Debate or do?

A topic gets raised in a meeting, but not everyone is clear what happens next.

Some people believe the discussion is genuinely open and start thinking about how they can influence the outcome, whilst others assume the decision has already been made and the focus should be on implementation. Then there’s the few who sit somewhere in the middle, unsure whether they’re expected to continue contributing or simply get on with the work.

The outcome is usually the same, conversations start being repeated, decisions begin getting revisited, progress slows because people are working from different assumptions which results in unnecessary tension

Debating and doing are both important; the problems arise when people aren’t clear which one they’re being asked to do.

When debate becomes delay.

There are three things that help prevent this from happening and keep accountability and progress moving in the right direction:

        1. Be clear about what is up for debate.

Is this topic genuinely up for debate, where people have an opportunity to influence the decision? Or has the decision already been made and we’re discussing how to make it happen?

One of the simplest things leaders can do is be explicit from the outset. Maybe even have a column on the agenda to indicate “Debate” or “Do”, so attendees are aware in advance.

Without that distinction, problems often arise as information moves through an organisation; what often happens is a leadership team believes a decision has been made, but as it cascades through the organisation it gets presented as a discussion. Before long, people are debating a direction that was already agreed weeks earlier.

Clear communication helps everyone understand where they fit and what is expected of them. People don’t need every decision explained in detail, but they do need clarity about whether a decision is still being shaped or whether it is now time to focus on delivery.

        2. Commit once the decision is made.

Strong leadership teams should debate issues thoroughly; I’m an advocate that different perspectives often lead to better decisions.

Once the decision has been made, though, leaders have a responsibility to make it succeed, because if a leadership team appears uncertain about a decision, the wider organisation will be uncertain too. This next part is crucial…

Managers sometimes introduce a change by explaining that they did not support it or agree with any resistance they hear from their team: “I didn’t agree with it either“, “I was outvoted“ or “Don’t blame me, this wasn’t my decision.“

In the short term, that approach can work and it probably earns sympathy and makes the manager feel closer to their team.

The longer-term consequences, however, are far more damaging. Teams start to question whether their manager has any real influence: confidence in their leadership drops and credibility suffers. People stop seeing them as someone who can shape decisions and start seeing them as someone who merely passes information on. In some cases, team members begin bypassing them altogether when they want things resolved because they no longer believe their manager can make things happen.

Good leaders don’t have to agree with every decision, but once a decision has been reached, they have a responsibility to own it, support it and help make it successful.

        3. Spend as much time on implementation as the decision.

This is the step in the middle and the bit I see missed most often.

A decision is made and everyone immediately moves on to the next agenda item. Little attention is paid to whether people actually understand the decision, support it or feel able to communicate it confidently to their teams.

Before moving on, leaders should pause and address the elephant in the room.

Not everyone in the room will have got what they wanted. Some may have been outvoted, whilst others may still disagree with the chosen direction. That doesn’t mean the decision changes because the debate has happened and the line has now been drawn, so the conversation should instead shift to commitment.

Do people understand the rationale well enough to explain it to their teams? Can they support it publicly? Are they prepared to own it and help make it succeed?

If the answer is no, there is still work to do. Not to revisit the decision itself, but to ensure everyone is equipped to cascade it consistently and confidently.

This conversation is often skipped because it can feel uncomfortable, but it is one of the most important parts of the process. It gives people an opportunity to raise concerns, seek clarity and understand exactly what is expected of them before they leave the room.

When this step is done well, decisions gain momentum. Creating a clear action plan that assigns ownership and agrees success metrics on how to roll out the decision can have a huge impact on giving the teams confidence and helps them move forward with it.

When it is missed, decisions often unravel as they move through the organisation because every manager explains them differently or signals varying levels of commitment.

Drawing the line.

I enjoy a good debate (just ask anyone who knows me!), but what you need to recognise is when the debate has served its purpose and have the discipline to move into action.

The goal isn’t to stop healthy debates, it’s to make sure discussions create momentum rather than delay. That happens when leaders are clearly aligned and stand together to move the organisation in the same direction.

At some point, every team has to draw a line and decide whether they’re still debating the future or building it.

When a decision is being discussed, people need to know they have an opportunity to influence it. When a decision has been made, people need to know it is time to focus on making it successful.

Is this something you’ve experienced in your organisation? If you’re interested in exploring the activity we use to bring this to life, then drop me an email or message on LinkedIn.

The 4Ps of Candid Conversations

eLearning

The “Four Ps” model can help us to plan for a difficult or candid conversation so that both parties find it beneficial.

Learning Outcomes

  • Learn how to plan for a difficult or candid conversation so that both parties find it beneficial
  • Understand how to use the 4Ps to deliver a difficult message
  • Consider how this can help manage under-performance in a structured manner

Assertive Disagreement

eLearning

When you disagree with someone, it is often best to be direct and clear, as it avoids an unfortunate misunderstanding. People can shy away from disagreement as it can sometimes feel confrontational. The assertive approach introduced in this module helps you to express your disagreement in a professional, constructive manner.

Learning Outcomes

  • Learn what assertiveness is
  • Learn a process to put your case across without getting emotional
  • Provide context for how to use the model in a real-world environment

Thomas-Kilmann Conflict Mode Instrument

eLearning

Because no two individuals have exactly the same expectations and desires, conflict is a natural part of our interactions with others. This self-test assessment will tell you more about your predominant style of handling conflict and what this means.

Learning Outcomes

  • Provide a starting point for your development
  • Identify your conflict handling style
  • Learn about the five conflict handling modes

AID Feedback Model

eLearning

Providing feedback that encourages open dialogue and communication enhances your credibility as both a teammate and as a leader. AID is a simple feedback model that can be used for positive moments and those that need corrective action.

Learning Outcomes

  • Learn a simple model for providing feedback
  • Identify your own role in each of the stages
  • Discover the benefits of creating a feedback culture

Action-Centred Leadership

eLearning

Good managers and leaders should have full command of the three main areas of the Action-Centred Leadership model and should use each of the elements according to the situation.

Learning Outcomes

  • Discover John Adair’s action-centred leadership model
  • Learn how to adapt the model for your own work situation
  • Investigate the danger of becoming out of balance

Question Types

eLearning

Asking the right question is at the heart of effective communication and information exchange. Using the right questions can improve a whole range of communication skills; the information we receive back (the answer) will depend very much on the type of question we ask.

Learning Outcomes

  • Learn why asking the right question is at the heart of effective communication and information exchange
  • Discover why the right questions in a particular situation can improve a whole range of communication skills

Dr. Mehrabian’s Communication Model

eLearning

We are always communicating, even when we are not speaking. Other factors communicate what we really think and feel, which can be explained by looking at Albert Mehrabian’s communication model.

Learning Outcomes

  • Learn the impact of mixed messages when communicating
  • Understand that communication is a blend of words, body language and tone

Situational Leadership

This course will explore situational leadership as an adaptive leadership style. It’s about choosing the leadership style that best fits the individuals goals and circumstances.

Learning objectives

  • Understand Hersey and Blanchard’s situational leadership model
  • Recognise directive and supportive behaviours
  • Understand the four leadership styles, based on directiveness and support
  • Understand the development levels of team members, based on competence and commitment
  • Become confident with flexing your leadership style to the individual and the situation