| All great leaders are defined by the quality of their | | | | research the details for each option and present their |
| decisions. Although leaders can delegate, postpone, or | | | | findings in the form of a comparative analysis which |
| otherwise defer decisions, ultimately there are some | | | | may point to one option that is clearly superior to the |
| things that only the leader can decide. As President | | | | others. However once the analysis is completed with |
| Harry Truman famously said, "the buck stops here." | | | | whatever detail is permitted due to the time |
| He realized that ultimately, he needed to take | | | | constraints, the leader must choose an option and |
| responsibility and make decisions on the critical issues | | | | make their decision. |
| facing the nation. Likewise, leaders of any | | | | M: Make it happen. Once the decision is made, then |
| organization must also make key decisions and take | | | | the leader must communicate it to the staff and |
| the responsibility for their outcomes. This philosophy | | | | make it happen. Many leaders assume that once the |
| may sound simple, but it doesn't mean that it is easy. | | | | decision is made and communicated that it is carried |
| Often leaders must make decisions with scant | | | | out. Don't assume that once the communication is |
| information. More often than not, there are no clear | | | | made, that the decision will automatically get carried |
| cut choices among several viable options, and the | | | | out! Even in military organizations where people are |
| leader gets conflicting advice about which option to | | | | accustomed to follow orders, the decisions of senior |
| choose. So how can leaders make timely decisions | | | | commanders will not always be carried out as |
| and maximize their chances of making the "right" | | | | intended. It is up to the senior leader or decision |
| decision? They rely on a decision making model to | | | | maker to follow up with those who are charged with |
| help them. Consider the example of the AIME | | | | implementing the decision to see if it is being |
| decision making model: | | | | implemented as intended or if there is an |
| A: Assess the Situation. Whenever they are faced | | | | unanticipated problem. This is the time for leaders to |
| with a decision, leaders assess the situation. This can | | | | "lead from the front." Get up front and find the |
| either be a quick "estimate of the situation" or a | | | | problems and fix them, or fire up the people who are |
| more detailed analysis depending on the amount of | | | | supposed to get the job done. Unless you are |
| time available. Regardless, they always assess the | | | | prepared to rescind or modify the decision, make |
| situation by considering relevant facts that bear on | | | | sure that everyone is on board with getting it |
| the problem. Experienced leaders will know intuitively | | | | implemented. In extreme cases, this might even |
| which facts to look at and quickly assess the | | | | require firing recalcitrant team members who are |
| situation. Experienced emergency room doctors do | | | | obstructing rather than facilitating the decision. |
| this all the time. While they seem to easily make | | | | E: Evaluate the decision. This is the last, but most |
| quick decisions, in fact, they begin by assessing the | | | | often overlooked step in decision making. Even when |
| patient's condition by looking at the appropriate vital | | | | leaders follow up to make sure that their decisions |
| signs or test results. The reason that they can move | | | | are carried out, they often don't come back later to |
| quickly to a decision is because of their experience - | | | | evaluate the results. Evaluation is really the key to |
| they have likely seen a similar situation before that | | | | making great decisions. Most leaders understand that |
| they can relate to their present situation. Less | | | | they can never make great decisions all the time. |
| experienced leaders (or doctors) will need to get help | | | | Even great leaders will make a poor decision |
| from trusted colleagues to make their assessment; | | | | periodically, but the only way to correct that is to |
| nevertheless, they must begin the process by looking | | | | evaluate the results. The fact is that even a |
| at the relevant facts. | | | | successful missile launch is off target most of the |
| I: Implement a simple plan. After gathering information | | | | time. It is up to the guidance system to make |
| to make their decision, the next move is to | | | | mid-course corrections while the missile is in flight so |
| formulate a simple plan. To create their plan, they will | | | | that it gets to the intended target. In the same way, |
| likely consider their viable options. Normally there are | | | | leaders have the ability to achieve their intended |
| no more than five options. If there are more than | | | | results by making periodic reviews of their decisions. |
| five, it behooves the leader to quickly eliminate all but | | | | Depending on the nature of the decision, the elapsed |
| the most viable and get to the three best options. | | | | time before a review may vary widely; however, if |
| Once the options are identified, they compare the | | | | everyone knows that there will be a review, they will |
| advantages and disadvantages of each of the | | | | more diligently carry it out in the first place. Further, |
| options. If time permits, they sometimes do a | | | | they will be looking for signs along the way that will |
| deliberate analysis using a decision matrix whereby | | | | help to make the evaluation more effective. So, |
| each option is evaluated against specific "decision | | | | make sure to set up a time to evaluate your |
| criteria." They might have someone from their staff | | | | decisions if you are the leader. |