Full Answer Section

Observed Leadership Situation: “The Underperforming Project Lead”

• My Role/Observation: I was a project coordinator in a development NGO in Nairobi, Kenya. My manager, Ms. Atieno (Head of Programs), was dealing with a project lead, David, who was consistently missing deadlines and delivering sub-standard reports for a critical community health initiative. David was technically competent but struggled with time management and delegating effectively, often taking on too much himself and then failing to deliver. His underperformance was jeopardizing the project’s funding and impact.
• Challenges: Missed deadlines, compromised project quality, potential funding loss, team morale issues due to David’s bottlenecking, David’s potential burnout.
• Desired Outcome: David improves his project management skills, meets deadlines consistently, and ensures high-quality deliverables, thereby safeguarding the project and alleviating team stress.

Critical Analysis: Comparison and Contrast

Both situations involve a leader addressing an employee’s performance issue that has significant implications for the organization’s success. However, the nature of the issue and the leadership approach required differ.

Similarities:

1. Performance Gap: In both cases, there’s a clear gap between expected performance and actual performance. Sarah’s campaign is misaligned with strategy, and David’s project deliveries are substandard and late.
2. Organizational Impact: Both issues have high stakes. InnovateTech risks wasted resources and a failed product launch, while the NGO risks losing funding and failing to deliver critical health services.
3. Need for Leadership Intervention: Both scenarios necessitate direct intervention from a senior leader to address the performance issue and guide the employee towards the desired outcome.
4. Focus on Correction and Future Performance: The goal in both is not just to point out the mistake but to ensure future performance aligns with organizational objectives.

Contrasts:

Effectiveness of Approaches (Leveraging Leadership Principles):

In “The Misaligned Marketing Campaign” (Hypothetical):

• Recommended Approach for Mr. Kimani (Coaching/Mentoring): Mr. Kimani should adopt a coaching-oriented approach. He should start with open-ended questions to understand Sarah’s rationale for the campaign messaging. “Sarah, walk me through your thinking on the target audience for this campaign. What assumptions did we make?” This helps uncover potential misunderstandings rather than immediately imposing a solution. He should then clearly articulate the strategic vision and the critical importance of appealing to small business owners, providing concrete examples of what that means for messaging. The goal is to facilitate Sarah’s own realization and commitment to the change. A transformational leadership element can be used by inspiring Sarah with the broader impact of connecting with the right audience.
• Potential Effectiveness: High, if the CEO focuses on strategic clarity and empowerment rather than blame. Sarah, as a director, should be capable of self-correction once the strategic disconnect is clear. This approach builds trust and develops Sarah’s strategic thinking skills.
• Risk: If Mr. Kimani is too directive, it could disempower Sarah, leading to resentment or superficial compliance without genuine understanding.

In “The Underperforming Project Lead” (Observed):

• Ms. Atieno’s Approach (Disciplining & Coaching): Ms. Atieno initially took a more direct, disciplining approach by clearly stating the missed deadlines and the negative impact. “David, your reports for Project X are consistently late and incomplete, jeopardizing our funding. This cannot continue.” This set clear boundaries. However, she quickly shifted to a coaching mindset. She didn’t just tell him what was wrong; she collaborated with him to identify why he was struggling (e.g., reluctance to delegate, perfectionism leading to procrastination). She then provided concrete tools and strategies:
  • Time Management Coaching: Helping David prioritize tasks, break down large assignments, and use project management tools more effectively.
  • Delegation Coaching: Identifying tasks that could be delegated, practicing how to delegate effectively, and trusting team members.
  • Mentorship: Connecting David with another successful project lead for informal guidance.
  • Frequent Check-ins: Establishing brief, but more frequent, meetings to monitor progress and provide support.
• Observed Effectiveness: Highly effective. The initial disciplinary conversation ensured David understood the gravity of the situation and the consequences. The subsequent coaching provided him with the skills and support he needed to improve. David’s performance steadily improved, deadlines were met, and project quality increased. He felt supported, not just criticized. This combined approach addressed both the accountability (disciplining) and development (coaching) aspects of performance management. It aligns with a situational leadership model, where the leader adapts their style (from more directive to more supportive) based on the employee’s readiness and competence for specific tasks.
• Why it worked: Ms. Atieno balanced clear expectations with a genuine desire to develop David. She empowered him by providing tools and trusting him to apply them, rather than micromanaging. Her approach was rooted in understanding the root cause of the underperformance (skill/process gaps) rather than just focusing on the symptoms (missed deadlines).

In both scenarios, effective leadership requires a blend of clear communication, empathy, and a focus on solutions rather than just problems. The specific mix of disciplining, coaching, or mentoring depends heavily on the root cause of the performance issue and the individual’s readiness for change.