Accountability – What Leaders Can Learn from Pilots

In an earlier post, I explored the interesting notion of the value of pilot training for leaders. My post was a follow up to a study citing a possible correlation between effective corporate leadership and general aviation training.

The importance of accountability is widely discussed in leadership circles.  Strong leaders are said to “hold themselves accountable for results” and “drive a sense of accountability in others.” But what, exactly, does accountability mean?

The textbook definition of accountability is, “a form of trustworthiness; the trait of being answerable to someone for something or being responsible for one's conduct.” In other words, accountability is the opposite of blame-shifting. In its simplest terms, accountability means, “the buck stops here.”

Few professions rise to the level of accountability that is expected of pilots. The Federal Aviation Regulations (FARs), essentially the rules of aviation, contain a clause that illustrates this point. FAR 91.3 states: “the pilot in command of an aircraft is directly responsible for, and is the final authority as to, the operation of that aircraft.”

The authority imparted in FAR 91.3 represents the ultimate level of responsibility and accountability. As a result, the vast majority of aviation incidents or accidents are attributed to pilot error. Even in cases of well-documented extenuating circumstances such as weather or equipment malfunction, the primary cause of aviation accidents is most frequently determined to be pilot error. The consequences of pilot error are often severe, including suspension of license, job loss and occasionally, litigation.

The pilot in command is accountable for the safety of the flight

Imagine if a similar standard was applied in the world of leadership. Consider how often “leadership error” would be cited as the root cause of business problems. How would the business world be different if leaders could not invoke the usual litany of excuses such as “lack of systems support,” “not enough time” or “external economic forces” when things go wrong?

Here are four common workplace challenges. Envision how companies would be different if leaders, as well as the people and boards to whom they report, held themselves accountable:

1.      Chronically poor performing employee: Common excuse: "It's not my fault. He's lazy." Accountable leader's questions: "Did I fail to convey understandable expectations, monitor performance and swiftly intervene with coaching and guidance?"

2.      Disengaged new employee: Common excuse: "No one could have seen this. She interviewed so well and had great references." Accountable leader's questions: "Did I fail to carefully assess cultural and organizational fit? Did I fail to provide an effective orientation and onboarding experience? Did I fail to connect and guide the newcomer?"

3.      Sub-standard project progress: Common excuse: "I'm not responsible. This group is just not motivated." Accountable leader's questions: "Did I fail to provide clear project guidelines, appropriate project oversight, and closely monitor team dynamics?"

4.      Need to lay off staff: Common excuse: "We have no other choice. Market conditions and economic trends are impacting the company." Accountable leader's questions: "Did I lack strategic foresight? Was I paying sufficient attention to income and revenue trends? Did I exhaust all other options before impacting my employees' lives?"

Here’s a challenge to every leader, from CEO to first-line supervisor: Dust off your job description. Review the expectations and responsibilities of your position. Apply the principles of FAR 91.3 to every facet of your work. You, as a leader, are directly responsible for the operation of your group, department or organization, depending on the level of your job. When things go wrong – and they will – stop short of looking for other sources of blame and accept the responsibility at the same level that pilots do.

The buck stops with you. It will be uncomfortable and difficult, but nothing is more disarming or builds trust faster than a strong leader who accepts responsibility and models accountability.

Recommended readings for this post are: The Speed of Trust: The One Thing That Changes Everything, by Stephen M. R. Covey and The Limits of Expertise: Rethinking Pilot Error and the Causes of Airline Accidents, by R. Key Dismukes, Benjamin A. Berman and Loukia D. Loukopoulos.

The Speed of Trust discusses the importance quickly establishing trust to facilitate leadership effectiveness. Although "The Limits of Expertise" focuses on aviation, its message has relevance for decision processes, performance and errors of humans in many professions.

The Challenge of Being New

Do you remember your first flight, or your first day on a new job?  You probably experienced a range of emotions, including excitement, a twinge of fear and a sense of being a bit out of place. Being new, whether a brand new student pilot or a first-day employee, can be a challenging experience. The impressions and events of this first encounter often influence the long-term outcome.

Aviation serves as this blog’s platform for leadership lessons. The aviation industry suffers from a sadly high rate of attrition of student pilots. There are many factors that influence this unfortunate situation and certainly some – such as cost – are significant. However, the degree to which the new pilot feels welcomed and included does play a role.

Employee turnover, the business equivalent to pilot dropouts, is a concern for organizations. Many companies invest large sums to overhaul pay programs or create attractive benefits in an effort to retain good employees. Yet the answer to retention may lie in the effectiveness of the new employee’s orientation.

The value of a buddy

The student pilot – or the new employee – can be supported and helped by others. In aviation, the flight instructor is often the only individual with whom the new student interacts. If the student is a bit intimidated by the instructor, or if the chemistry between the two is less than ideal, the student may see no option other than to walk away. Often, this means entirely abandoning the pursuit of flight. The Aircraft Owners and Pilots Association (AOPA) recognized this phenomenon and created “Project Pilot,” a buddy program matching experienced aviators with students. The results of the project have been very successful.

Include newbies in parties and social events
Photo by Lillian LeBlanc

In many business settings, the new employee may interact primarily with those in his or her own department. Most of the new worker’s time, especially on the first day, may be spent with the immediate supervisor. When these relationships are positive, the new employee is off to a good start. Sometimes, though, the pressures of work preclude a meaningful welcome. The new employee may be shunted off to read policies or perform low-value work until someone has time to “deal with the newbie.”  Many organizations, including the US Navy, are using buddy programs to ensure that the new worker is matched with a seasoned employee, often from outside the new employee’s own department.

The importance of the “little things”

Whether new employee or new student pilot, the little things matter. Individuals who have been in an environment for some time become comfortable and may lose sight of what is important to someone who is new.  Something as simple as ensuring that the “newbie” knows the location of the restrooms can be critical.

Industry or company jargon can be confusing. Aviation in particular has an alphabet soup all its own, but every business has company shorthand and abbreviations. Taking time to explain acronyms and jargon are key to a warm and inclusive welcome.

Orientation goes beyond day one

The first day on the job, or the very first introductory flight, can be overwhelming. Yet the challenge of being new extends well beyond the initial encounter.

Some student pilots drop out of aviation after the solo flight phase. New employees may leave after 6 months or a year. The reasons are as varied as the individuals involved, but closer shepherding and focused attention from those in leadership positions may make a difference. We think of the brand new employee or intro flight student as the actual newcomer, but it may take very long time for one to feel accepted and fully immersed in a group. A long term buddy system can be of value, as can a concerted effort to include the “semi-new” individuals in extracurricular activities.  Even an invitation to lunch now and then, accompanied by an informal “how’s it going” chat will help the assimilation process.

Being new can be uncomfortable. But with the right kind of support, guidance and attention, being new will evolve to a state of inclusiveness, accomplishment and long-term success.

For further reading on this topic, consider Onboarding: How to Get Your New Employees Up to Speed in Half the Time, by George Bradt and Mary Vonnegut. It is a step-by-step guide to ensure successful integration of new employees.  If you know a budding aviator, consider giving him or her a gift of The Student's Pilot's Flight Manual: From First Flight to Private Certificate, by William Kershner. This is a great way to say “welcome to the fold.”