Be a problem-solver
When I get to the end of a rehearsal, I'd usually say something like "Great work, everyone." And I would follow with the question, "Any concerns, requests, questions?"
A musician would sometimes raise their hand and point out a spot where there was a problem. If we had time, we'd go to that spot and address it immediately. I'd then offer a solution and we'd try it. It sometimes works and sometimes doesn't. If it doesn't work, that's when we usually run out of time and we plan to address it again next time.
I've come to realize that perhaps there is a missed opportunity in this scenario:
One of the pitfalls for a leader is to jump to the rescue too quickly. This is because we believe that as the leader, we must be the one with the answer. We must be there to save the day. It is our job to solve the problems. So we jump in with good solutions.
In the scenario I described, I asked the musicians to identify problems, but I didn't give them permission or the chance to offer solutions. I fully expected myself to be the rescuer, the problem-solver. And I just jumped in - like I was trained to do.
In doing so, I'm overlooking two possibilities: 1) my solutions may not be the most appropriate for the problem and 2) the musicians may have ideas for solutions. I'm also inadvertently disempowering, disengaging, and/or victimizing the people in the process without even knowing it.
In other words, I've set up the expectation for the people to be issue-spotters instead of problem-solvers.
Here's how they may differ:
When people operate as issue-spotters, we can feel less accountable, a need to blame someone or something, and a helplessness from being not in control.
When we operate as problem-solvers, we develop a momentum from agency, pride in ownership, and increased feeling of responsibility.
We can encourage our musicians to be active problem-solvers and not just passive issue-spotters.
***
How could I have done better with this in mind?
I could have asked the musicians for any suggestions to solve the problem.
I could have inquired further to understand more about what the real problem is - as opposed to guessing and assuming.
I could have asked, "What do you think would help here?"
I could have asked, "How could I be more helpful here?"
I could have ended the rehearsal with a prompt, "I know there are problems that exist. I invite you to choose one problem and propose one solution you think would help solve it."
As Liz Wiseman suggests in Multipliers, "Ask for the fix. When they bring you a problem, ask them for a solution."
Maybe I'll be brave enough to try this next time.
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