Tasks are often assigned with a full set of instructions:
- “Bake this cake; recipe is on the box.”
- “Assemble this bookshelf; instructions are inside.”
- “Set the table; follow the place setting diagram.”
Instructions ensure the desired result is achieved by prescribing a process and required steps. Someone else figured out the complexities and designed a path that—if followed—will yield the expected outcome.
Similarly, to mitigate the risk of inconsistency we often include explicit instructions within sales and marketing:
- “Call these customers and follow this script.”
- “Build the presentation with this template.”
- “Create the proposal using the company boilerplate.”
- “Set up the trade show booth according to the floor plan.”
But frequently tasks are assigned with only the expected outcome or desired result. No instructions are provided because leadership entrusts the individual to figure out ‘the how’ and execute in the manner most efficient for them. And in such instances peers may subsequently approach and request your instructional assistance, usually in one of three ways:
“Tell me what to do.” Unfortunately this is the most common plea and the most disheartening as it often indicates a lack of excitement or energy towards the task. The individual doesn’t care about the reason, the method or the purpose; they just want the result. There is no interest in problem solving, design thinking or additional learning and providing them with elaborate explanations or interesting details is unlikely to change their mindset. Thus you have three options with this type of request: a) provide them explicit instructions so they can change the nature of the task to pure execution (i.e., no design); b) offer no guidance and redirect them to someone else. While a) may seem the preferable option, recognize that in the event they fail, they may blame you and point to your instructions as the primary cause.
“How should I do it?” This instructional request usually comes from individuals who are trying to understand the mechanics and purpose of the task. They are anxious to go to work identifying a formula for success and recognize a more thorough appreciation and understanding will enable more efficient execution. Accordingly, they are willing to hear additional tips, tricks and insight that might speed the process or improve the result. If they are successful with your instructions, they will disseminate the knowledge to others. And if they struggle or fail, they will seek alternative instructions and you may not hear about the task again.
“How would you do it?” The most infrequent of the three, this request is indicative of an individual’s interest in your critical thinking and approach. To become familiar with the basic requirements of the task, they have likely attempted it in some form before approaching you. They are confident in their own abilities and fairly certain they can figure it out on their own (if they haven’t already), yet still open to criticism and always looking for ways to improve. There is no guarantee they will follow your instructions and will openly state this to you, maybe even challenge your reasoning or question why the task is necessary. They will recognize your input, provide you with visibility of the outcome and assume personal accountability for the result—regardless of success or failure.
Semantics? Absolutely. Gross oversimplification? Sure. But the wisdom here is to recognize that when a peer asks you for instructions on a task you didn’t assign, consider the opportunity being presented:
- If requesting WHAT, they want you to DIRECT.
- If requesting HOW, they want you to SHARE.
- If requesting YOU, they want you to TEACH.
