So here’s a good little tidbit to consider both for Scouting
and for the classes I teach:
The guy (or gal) leading your group? It’s likely they’re in
charge not because they’re competent, but because they spoke up first.
And why did they speak up first? Because, according to
psychologists Christopher Chabris and Daniel Simons, writing in their book “The
Invisible Gorilla,” they’re confident and used to “dominating” in situations.
Here’s what they say (emphasis mine):
They became leaders by force of personality rather than
strength of ability. Before starting the group task [solving a series of math
problems from the GMAT test], the participants completed a short questionnaire
designed to measure how “dominant” they tended to be. Those people with the
more dominant personalities tended to become the leaders. How did the dominant
individuals become the group leaders even though they were no better at math?
Did they bully the others into obeying, shouting down the meek but intelligent
group members? Did they campaign for the role, persuading others that they were
the best at math, or at least the best at organizing their group? Not at all.
The answer is almost absurdly simple: They
spoke first. For 94 percent of the problems, the group’s final answer was the
first answer anyone suggested, and people with dominant personalities just tend
to speak first and more forcefully.
So in this experiment, group leadership was determined
largely by confidence. People with dominant personalities tend to exhibit
greater confidence, and due to the illusion of confidence, others tend to trust
and follow people who speak with confidence. If you offer your opinion early
and often, people will take your confidence as an indicator of ability, even if
you are actually no better than your peers. The illusion of confidence keeps the cream blended in. Only when
confidence happens to be correlated with actual competence will the most able
person rise to the top.
So what’s the lesson here?
First of all, I don’t think the lesson is that
confident/dominant people are dumb. They’re not. They’re just confident and
dominant. When a question is asked, they’re ready with an answer. They may
recognize, as the group continues to form – through storming, norming and performing
– that they’re not the most able person in the group (others may certainly be
better at math, to continue the example) than they are. But they’re frustrated
by the more able yet less dominant person’s inaction, even if that inaction is
only a matter of seconds. An answer was requested, and an answer shall be
given. With confidence.
Second of all, I don’t think the lesson is that less
dominant but more able people are easily bossed around or cowed by more
dominant individuals. Just as a greater ability at math is a trait they
possess, they may equally desire to remain in the background during any group
work, because that is also a trait they possess.
So what is the lesson here?
If you’re naturally gifted but content to remain in the
background, either be prepared to stand your ground if the group is coming up
with incorrect answers or information, or be content to see the group fail.
If you’re a natural leader, get to know your team and their
strengths and weaknesses as the group forms so that you can identify the
naturally gifted and rely on them to come up with the correct answer. Then
supply the confidence and domination to convince the rest of the group that
your expert is right.
And here’s the takeaway: Give your team the time they need
to sort all this out for themselves. In other words, give your team time to
form, storm, norm, and then perform.
I’m dealing with this in my scout calling. Last night, we
worked on lighting fires with flint and steel, and it became clear that we have
one scout who is highly competent at using the tools correctly to get a fire
going. He’s also one of the quieter scouts, more content to hang in the
background. Other scouts came forward as leaders, and the most dominant of all
spent the longest time trying to get his fire started (his heart is in exactly
the right place; he wants to perfect the skill). But as we and the scouts
watched the dynamic of fire-starting, it’s clear where the “leadership” of the
fire-starting crew is going to fall. And then we have to identify those who are
good at taking direction from the fire-starter, so that their contributions of
tinder and twigs doesn’t suddenly overwhelm the little fire and put it out.
Our role as scoutmaster and assistant is to provide the
laboratory not only for the skill of fire-starting, but so that the boys
themselves can sort themselves out and identify who is the best at flint and
steel, and who is going to be the best at assisting, so that the fire is built,
started, and maintained to the point that competence is achieved. We have to
help the boys build competence so that when the time for confidence arrives,
even those who are not naturally dominant can rise to the top because their
peers have seen their competence and encouraged it enough so the natural
confidence is there at the same time.
I’ve seen this in action, in my own son. He is not the most
confident or dominant person in the world. But last year at scout camp, his
peers recognized his ability in tying knots. When it came time for Colter’s Run
– a weekly competition at Island Park Scout Camp that involves knot tying,
shooting, running, canoeing and other events, the scouts in his troop
recognized his knot-tying ability and gave him the confidence he did not
naturally possess. He aced the knot-tying, helping to send our troop on to win
the race.