Lead with guidance and support when teammates lack the skills in NJROTC.

Leadership that actually sticks: helping teammates who don’t yet know how to do the job

Let me ask you something. When you’re steering a small but capable team, what happens if a few members aren’t sure what to do? Do you leave them to figure it out on their own, or do you step in with support and guidance? In real teams—like the LMHS NJROTC Academic Team—the right move isn’t to pretend the gaps aren’t there. It’s to invest time, patience, and a steady hand in helping people grow. That approach pays off—not just for the learner, but for the whole group.

What’s really going on here

Think about a crew where some teammates are new to the game. They might know the goals, but they don’t yet know the moves. Without clear direction, two things happen: tasks stall, and confidence dips. A leader who offers steady guidance helps the team stay on track and builds trust. It’s not about hand-holding or micromanaging; it’s about preparing people to contribute with competence and independence over time.

If you’ve ever watched a drill team or a small unit operate, you’ll notice a pattern. The most dependable teams aren’t the ones with the sharpest individual skills at the start; they’re the ones where a leader makes space for learning, then steps back when the learner is ready to take the next step. The same idea applies to the academic side of NJROTC—where planning, analysis, and teamwork are part of the mission.

The right course of action (the core idea)

The correct answer to the leadership question is straightforward: spend a great deal of time giving them guidance and support. Why? Because learning happens through exposure, practice, feedback, and encouragement. You’re not simply teaching a task; you’re shaping how someone approaches problems, clarifies uncertainties, and builds confidence to try again after a misstep.

When you commit to generous guidance, you’re signaling that every member’s growth matters. That message changes how someone shows up to a project: they’re more willing to ask questions, to test ideas, and to seek help when needed. And yes, that support can take many shapes—from one-on-one coaching to sharing quick reference materials to modeling good collaboration in real time.

How to put this into practice, without turning it into a slog

Here’s a practical way to implement supportive leadership, especially in a fast-moving setting like an NJROTC team. Think of it as a short, repeatable loop you can run without burning out.

• Start with a quick skills inventory. Have one-on-one conversations to identify what each member doesn’t know yet and what they’re eager to learn. Keep it light and constructive. “What’s unclear right now? What would help you feel more confident?” Questions matter; they steer the learning so it’s relevant, not generic.

• Pair people up. A buddy system is powerful. Pair the newer member with someone who has a bit more experience. The seasoned teammate gets a coaching moment, and the learner gets hands-on guidance in the flow of work. It’s mentorship on the job, which sticks far better than isolated lectures.

• Build a mini-library of resources. Quick reference sheets, checklists, glossary cards, and short how-to videos make a dent. Put these where teammates can reach them easily. A well-timed reminder from a solo mentor—“Here’s where we’re headed this week”—can be more effective than a long email.

• Schedule regular touchpoints. Short, focused check-ins beat long, sporadic feedback. A 15-minute weekly review can clarify objectives, celebrate progress, and course-correct early. These sessions aren’t judgment; they’re calibration.

• Create bite-sized tasks with clear outcomes. Break complex goals into small, doable steps. Each step gives a sense of progress and a concrete opportunity to practice. The learner can build momentum without feeling overwhelmed.

• Model problem-solving in real time. Demonstrate how to approach a task, think aloud about options, and weigh risks. Seeing the process is often more valuable than seeing a finished result. It teaches how to think, not just what to do.

• Encourage questions and normalize error as part of learning. When someone stumbles, frame it as information to learn from, not a failure to meet standards. That mindset shift matters a lot in a high-stakes environment like team leadership.

A simple example from the field

Imagine a small project where members must prepare a briefing on a historical topic for a drill day. One teammate understands the topic but isn’t sure how to structure the argument, while another isn’t confident with public speaking. A supportive leader might:

• Sit down for a short guidance session, laying out the briefing’s components and showing a sample outline.

• Pair them with a more confident speaker for a practice run, with the leader observing and offering quick, targeted feedback.

• Provide a one-page outline and a checklist: thesis, three supporting points, a short intro and close, and a slide cue for visuals.

• Schedule a 10-minute rehearsal a day before the presentation, with space for questions and clarifications.

• After the briefing, debrief with praise for what went well and precise suggestions for improvement.

Notice how this approach blends instruction, practice, feedback, and autonomy. The learner feels supported; the team gains a more capable contributor; and the whole process remains efficient and respectful of everyone’s time.

What to watch for (and how to stay on track)

Even the best intentions can misfire if you aren’t mindful of the dynamics. Here are a few pitfalls and how to dodge them:

• Don’t turn guiding into hovering. There’s a balance between support and independence. The idea is to shrink the learning curve, not to replace the learner’s judgment completely. Step back when they demonstrate competence, and step in again when they’re stuck.

• Avoid one-size-fits-all coaching. People learn at different speeds and in different styles. Some prefer hands-on tasks; others want to see a plan first. Tailor your approach to each teammate, within reason.

• Don’t neglect the rest of the team. If you pour all your energy into two members, others may feel overlooked. The solution isn’t to spread yourself thin; it’s to keep the entire team moving with shared goals and transparent communication.

• Resist the urge to rush. Learning takes time, especially when new skills involve both knowledge and teamwork. Patience isn’t laziness; it’s a strategic investment in capability.

A culture of growth matters

Leadership at its best is less about authority and more about cultivation. When leaders invest in guiding those who don’t yet know how to do the job, they’re doing two things at once: they raise the skill level of individuals, and they raise the collective performance of the team. In a setting like the LMHS NJROTC, where precision, discipline, and collaboration matter, that cultivation shows up as better planning, clearer communication, and a stronger sense of shared purpose.

As you lead, you’ll notice a inevitable shift: teammates start to see challenges as something to tackle together rather than as a personal pressure point. That’s the essence of empowerment in action—not a loud decree, but a steady, patient practice that says, “We’ve got you. You’ve got this." It’s a subtle, powerful thing that makes the whole unit feel safer and more capable.

A quick takeaway plan for leaders

• Start with listening. A few honest conversations can reveal the gaps that matter.

• Create a supportive pair-and-share system. Mentorship in motion beats classroom cliffs.

• Build a lean set of go-to tools. One-page outlines, short guides, and checklists are gold.

• Schedule brief, regular check-ins. Short, meaningful feedback beats long, sporadic notes.

• Treat mistakes as learning moments. Reframe missteps as data for improvement.

A closing thought

Leading isn’t about showing how much you know; it’s about helping others grow into what they can be. In teams like LMHS NJROTC, this approach changes the way people think about tasks, roles, and collaboration. It shifts the focus from “What do I have to do?” to “What can we build together?” And that makes the difference between a group that follows orders and a team that rises to the occasion, again and again.

If you’re stepping into a leadership role soon, remember this: guiding someone who doesn’t yet know how to do the job isn’t a side quest. It’s how you craft a durable, capable team. It’s how you turn potential into performance. And it’s how the values of growth and empowerment become not just ideals, but everyday practice you can trust.