenarios. By investing time and effort in skill development, seeking feedback, reflecting on experiences, and engaging in problem-solving activities, individuals can strengthen their problem-solving abilities and effectively address complex challenges.

Applying Problem-Solving Skills in Different Areas

Now we will discuss Applying Problem-Solving Skills in Different Areas:

A. Problem-solving in the workplace:

Problem-solving skills are highly valuable in the workplace as they enable individuals to address challenges, make informed decisions, and contribute to organizational success. In a professional setting, problem-solving involves identifying and analyzing issues, generating effective solutions, and implementing them to achieve desired outcomes. It often requires collaboration, critical thinking, and creative problem-solving techniques. Effective problem-solving in the workplace can lead to increased productivity, improved teamwork, and innovation.

B. Problem-solving in personal relationships:

Problem-solving skills play a crucial role in maintaining healthy and constructive personal relationships. Conflicts and challenges are inevitable with family members, friends, or romantic partners. Applying problem-solving skills in personal relationships involves active listening, empathy, and open communication. It requires identifying and understanding the issues, finding common ground, and working towards mutually beneficial solutions. Problem-solving in personal relationships helps build trust, strengthen connections, and promote harmony.

C. Problem-solving in entrepreneurship:

Problem-solving is an essential skill for entrepreneurs, as it drives innovation and the ability to identify and seize opportunities. Entrepreneurs face various challenges, such as market competition, resource constraints, and changing customer needs. Applying problem-solving skills in entrepreneurship involves identifying market gaps, analyzing customer pain points, and developing innovative solutions. Entrepreneurs must be adaptable, resilient, and creative in finding solutions that address real-world problems and create customer value.

D. Problem-solving in everyday life:

Problem-solving skills are not limited to specific areas but are applicable in everyday life. From simple tasks to complex decisions, problem-solving helps navigate challenges efficiently. Everyday problem-solving involves assessing situations, setting goals, considering available resources, and making informed choices. It can range from troubleshooting technology issues to managing personal finances, resolving conflicts, or finding solutions to logistical problems. Developing problem-solving skills in everyday life leads to increased self-confidence, improved decision-making abilities, and overall personal effectiveness.

In all these areas, applying problem-solving skills enables individuals to approach challenges with a structured and analytical mindset, find practical solutions, and overcome obstacles effectively. It empowers individuals to think critically, adapt to changing circumstances, and positively contribute to various aspects of their lives.

Case Studies of Successful Problem Solving

Here are some Case Studies of Successful Problem Solving:

A. Real-life examples of problem-solving success stories:

1. NASA’s Apollo 13 Mission: The Apollo 13 mission faced a critical problem when an oxygen tank exploded, jeopardizing the lives of the astronauts. Through collaborative problem-solving, the NASA team on the ground and the astronauts in space worked together to develop innovative solutions, such as building a makeshift CO2 filter, conserving power, and navigating a safe return to Earth.

2. Apple’s iPhone Development: Apple faced the challenge of creating a revolutionary smartphone that combined multiple functions in a user-friendly design. Through rigorous problem-solving, Apple’s team developed groundbreaking solutions, such as the touch screen interface, intuitive user experience, and integration of various technologies, leading to the successful launch of the iPhone.

3. Toyota’s Lean Manufacturing System: Toyota encountered production inefficiencies and quality issues. By implementing problem-solving techniques, such as the Toyota Production System, the company focused on waste reduction, continuous improvement, and empowering employees to identify and solve problems. This increased productivity, improved quality, and a competitive advantage in the automotive industry.

B. Analysis of the problem-solving strategies employed:

1. Collaborative Problem-Solving: Successful problem-solving often involves collaboration among individuals or teams. Organizations can tackle complex challenges more effectively by leveraging diverse perspectives, knowledge, and skills.

2. Innovative Thinking: Problem-solving success stories often involve innovative thinking to address issues in novel ways. This may include exploring new technologies, challenging conventional wisdom, or adopting creative approaches that disrupt the status quo.

3. Systematic Approach: Effective problem-solving requires a systematic approach that involves defining the problem, gathering relevant information, analyzing options, and implementing solutions. This structured method provides a comprehensive understanding of the problem and helps identify the most appropriate action.

4. Continuous Improvement: Many successful problem-solving cases are committed to continuous improvement. Organizations embracing a learning and adaptability culture are better equipped to identify and solve problems efficiently, leading to long-term success.

5. Customer-Centric Solutions: Problem-solving strategies that prioritize understanding and meeting customer needs tend to yield successful outcomes. Organizations can develop solutions that deliver value and drive customer satisfaction by placing the customer at the center of problem-solving efforts.

Analyzing the problem-solving strategies employed in these case studies provides valuable insights into the approaches, techniques, and mindsets that contribute to successful problem resolution. It highlights the importance of collaboration, innovation, systematic thinking, continuous improvement, and customer focus in achieving positive outcomes.

Conclusion:

In conclusion, problem-solving skills are vital in various aspects of life, including personal, professional, and entrepreneurial endeavors. Through this article, we have explored the importance of problem-solving, its Definition, its role in different areas, characteristics of effective problem solvers, the problem-solving process, and techniques for effective problem-solving. We have also examined case studies of successful problem-solving and analyzed the strategies employed.

Recap of key points:

1. Problem-solving skills are crucial for personal, professional, and entrepreneurial success.

2. Effective problem solvers possess critical thinking, creativity, adaptability, and perseverance.

3. The problem-solving process involves defining the problem, gathering information, generating solutions, evaluating options, implementing the chosen solution, and monitoring outcomes.

4. Techniques like SWOT analysis, root cause analysis, Pareto analysis, Six Thinking Hats, and design thinking provide valuable frameworks for problem-solving.

As you have learned about the importance and various aspects of problem-solving, I encourage you to apply these skills in your own life. Problem-solving is not a mere intellectual exercise but a practical tool that can lead to personal growth, professional success, and positive societal contributions. Developing and honing your problem-solving abilities allows you to navigate challenges, make informed decisions, and find innovative solutions.

Embrace a continuous improvement mindset and a willingness to think outside the box. Seek opportunities to apply problem-solving skills in your relationships, workplace, entrepreneurial ventures, and everyday life. Remember that each challenge presents an opportunity for growth and learning. You can overcome obstacles and achieve desired outcomes by approaching problems with a structured and analytical mindset, considering multiple perspectives, and employing effective problem-solving techniques.

Incorporate problem-solving into your daily life and encourage others to do the same. By doing so, you contribute to a more proactive and solution-oriented society. Remember, problem-solving is a skill that can be developed and refined through practice and experience. So, take on challenges, embrace creativity, and be a proactive problem solver.

Start applying problem-solving skills today, and you will witness the positive impact it can have on your life and the lives of those around you.

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• Problem Solving

What is Problem Solving?

Quality Glossary Definition: Problem solving

Problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing, and selecting alternatives for a solution; and implementing a solution.

• The problem-solving process
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Problem Solving Chart

The Problem-Solving Process

In order to effectively manage and run a successful organization, leadership must guide their employees and develop problem-solving techniques. Finding a suitable solution for issues can be accomplished by following the basic four-step problem-solving process and methodology outlined below.

1. Define the problem

Diagnose the situation so that your focus is on the problem, not just its symptoms. Helpful problem-solving techniques include using flowcharts to identify the expected steps of a process and cause-and-effect diagrams to define and analyze root causes .

The sections below help explain key problem-solving steps. These steps support the involvement of interested parties, the use of factual information, comparison of expectations to reality, and a focus on root causes of a problem. You should begin by:

• Reviewing and documenting how processes currently work (i.e., who does what, with what information, using what tools, communicating with what organizations and individuals, in what time frame, using what format).
• Evaluating the possible impact of new tools and revised policies in the development of your "what should be" model.

2. Generate alternative solutions

Postpone the selection of one solution until several problem-solving alternatives have been proposed. Considering multiple alternatives can significantly enhance the value of your ideal solution. Once you have decided on the "what should be" model, this target standard becomes the basis for developing a road map for investigating alternatives. Brainstorming and team problem-solving techniques are both useful tools in this stage of problem solving.

Many alternative solutions to the problem should be generated before final evaluation. A common mistake in problem solving is that alternatives are evaluated as they are proposed, so the first acceptable solution is chosen, even if it’s not the best fit. If we focus on trying to get the results we want, we miss the potential for learning something new that will allow for real improvement in the problem-solving process.

3. Evaluate and select an alternative

Skilled problem solvers use a series of considerations when selecting the best alternative. They consider the extent to which:

• A particular alternative will solve the problem without causing other unanticipated problems.
• All the individuals involved will accept the alternative.
• Implementation of the alternative is likely.
• The alternative fits within the organizational constraints.

4. Implement and follow up on the solution

Leaders may be called upon to direct others to implement the solution, "sell" the solution, or facilitate the implementation with the help of others. Involving others in the implementation is an effective way to gain buy-in and support and minimize resistance to subsequent changes.

Regardless of how the solution is rolled out, feedback channels should be built into the implementation. This allows for continuous monitoring and testing of actual events against expectations. Problem solving, and the techniques used to gain clarity, are most effective if the solution remains in place and is updated to respond to future changes.

You can also search articles , case studies , and publications  for problem solving resources.

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One Good Idea: Some Sage Advice ( Quality Progress ) The person with the problem just wants it to go away quickly, and the problem-solvers also want to resolve it in as little time as possible because they have other responsibilities. Whatever the urgency, effective problem-solvers have the self-discipline to develop a complete description of the problem.

Diagnostic Quality Problem Solving: A Conceptual Framework And Six Strategies  ( Quality Management Journal ) This paper contributes a conceptual framework for the generic process of diagnosis in quality problem solving by identifying its activities and how they are related.

Weathering The Storm ( Quality Progress ) Even in the most contentious circumstances, this approach describes how to sustain customer-supplier relationships during high-stakes problem solving situations to actually enhance customer-supplier relationships.

The Right Questions ( Quality Progress ) All problem solving begins with a problem description. Make the most of problem solving by asking effective questions.

Solving the Problem ( Quality Progress ) Brush up on your problem-solving skills and address the primary issues with these seven methods.

Refreshing Louisville Metro’s Problem-Solving System  ( Journal for Quality and Participation ) Organization-wide transformation can be tricky, especially when it comes to sustaining any progress made over time. In Louisville Metro, a government organization based in Kentucky, many strategies were used to enact and sustain meaningful transformation.

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Team Dynamics: Problem-Solving and Decision Making

• Teamwork and Team Leadership Table of Contents
• Fostering Communication & Promoting Cooperation
• Problem-Solving and Decision Making
• Handling Conflict
• Dealing with Power and Influence

1. Overview

• Different stages of team development call for different problem solving methods
• Problem solving requires the use of a systematic process
• The appropriate decision making method is determined by the amount of time available for the decision and the impact of the decision
• Effective decision making requires the use of smart techniques

2. Problem Solving in Team Development Stages

3. General Problem Solving Steps

• Defining the problem : phrase problem as probing questions to encourage explorative thinking; make explicit goal statement
• Establish criteria for evaluating the solution : identify characteristics of a satisfactory solution; distinguish requirements from desires
• Analyzing the problem : discover the root cause and extent of the problem
• Considering alternate solutions : brainstorm to generate many ideas before judging any of them
• Evaluate alternate solutions : use ranking-weighting matrix; check for issues/disagreement
• Deciding on a solution :  choose best answer to the problem from among all possible solutions
• Develop action plan : make team assignments with milestones(don’t underestimate time)
• Implementing the action plan : check for consistency with requirements identified in step 2
• Following up on the solution :  check up on the implementation and make necessary adjustments
• Evaluate outcomes and process :  review performance, process, and personal aspects of the solution

4. Decision Making Method Based on Time and Impact

5. Smart Decision Making is Enabled By. . .

• Modeling an open mind and asking for candid opinions
• What elements would you choose to change?
• What changes would you make to solve …?  
• Aligning rewards to team successes to ensure that individuals share what they know
• Ensuring that team members are aware of relevant roles and unique information required for team success
• Charging some team members to assume a position that opposes the team’s preference
• Creating an alternate team that attempts to find errors and weaknesses in the solution
• Using successive rounds of blind voting interspersed with discussions

6. Additional Readings

• Hartnett, T. (n.d). Consensus decision making. Retrieved from http://www.consensusdecisionmaking.org/
• UMass|Dartmouth (n.d.) 7 steps to effective decision making . Retrieved from https://www.umassd.edu/media/u massdartmouth/fycm/decision_ma king_process.pdf
• Sunstein, C.R. (2014).  Making dumb groups smarter.  Harvard Business Review, 92(12), 90-98. 
• << Previous: Fostering Communication & Promoting Cooperation
• Next: Handling Conflict >>

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What Are Problem-Solving Skills? Definition and Examples

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Forage puts students first. Our blog articles are written independently by our editorial team. They have not been paid for or sponsored by our partners. See our full  editorial guidelines .

Why do employers hire employees? To help them solve problems. Whether you’re a financial analyst deciding where to invest your firm’s money, or a marketer trying to figure out which channel to direct your efforts, companies hire people to help them find solutions. Problem-solving is an essential and marketable soft skill in the workplace. 

So, how can you improve your problem-solving and show employers you have this valuable skill? In this guide, we’ll cover:

Problem-Solving Skills Definition

Why are problem-solving skills important, problem-solving skills examples, how to include problem-solving skills in a job application, how to improve problem-solving skills, problem-solving: the bottom line.

Problem-solving skills are the ability to identify problems, brainstorm and analyze answers, and implement the best solutions. An employee with good problem-solving skills is both a self-starter and a collaborative teammate; they are proactive in understanding the root of a problem and work with others to consider a wide range of solutions before deciding how to move forward. 

Examples of using problem-solving skills in the workplace include:

• Researching patterns to understand why revenue decreased last quarter
• Experimenting with a new marketing channel to increase website sign-ups
• Brainstorming content types to share with potential customers
• Testing calls to action to see which ones drive the most product sales
• Implementing a new workflow to automate a team process and increase productivity

Problem-solving skills are the most sought-after soft skill of 2022. In fact, 86% of employers look for problem-solving skills on student resumes, according to the National Association of Colleges and Employers Job Outlook 2022 survey . 

It’s unsurprising why employers are looking for this skill: companies will always need people to help them find solutions to their problems. Someone proactive and successful at problem-solving is valuable to any team.

“Employers are looking for employees who can make decisions independently, especially with the prevalence of remote/hybrid work and the need to communicate asynchronously,” Eric Mochnacz, senior HR consultant at Red Clover, says. “Employers want to see individuals who can make well-informed decisions that mitigate risk, and they can do so without suffering from analysis paralysis.”

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Problem-solving includes three main parts: identifying the problem, analyzing possible solutions, and deciding on the best course of action.

>>MORE: Discover the right career for you based on your skills with a career aptitude test .

Research is the first step of problem-solving because it helps you understand the context of a problem. Researching a problem enables you to learn why the problem is happening. For example, is revenue down because of a new sales tactic? Or because of seasonality? Is there a problem with who the sales team is reaching out to? 

Research broadens your scope to all possible reasons why the problem could be happening. Then once you figure it out, it helps you narrow your scope to start solving it. 

Analysis is the next step of problem-solving. Now that you’ve identified the problem, analytical skills help you look at what potential solutions there might be.

“The goal of analysis isn’t to solve a problem, actually — it’s to better understand it because that’s where the real solution will be found,” Gretchen Skalka, owner of Career Insights Consulting, says. “Looking at a problem through the lens of impartiality is the only way to get a true understanding of it from all angles.”

Decision-Making

Once you’ve figured out where the problem is coming from and what solutions are, it’s time to decide on the best way to go forth. Decision-making skills help you determine what resources are available, what a feasible action plan entails, and what solution is likely to lead to success.

On a Resume

Employers looking for problem-solving skills might include the word “problem-solving” or other synonyms like “ critical thinking ” or “analytical skills” in the job description.

“I would add ‘buzzwords’ you can find from the job descriptions or LinkedIn endorsements section to filter into your resume to comply with the ATS,” Matthew Warzel, CPRW resume writer, advises. Warzel recommends including these skills on your resume but warns to “leave the soft skills as adjectives in the summary section. That is the only place soft skills should be mentioned.”

On the other hand, you can list hard skills separately in a skills section on your resume .

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In a Cover Letter or an Interview

Explaining your problem-solving skills in an interview can seem daunting. You’re required to expand on your process — how you identified a problem, analyzed potential solutions, and made a choice. As long as you can explain your approach, it’s okay if that solution didn’t come from a professional work experience.

“Young professionals shortchange themselves by thinking only paid-for solutions matter to employers,” Skalka says. “People at the genesis of their careers don’t have a wealth of professional experience to pull from, but they do have relevant experience to share.”

Aaron Case, career counselor and CPRW at Resume Genius, agrees and encourages early professionals to share this skill. “If you don’t have any relevant work experience yet, you can still highlight your problem-solving skills in your cover letter,” he says. “Just showcase examples of problems you solved while completing your degree, working at internships, or volunteering. You can even pull examples from completely unrelated part-time jobs, as long as you make it clear how your problem-solving ability transfers to your new line of work.”

Learn How to Identify Problems

Problem-solving doesn’t just require finding solutions to problems that are already there. It’s also about being proactive when something isn’t working as you hoped it would. Practice questioning and getting curious about processes and activities in your everyday life. What could you improve? What would you do if you had more resources for this process? If you had fewer? Challenge yourself to challenge the world around you.

Think Digitally

“Employers in the modern workplace value digital problem-solving skills, like being able to find a technology solution to a traditional issue,” Case says. “For example, when I first started working as a marketing writer, my department didn’t have the budget to hire a professional voice actor for marketing video voiceovers. But I found a perfect solution to the problem with an AI voiceover service that cost a fraction of the price of an actor.”

Being comfortable with new technology — even ones you haven’t used before — is a valuable skill in an increasingly hybrid and remote world. Don’t be afraid to research new and innovative technologies to help automate processes or find a more efficient technological solution.

Collaborate

Problem-solving isn’t done in a silo, and it shouldn’t be. Use your collaboration skills to gather multiple perspectives, help eliminate bias, and listen to alternative solutions. Ask others where they think the problem is coming from and what solutions would help them with your workflow. From there, try to compromise on a solution that can benefit everyone.

If we’ve learned anything from the past few years, it’s that the world of work is constantly changing — which means it’s crucial to know how to adapt . Be comfortable narrowing down a solution, then changing your direction when a colleague provides a new piece of information. Challenge yourself to get out of your comfort zone, whether with your personal routine or trying a new system at work.

Put Yourself in the Middle of Tough Moments

Just like adapting requires you to challenge your routine and tradition, good problem-solving requires you to put yourself in challenging situations — especially ones where you don’t have relevant experience or expertise to find a solution. Because you won’t know how to tackle the problem, you’ll learn new problem-solving skills and how to navigate new challenges. Ask your manager or a peer if you can help them work on a complicated problem, and be proactive about asking them questions along the way.

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Step 1 of 3

Companies always need people to help them find solutions — especially proactive employees who have practical analytical skills and can collaborate to decide the best way to move forward. Whether or not you have experience solving problems in a professional workplace, illustrate your problem-solving skills by describing your research, analysis, and decision-making process — and make it clear that you’re the solution to the employer’s current problems. 

Image Credit: Christina Morillo / Pexels 

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20 Leadership

Content in this chapter comes from openstax.

After reading this chapter, you should be able to answer these questions:

• What is the nature of leadership and the leadership process?
• What are the processes associated with people coming to leadership positions?
• How do leaders influence and move their followers to action?
• What are the trait perspectives on leadership?
• What are the behavioral perspectives on leadership?
• What are the situational perspectives on leadership?
• What does the concept “substitute for leadership” mean?
• What are the characteristics of transactional, transformational, and charismatic leadership?
• How do different approaches and styles of leadership impact what is needed now?

EXPLORING MANAGERIAL CAREERS

John Arroyo: Springfield Sea Lions

John Arroyo is thrilled with his new position as general manager of the Springfield Sea Lions, a minor league baseball team in. Arroyo has been a baseball fan all of his life, and now his diligent work and his degree in sports management are paying off.

Arroyo knew he had a hard act to follow. The general manager whom John replaced, “T.J.” Grevin, was a much-loved old-timer who had been with the Sea Lions since their inception 14 years ago. John knew it would be difficult for whoever followed T.J., but he didn’t realize how ostracized and powerless he would feel. He tried a pep talk: “I’m the general manager—the CEO of this ball club! In time, the staff  will  respect me.” [Not a very good pep talk!]

After his first season ends, Arroyo is discouraged. Ticket and concession sales are down, and some long-time employees are rumored to be thinking about leaving. If John doesn’t turn things around, he knows his tenure with the Sea Lions will be short.

Questions:  Is John correct in assuming that the staff will learn to respect him in time? What can John do to earn the loyalty of his staff and improve the ball club’s performance?

Outcomes:  During the winter, John thinks long and hard about how he can earn the respect of the Sea Lions staff. Before the next season opener, John announces his plan: “So I can better understand what your day is like, I’m going to spend one day in each of your shoes. I’m trading places with each of you. I will be a ticket taker, a roving hot dog vendor, and a janitor. And I will be a marketer, and an accountant—for a day. You in turn will have the day off so you can enjoy the game from the general manager’s box.” The staff laughs and whistles appreciatively. Then the Springfield mascot, Sparky the Sea Lion, speaks up: “Hey Mr. Arroyo, are you going to spend a day in my flippers?” “You bet!” says John, laughing. The entire staff cheers.

John continues. “At the close of the season, we will honor a staff member with the T.J. Grevin Award for outstanding contributions to the Sea Lions organization. T.J. was such a great guy, it’s only right that we honor him.” The meeting ends, but John’s staff linger to tell him how excited they are about his ideas. Amidst the handshakes, he hopes that this year may be the best year yet for the Sea Lions.

Sarah Elizabeth Roisland is the manager of a district claims office for a large insurance company. Fourteen people work for her. The results of a recent attitude survey indicate that her employees have extremely high job satisfaction and motivation. Conflict is rare in Sarah’s office. Furthermore, productivity measures place her group among the most productive in the entire company. Her success has brought the company’s vice president of human resources to her office in an attempt to discover the secret to her success. Sarah’s peers, superiors, and workers all give the same answer: she is more than a good manager—she is an outstanding leader. She continually gets high performance from her employees and does so in such a way that they enjoy working for her.

There is no magic formula for becoming a good leader. There are, however, many identifiable reasons why some people are better and more effective leaders. Leaders, especially effective leaders, are not created by simply attending a one-day leadership workshop. Yet effective leadership skills are not something most people are born with. You can become an effective leader if you are willing to invest the time and energy to develop all of the “right stuff.”

According to Louise Axon, director of content strategy, and her colleagues at Harvard Business Publishing, in seeking management talent,  leadership  is an urgently needed quality in all managerial roles. 1  Good leaders and good leadership are rare. Harvard management professor John P. Kotter notes that “there is a leadership crisis in the U.S. today,” 2  and the late USC Professor Warren Bennis states that many of our organizations are overmanaged and underled. 3

The Nature of Leadership

The many definitions of leadership each have a different emphasis. Some definitions consider leadership an act or behavior, such as initiating structure so group members know how to complete a task. Others consider a leader to be the center or nucleus of group activity, an instrument of goal achievement who has a certain personality, a form of persuasion and power, and the art of inducing compliance. 4  Some look at leadership in terms of the management of group processes. In this view, a good leader develops a vision for the group, communicates that vision, 5  orchestrates the group’s energy and activity toward goal attainment, “[turns] a group of individuals into a team,” and “[transforms] good intentions into positive actions.” 6

Leadership  is frequently defined as a social (interpersonal) influence relationship between two or more persons who depend on each other to attain certain mutual goals in a group situation. 7  Effective leadership helps individuals and groups achieve their goals by focusing on the group’s  maintenance needs  (the need for individuals to fit and work together by having, for example, shared norms) and  task needs  (the need for the group to make progress toward attaining the goal that brought them together).

Leader versus Manager

The two dual concepts, leader and manager, leadership and management, are not interchangeable, nor are they redundant. The differences between the two can, however, be confusing. In many instances, to be a good manager one needs to be an effective leader. Many CEOs have been hired in the hope that their leadership skills, their ability to formulate a vision and get others to “buy into” that vision, will propel the organization forward. In addition, effective leadership often necessitates the ability to manage—to set goals; plan, devise, and implement strategy; make decisions and solve problems; and organize and control. For our purposes, the two sets of concepts can be contrasted in several ways.

First, we define the two concepts differently. In  Management and Organizational Behavior , we defined management as a process consisting of planning, organizing, directing, and controlling. Here we define leadership as a social (interpersonal) influence relationship between two or more people who are dependent on each another for goal attainment.

Second, managers and leaders are commonly differentiated in terms of the processes through which they initially come to their position. Managers are generally appointed to their role. Even though many organizations appoint people to positions of leadership, leadership per se is a relationship that revolves around the followers’ acceptance or rejection of the leader. 8  Thus, leaders often emerge out of events that unfold among members of a group.

Third, managers and leaders often differ in terms of the types and sources of the power they exercise. Managers commonly derive their power from the larger organization. Virtually all organizations legitimize the use of certain “carrots and sticks” (rewards and punishments) as ways of securing the compliance of their employees. In other words, by virtue of the position that a manager occupies (president, vice president, department head, supervisor), certain “rights to act” (schedule production, contract to sell a product, hire and fire) accompany the position and its place within the hierarchy of authority. Leaders can also secure power and the ability to exercise influence using carrots and sticks; however, it is much more common for leaders to derive power from followers’ perception of their knowledge (expertise), their personality and attractiveness, and the working relationship that has developed between leaders and followers.

From the perspective of those who are under the leader’s and manager’s influence, the motivation to comply often has a different base. The subordinate to a manager frequently complies because of the role authority of the manager, and because of the carrots and sticks that managers have at their disposal. The followers of a leader comply because they want to. Thus, leaders motivate primarily through intrinsic processes, while managers motivate primarily through extrinsic processes.

Finally, it is important to note that while managers may be successful in directing and supervising their subordinates, they often succeed or fail because of their ability or inability to lead. 9  As noted above, effective leadership often calls for the ability to manage, and effective management often requires leadership.

CONCEPT CHECK

The Leadership Process

Leadership is a process, a complex and dynamic exchange relationship built over time between leader and follower and between leader and the group of followers who depend on each other to attain a mutually desired goal. 10  There are several key components to this “working relationship”: the leader, the followers, the context (situation), the leadership process per se, and the consequences (outcomes) (see  Figure 3 ). 11  Across time, each component interacts with and influences the other components, and whatever consequences (such as leader-follower trust) are created influence future interactions. As any one of the components changes, so too will leadership. 12

Leaders are people who take charge of or guide the activities of others. They are often seen as the focus or orchestrater of group activity, the people who set the tone of the group so that it can move forward to attain its goals. Leaders provide the group with what is required to fulfill its maintenance and task-related needs. (Later in the chapter, we will return to the “leader as a person” as part of our discussion of the trait approach to leadership.)

The Context

Situations make demands on a group and its members, and not all situations are the same. Context refers to the situation that surrounds the leader and the followers. Situations are multidimensional. We discuss the context as it pertains to leadership in greater detail later in this chapter, but for now let’s look at it in terms of the task and task environment that confront the group. Is the task structured or unstructured? Are the goals of the group clear or ambiguous? Is there agreement or disagreement about goals? Is there a body of knowledge that can guide task performance? Is the task boring? Frustrating? Intrinsically satisfying? Is the environment complex or simple, stable or unstable? These factors create different contexts within which leadership unfolds, and each factor places a different set of needs and demands on the leader and on the followers.

The Process

The process of leadership is separate and distinct from the leader (the person who occupies a central role in the group). The process is a complex, interactive, and dynamic working relationship between leader and followers. This working relationship, built over time, is directed toward fulfilling the group’s maintenance and task needs. Part of the process consists of an exchange relationship between the leader and follower. The leader provides a resource directed toward fulfilling the group’s needs, and the group gives compliance, recognition, and esteem to the leader. To the extent that leadership is the exercise of influence, part of the leadership process is captured by the surrender of power by the followers and the exercise of influence over the followers by the leader. 19  Thus, the leader influences the followers and the followers influence the leader, the context influences the leader and the followers, and both leader and followers influence the context.

The Consequences

A number of outcomes or consequences of the leadership process unfold between leader, follower, and situation. At the group level, two outcomes are important:

• Have the group’s maintenance needs been fulfilled? That is, do members of the group like and get along with one another, do they have a shared set of norms and values, and have they developed a good working relationship? Have individuals’ needs been fulfilled as reflected in attendance, motivation, performance, satisfaction, citizenship, trust, and maintenance of the group membership?
• Have the group’s task needs been met? That is, there are also important consequences of the leadership process for individuals: attendance, motivation, performance, satisfaction, citizenship, trust, and maintenance of their group membership.

The leader-member exchange (LMX) theory of the leadership process focuses attention on consequences associated with the leadership process. The theory views leadership as consisting of a number of dyadic relationships linking the leader with a follower. A leader-follower relationship tends to develop quickly and remains relatively stable over time. The quality of the relationship is reflected by the degree of mutual trust, loyalty, support, respect, and obligation. High- and low-quality relationships between a leader and each of his followers produce in and out groups among the followers. Members of the in group come to be key players, and high-quality exchange relationships tend to be associated with higher levels of performance, commitment, and satisfaction than are low-quality exchange relationships. 20  Attitudinal similarity and extroversion appear to be associated with a high-quality leader-member relationship. 21

The nature of the leadership process varies substantially depending on the leader, the followers, and the situation and context. Thus, leadership is the function of an interaction between the leader, the follower, and the context.

The leadership context for the leader of a group of assembly line production workers differs from the context for the leader of a self-managing production team and from the context confronted by the lead scientists in a research laboratory. The leadership tactics that work in the first context might fail miserably in the latter two.

CATCHING THE ENTREPRENEURIAL SPIRIT

How a Start-Up Finds the Right Leader

Start-ups, by their very nature, require innovation to bring new products and services to market. Along with establishing a new brand or product, the leader has to develop the relationships and processes that make a company succeed, or risk its early demise. While leading an established firm has its challenges, a start-up requires even more from a leader.

How critical is leadership to a start-up? Ask the four cofounders of the now-defunct PYP (Pretty Young Professionals), a website founded as a source of information for young professional women. What began as four young professional women working on a new start-up ended with hurt feelings and threats of legal action. In 2010, Kathryn Minshew, Amanda Pouchot, Caroline Ghosn, and Alex Cavoulacos decided to create the website and Minshew was named CEO (Cohan 2011a). Lines blurred about Minshew’s authority and the ultimate look, feel, and direction of the website. Ideals about shared leadership, where the company was going, and how it was going to get there ultimately got lost in the power shuffle. By June 2011, passwords were changed and legal actions began, and in August Minshew and Cavoulacos left altogether (Cohan 2011b).

When the legal haggling from PYP was over, Alex Cavoulacos and Kathryn Minshew, joined by Melissa McCreery, tried again. But this time, rather than hoping for the best, they put a leadership plan in place. Minshew was named CEO of the new start-up, The Daily Muse, with Cavoulacos as chief operating officer and McCreery as editor in chief. Rather than trusting to luck, the three cofounders based their team positions on strengths and personalities. Cavoulacos and McCreery agreed that Minshew’s outgoing personality and confidence made her the proper choice as CEO (Casserly 2013).

No single trait will guarantee that a person can lead a start-up from idea to greatness, but a survey of successful entrepreneurs does show some common traits. According to David Barbash, a partner at Boston-based law firm Posternak Blankstein & Lund LLP, personality is paramount: “You can have great technology but if you’re not a great communicator it may die in the lab” (Casserly 2013 n.p.). A start-up needs a leader who is confident and willing, if not eager, to face the future. According to Michelle Randall, a principal of Enriching Leadership International, start-up CEOs have to be willing to fundraise and not be too proud to beg (Casserly 2013). Peter Shankman, an entrepreneur and angel investor, says leaders have to be willing to make the hard decisions, even risking being the bad guy (Casserly 2013).

Gary Vaynerchuk credits his success to six factors. Angel investor, social media marketer, and early social media adopter, Vaynerchuk leveraged YouTube in its early years to market wine from the family’s liquor store, eventually increasing sales from $3 million to $60 million a year (Clifford 2017). Gary believes good leaders recognize that they don’t dictate to the market, but rather respond to where it is going. They have respect for and believe in other people, and have a strong work ethic, what Vaynerchuk called a “lunch pail work ethic”: they are willing to put in long hours because they love the work, not the perks. He also stresses that he loves technology and doesn’t fear it, is obsessed with the youth of today, and is optimistic about people and the future of humanity (Vaynerchuk 2017).

Leading a startup requires more than simple management. It requires the right leader for the right company at the right time, which means matching the right management skills with the proper flexibility and drive to keep it all together and moving in the right direction.

Why would start-up leaders need different leadership qualities than someone managing an established firm?

Leader Emergence

Leaders hold a unique position in their groups, exercising influence and providing direction. Leonard Bernstein was part of the symphony, but his role as the New York Philharmonic conductor differed dramatically from that of the other symphony members. Besides conducting the orchestra, he created a vision for the symphony. In this capacity, leadership can be seen as a differentiated role and the nucleus of group activity.

Organizations have two kinds of leaders: formal and informal. A  formal leader  is that individual who is recognized by those outside the group as the official leader of the group. Often, the formal leader is appointed by the organization to serve in a formal capacity as an agent of the organization. Jack Welch was the formal leader of General Electric, and Leonard Bernstein was the formal leader of the symphony. Practically all managers act as formal leaders as part of their assigned role. Organizations that use self-managed work teams allow members of the team to select the individual who will serve as their team leader. When this person’s role is sanctioned by the formal organization, these team leaders become formal leaders. Increasingly, leaders in organizations will be those who “best sell” their ideas on how to complete a project—persuasiveness and inspiration are important ingredients in the leadership equation, especially in high-involvement organizations. 22

Informal leaders, by contrast, are not assigned by the organization. The  informal leader  is that individual whom members of the group acknowledge as their leader. Athletic teams often have informal leaders, individuals who exert considerable influence on team members even though they hold no official, formal leadership position. In fact, most work groups contain at least one informal leader. Just like formal leaders, informal leaders can benefit or harm an organization depending on whether their influence encourages group members to behave consistently with organizational goals.

As we have noted, the terms  leader  and  manager  are not synonymous. Grace Hopper, retired U.S. Navy admiral, draws a distinction between leading and managing: “You don’t manage people, you manage  things . You lead  people .” 23  Informal leaders often have considerable leverage over their colleagues. Traditionally, the roles of informal leaders have not included the total set of management responsibilities because an informal leader does not always exercise the functions of planning, organizing, directing, and controlling. However, high-involvement organizations frequently encourage their formal and informal leaders to exercise the full set of management roles. Many consider such actions necessary for self-managing work teams to succeed. Informal leaders are acknowledged by the group, and the group willingly responds to their leadership.

Paths to Leadership

People come to leadership positions through two dynamics. In many instances, people are put into positions of leadership by forces outside the group. University-based ROTC programs and military academies (like West Point) formally groom people to be leaders. We refer to this person as the  designated leader  (in this instance the designated and formal leader are the same person).  Emergent leaders , on the other hand, arise from the dynamics and processes that unfold within and among a group of individuals as they endeavor to achieve a collective goal.

A variety of processes help us understand how leaders emerge. Gerald Salancik and Jeffrey Pfeffer observe that power to influence others flows to those individuals who possess the critical and scarce resources (often knowledge and expertise) that a group needs to overcome a major problem. 24  They note that the dominant coalition and leadership in American corporations during the 1950s was among engineers, because organizations were engaged in competition based on product design. The power base in many organizations shifted to marketing as competition became a game of advertising aimed at differentiating products in the consumer’s mind. About 10–15 years ago, power and leadership once again shifted, this time to people with finance and legal backgrounds, because the critical contingencies facing many organizations were mergers, acquisitions, hostile takeovers, and creative financing. Thus, Salancik and Pfeffer reason that power and thus leadership flow to those individuals who have the ability to help an organization or group [overcome its critical contingencies]. As the challenges facing a group change, so too may the flow of power and leadership.

Many leaders emerge out of the needs of the situation. Different situations call for different configurations of knowledge, skills, and abilities. A group often turns to the member who possesses the knowledge, skills, and abilities that the group requires to achieve its goals. 25  People surrender their power to individuals whom they believe will make meaningful contributions to attaining group goals. 26 The individual to whom power is surrendered is often a member of the group who is in good standing. As a result of this member’s contributions to the group’s goals, he has accumulated  idiosyncrasy credits  (a form of competency-based status). These credits give the individual a status that allows him to influence the direction that the group takes as it works to achieve its goals. 27

It is important to recognize that the traits possessed by certain individuals contribute significantly to their emergence as leaders. Research indicates that people are unlikely to follow individuals who, for example, do not display drive, self-confidence, knowledge of the situation, honesty, and integrity.

Leadership as an Exercise of Influence

As we have noted, leadership is the exercise of influence over those who depend on one another for attaining a mutual goal in a group setting. But  how  do leaders effectively exercise this influence?  Social or (interpersonal) influence  is one’s ability to effect a change in the motivation, attitudes, and/or behaviors of others.  Power , then, essentially answers the “how” question: How do leaders influence their followers? The answer often is that a leader’s social influence is the source of his power.

French and Raven provide us with a useful typology that identifies the sources and types of power. As a review those types of power are  reward power, coercive power, referent power, expert power,  and  legitimate power. 28

As you know, not all forms of power are equally effective (see Figure 5 ), nor is a leader’s total power base the simple sum of the powers at his disposal. Different types of power elicit different forms of compliance: Leaders who rely on coercive power often alienate followers who resist their influence attempts. Leaders who rely on reward power develop followers who are very measured in their responses to [what?]; the use of rewards often leads people to think in terms of “How much am I getting?” or “How much should I give?” or “Am I breaking even?” The use of referent power produces identification with the leader and his cause. The use of rationality, expert power, and/or moralistic appeal generally elicits commitment and the internalization of the leader’s goals. 29

Leaders who use referent and expert power commonly experience a favorable response in terms of follower satisfaction and performance. Research suggests that rationality is the most effective influence tactic in terms of its impact on follower commitment, motivation, performance, satisfaction, and group effectiveness. 30

Reward and legitimate power (that is, relying on one’s position to influence others) produce inconsistent results. Sometimes these powers lead to follower performance and satisfaction, yet they also sometimes fail. Coercive power can result in favorable performance, yet follower and resistance dissatisfaction are not uncommon.

Good leaders, whether formal or informal, develop many sources of power. Leaders who rely solely on their legitimate power and authority seldom generate the influence necessary to help their organization and its members succeed. In the process of building their power base, effective leaders have discovered that the use of coercive power tends to dilute the effectiveness of other powers, while the development and use of referent power tends to magnify the effectiveness of other forms of power. A compliment or reward from a person we like generally has greater value than one from someone we dislike, and punishment from someone we love (such as “tough love” from a parent) is less offensive than the pain inflicted by someone we dislike. 31

In sum, one key to effective leadership, especially as it pertains to the exercise of social and interpersonal influence, relates to the type of power employed by the leader. Overall leader effectiveness will be higher when people follow because they want to follow. This is much more likely to happen when the leader’s influence flows out of intrinsic such as rationality, expertise, moralistic appeal, and/or referent power.

Leadership is also about having a vision and communicating that vision to others in such a way that it provides meaning for the follower. 32  Language, ritual, drama, myths, symbolic constructions, and stories are some of the tools leaders use to capture the attention of their “followers to be” to evoke emotion and to manage the meaning “of the task (challenges) facing the group.” 33  These tools help the leader influence the attitudes, motivation, and behavior of their followers.

Influence-Based Leadership Styles

Many writers and researchers have explored how leaders can use power to address the needs of various situations. One view holds that in traditional organizations members expect to be told what to do and are willing to follow highly structured directions. Individuals attracted to high-involvement organizations, however, want to make their own decisions, expect their leaders to allow them to do so, and are willing to accept and act on this responsibility. This suggests that a leader may use and employ power in a variety of ways.

The Tannenbaum and Schmidt Continuum

In the 1950s, Tannenbaum and Schmidt created a continuum (see  Figure 6 ) along which leadership styles range from authoritarian to extremely high levels of worker freedom. 34  Subsequent to Tannenbaum and Schmidt’s work, researchers adapted the continuum by categorizing leader power styles as  autocratic  (boss-centered),  participative  (workers are consulted and involved), or  free-rein (members are assigned the work and decide on their own how to do it; the leader relinquishes the active assumption of the role of leadership). 35

Theory X and Theory Y Leaders

McGregor’s Theory X and Theory Y posits two different sets of attitudes about the individual as an organizational member. 36  Theory X and Y thinking gives rise to two different styles of leadership. The  Theory X leader  assumes that the average individual dislikes work and is incapable of exercising adequate self-direction and self-control. As a consequence, they exert a highly controlling leadership style. In contrast,  Theory Y leaders  believe that people have creative capacities, as well as both the ability and desire to exercise self-direction and self-control. They typically allow organizational members significant amounts of discretion in their jobs and encourage them to participate in departmental and organizational decision-making. Theory Y leaders are much more likely to adopt involvement-oriented approaches to leadership and organically designed organizations for their leadership group.

Theory X and Theory Y thinking and leadership are not strictly an American phenomenon. Evidence suggests that managers from different parts of the global community commonly hold the same view. A study of 3,600 managers from 14 countries reveals that most of them held assumptions about human nature that could best be classified as Theory X. 37  Even though managers might publicly endorse the merits of participatory management, most of them doubted their workers’ capacities to exercise self-direction and self-control and to contribute creatively. 38

Directive/Permissive Leadership Styles

Contemplating the central role of problem-solving in management and leadership, Jan P. Muczyk and Bernard C. Reimann of Cleveland State University offer an interesting perspective on four different leadership styles (see  Figure 7 ) that revolve around decision-making and implementation processes. 39

A  directive autocrat  retains power, makes unilateral decisions, and closely supervises workers’ activities. This style of leadership is seen as appropriate when circumstances require quick decisions and organizational members are new, inexperienced, or underqualified. A doctor in charge of a hastily constructed shelter for victims of a tornado may use this style to command nonmedical volunteers.

The  permissive autocrat  mixes his or her use of power by retaining decision-making power but permitting organizational members to exercise discretion when executing those decisions. This leader behavior is recommended when decision-making time is limited, when tasks are routine, or when organizational members have sufficient expertise to determine appropriate role behaviors.

Also sharing power is the  directive democrat,  who encourages participative decision-making but retains the power to direct team members in the execution of their roles. This style is appropriate when followers have valuable opinions and ideas, but one person needs to coordinate the execution of the ideas. A surgeon might allow the entire surgical team to participate in developing a plan for a surgical procedure. Once surgery begins, however, the surgeon is completely in charge.

Finally, the  permissive democrat  shares power with group members, soliciting involvement in both decision-making and execution. This style is appropriate when participation has both informational and motivational value, when time permits group decision-making, when group members are capable of improving decision quality, and when followers are capable of exercising self-management in their performance of work.

The permissive democratic approach to leadership is characteristic of leadership in high-involvement organizations. Here, leaders act as facilitators, process consultants, network builders, conflict managers, inspirationalists, coaches, teachers/mentors, and cheerleaders. 40  Such is the role of Ralph Stayer, founder, owner, and CEO of Johnsonville Foods. He defines himself as his company’s philosopher. At Quad/Graphics, president Harry V. Quadracci is a permissive democrat because he encourages all Quad employees to play a major role in decision-making and execution as they manage their teams as independent profit centers.

• What is the role of the leader and follower in the leadership process?
• How do the theories of Tannenbaum and Schmidt’s leadership continuum and McGregor’s Theory X and Theory Y attempt to define leadership?

The Trait Approach to Leadership

Ancient Greek, Roman, Egyptian, and Chinese scholars were keenly interested in leaders and leadership. Their writings portray leaders as heroes. Homer, in his poem  The Odyssey , portrays Odysseus during and after the Trojan War as a great leader who had vision and self-confidence. His son Telemachus, under the tutelage of Mentor, developed his father’s courage and leadership skills. 41 Out of such stories there emerged the “great man” theory of leadership, and a starting point for the contemporary study of leadership.

The  great man theory of leadership  states that some people are born with the necessary attributes to be great leaders. Alexander the Great, Julius Caesar, Joan of Arc, Catherine the Great, Napoleon, and Mahatma Gandhi are cited as naturally great leaders, born with a set of personal qualities that made them effective leaders. Even today, the belief that truly great leaders are born is common. For example, Kenneth Labich, writer for  Fortune  magazine, commented that “the best leaders seem to possess a God-given spark.” 42

During the early 1900s, scholars endeavored to understand leaders and leadership. They wanted to know, from an organizational perspective, what characteristics leaders hold in common in the hope that people with these characteristics could be identified, recruited, and placed in key organizational positions. This gave rise to early research efforts and to what is referred to as the  trait approach to leadership.  Prompted by the great man theory of leadership and the emerging interest in understanding what leadership is, researchers focused on the leader—Who is a leader? What are the distinguishing characteristics of the great and effective leaders? The great man theory of leadership holds that some people are born with a set of personal qualities that make truly great leaders. Mahatma Gandhi is often cited as a naturally great leader.

Leader Trait Research

Ralph Stogdill, while on the faculty at The Ohio State University, pioneered our modern (late 20th century) study of leadership. 43 Scholars taking the trait approach attempted to identify physiological (appearance, height, and weight), demographic (age, education, and socioeconomic background), personality (dominance, self-confidence, and aggressiveness), intellective (intelligence, decisiveness, judgment, and knowledge), task-related (achievement drive, initiative, and persistence), and social characteristics (sociability and cooperativeness) with leader emergence and leader effectiveness. After reviewing several hundred studies of leader traits, Stogdill in 1974 described the successful leader this way:

The [successful] leader is characterized by a strong drive for responsibility and task completion, vigor and persistence in pursuit of goals, venturesomeness and originality in problem solving, drive to exercise initiative in social situations, self-confidence and sense of personal identity, willingness to accept consequences of decision and action, readiness to absorb interpersonal stress, willingness to tolerate frustration and delay, ability to influence other person’s behavior, and capacity to structure social interaction systems to the purpose at hand. 44

The last three decades of the 20th century witnessed continued exploration of the relationship between traits and both leader emergence and leader effectiveness. Edwin Locke from the University of Maryland and a number of his research associates, in their recent review of the trait research, observed that successful leaders possess a set of core characteristics that are different from those of other people. 45  Although these core traits do not solely determine whether a person will be a leader—or a successful leader—they are seen as preconditions that endow people with leadership potential. Among the core traits identified are:

• Drive —a high level of effort, including a strong desire for achievement as well as high levels of ambition, energy, tenacity, and initiative
• Leadership motivation —an intense desire to lead others
• Honesty and integrity —a commitment to the truth (nondeceit), where word and deed correspond
• Self-confidence —an assurance in one’s self, one’s ideas, and one’s ability
• Cognitive ability —conceptually skilled, capable of exercising good judgment, having strong analytical abilities, possessing the capacity to think strategically and multidimensionally
• Knowledge of the business —a high degree of understanding of the company, industry, and technical matters
• Other traits —charisma, creativity/originality, and flexibility/adaptiveness 46

While leaders may be “people with the right stuff,” effective leadership requires more than simply possessing the correct set of motives and traits. Knowledge, skills, ability, vision, strategy, and effective vision implementation are all necessary for the person who has the “right stuff” to realize their leadership potential. 47  According to Locke, people endowed with these traits engage in behaviors that are associated with leadership. As followers, people are attracted to and inclined to follow individuals who display, for example, honesty and integrity, self-confidence, and the motivation to lead.

Personality psychologists remind us that behavior is a result of an interaction between the person and the situation—that is, Behavior =  f  [(Person) (Situation)]. To this, psychologist Walter Mischel adds the important observation that personality tends to get expressed through an individual’s behavior in “weak” situations and to be suppressed in “strong” situations. 48  A strong situation is one with strong behavioral norms and rules, strong incentives, clear expectations, and rewards for a particular behavior. Our characterization of the mechanistic organization with its well-defined hierarchy of authority, jobs, and standard operating procedures exemplifies a strong situation. The organic social system exemplifies a weak situation. From a leadership perspective, a person’s traits play a stronger role in their leader behavior and ultimately leader effectiveness when the situation permits the expression of their disposition. Thus, personality traits prominently shape leader behavior in weak situations.

Finally, about the validity of the “great person approach to leadership”: Evidence accumulated to date does not provide a strong base of support for the notion that leaders are born. Yet, the study of twins at the University of Minnesota leaves open the possibility that part of the answer might be found in our genes. Many personality traits and vocational interests (which might be related to one’s interest in assuming responsibility for others and the motivation to lead) have been found to be related to our “genetic dispositions” as well as to our life experiences. 49  Each core trait recently identified by Locke and his associates traces a significant part of its existence to life experiences. Thus, a person is not born with self-confidence. Self-confidence is developed, honesty and integrity are a matter of personal choice, motivation to lead comes from within the individual and is within his control, and knowledge of the business can be acquired. While cognitive ability does in part find its origin in the genes, it still needs to be developed. Finally, drive, as a dispositional trait, may also have a genetic component, but it too can be self- and other-encouraged. It goes without saying that none of these ingredients are acquired overnight.

Behavioral Approaches to Leadership

The nearly four decades of research that focused on identifying the personal traits associated with the emergence of leaders and leader effectiveness resulted in two observations. First, leader traits are important—people who are endowed with the “right stuff” (drive, self-confidence, honesty, and integrity) are more likely to emerge as leaders and to be effective leaders than individuals who do not possess these characteristics. Second, traits are only a part of the story. Traits only account for part of why someone becomes a leader and why they are (or are not) effective leaders.

Still under the influence of the great man theory of leadership, researchers continued to focus on the leader in an effort to understand leadership—who emerges and what constitutes effective leadership. Researchers then began to reason that maybe the rest of the story could be understood by looking at what it is that leaders  do . Thus, we now turn our attention to leader behaviors and the behavioral approaches to leadership.

It is now common to think of effective leadership in terms of what leaders do. CEOs and management consultants agree that effective leaders display trust in their employees, develop a vision, keep their cool, encourage risk, bring expertise into the work setting, invite dissent, and focus everyone’s attention on that which is important. 59  William Arruda, in a  Fortune  article, noted that “organizations with strong coaching cultures report their revenue to be above average, compared to their peer group.” Sixty-five percent of employees “from strong coaching cultures rated themselves as highly engaged,” compared to 13 percent of employees worldwide.” 60 Jonathan Anthony calls himself an intrapreneur and corporate disorganizer, because same-old, same-old comms practices are dying in front of our eyes. 61  Apple founder Steve Jobs believed that the best leaders are coaches and team cheerleaders. Similar views have been frequently echoed by management consultant Tom Peters.

During the late 1940s, two major research programs—The Ohio State University and the University of Michigan leadership studies—were launched to explore leadership from a behavioral perspective.

The Ohio State University Studies

A group of Ohio State University researchers, under the direction of Ralph Stogdill, began an extensive and systematic series of studies to identify leader behaviors associated with effective group performance. Their results identified two major sets of leader behaviors: consideration and initiating structure.

Consideration  is the “relationship-oriented” behavior of a leader. It is instrumental in creating and maintaining good relationships (that is, addressing the group’s maintenance needs) with organizational members. Consideration behaviors include being supportive and friendly, representing people’s interests, communicating openly with group members, recognizing them, respecting their ideas, and sharing concern for their feelings.

Initiating structure  involves “task-oriented” leader behaviors. It is instrumental in the efficient use of resources to attain organizational goals, thereby addressing the group’s task needs. Initiating structure behaviors include scheduling work, deciding what is to be done (and how and when to do it), providing direction to organizational members, planning, coordinating, problem-solving, maintaining standards of performance, and encouraging the use of uniform procedures.

After consideration and initiating structure behaviors were first identified, many leaders believed that they had to behave one way or the other. If they initiated structure, they could not be considerate, and vice versa. It did not take long, however, to recognize that leaders can simultaneously display any combination of both behaviors.

The Ohio State studies are important because they identified two critical categories of behavior that distinguish one leader from another. Both consideration and initiating structure behavior can significantly impact work attitudes and behaviors. Unfortunately, the effects of consideration and initiating structure are not consistent from situation to situation. 62  In some of the organizations studied, for example, high levels of initiating structure increased performance. In other organizations, the amount of initiating structure seemed to make little difference. Although most organizational members reported greater satisfaction when leaders acted considerately, consideration behavior appeared to have no clear effect on performance.

Initially, these mixed findings were disappointing to researchers and managers alike. It had been hoped that a profile of the most effective leader behaviors could be identified so that leaders could be trained in the best ways to behave. Research made clear, however, that there is no one best style of leader behavior for all situations.

The University of Michigan Studies

At about the same time that the Ohio State studies were underway, researchers at the University of Michigan also began to investigate leader behaviors. As at Ohio State, the Michigan researchers attempted to identify behavioral elements that differentiated effective from ineffective leaders. 63

The two types of leader behavior that stand out in these studies are job centered and organizational member centered.  Job-centered behaviors  are devoted to supervisory functions, such as planning, scheduling, coordinating work activities, and providing the resources needed for task performance.  Employee-member-centered  behaviors include consideration and support for organizational members. These dimensions of behavior, of course, correspond closely to the dimensions of initiating structure and consideration identified at Ohio State. The similarity of the findings from two independent groups of researchers added to their credibility. As the Ohio State researchers had done, the Michigan researchers also found that any combination of the two behaviors was possible.

The studies at Michigan are significant because they reinforce the importance of leader behavior. They also provide the basis for later theories that identify specific, effective matches of work situations and leader behaviors. Subsequent research at Michigan and elsewhere has found additional behaviors associated with effective leadership: support, work facilitation, goal emphasis, and interaction facilitation. 64

These four behaviors are important to the successful functioning of the group in that support and interaction facilitation contribute to the group’s maintenance needs, and goal emphasis and work facilitation contribute to the group’s task needs. The Michigan researchers also found that these four behaviors do not need to be brought to the group by the leader. In essence, the leader’s real job is to set the tone and create the climate that ensure these critical behaviors are present. 65

The Leadership Grid ®

Much of the credit for disseminating knowledge about important leader behaviors must go to Robert R. Blake and Jane S. Mouton, who developed a method for classifying styles of leadership compatible with many of the ideas from the Ohio State and Michigan studies. 66  In their classification scheme,  concern for results  (production) emphasizes output, cost effectiveness, and (in for-profit organizations) a concern for profits.  Concern for people  involves promoting working relationships and paying attention to issues of importance to group members. As shown in  Figure 9 , the Leadership Grid® demonstrates that any combination of these two leader concerns is possible, and five styles of leadership are highlighted here.

Blake and Mouton contend that the sound (contribute and commit) leader (a high concern for results and people, or 9,9) style is universally the most effective. 67  While the Leadership Grid® is appealing and well structured, research to date suggests that there is no universally effective style of leadership (9,9 or otherwise). 68  There are, however, well-identified situations in which a 9,9 style is unlikely to be effective. Organizational members of high-involvement organizations who have mastered their job duties require little production-oriented leader behavior. Likewise, there is little time for people-oriented behavior during an emergency. Finally, evidence suggests that the “high-high” style may be effective when the situation calls for high levels of initiating structure. Under these conditions, the initiation of structure is more acceptable, favorably affecting follower satisfaction and performance, when the leader is also experienced as warm, supportive, and considerate. 69

• What are the behavioral approaches to defining leadership?
• What roles do gender and the popular perceptions of gender roles have on views of leadership traits?

Situational (Contingency) Approaches to Leadership

As early as 1948, Ralph Stogdill stated that “the qualities, characteristics, and skills required in a leader are determined to a large extent by the demands of the situation in which he is to function as a leader.” 70  In addition, it had been observed that two major leader behaviors, initiating structure and consideration, didn’t always lead to equally positive outcomes. That is, there are times when initiating structure results in performance increases and follower satisfaction, and there are times when the results are just the opposite. Contradictory findings such as this lead researchers to ask “Under what conditions are the results positive in nature?” and “When and why are they negative at other times?” Obviously, situational differences and key contingencies are at work.

Several theories have been advanced to address this issue. These are Fiedler’s contingency theory of leadership, the path-goal theory of leader effectiveness, Hersey and Blanchard’s life cycle theory, cognitive resource theory, the decision tree, and the decision process theory. 71  We explore two of the better-known situational theories of leadership, Fred Fiedler’s contingency model and Robert J. House’s path-goal theory, here. Victor Vroom, Phillip Yetton, and Arthur Jago’s decision tree model also applies.

Fiedler’s Contingency Model

One of the earliest, best-known, and most controversial situation-contingent leadership theories was set forth by Fred E. Fiedler from the University of Washington. 72  This theory is known as the  contingency theory of leadership.  According to Fiedler, organizations attempting to achieve group effectiveness through leadership must assess the leader according to an underlying trait, assess the situation faced by the leader, and construct a proper match between the two.

The Leader’s Trait

Leaders are asked about their  least-preferred coworker (LPC),  the person with whom they  least  like to work. The most popular interpretation of the LPC score is that it reflects a leader’s underlying disposition toward others—for example: pleasant/unpleasant, cold/warm, friendly/unfriendly, and untrustworthy/trustworthy. (You can examine your own LPC score by completing the LPC self-assessment on the following page.)

Fiedler states that leaders with high LPC scores are  relationship oriented —they need to develop and maintain close interpersonal relationships. They tend to evaluate their least-preferred coworkers in fairly favorable terms. Task accomplishment is a secondary need to this type of leader and becomes important only after the need for relationships is reasonably well satisfied. In contrast, leaders with low LPC scores tend to evaluate the individuals with whom they least like to work fairly negatively. They are  task-oriented  people, and only after tasks have been accomplished are low-LPC leaders likely to work on establishing good social and interpersonal relations.

The Situational Factor

Some situations favor leaders more than others do. To Fiedler,  situational favorableness  is the degree to which leaders have control and influence and therefore feel that they can determine the outcomes of a group interaction. 73  Several years later, Fiedler changed his situational factor from situational favorability to situational control—where situational control essentially refers to the degree to which a leader can influence the group process. 74  Three factors work together to determine how favorable a situation is to a leader. In order of importance, they are (1)  leader-member relations —the degree of the group’s acceptance of the leader, their ability to work well together, and members’ level of loyalty to the leader; (2)  task structure —the degree to which the task specifies a detailed, unambiguous goal and how to achieve it; and (3)  position power —a leader’s direct ability to influence group members. The situation is most favorable for a leader when the relationship between the leader and group members is good, when the task is highly structured, and when the leader’s position power is strong (cell 1 in  Figure 10 ). The least-favorable situation occurs under poor leader-member relations, an unstructured task, and weak position power (cell 8).

Leader-Situation Matches

Some combinations of leaders and situations work well; others do not. In search of the best combinations, Fiedler examined a large number of leadership situations. He argued that most leaders have a relatively unchangeable or dominant style, so organizations need to design job situations to fit the leader. 75

While the model has not been fully tested and tests have often produced mixed or contradictory findings, 76  Fiedler’s research indicates that relationship-oriented (high-LPC) leaders are much more effective under conditions of intermediate favorability than under either highly favorable or highly unfavorable situations. Fiedler attributes the success of relationship-oriented leaders in situations with intermediate favorability to the leader’s nondirective, permissive attitude; a more directive attitude could lead to anxiety in followers, conflict in the group, and a lack of cooperation.

For highly favorable and unfavorable situations, task-oriented leaders (those with a low LPC) are very effective. As tasks are accomplished, a task-oriented leader allows the group to perform its highly structured tasks without imposing more task-directed behavior. The job gets done without the need for the leader’s direction. Under unfavorable conditions, task-oriented behaviors, such as setting goals, detailing work methods, and guiding and controlling work behaviors, move the group toward task accomplishment.

As might be expected, leaders with mid-range LPC scores can be more effective in a wider range of situations than high- or low-LPC leaders. 77  Under conditions of low favorability, for example, a middle-LPC leader can be task oriented to achieve performance, but show consideration for and allow organizational members to proceed on their own under conditions of high situational favorability.

Controversy over the Theory

Although Fiedler’s theory often identifies appropriate leader-situation matches and has received broad support, it is not without critics. Some note that it characterizes leaders through reference to their attitudes or personality traits (LPC) while it explains the leader’s effectiveness through their behaviors—those with a particular trait will behave in a particular fashion. The theory fails to make the connection between the least-preferred coworker attitude and subsequent behaviors. In addition, some tests of the model have produced mixed or contradictory findings. 78  Finally, what is the true meaning of the LPC score—exactly what is being revealed by a person who sees their least-preferred coworker in positive or negative terms? Robert J. House and Ram N. Aditya recently noted that, in spite of the criticisms, there has been substantial support for Fiedler’s theory. 79

Path-Goal Theory

Robert J. House and Martin Evans, while on the faculty at the University of Toronto, developed a useful leadership theory. Like Fiedler’s, it asserts that the type of leadership needed to enhance organizational effectiveness depends on the situation in which the leader is placed. Unlike Fiedler, however, House and Evans focus on the leader’s observable behavior. Thus, managers can either match the situation to the leader or modify the leader’s behavior to fit the situation.

The model of leadership advanced by House and Evans is called the  path-goal theory of leadership  because it suggests that an effective leader provides organizational members with a  path  to a valued  goal.  According to House, the motivational function of the leader consists of increasing personal payoffs to organizational members for work-goal attainment, and making the path to these payoffs easier to travel by clarifying it, reducing roadblocks and pitfalls, and increasing the opportunities for personal satisfaction en route. 80

Effective leaders therefore provide rewards that are valued by organizational members. These rewards may be pay, recognition, promotions, or any other item that gives members an incentive to work hard to achieve goals. Effective leaders also give clear instructions so that ambiguities about work are reduced and followers understand how to do their jobs effectively. They provide coaching, guidance, and training so that followers can perform the task expected of them. They also remove barriers to task accomplishment, correcting shortages of materials, inoperative machinery, or interfering policies.

An Appropriate Match

According to the path-goal theory, the challenge facing leaders is basically twofold. First, they must analyze situations and identify the most appropriate leadership style. For example, experienced employees who work on a highly structured assembly line don’t need a leader to spend much time telling them how to do their jobs—they already know this. The leader of an archeological expedition, though, may need to spend a great deal of time telling inexperienced laborers how to excavate and care for the relics they uncover.

Second, leaders must be flexible enough to use different leadership styles as appropriate. To be effective, leaders must engage in a wide variety of behaviors. Without an extensive repertoire of behaviors at their disposal, a leader’s effectiveness is limited. 81  All team members will not, for example, have the same need for autonomy. The leadership style that motivates organizational members with strong needs for autonomy (participative leadership) is different from that which motivates and satisfies members with weaker autonomy needs (directive leadership). The degree to which leadership behavior matches situational factors will determine members’ motivation, satisfaction, and performance (see  Figure 11 ). 82

Behavior Dimensions

According to path-goal theory, there are four important dimensions of leader behavior, each of which is suited to a particular set of situational demands. 83

• Supportive leadership —At times, effective leaders demonstrate concern for the well-being and personal needs of organizational members. Supportive leaders are friendly, approachable, and considerate to individuals in the workplace. Supportive leadership is especially effective when an organizational member is performing a boring, stressful, frustrating, tedious, or unpleasant task. If a task is difficult and a group member has low self-esteem, supportive leadership can reduce some of the person’s anxiety, increase his confidence, and increase satisfaction and determination as well.
• Directive leadership —At times, effective leaders set goals and performance expectations, let organizational members know what is expected, provide guidance, establish rules and procedures to guide work, and schedule and coordinate the activities of members. Directive leadership is called for when role ambiguity is high. Removing uncertainty and providing needed guidance can increase members’ effort, job satisfaction, and job performance.
• Participative leadership —At times, effective leaders consult with group members about job-related activities and consider their opinions and suggestions when making decisions. Participative leadership is effective when tasks are unstructured. Participative leadership is used to great effect when leaders need help in identifying work procedures and where followers have the expertise to provide this help.
• Achievement-oriented leadership —At times, effective leaders set challenging goals, seek improvement in performance, emphasize excellence, and demonstrate confidence in organizational members’ ability to attain high standards. Achievement-oriented leaders thus capitalize on members’ needs for achievement and use goal-setting theory to great advantage.
• Identify and describe the variables presented in Fiedler’s theory of leadership.
• What are the leadership behaviors in the path-goal theory of leadership?
• What role does culture have in how leadership is viewed?
• What are the differences between the trait, behavioral, and situational approaches to defining leadership?

Substitutes for and Neutralizers of Leadership

Several factors have been discovered that can substitute for or neutralize the effects of leader behavior (see  Table 1 ). 89   Substitutes for leadership behavior can clarify role expectations, motivate organizational members, or satisfy members (making it unnecessary for the leader to attempt to do so). In some cases, these substitutes supplement the behavior of a leader. Sometimes it is a group member’s characteristics that make leadership less necessary, as when a master craftsperson or highly skilled worker performs up to his or her own high standards without needing outside prompting. Sometimes the task’s characteristics take over, as when the work itself—solving an interesting problem or working on a familiar job—is intrinsically satisfying. Sometimes the characteristics of the organization make leadership less necessary, as when work rules are so clear and specific that workers know exactly what they must do without help from the leader (see  An Inside Look  at flat management structure and the orchestra with no leader).

Neutralizers  of leadership, on the other hand, are not helpful; they prevent leaders from acting as they wish. A computer-paced assembly line, for example, prevents a leader from using initiating structure behavior to pace the line. A union contract that specifies that workers be paid according to seniority prevents a leader from dispensing merit-based pay. Sometimes, of course, neutralizers can be beneficial. Union contracts, for example, clarify disciplinary proceedings and identify the responsibilities of both management and labor. Leaders must be aware of the presence of neutralizers and their effects so that they can eliminate troublesome neutralizers or take advantage of any potential benefits that accompany them (such as the clarity of responsibilities provided by a union contract). If a leader’s effectiveness is being neutralized by a poor communication system, for example, the leader might try to remove the neutralizer by developing (or convincing the organization to develop) a more effective system.

Followers differ considerably in their  focus of attention  while at work, thereby affecting the effectiveness of the act of leadership. Focus of attention is an employee’s cognitive orientation while at work. It reflects what and how strongly an individual thinks about various objects, events, or phenomena while physically present at work. Focus of attention reflects an individual difference in that not all individuals have the same cognitive orientation while at work—some think a great deal about their job, their coworkers, their leader, or off-the-job factors, while others daydream. 90  An employee’s focus of attention has both “trait” and “state” qualities. For example, there is a significant amount of minute-by-minute variation in an employee’s focus of attention (the “state” component), and there is reasonable consistency in the categories of events that employees think about while they are at work (the “trait” component).

Research suggests that the more followers focus on off-job (nonleader) factors, the less they will react to the leader’s behaviors. Thus, a strong focus on one’s life “away from work” (for example, time with family and friends) tends to neutralize the motivational, attitudinal, and/or behavioral effects associated with any particular leader behavior. It has also been observed, however, that a strong focus on the leader, either positive or negative, enhances the impact that the leader’s behaviors have on followers. 91

MANAGERIAL LEADERSHIP

You Are Now the Leader

Leading and managing are two very different things. Being a manager means something more than gaining authority or charge over former colleagues. With the title does come the power to affect company outcomes, but it also comes with something more: the power to shape the careers and personal growth of subordinates.

According to Steve Keating, a senior manager at the Toro Company, it is important not to assume that being made a manager automatically makes you a leader. Rather, being a manager means having the  opportunity  to lead. Enterprises need managers to guide processes, but the employees—the people—need a leader. Keating believes that leaders need a mindset that emphasizes people, and the leader’s job is to help the people in the organization to be successful. According to Keating, “If you don’t care for people, you can’t lead them” (Hakim 2017 n.p.).

For someone who has been promoted over his peers, ground rules are essential. “Promotion doesn’t mean the end of friendship but it does change it,” according to Keating. If a  peer  has been promoted, rather than grouse and give in to envy, it is important to step back and look at the new manager; take a hard look at why the peer was promoted and what skill or characteristic made you a less appealing fit for the position (Hakim 2017).

Carol Walker, president of Prepared to Lead, a management consulting firm, advises new managers to develop a job philosophy. She urges new managers to develop a core philosophy that provides a guide to the day-to-day job of leading. She urges managers to build up the people they are leading and work as a “servant leader.” The manager’s perspective should be on employee growth and success. Leaders must bear in mind that employees don’t work for the manager; they work for the organization—and for themselves. Managers coordinate this relationship; they are not the center of it. Work should not be assigned haphazardly, but with the employee’s skills and growth in mind. “An employee who understands why she has been asked to do something is far more likely to assume true ownership for the assignment,” Walker says (Yakowicz 2015 n.p.). A leader’s agenda should be on employee success, not personal glory. Employees are more receptive when they recognize that their leader is working not for their own success, but for the employee’s success.

A survey from HighGround revealed one important item that most new managers and even many seasoned managers overlook: asking for feedback. Everyone has room for growth, even managers. Traditional management dictates a top-down style in which managers review subordinates. But many companies have found it beneficial to turn things around and ask employees, “How can I be a better manager?” Of course, this upward review only works if employees believe that their opinion will be heard. Managers need to carefully cultivate a rapport where employees don’t fear reprisals for negative feedback. Listening to criticism from those you are leading builds trust and helps ensure that as a manager, you are providing the sort of leadership that employees need to be successful (Kauflin 2017). Showing respect and caring for employees by asking this simple question is  inspiring —an important aspect of leadership itself. Whether asking for feedback or focusing on an employee’s fit with a particular job description, a leader helps guide employees through the day-to-day, builds a positive culture, and helps employees improve their skills.

• What do you think are the most important qualities in a leader? In a manager? Are your two lists mutually exclusive? Why?
• How do you think a leader can use feedback to model the growth process for employees?
• Identify and describe substitutes of leadership.

Transformational, Visionary, and Charismatic Leadership

Many organizations struggling with the need to manage chaos, to undergo a culture change, to empower organizational members, and to restructure have looked for answers in “hiring the right leader.” Many have come to believe that the transformational, visionary, and charismatic leader represents the style of leadership needed to move organizations through chaos.

The Transformational and Visionary Leader

Leaders who subscribe to the notion that “if it ain’t broke, don’t fix it” are often described as  transactional leaders.  They are extremely task oriented and instrumental in their approach, frequently looking for incentives that will induce their followers into a desired course of action. 92  These reciprocal exchanges take place in the context of a mutually interdependent relationship between the leader and the follower, frequently resulting in interpersonal bonding. 93  The transactional leader moves a group toward task accomplishment by initiating structure and by offering an incentive in exchange for desired behaviors. The  transformational leader , on the other hand, moves and changes (fixes) things “in a big way”! Unlike transactional leaders, they don’t cause change by offering inducements. Instead, they inspire others to action through their personal values, vision, passion, and belief in and commitment to the mission. 94 Through charisma (idealized influence), individualized consideration (a focus on the development of the follower), intellectual stimulation (questioning assumptions and challenging the status quo), and/or inspirational motivation (articulating an appealing vision), transformational leaders move others to follow.

The transformational leader is also referred to as a visionary leader.  Visionary leaders  are those who influence others through an emotional and/or intellectual attraction to the leader’s dreams of what “can be.” Vision links a present and future state, energizes and generates commitment, provides meaning for action, and serves as a standard against which to assess performance. 95  Evidence indicates that vision is positively related to follower attitudes and performance. 96  As pointed out by Warren Bennis, a vision is effective only to the extent that the leader can communicate it in such a way that others come to internalize it as their own. 97

As people, transformational leaders are engaging. They are characterized by extroversion, agreeableness, and openness to experience. 98  They energize others. They increase followers’ awareness of the importance of the designated outcome. 99  They motivate individuals to transcend their own self-interest for the benefit of the team and inspire organizational members to self-manage (become self-leaders). 100  Transformational leaders move people to focus on higher-order needs (self-esteem and self-actualization). When organizations face a turbulent environment, intense competition, products that may die early, and the need to move fast, managers cannot rely solely on organizational structure to guide organizational activity. In these situations, transformational leadership can motivate followers to be fully engaged and inspired, to internalize the goals and values of the organization, and to move forward with dogged determination!

Transformational leadership is positively related to follower satisfaction, performance, and acts of citizenship. These effects result from the fact that transformational leader behaviors elicit trust and perceptions of procedural justice, which in turn favorably impact follower satisfaction and performance. 101  As R. Pillai, C. Schriesheim, and E. Williams note, “when followers perceive that they can influence the outcomes of decisions that are important to them and that they are participants in an equitable relationship with their leader, their perceptions of procedural justice [and trust] are likely to be enhanced.” 102  Trust and experiences of organizational justice promote leader effectiveness, follower satisfaction, motivation, performance, and citizenship behaviors.

Charismatic Leadership

Ronald Reagan, Jesse Jackson, and Queen Elizabeth I have something in common with Martin Luther King Jr., Indira Gandhi, and Winston Churchill. The effectiveness of these leaders originates in part in their  charisma , a special magnetic charm and appeal that arouses loyalty and enthusiasm. Each exerted considerable personal influence to bring about major events.

It is difficult to differentiate the charismatic and the transformational leader. True transformational leaders may achieve their results through the magnetism of their personality. In this case, the two types of leaders are essentially one and the same, yet it is important to note that not all transformational leaders have a personal “aura.”

Sociologist Max Weber evidenced an interest in charismatic leadership in the 1920s, calling  charismatic leaders  people who possess legitimate power that arises from “exceptional sanctity, heroism, or exemplary character.” 103  Charismatic leaders “single-handedly” effect changes even in very large organizations. Their personality is a powerful force, and the relationship that they forge with their followers is extremely strong.

The charismatic leadership phenomenon involves a complex interplay between the attributes of the leader and followers’ needs, values, beliefs, and perceptions. 104  At its extreme, leader-follower relationships are characterized by followers’ unquestioning acceptance; trust in the leader’s beliefs; affection; willing obedience to, emulation of, and identification with the leader; emotional involvement with his mission; and feelings of self-efficacy directed toward the leader’s mission. 105  This can work to better the welfare of individuals, such as when Lee Iacocca saved thousands of jobs through his dramatic turnaround of a failing corporate giant, the Chrysler Corporation. It also can be disastrous, as when David Koresh led dozens and dozens of men, women, and children to their fiery death in Waco, Texas. Individuals working for charismatic leaders often have higher task performance, greater task satisfaction, and lower levels of role conflict than those working for leaders with considerate or structuring behaviors. 106  What are the characteristics of these people who can exert such a strong influence over their followers? Charismatic leaders have a strong need for power and the tendency to rely heavily on referent power as their primary power base. 107  Charismatic leaders also are extremely self-confident and convinced of the rightness of their own beliefs and ideals. This self-confidence and strength of conviction make people trust the charismatic leader’s judgment, unconditionally following the leader’s mission and directives for action. 108  The result is a strong bond between leader and followers, a bond built primarily around the leader’s personality.

Although there have been many effective charismatic leaders, those who succeed the most have coupled their charismatic capabilities with behaviors consistent with the same leadership principles followed by other effective leaders. Those who do not add these other dimensions still attract followers but do not meet organizational goals as effectively as they could. They are (at least for a time) the pied pipers of the business world, with lots of followers but no constructive direction.

ETHICS IN PRACTICE

Uber’s Need for an Ethical Leader

Almost since its initial founding in 2009 as a luxury car service for the San Francisco area, controversy has followed Uber. Many complaints are against the tactics employed by the company’s founder and former CEO, Travis Kalanick, but the effects are found throughout the business and its operations.

In 2009, UberBlack was a “black car” service, a high-end driving service that cost more than a taxi but less than hiring a private driver for the night. It wasn’t until 2012 that the company launched UberX, the taxi-esque service most people think of today when they say “Uber.” The UberX service contracted with private drivers who provided rides in their personal vehicles. A customer would use Uber’s smartphone app to request the ride, and a private driver would show up. Originally launched in San Francisco, the service spread quickly, and by 2017, Uber was in 633 cities. The service was hailed by many as innovative and the free market’s answer to high-priced and sometimes unreliable taxi services. But Uber has not been without its critics, both inside and outside of the company.

In 2013, as the UberX service spread, some UberBlack drivers protested at the company’s headquarters complaining about poor company benefits and pay. They also claimed that competition from the newly launched UberX service was cutting into their sales and undermining job security. Kalanick rebuffed the protests, basically calling the complaints sour grapes: most of the protestors had been laid off earlier for poor service (Lawler 2013). Controversy also arose over the use of contract drivers rather than full-time employees. Contractors complained about a lack of benefits and low wages. Competitors, especially taxi services, complained that they were being unfairly undercut because Uber didn’t have to abide by the same screening process and costs that traditional yellow taxi companies did. Some municipalities agreed, arguing further than Uber’s lack of or insufficient screening of drivers put passengers at risk.

Uber quickly generated a reputation as a bully and Kalanick as an unethical leader (Ann 2016). The company has been accused of covering up cases of sexual assault, and Kalanick himself has been quoted as calling the service “Boob-er,” a reference to using the service to pick up women (Ann 2016). Uber has been criticized for its recruiting practices; in particular, it has been accused of bribing drivers working for competitors to switch over and drive for Uber (Ann 2016).The company was also caught making false driver requests for competing companies and then canceling the order. The effect was to waste the other driver’s time and make it more difficult for customers to secure rides on the competing service (D’Orazio 2014). Susan J. Fowler, former site reliability engineer at Uber, went public with cases of outright sexual harassment within Uber (Fowler 2017). Former employees described Uber’s corporate culture as an “a**hole culture” and a “‘Hobbesian jungle’ where you can never get ahead unless someone else dies.” (Wong 2017) One employee described a leadership that encouraged a company practice of developing incomplete solutions for the purpose of beating the competitor to market. Fowler went so far as to compare the experience to Game of Thrones, and other former employees even consider “making it” at Uber a black mark on a resume (Wong 2017).

In terms of social acrimony and PR disasters, arguably caused or even encouraged by leadership, Uber’s rise to notoriety has arguably been more bad than good. In June 2017, Kalanick made one too many headlines and agreed to step down as the company’s CEO.

• In the summer of 2017, Transport of London (TfL) began proceedings to revoke Uber’s permit to operate in London. How do think Uber’s poor corporate reputation may have been a factor in TfL’s thinking?
• What steps do you think Uber’s new CEO, Dara Khosrowshahi, needs to take to repair Uber’s reputation?
• Despite Uber’s apparent success in launching in multiple markets, it continues to post quarterly losses in the millions and shareholders effectively subsidize 59 percent of every ride (https://www.reuters.com/article/us-uber-profitability/true-price-of-an-uber-ride-in-question-as-investors-assess-firms-value-idUSKCN1B3103). How is this an outworking of Uber’s overall corporate culture?
• What are the defining characteristics of transformational and charismatic leaders?

Leadership Needs in the 21st Century

Frequent headlines in popular business magazines like  Fortune  and  Business Week  call our attention to a major movement going on in the world of business. Organizations are being reengineered and restructured, and network, virtual, and modular corporations are emerging. People talk about the transnational organization, the boundaryless company, the post-hierarchical organization. By the end of the decade, the organizations that we will be living in, working with, and competing against are likely to be vastly different from what we know today.

The transition will not be easy; uncertainty tends to breed resistance. We are driven by linear and rational thinking, which leads us to believe that “we can get there from here” by making some incremental changes in who we are and what we are currently doing. Existing paradigms frame our perceptions and guide our thinking. Throwing away paradigms that have served us well in the past does not come easily.

A look back tells most observers that the past decade has been characterized by rapid change, intense competition, an explosion of new technologies, chaos, turbulence, and high levels of uncertainty. A quick scan of today’s business landscape suggests that this trend is not going away anytime soon. According to Professor Jay A. Conger from Canada’s McGill University, “In times of great transition, leadership becomes critically important. Leaders, in essence, offer us a pathway of confidence and direction as we move through seeming chaos. The magnitude of today’s changes will demand not only  more  leadership, but  newer forms  of leadership.” 109

According to Conger, two major forces are defining for us the genius of the next generation of leaders. The first force is the organization’s external environment. Global competitiveness is creating some unique leadership demands. The second force is the growing diversity in organizations’ internal environments. Diversity will significantly change the relationship between organizational members, work, and the organization in challenging, difficult, and also very positive ways.

What will the leaders of tomorrow be like? Professor Conger suggests that the effective leaders of the 21st century will have to be many things. 110  They will have to be  strategic opportunists;  only organizational visionaries will find strategic opportunities before competitors. They will have to be  globally aware ; with 80 percent of today’s organizations facing significant foreign competition, knowledge of foreign markets, global economics, and geopolitics is crucial. They will have to be  capable of managing a highly decentralized organization ; movement toward the high-involvement organization will accelerate as the environmental demands for organizational speed, flexibility, learning, and leanness increase. They will have be  sensitive to diversity ; during the first few years of the 21st century, fewer than 10 percent of those entering the workforce in North America will be white, Anglo-Saxon males, and the incoming women, minorities, and immigrants will bring with them a very different set of needs and concerns. They will have to be  interpersonally competent ; a highly diverse workforce will necessitate a leader who is extremely aware of and sensitive to multicultural expectations and needs. They will have to be  builders of an organizational community ; work and organizations will serve as a major source of need fulfillment, and in the process leaders will be called on to help build this community in such a way that organizational members develop a sense of ownership for the organization and its mission.

Finally, it is important to note that leadership theory construction and empirical inquiry are an ongoing endeavor. While the study of traits, behavior, and contingency models of leadership provide us with a great deal of insight into leadership, the mosaic is far from complete. During the past 15 years, several new theories of leadership have emerged; among them are leader-member exchange theory, implicit leadership theory, neocharismatic theory, value-based theory of leadership, and visionary leadership, 111  each of which over time will add to our bank of knowledge about leaders and the leadership process.

Leaders of the 21st-century organization have a monumental challenge awaiting them and a wealth of self-enriching and fulfilling opportunities. The challenge and rewards awaiting effective leaders are awesome!

• What is the role of leadership in the 21st century?

A social (interpersonal) influence relationship between two or more persons who depend on each other to attain certain mutual goals in a group situation.

designated leader

The person placed in the leadership position by forces outside the group.

emergent leader

The person who becomes a group’s leader by virtue of processes and dynamics internal to the group.

formal leader

That individual who is recognized by those outside the group as the official leader of the group.

informal leader

That individual whom members of the group acknowledge as their leader.

great man theory of leadership

The belief that some people are born to be leaders and others are not.

consideration

A “relationship-oriented” leader behavior that is supportive, friendly, and focused on personal needs and interpersonal relationships.

initiating structure

A “task-oriented” leader behavior that is focused on goal attainment, organizing and scheduling work, solving problems, and maintaining work processes.

contingency theory of leadership

A theory advanced by Dr. Fred E. Fiedler that suggests that different leadership styles are effective as a function of the favorableness of the leadership situation least preferred.

Least-preferred coworker (LPC)

The person with whom the leader least likes to work.

path-goal theory of leadership

A theory that posits that leadership is path- and goal-oriented, suggesting that different leadership styles are effective as a function of the task confronting the group.

A special personal magnetic charm or appeal that arouses loyalty and enthusiasm in a leader-follower relationship.

charismatic leader

A person who possesses legitimate power that arises from “exceptional sanctity, heroism, or exemplary character.”

transformational leader

A leader who moves and changes things “in a big way” by inspiring others to perform the extraordinary.

visionary leader

A leader who influences others through an emotional and/or intellectual attraction to the leader’s dreams of what “can be.”

Summary of Learning Outcomes

13.1 The Nature of Leadership

Leadership is a primary vehicle for fulfilling the directing function of management. Because of its importance, theorists, researchers, and practitioners have devoted a tremendous amount of attention and energy to unlocking the secrets of effective leadership. They have kept at this search for perhaps a greater period of time than for any other single issue related to management.

13.2 The Leadership Process

Organizations typically have both formal and informal leaders. Their leadership is effective for virtually identical reasons. Leadership and management are not the same. Although effective leadership is a necessary part of effective management, the overall management role is much larger than leadership alone. Managers plan, organize, direct, and control. As leaders, they are engaged primarily in the directing function.

13.3 Leader Emergence

There are many diverse perspectives on leadership. Some managers treat leadership primarily as an exercise of power. Others believe that a particular belief and attitude structure makes for effective leaders. Still others believe it is possible to identify a collection of leader traits that produces a leader who should be universally effective in any leadership situation. Even today, many believe that a profile of behaviors can universally guarantee successful leadership. Unfortunately, such simple solutions fall short of the reality.

13.4 The Trait Approach to Leadership

13.5 Behavioral Approaches to Leadership

It is clear that effective leaders are endowed with the “right stuff,” yet this “stuff” is only a precondition to effective leadership. Leaders need to connect with their followers and bring the right configuration of knowledge, skills, ability, vision, and strategy to the situational demands confronting the group.

13.6 Situational (Contingency) Approaches to Leadership

We now know that there is no one best way to be an effective leader in all circumstances. Leaders need to recognize that how they choose to lead will affect the nature of their followers’ compliance with their influence tactics, and ultimately impacts motivation, satisfaction, performance, and group effectiveness. In addition, the nature of the situation—contextual demands and characteristics of the follower—dictates the type of leadership that is likely to be effective. Fiedler focuses on leader traits and argues that the favorableness of the leadership situation dictates the type of leadership approach needed. He recommends selecting leaders to match the situation or changing the situation to match the leader. Path-goal theory focuses on leader behavior that can be adapted to the demands of a particular work environment and organizational members’ characteristics. Path-goal theorists believe both that leaders can be matched with the situation and that the situation can be changed to match leaders. Together, these theories make clear that leadership is effective when the characteristics and behavior of the leader match the demands of the situation.

13.7 Substitutes for and Neutralizers of Leadership

• What does the concept of “substitute for leadership” mean?

Characteristics of followers, tasks, and organizations can substitute for or neutralize many leader behaviors. Leaders must remain aware of these factors, no matter which perspective on leadership they adopt. Such awareness allows managers to use substitutes for, and neutralizers of, leadership to their benefit, rather than be stymied by their presence.

13.8 Transformational, Visionary, and Charismatic Leadership

In recent years, there has been a renewed interest in key leader traits and behaviors. As organizations face increasing amounts of chaos in their external environments, searches for “the right leader” who can bring about major organizational transformations has intensified. This search once again focuses our attention on a set of “key” motives, knowledge, skills, and personality attributes. Emerging from this search has been the identification of the charismatic and transformational leader.

13.9 Leadership Needs in the 21st Century

Leadership in the high-involvement organization differs dramatically from that in the traditional and control-oriented organization. Leaders external to the team have as one of their primary roles empowering group members and the teams themselves to self-lead and self-manage. Leaders internal to the team are peers; they work alongside and simultaneously facilitate planning, organizing, directing, controlling, and the execution of the team’s work.

Although we know a great deal about the determinants of effective leadership, we have much to learn. Each theory presented in this chapter is put into practice by managers every day. None provides the complete answer to what makes leaders effective, but each has something important to offer.

Finally, our understanding of leadership has many shortcomings and limitations. The existing literature is largely based on observations from a Western industrialized context. The extent to which our theories of leadership are bound by our culture, limiting generalization to other cultures, is largely unknown. Cross-cultural leadership research will no doubt intensify as the global economy becomes an ever more dominant force in the world.

Chapter Review Questions

• Define leadership and distinguish between leadership and management.
• Discuss the processes associated with people coming to positions of leadership.
• Discuss the different forms of power available to leaders and the effects associated with each.
• It has been observed that effective leaders have the “right stuff.” What traits are commonly associated with leader emergence and effective leaders?
• Both the Ohio State University and University of Michigan leadership studies identified central leader behaviors. What are these behaviors, and how are they different from one another?
• Blake and Mouton’s work with the Leadership Grid® identified several leadership types. What are they, and how does this leadership model look from the perspective of situation theories of leadership?
• Identify and describe the three situational variables presented in Fiedler’s contingency theory of leadership.
• What are the four leadership behaviors in the path-goal theory of leadership?
• Discuss the differences between the internal and external leadership roles surrounding self-managed work teams.
• What are substitutes for leadership? What are neutralizers? Give an example of each.
• What are the distinguishing features of the transformational and the charismatic leader

Group Skills Application Exercises

• Identify a charismatic leader and a leader with little charisma. What are the traits and skills that allow them to succeed in their roles? How can you incorporate the traits that allow them to be successful in their roles into the skills you will need to have in a leadership position?
• You have just taken a leadership position where 40 percent of the workforce telecommutes. You want to encourage teamwork and want to ensure that telecommuting is not hurting teamwork. What is your plan to discover how things are working and how to communicate your desire to have effective teamwork?
• You are at a meeting, and during the meeting someone on the team addresses their manager and points out a crucial mistake that could doom the project. The person says that their manager should have caught it and because of that should resign. As a leader of the group, how would you deal with the subordinate, the manager, and communication with the entire team?

Problem Solving in Teams and Groups Copyright © 2021 by Cameron W. Piercy, Ph.D. is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Abstract/Description

One reason many of us came to the field of software engineering or software development is because we enjoy solving problems. It exercises out mental muscles, and gives us a feeling of satisfaction to know we can add value to our organizations and customers by solving tough problems. However, as the organizations we work for get bigger, and the scope of work gets bigger, so too do the problems we need to solve. There comes a point where we can’t solve them alone, or even with the immediate team we work with. Some problems require a cross-organization, multi-function approach. When our goal is to be a more agile, lean-thinking organization, we need to develop approaches to solving these types of problems.

This is where Problem Solving Teams come into play. Problem Solving Teams are temporary structures that bring together leaders and team members from across the organization to focus on solving a specific problem. The benefits are many, including not just a solved problem, but also a more resilient organization, a stronger social network and a growing cohort of problem solvers with increased skills and abilities.

This approach draws from many influences, including complexity science, social network theory, military doctrine, flight crews, and emergency responders. We have been experimenting with this approach across several areas that involve multiple geographies and multiple functions.

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According to a report by management consulting firm Deloitte, 71 percent of professionals say focusing on teams to cultivate culture, agility, and diversity is vital to organizational success. But what does your team need to excel? Here’s an overview of what characterizes an effective team and how to build one to achieve business goals and objectives . Access your free e-book today. What Makes a Team Effective? Traditional teams have stable membership and one shared goal. However, those with conventional structures can fall short when faced with unpredictable circumstances. In Dynamic Teaming—one of seven online courses comprising the Credential of Leadership, Impact, and Management in Business (CLIMB) program—Harvard Business School Professor Amy Edmondson describes today's environment as a "VUCA world." VUCA stands for: Volatile: Rapid changes, ups and downs Uncertain: Inability to predict future events or societal values Complex: The world’s increasing interconnectedness Ambiguous: Unsureness of events’ and signals’ meanings In a VUCA world, your team’s effectiveness hinges on its agility and adaptability. Those qualities enable employees to maintain operational continuity, capitalize on opportunities, and respond to emerging threats in fast-evolving markets. You can bolster your team’s adaptability through: Proactive learning: Constantly acquiring new skills and knowledge to stay ahead of changes Flexible processes: Adjusting strategies and workflows to respond to external pressures Resilience: Demonstrating persistence and bouncing back from setbacks Building adaptability also requires setting clear expectations, providing support, and practicing what you preach. To help you better lead your employees through shifting circumstances, here are four characteristics of effective teams in the modern workplace. 4 Characteristics of Effective Teams 1. dynamic teaming. With the world becoming more unpredictable, one way to boost performance is through dynamic teaming —working in groups with fluid membership to navigate shifting circumstances and tasks. In CLIMB , Edmondson describes how dynamic teams compare to traditional ones. “Think about a routine dental visit,” Edmondson says. “The same dentist and hygienist team you’ve probably gone to for years is prepared to care for your teeth. They’ve practiced together and can move efficiently through their tasks with skill and expertise. Now imagine you’re visiting Boston and slip on the ice, knocking out a tooth. You’re rushed to the emergency room (ER). The hospital that will care for you is open 24 hours, and the doctors, staff, and nurses rotate through shifts, working in different teams and on different patients. You come to the ER with a set of unique and complex challenges that differ significantly from the patient before you and the patient after you.” While your industry may not have high-pressure environments like an ER, that doesn’t mean dynamic teaming isn’t relevant. For example, the rise of remote work has fundamentally transformed team dynamics and introduced complexities not typically present in traditional office settings, such as differing time zones, cultural expectations, and communication barriers. With employees dispersed across locations, dynamic teaming can enable you to better lead and manage remote teams . Related: How Online Education Can Help You Work with Virtual Teams 2. Psychologically Safe Psychological safety is the shared belief that offering opinions, asking questions, and making mistakes should be met positively—and it’s essential to innovate in the workplace . According to Dynamic Teaming, psychological safety has four dimensions: Willingness to help: Employees believe asking for help is appropriate and their colleagues are willing to provide it. Inclusion and diversity: Employees feel included and that their diverse experiences and expertise matter. Attitude to risk and failure: Employees view mistakes and failures as acceptable in favor of learning. Open conversation: Employees perceive conversations as open, candid, and safe to contribute to. As a leader, you must create a psychologically safe environment where conversations among team members aren’t only possible but expected. “Part of your role as a leader is to eliminate the risk of silence by inviting participation from your team,” Edmondson says in the course. “You can establish a formal process to require participation from your team, but there are also less structured ways of inviting participation.” Edmondson suggests asking questions that reassure team members they’re safe to share thoughts, such as: What do others think? What are we missing? What other options should we consider? How might a competitor approach this? Who has a different opinion? If you’ve struggled with this in the past, request employees’ feedback on how you can create a psychologically safe environment for them. 3. Diversity Recruiting employees with different backgrounds, experiences, and ways of thinking is crucial to team performance . Diverse teams can better understand and connect across perspectives, helping drive business growth and innovation. They’re also less prone to groupthink, which can inhibit creative problem-solving . Factors to consider when building a diverse team include: Background and upbringing Expertise and skills Sexual orientation Culture and nationality Team diversity is particularly important if you work for an international business . Employees can bring insights critical to understanding different markets’ cultural nuances and preferences, allowing you to better identify and react to global trends and shifts. 4. Inclusivity Beyond diversity, you must consider your work environment. “Diversity can be created through the recruitment and hiring of talent,” Edmondson says in Dynamic Teaming. But diversity doesn’t guarantee that everyone feels a sense of inclusion or belonging. To ensure all team members feel valued, prioritize diversity, equity, and inclusion (DEI) . According to the online course Leadership, Ethics, and Corporate Accountability —one of the courses you can take as a CLIMB elective —DEI comprises: Diversity: The presence and participation of individuals with varying backgrounds and perspectives, including those who've been traditionally underrepresented Equity: Equal access to opportunities and fair, just, and impartial treatment Inclusion: A sense of belonging in an environment where all feel welcomed, accepted, and respected Inclusion isn’t just ideal but vital to your team’s success. By promoting it, your team can influence your company’s culture and business outcomes. “You cannot have a diversity, equity, and inclusion strategy as a separate strategy,” says Oona King, vice president of diversity, equity, and inclusion at Snap Inc., in Leadership, Ethics, and Corporate Accountability . “It's not going to work. You have to tie it into the heart of your business strategy because separate is never equal.” One way to foster an inclusive workplace is to involve team members in the decision-making process . This reinforces their value and ensures their diverse perspectives contribute to your organization’s strategic direction. How to Build an Effective Team As you build your team, one way to develop your skills and showcase your leadership potential is by continuing your business education. For example, by enrolling in CLIMB , you can immerse yourself in a dynamic, interactive learning experience alongside a global network of peers to explore team effectiveness and how to lead in a constantly evolving world. Do you want to build an effective team? Explore our yearlong Credential of Leadership, Impact, and Management in Business (CLIMB) program, comprising seven courses for leading in the modern business world. Download the CLIMB brochure to learn more about its curriculum, admissions requirements, and benefits. About the Author More From Forbes 14 characteristics of high-performing teams. Share to Facebook Share to Twitter Share to Linkedin Efficient teams are the hallmark of an industry-leading business. Having a cohesive, high-performing team can set your business apart within your industry and ensure the success of your organization in the long run. But what makes a team work well toward the same goals to drive your company’s growth? There are obvious characteristics all performing teams share, from adaptability and strong communication to empathy and mutual respect. The key is spotting these characteristics and isolating them in order to train employees and identify them in future hires so as to achieve better teamwork. To help, 14 contributors to Forbes Human Resources Council delve into the aspects of these high-performing, cohesive units, and suggest ways your teams can achieve the same traits. Members share the common characteristics of high-performing business teams. 1. Inclusive Thinking Inclusive thinking is key. When teams think inclusively, not only do people feel comfortable sharing unique perspectives but teams benefit from the value of exploring more possibilities. In a world that is uncertain and volatile, we need inclusive behaviors and thinking to drive performance and innovation. Inclusive thinking is systems thinking. It's collaborative, open and exploratory. - Candice McGlen , The Rinker Group 2. Diversity Diversity has always been a key to cohesive, high-performing teams. We reach levels of performance that we did not even know we had when we are challenged and surrounded by those who are different than us. Too much of the same is dangerous and prohibitive to high performance. Hire for diversity and create a culture that allows diversity to be appreciated and celebrated. - Lotus Buckner , NCH 3. Respect And Trust To be a high-performing team, it’s really critical for the team to have respect and trust, be able to throw blind passes and hold each other accountable with hard candid debates and conversations to get to the best answer for the business. High-performing teams look forward to solving together, winning together and having fun together. - Rohini Shankar , CIOX Health Forbes Human Resources Council is an invitation-only organization for HR executives across all industries. Do I qualify? 4. Personal Excellence Many factors play a part in a sustainable high-performing team, but personal excellence is a must. Holding ourselves accountable for showing up in excellence every day allows other high-performing team characteristics to thrive, such as deep trust, "iron sharpening iron," confidence, and a consistent culture of excellence amongst the entire team driven by personal accountability. - Genine Wilson , Kelly Services 5. Communication While there are many elements that make up a cohesive and successful team, communication is one of the most essential building blocks. Especially now, as so many teams are forced to work remotely, employees and managers must make an extra effort to communicate regularly using video and messaging software in order to ensure projects are completed and team unity is maintained. - John Feldmann , Insperity 6. Healthy Conflict Healthy conflict is an essential element. Groupthink kills innovation and creativity. If the team does not have diversity of thought or individuals do not feel safe to dissent, productivity will be stunted. The status quo is maintained and real progress and higher performance are impossible. Being able to question things in a constructive way will make the outcome stronger and more inclusive. - Rebecca Baumgartner , Ogletree Deakins 7. Adaptability The pandemic has shown the highest performing teams are those most capable of adapting to change. Businesses are forced to reimagine how work gets done. For some, that change is painful. Those managing it well have a culture built on purpose, values and collaboration rather than process. It’s about focusing on the human part of human agility, recognizing, respecting and leveraging individual strengths. - Debra Thorpe , Kelly 8. Engagement Highly engaged teams give discretionary effort and routinely go above and beyond for the team win. To achieve this, you need a connected culture with two-way communications and sharing how each person's role contributes to the overall result. - Cat Graham , Cheer Partners 9. Psychological Safety Research supports the notion of the importance of a culture of psychological safety on a team. Team leaders must support and model a culture where all team members feel they can speak up freely and raise issues of importance to the team's work. Google found that having psychological safety on the team is the critical element of team success. Underperforming teams often lack psychological safety. - Heide Abelli , Skillsoft 10. Decision-Making Flexibility High-performing teams have the freedom and flexibility to make decisions in real-time rather than waiting for management approval. While some decisions may need to be rolled back upon review, team members who work in specific areas of the company on a daily basis are the best equipped to make processes more efficient, and allowing them to do so will help the team pivot faster and perform better. - Laura Spawn , Virtual Vocations, Inc. 11. Openness To Innovation Openness to innovative future-forward ideas is in the DNA of cohesive and high-performing teams, as evidenced during this pandemic. Remote teams, using multiple channels — text, video, chatbots, email, and phone, continue to sustain a continuously engaged and growth mindset in dealing with the challenges coming at them each day. This approach has set everyone up for success no matter what comes next! - Jay Polaki , HR Geckos 12. Ability To Surmount Challenges Here's a new one, 2020-style. The ability to surmount challenges thrown at us from outside the workplace now even more clearly defines a high-performing team. There are the obvious, devastating challenges like COVD-19. But challenge is constant, like yesterday's tropical storm. When we demonstrate empathy toward team members, and even cover for them when the power's out, that's power in itself. - Jeremy Ames , Hive Tech HR 13. Behavioral Awareness Behavioral awareness and understanding of team dynamics in terms of personal strengths/weaknesses is key. Overall behavioral insights (personality styles) give you a strategic advantage to position individuals within the team to best utilize those strengths to achieve high-performing results. For example, don't place your least detail-oriented teammate to be responsible for project management execution. - Jennifer Beezer, SPHR, SHRM-CP , FOREO Inc. 14. Pride In The Company The main characteristic that makes up a high-performing team is the fact that the team is in it for the company along with their own happiness. We, as employees, have to learn to take pride in the company we work for. Once that pride is established, it will shine and we, as people, employees and family members, will shine. This is the main characteristic that makes up a good high-performing team. - Melissa Bolton , Perlon Hahl Inc. Editorial Standards Reprints & Permissions Crafting an effective problem statement Aug 31, 2024 Posted by: Regine Fe Arat Crafting a clear and concise problem statement is an essential skill in project management. It’s a powerful tool that you can use for effective problem-solving as it guides teams toward innovative solutions and measurable outcomes. Whether you’re a seasoned project manager or a newcomer to the field, being able to write problem statements can significantly enhance your ability to tackle complex challenges and drive meaningful change. A problem statement concisely describes an issue or challenge that needs to be addressed. An effective problem statement frames the issue in a way that facilitates a deeper understanding and guides the problem-solving process. At its core, a well-crafted problem statement should capture the essence of the challenge at hand, providing enough context for stakeholders to grasp the issue’s significance. It helps you find the most appropriate solution and ensures that all team members are aligned in their understanding of the problem’s scope and implications. In this comprehensive guide, you’ll find out what problem statements are and what types you can use. You’ll also find practical examples and actionable tips to help you create impactful problem statements of your own. What are the key components of a problem statement? Here are the three key components of a problem statement: The problem You should clearly state the core issue or challenge to be addressed. This is the heart of your problem statement. Articulate it in a way that’s easy to understand and free from ambiguity. The method used to solve the problem While the problem statement itself shouldn’t propose specific solutions, it can outline the general approach or methodology you’ll use to address the issue. For example, you might mention the type of research, analysis or problem-solving techniques your team will employ. The purpose, statement of objective and scope This component outlines why addressing the problem is important and what the desired outcome looks like. It should clarify the goals of the problem-solving effort and define the boundaries of what you’ll address. This helps focus efforts and set clear expectations for what the project or initiative aims to achieve. When to use a problem statement A problem statement is a versatile tool that you can use across various scenarios in both professional and personal contexts. They are particularly valuable in the following cases: Initiating new projects: a problem statement helps define the project’s purpose and sets clear objectives from the outset. Addressing organizational challenges: it provides a structured approach to tackling complex issues within a company or team. Conducting research: researchers use problem statements to focus their investigations and define the scope of their studies. Presenting ideas to stakeholders: a well-formulated problem statement can effectively communicate the need for change or investment to decision-makers. Personal goal-setting: even in individual pursuits, problem statements can help clarify objectives and motivate action. Types of problem statements Understanding different types of problem statements can help you choose the best approach for your specific situation. Let’s explore three common types: The status quo problem statement This type of problem statement focuses on the current state of affairs and highlights the gap between the existing situation and the desired outcome. It’s particularly effective when you are addressing ongoing issues or systemic problems within an organization. Example: “Our customer support team currently handles 150 tickets, on average, per day with a resolution time of 48 hours. This prolonged response time has led to a 15% decrease in customer satisfaction scores over the past quarter, potentially impacting our retention rates and brand reputation.” Destination problem statement A destination problem statement emphasizes the desired future state or goal. It’s ideal for situations where you want to inspire change and motivate teams to work toward a specific vision. Example: “We aim to create a seamless onboarding experience for new employees that reduces the time to full productivity from 12 to six weeks while increasing new hire satisfaction scores by 25% within the next fiscal year.” The stakeholder problem statement This type of problem statement focuses on the impact of an issue on specific individuals or groups. It’s particularly useful when you need to highlight the human element of a problem and garner support for change. Example: “Junior software developers in our organization report feeling overwhelmed and unsupported, with 60% expressing dissatisfaction with their professional growth opportunities. This has resulted in a 30% turnover rate among this group in the past year, leading to increased recruitment costs and knowledge loss.” How to write a problem statement Crafting an effective problem statement takes practice and attention to detail. Follow these steps to create impactful problem statements: Understand the problem Before putting pen to paper, invest time in thoroughly understanding the issue at hand. Gather data, conduct interviews with stakeholders and observe the problem in action if possible. This deep understanding will form the foundation of your problem statement. Articulate the problem in simple, straightforward language. Avoid jargon or overly technical terms that might confuse readers. Your goal is to ensure that anyone reading the statement can quickly grasp the core issue. Provide context Include relevant background information that helps readers understand the problem’s significance. This might include historical data, industry benchmarks or organizational goals that the issue is affecting. Identify the root cause Dig deeper to uncover the underlying reasons for the problem. Avoid focusing on symptoms. Instead, strive to identify the fundamental issues that need to be addressed. Tools like the “5 whys” technique can be helpful in this process. Be specific Use concrete details and quantifiable metrics whenever possible. Instead of saying, “Customer satisfaction is low,” specify, “Customer satisfaction scores have dropped by 15% in the past quarter.” This precision helps create a clear picture of the problem’s scope and impact. Use measurable criteria Incorporate measurable elements that can be used to track progress and determine when the problem has been resolved. This might include specific metrics, timeframes or benchmarks. Make it feasible Ensure the problem statement describes an issue the organization can actually address. You’ll need to be realistic. Consider your organization’s resources and constraints. While ambition is important, an overly broad or unattainable goal can be demotivating and unhelpful. Avoid solution language Resist the temptation to propose solutions in the problem statement. The goal is to clearly define the problem, not to prescribe how it should be solved. This approach encourages creative thinking and enables you and your team to consider a range of potential solutions. Consider the audience Tailor your problem statement to the intended audience. The level of detail and technical language may vary depending on whether you’re presenting to executives, team members or external stakeholders. Seek feedback Share your draft problem statement with colleagues or stakeholders to gather their input. Fresh perspectives can help identify blind spots or areas that need clarification. Revise and refine Refine your problem statement based on the feedback you receive. Don’t be afraid to go through multiple iterations to achieve the most clear and impactful statement possible. Test for objectivity Review your problem statement to ensure it remains objective and free from bias. Avoid language that assigns blame or makes assumptions about causes or solutions. Challenges of writing a problem statement While problem statements can be a powerful tool for problem-solving, you may face several common challenges when writing yours. Being aware of these pitfalls can help you avoid them and create more effective problem statements. Making it too complicated and lacking detail One of the most frequent issues in problem statement writing is finding the right balance between detail and clarity. Oversimplifying the problem can lead to a statement that’s too vague to be actionable. On the other hand, including too much detail can obscure the core issue and make the statement difficult to understand. To overcome this challenge, focus on the essential elements of the problem. Start with a clear, concise statement about the issue, then add only the most relevant contextual details. Use specific, measurable criteria to define the problem’s scope and impact, but avoid getting bogged down in excessive technical jargon or minute, unhelpful details. Ignoring stakeholders’ perspectives Another common pitfall is failing to consider the diverse perspectives of all the stakeholders the problem affects. This can result in a problem statement that doesn’t fully capture the issue’s complexity or fails to resonate with key decision-makers. To address this challenge, make an effort to gather input from a wide range of stakeholders before finalizing your problem statement. This might include conducting interviews, surveys or focus groups with employees, customers, partners or other relevant parties. Incorporate these diverse viewpoints into your problem statement to create a more comprehensive and compelling representation of the issue. Misalignment with organizational goals Sometimes, problem statements can be well-crafted but fail to align with broader organizational objectives. This misalignment can lead to wasted resources and efforts on issues that, while important, may not be critical to the company’s overall success. To ensure your problem statement aligns with the organization’s goals, review your company’s mission statement, strategic plans and key performance indicators before you get started. Consider how the problem you’re addressing relates to these broader objectives. If possible, explicitly link the problem and its potential resolution to specific goals or metrics in your statement. Failing to review and revise An effective problem statement often requires multiple iterations and refinements. Many project managers make the mistake of treating their first draft as the final version, missing opportunities to improve clarity, precision and impact. To overcome this challenge: Build time for revision into your problem statement writing process. After crafting your initial draft, step away from it for a short period. Return with fresh eyes to critically evaluate and refine your statement. Share it with colleagues or mentors for feedback. Be open to making substantive changes based on their input. The last card Being able to write problem statements is a valuable skill that can significantly enhance your problem-solving capabilities and drive meaningful change within your organization. They enable you to set the stage for innovative solutions and improved processes – but to do this, you’ll need to clearly articulate challenges, provide context and focus on measurable outcomes. A well-crafted problem statement is a powerful tool for aligning teams, securing resources and guiding decision-making. It’s the foundation for effective problem-solving strategies. As you get better at writing problem statements, you’ll find that complex challenges become more manageable and your ability to drive positive change increases. At Pip Decks, we’re passionate about equipping professionals with the tools and knowledge they need to excel in their roles. Whether you’re looking to improve your problem-solving skills, enhance team collaboration or develop your leadership abilities, you’ll find the answers you need in our expert-written card decks. Level up your career with Pip Club Join 100,000+ leaders who get unique tips every week on storytelling, leadership and productivity - plus exclusive how-to guides, first-dibs on upcoming Pip Decks and our very best discounts. Nearly there... Check your inbox to confirm your email. No spam, no email sharing - ever. Privacy Policy One of the few newsletters I look forward to. — Dave Cunningham, Head of DesignOps @ NHS SUGGESTED TOPICS The Magazine Newsletters Managing Yourself Managing Teams Work-life Balance The Big Idea Data & Visuals Reading Lists Case Selections HBR Learning Topic Feeds Account Settings Email Preferences 7 Strategies for Better Group Decision-Making Torben Emmerling Duncan Rooders What we’ve learned from behavioral science. There are upsides and downsides to making decisions in a group. The main risks include falling into groupthink or other biases that will distort the process and the ultimate outcome. But bringing more minds together to solve a problem has its advantages. To make use of those upsides and increase the chances your team will land on a successful solution, the authors recommend using seven strategies, which have been backed by behavioral science research: Keep the group small, especially when you need to make an important decision. Bring a diverse group together. Appoint a devil’s advocate. Collect opinions independently. Provide a safe space to speak up. Don’t over-rely on experts. And share collective responsibility for the outcome. When you have a tough business problem to solve, you likely bring it to a group. After all, more minds are better than one, right? Not necessarily. Larger pools of knowledge are by no means a guarantee of better outcomes. Because of an over-reliance on hierarchy, an instinct to prevent dissent, and a desire to preserve harmony, many groups fall into groupthink . Torben Emmerling is the founder and managing partner of Affective Advisory and the author of the D.R.I.V.E.® framework for behavioral insights in strategy and public policy. He is a founding member and nonexecutive director on the board of the Global Association of Applied Behavioural Scientists ( GAABS ) and a seasoned lecturer, keynote speaker, and author in behavioral science and applied consumer psychology. DR Duncan Rooders is the CEO of a Single Family Office and a strategic advisor to Affective Advisory . He is a former B747 pilot, a graduate of Harvard Business School’s Owner/President Management program. He is the founder of  Behavioural Science for Business (BSB)  and  an advisor  to several international organizations in  strategic and team  decision-making.”, and a consultant to several international organizations in strategic and financial decision making. Partner Center 397 IMAGES Finding Solution, Problem Solving. Teamwork and Partnership. Working Finding Solution, Problem Solving. Teamwork and Partnership Stock Problem-Solving and Decision Making 25 Problem-Solving and Decision-Making Activities for Your Team to Master PPT Tips For Team Problem Solving VIDEO How to Be a Great Team Member in Challenging Times: Module 9 What is a problem solving team? The Problem Solving Team Community Problem Solving International DI Global Finals 2010 Closing Ceremonies Our Future Problem Solving Team COMMENTS The Two Traits of the Best Problem-Solving Teams The Two Traits of the Best Problem-Solving Teams. by. Alison Reynolds. and. David Lewis. April 02, 2018. hbr staff/the new york public library. Summary. An analysis of 150 senior teams showed that ... Six Characteristics of Problem-Solving Team Leaders 1. A big part of any leadership role is being able to troubleshoot. It might be strategizing to get a project that has derailed back on track, attracting new business or leveraging technology ... PDF The Two Traits of the Best Problem-Solving Teams The Two Traits of the Best Problem-Solving Teams. by Alison Reynolds and David Lewis. APRIL 02, 2018. hbr staff/the new york public library. Imagine you are a fly on the wall in a corporate training center where a management team of 12 is participating in a session on executing strategy. The team is midway through attempting to solve a new ... The Top 10 Characteristics of Problem Solvers 6. They recognize conflict as often a prerequisite to solution. When the stakes are high in a problem situation, the parties are often reluctant to show their hands and cautious about giving away too much. In such instances, managed conflict can be an effective tool for flushing out the real facts of a situation. 7. 7 Problem-Solving Skills That Can Help You Be a More ... Although problem-solving is a skill in its own right, a subset of seven skills can help make the process of problem-solving easier. These include analysis, communication, emotional intelligence, resilience, creativity, adaptability, and teamwork. 1. Analysis. As a manager, you'll solve each problem by assessing the situation first. Why Problem-Solving Skills Are Essential for Leaders 4 Problem-Solving Skills All Leaders Need. 1. Problem Framing. One key skill for any leader is framing problems in a way that makes sense for their organization. Problem framing is defined in Design Thinking and Innovation as determining the scope, context, and perspective of the problem you're trying to solve. How to Solve Problems How to Solve Problems. To bring the best ideas forward, teams must build psychological safety. by. Laura Amico. October 29, 2021. HBR Staff/EschCollection/Getty Images. Teams today aren't just ... 8 Consistent Behaviors Of Practically Perfect Problem Solvers Men tended to act more independently. If you're going to solve a problem quickly, involve those around you and share the glory. 4. They know how to explain the problem and solution effectively. A ... The Psychology of Teamwork: 7 Habits of Highly Effective Teams First stage: Building trust among team members. Second stage: Open communication, problem-solving, and decision-making. Third stage: Motivation and productivity of the team. Fourth stage: Control and organization where members can work independently. Problem Solving Teams and How to Build Them Your teams can do this too. Pick a meeting, a topic, an idea and set up a deliberate for and against debate. Encourage the switch and see the problem-solving nature of your team grow. What is does ... Problem-Solving Mastery: Your Roadmap to Effective Solutions Foster teamwork: Promote collaboration and establish clear roles and responsibilities within problem-solving teams. D. Ineffective time management: 1. Prioritize tasks: Identify the most critical aspects of the problem and allocate time accordingly. ... We will explore the characteristics of effective problem solvers and highlight the step-by ... What is Problem Solving? Steps, Process & Techniques Finding a suitable solution for issues can be accomplished by following the basic four-step problem-solving process and methodology outlined below. Step. Characteristics. 1. Define the problem. Differentiate fact from opinion. Specify underlying causes. Consult each faction involved for information. State the problem specifically. 7 Characteristics of Effective Teams (With Benefits & Tips) 6. Trust. Teams that have trust between members often accomplish their goals because they believe in the work process of a project. Trust contributes to open communication, problem solving and collaboration. A successful team might rely on team-building exercises to increase trust between its members. 7. Effective Teamwork: 8 Simple Characteristics of a Great Team Updated 9/20/2023. Teamwork is essential in today's business world. It is an important ingredient of successful organizations. Effective teamwork doesn't just happen — it takes good problem-solving skills, decision making, communication and interpersonal skills.. Teamwork requires a unique set of soft skills that don't come easily to everyone. 7 Strategies to Build a More Resilient Team Show That You Care: Leaders have to regularly demonstrate that they are genuinely interested in the progress the team is making, asking probing questions to understand underlying issues. But ... Team Dynamics: Problem-Solving and Decision Making Defining the problem: phrase problem as probing questions to encourage explorative thinking; make explicit goal statement; Establish criteria for evaluating the solution: identify characteristics of a satisfactory solution; distinguish requirements from desires; Analyzing the problem: discover the root cause and extent of the problem; Considering alternate solutions: brainstorm to generate ... What Are Problem-Solving Skills? Definition and Examples Problem-Solving Skills Definition. Problem-solving skills are the ability to identify problems, brainstorm and analyze answers, and implement the best solutions. An employee with good problem-solving skills is both a self-starter and a collaborative teammate; they are proactive in understanding the root of a problem and work with others to ... Leadership In addition, effective leadership often necessitates the ability to manage—to set goals; plan, devise, and implement strategy; make decisions and solve problems; and organize and control. For our purposes, the two sets of concepts can be contrasted in several ways. First, we define the two concepts differently. Problem Solving Teams: Creating resilient organisations through Problem Solving Teams are temporary structures that bring together leaders and team members from across the organization to focus on solving a specific problem. The benefits are many, including not just a solved problem, but also a more resilient organization, a stronger social network and a growing cohort of problem solvers with increased ... 4 Characteristics of an Effective Team 4 Characteristics of Effective Teams. 1. Dynamic Teaming. With the world becoming more unpredictable, one way to boost performance is through dynamic teaming —working in groups with fluid membership to navigate shifting circumstances and tasks. In CLIMB, Edmondson describes how dynamic teams compare to traditional ones. 14 Characteristics Of High-Performing Teams 3. Respect And Trust. To be a high-performing team, it's really critical for the team to have respect and trust, be able to throw blind passes and hold each other accountable with hard candid ... How to Write an Effective Problem Statement: A Comprehensive Guide For example, you might mention the type of research, analysis or problem-solving techniques your team will employ. The purpose, statement of objective and scope. This component outlines why addressing the problem is important and what the desired outcome looks like. It should clarify the goals of the problem-solving effort and define the ... 7 Strategies for Better Group Decision-Making Appoint a devil's advocate. Collect opinions independently. Provide a safe space to speak up. Don't over-rely on experts. And share collective responsibility for the outcome. When you have a ... assignment essay homework paper phd report resume review speech thesis