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rob employees of their pride of workmanship, ask them to do something
they cannot do.
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At some point, employees may merely need to be shown what to do.

However, if they have some level of competence but a low level of
commitment, they won’t be able to do the job without help. The task or the
situation may be new to them, even though they may have some relevant
skills.

As their learning level rises, employees should be given the opportunity to
do a task on their own, regardless of some risk being present. However,
although they may be experienced and capable, they may lack the
confidence to go it alone or the motivation to do it well or quickly.

Generally, those who have a high level of commitment will be eager to

learn and be willing to take direction. As employees grow in confidence
and capability, top management may only need to observe performance
and reinforce the positive. Ultimately, in this model, the leader only needs
to manage the consequences of the work of the subordinates. Employees
are experienced at the job, and comfortable with their ability to do it well.

They may even be more skilled at the task than the leader.

From management’s perspective, the greater the development level of the
subordinates, or followers, the less time the leadership needs to spend
managing staff and still getting high quality results. Furthermore,

leadership will be most effective if a leader can look at a situation, decide
what style of leadership is needed by the group, and act accordingly.

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Tom Hornsby & Larry Warkoczeksi, New Roles for Leaders. Franklin TN: Hillsboro Press, 2000, p. 28.
David Kolzow 27