Sunday, November 8, 2026

Great Leadership Academy Tools, Wrong Application? Give Your Leadership a Situational Upgrade

How to match Ask More, Tell Less, B.I.G. Feedback, and Delegation to what someone actually needs.

You leave the Leadership Academy with a full toolbox: better questions, a feedback framework, and five micro-behaviors of delegation. You are ready. Your binder is ready. Even your highlighter looks unusually confident.

Then Monday happens.

You ask a thoughtful question, and a beginner stares back as though you have asked them to land a plane. You explain every step to an experienced colleague, who starts wondering whether you would also like to supervise their breathing. You delegate a project, hear “Sure,” and discover later that you and the employee agreed to two entirely different projects.

The problem may not be the tools. It may be the application.

For academy students, here is a useful way to connect the learning: keep the tools, but adjust how you use them. Ken Blanchard’s situational approach provides the lens; your academy tools provide the conversation.

Start with the task—not a label on the person

Blanchard’s SLII approach matches leadership to someone’s development on a specific goal or task. Diagnosis considers competence—their relevant knowledge and skills—and commitment—their motivation and confidence. Someone can need little supervision on one assignment and substantial guidance on another.

Think of an experienced service technician learning to prepare a departmental budget. Expertise with equipment does not automatically include expertise with spreadsheets. The spreadsheet, regrettably, does not care how many compressors they have repaired.

Blanchard describes four task-specific matches:

· D1: Enthusiastic Beginner → S1: Directing. Someone new to the task needs clear guidance and instruction.

· D2: Disillusioned Learner → S2: Coaching. Someone still learning needs direction alongside encouragement and conversation.

· D3: Capable but Cautious Contributor → S3: Supporting. Someone with the skills but uncertain confidence or motivation needs support more than another detailed tutorial.

· D4: Self-Reliant Achiever → S4: Delegating. Someone skilled and committed to the task needs room to perform with less hands-on supervision. These are descriptions of development on a task, not permanent name tags. Please do not introduce anyone at a team meeting as “our resident D2.”

The applications below are practical adaptations of that framework to your academy tools; the sample conversations are illustrative, not reports of actual events.

1. Ask More, Tell Less: curiosity is not a substitute for instruction

Your academy encourages purposeful questions that invite insight and ownership. Keep that habit. Just do not turn “tell less” into “never tell.” A person cannot discover a procedure they have never learned simply because you ask the question with excellent eye contact.

When the task is new, teach—then ask

For an enthusiastic beginner, try: “Here is the closeout standard. I’ll demonstrate the system check, and then you’ll practice it. What will you check before marking the call complete?”

The question checks understanding after you supply the missing knowledge. It is not a guessing game in business casual.

When learning gets frustrating, combine direction and dialogue

For a learner struggling with repeat service calls: “Let’s review the test sequence together. Which step is hardest to apply on site? What would help you do it consistently?”

You are still teaching, but you are also listening for uncertainty, obstacles, and the help the learner needs.

When the skill is there, let questions do more of the work

For a capable administrative specialist hesitant about changing an intake process: “Where are requests stalling? What change would you recommend? What support would help you test it?” For someone already confident and effective: “What outcome are you targeting, and when should we review the results?”

The practical shift is from checking understanding, to exploring difficulties, to supporting judgment, to agreeing outcomes. Ask questions that fit the person’s knowledge—not questions that conceal your preferred answer. “Don’t you think my twelve-tab tracker is best?” is advice wearing a fake mustache.

2. B.I.G. feedback: keep the facts steady, flex the help

Your academy’s B.I.G. framework gives feedback a clear structure: B—Behavior, I—Impact, G—Get Acceptance. Describe what you saw or heard, explain its impact, and seek a clear agreement about continuing or changing the behavior. For corrective feedback, distinguish the person from the behavior and specify the replacement behavior.

Situational thinking changes the assistance you offer—not the standard you expect.

Imagine a service-call closeout missed a required system check:

· Behavior: “On yesterday’s call, you closed the work order without recording the required system test.”

· Impact: “Without that record, the next technician cannot tell whether the system was verified before closeout.”

· Get Acceptance: “What happened from your perspective? Let’s agree how you’ll complete and record the test next time.”

Now adapt the conversation. With a beginner, demonstrate the replacement behavior and ask them to show it back. With a frustrated learner, revisit the procedure and identify where it breaks down. With a capable but cautious contributor, ask for their plan and offer the support they need. With a self-reliant achiever, agree the correction and a proportionate follow-up rather than restarting basic training.

Do not assume a missed standard means low motivation. Ask what happened: unclear expectations, missing resources, a skill gap, or a judgment error may call for different responses. Diagnosis should be a conversation, not a verdict delivered from behind a clipboard.

For positive feedback, be equally specific: “You completed and documented the full test sequence, which gave the next technician a clear handoff. Please keep that practice.” A confident expert might also be invited to demonstrate the approach to a coworker—with their agreement, not as a surprise extra job.

At “G,” seek more than a polite nod: “What will you do? By when? What evidence will show it worked? What might derail you? How should we check progress?” Where the standard is nonnegotiable, say so. Acceptance means understanding the impact and committing to a workable plan, not giving someone a veto over the requirement.

Close corrective feedback with confidence and support: “I believe you can make this change. Here is the help I can offer.” Clear accountability and respect can share the same sentence.

3. The Five Micro-Behaviors of Delegation: same structure, different scaffolding

Your academy’s five micro-behaviors are useful whether someone needs considerable guidance or very little. Distinguish assigning responsibility for work from Blanchard’s Delegating leadership style, which matches a self-reliant achiever on a particular task. You can assign a task to a learner while still providing direction and coaching. Handing over the assignment does not require handing over every decision.

1. Explain the objective.

Start with the desired result, quality standard, deadline, and lines of authority. For a beginner, add an example of good work and teach the necessary steps. For a capable person, explain the result and constraints without prescribing your favorite method. “Do it exactly as I would” is a surprisingly efficient way to eliminate the creativity you just requested.

2. Give the authority to do the job.

Be explicit about decisions the employee can make, decisions needing approval, and whom to approach for help. Notify the relevant people. A learner might work within narrower decision boundaries; an experienced person might have broader discretion. Either way, responsibility without usable authority is a project-shaped trap.

Practice judgment with questions from the relevant Leadership Academy module: “What decision do we need to make? What are the pros and cons? If I’m unavailable, what would you do?” Define the criteria first, including operational requirements and the organization’s interests. Questions cannot replace boundaries nobody has explained.

3. Obtain acceptance of the task/project.

Seek a clear commitment to the outcome and deadline. Ask: “Walk me through what you’re taking responsibility for, what decisions you can make, and when you’ll deliver.” With a learner, check understanding and feasibility carefully. With an experienced person, invite them to flag risks and competing priorities. “Yep” is a sound, not a project agreement.

4. Express confidence and set up communication.

Say why you believe the person can succeed, then agree how updates, questions, and escalation will work. Ask what follow-up would help. A learner may need scheduled practice and ready access to you; a capable but cautious contributor may want a sounding board; a self-reliant person may need only a clear route for exceptions.

5. Check back periodically.

Agree checkpoints suited to task readiness and the consequences of errors. Review early attempts more closely when someone is learning; use milestones and results when someone is self-reliant. In every case, make check-ins predictable. Trust does not require disappearing, and accountability does not require popping up every eleven minutes like a software update.

When the work hits the mark, recognize the behavior and impact with B.I.G. feedback. When it misses, ask what happened, clarify the replacement behavior, and adjust the direction or support. Do not automatically reclaim the whole assignment—or insist on more questions when the person plainly needs instruction.

Try it in your next conversation

Choose one person and one specific assignment not their entire job description. Before you talk, answer four questions:

1. What does success look like? Name the result, standard, deadline, and decision boundaries.

2. What can they already do? Look for demonstrated task knowledge and skill, and ask where help is needed.

3. How do they feel about doing it? Ask about confidence and motivation rather than interpreting silence as agreement.

4. What will I change? Decide what to teach, what to ask, what feedback to give, and how to follow up.

Then make your approach discussable: “You know this process well, so I’ll leave the method with you. Let’s agree the outcome and a checkpoint.” Or: “This is new, so I’ll demonstrate the first round and stay close while you practice. We can loosen the follow-up as you become more confident.” Ask whether that level of involvement fits, and revisit it as the work develops.

The goal is not to become four different people before lunch. It is to stop using one leadership setting for every situation.

Ask More, Tell Less helps you invite thinking. B.I.G. feedback helps you make behavior, impact, and commitment explicit. The Five Micro-Behaviors of Delegation help you transfer work with clarity and accountability. Situational thinking helps you decide how much instruction, conversation, encouragement, and independence to build into each.

The best leadership tool is not the one you use most. It is the one you adapt to what this person needs for this task.

Your academy toolbox is ready. Now adjust the application and give your highlighter a well-earned rest.

Peter Mclees, Leadership Coach, Trainer and Performance Consultant
SMART DEVELOPMENT

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Friday, November 6, 2026

🏈5 Super Team Building Strategies from NFL Football

It’s November 6th , and the NFL season is in full swing—which means every fan is already calculating the path to the Super Bowl, every coach is answering questions about “execution,” and every office has at least one person treating a fantasy-football lineup like a major corporate acquisition. The championship may still be months away, but the weekly preparation, teamwork, and course corrections offer useful lessons for building a stronger team right now.

You do not need to know the difference between a blitz and a breakfast burrito to use these ideas. Football makes teamwork visible: people prepare together, compete for roles, develop skills, track results, and receive constant coaching.

Here are five practical strategies leaders can borrow from the NFL—no helmet, tackling dummy, or seven-layer dip required.

1. Practice Like Game Day Matters

NFL teams do not wander onto the field on Sunday and say, “Let’s circle back after the first quarter.” They study opponents, review film, rehearse fundamentals, and practice specific situations until good decisions become automatic.

Workplace example—service operations: Before the Monday rush, rehearse a realistic service disruption: three technicians call out, a priority customer loses service, and the scheduling system decides it also needs a personal day. Have dispatchers practice triage, customer updates, escalation, and reassignment. Debrief afterward so the real emergency does not become the first rehearsal.

Try this: Pick one recurring high-stakes moment—sales calls, product launches, incident response, or executive updates—and schedule a short, realistic practice session before the next one.

2. Create Positive Pressure to Perform

NFL players know that talented teammates are preparing behind them. Healthy competition raises the standard, but the key word is healthy. Fear may produce frantic activity; clear expectations and capable backups produce reliable performance.

Workplace example—sales: Pair two account executives on a group of priority prospects. Each person owns specific opportunities, but both learn the customer history, decision makers, and next steps. They can challenge each other’s strategy, cover important calls, and keep momentum when someone is unavailable—without turning the sales floor into a reality television audition.

Try this: Identify one critical responsibility that only one person can perform. Create a trained backup, then rotate ownership occasionally so readiness becomes real—not a box checked in a spreadsheet.

3. Select for Strengths, Then Develop for Growth

NFL teams spend enormous energy evaluating talent, matching players to roles, and developing them over time. They do not draft a quarterback and then act surprised that he is not the best choice to kick field goals.

Workplace example—administrative work: When hiring an executive assistant, use a realistic exercise rather than relying only on polished interview answers. Give candidates a crowded calendar, a last-minute travel change, and two leaders who both claim their meeting is urgent. Ask them to organize the day and explain their choices. Once hired, provide templates, shadowing, and weekly coaching so good judgment grows alongside speed.

Try this: For every important role, define the three strengths that predict success, use a realistic selection exercise, and create a 90-day development plan with visible milestones.

4. Make the Scoreboard Clear

Sports are satisfying because everyone can see the score—even when we wish we could not. At work, teams often receive a foggier message: “Improve quality, move faster, delight customers, reduce costs, and please do not ask which one matters most.” Clear measures focus attention.

Workplace example—service operations and sales: A service team might track the percentage of urgent requests acknowledged within 15 minutes as a leading measure and repeat service visits as a lagging measure. A sales team might track qualified follow-up meetings alongside closed revenue. The point is to connect daily actions with outcomes—not to build a dashboard so elaborate that it needs its own help desk.

Try this: Choose one outcome measure and two behavior measures for the next quarter. Review them weekly, discuss what the numbers are teaching you, and retire any metric that generates more theater than insight.

5. Coach in Real Time.

Football coaches do not save every observation for an annual performance review in a conference room with questionable coffee. They give specific feedback during practice, after plays, and between games. The best feedback is timely enough to help with the next attempt.

Workplace example—administrative work: After a coordinator prepares the weekly operations report, take five minutes to review it together. Say, “The summary made the service backlog easy to understand. Next time, flag overdue items at the top and identify an owner for each one.” That is more useful than waiting six months to write, “Needs greater attention to detail,” which sounds official while explaining almost nothing.

Try this: Ask every manager to hold one brief coaching conversation each week using three questions: What worked? What would improve the next attempt? What support do you need from me?

Click here to read my related blog post: Coach in Real Time—The Playful Power-Up Edition

What Will Your Team Try?

Your workplace is not an NFL stadium. That is good news: the printer may jam, but it rarely weighs 300 pounds and runs a 4.8-second forty-yard dash. Still, the team-building fundamentals transfer remarkably well.

Practice important moments. Build capable backups. Select people thoughtfully and develop them deliberately. Make performance measures visible. Coach while improvement is still possible.

Choose one strategy and test it for the next 30 days. Define the behavior you will change, decide how you will measure progress, and review the result with your team. You may not receive a championship ring, but you could build a team that performs with greater confidence, consistency, and trust—and nobody has to get tackled.

Take the field together, commit to getting better every day, and turn small wins into a stronger team.