* Dis-un-empowerment: The removal of those performance-influencing factors (real or believed) that are thought to be un-empowering by the individual or individuals.
And we can define Motivation as the absence of de-motivating factors.
The concept of empowering people is really a difficult one – lots of things have been written about it over the years but it requires the active involvement of senior managers, a whole lot of trust between managers and employees, and often some significant changes in workplace culture.
Plus there is the reality that one cannot really empower someone else – try it with a teenager if you need any proof of this!
I posted my first article on this subject back in 2006 and got a lot of interesting feedback about this simple but effective approach to involving and engaging people in an activity to improve morale, motivation and real performance.
We take the simple and somewhat obvious position that most people are far from actually being empowered or more properly, acting empowered. There are tons of statistics that support this notion.
So what are we actually talking about here? Let me start with a few simple examples of engaged and motivated people:
1) At a major hotel chain, employees are wearing buttons that say, “Yes I can.” I ask the front-desk clerk if she could give me a button because I am speaking that next morning on customer service and she says, “No, I can’t.”
She really did want to give it to me, but she said wearing the button was required as management’s policy, that they were expected to have one on, the hotel didn’t have extras and that she would be yelled at by her boss for not having a button. Caught in a dilemma, she was not able to do what the company or customer wanted her to do. (I did persuade her to give me the button and I used it in my session, explaining the dilemma she faced. Heck, I even invited her boss to sit in for free (but he did not!)).
The paradox is that management is telling her to act one way while asking her to follow a policy that blocks this request.
2) At McGuffey’s Restaurants, employees and managers wore buttons saying, “The Answer is Yes.” Unlike the above, ask anyone for a button, and they’ll give you their very last one, knowing this response is the expectation of top management. The employees are simply trusted to act appropriately. This attitude infected all kinds of behaviors, with waitresses making a quick run to McDonalds to buy a customer’s kid a Big Mac, raising money for charities or driving to the grocery store to buy anchovies for my Caesar salad.
Top performers, the ones who build positive long-term relationships with customers, will often bend rules and make decisions for the long-term good of the customer relationship when necessary. They tend to retain customers and build loyalty. At the other end of the spectrum, many people will blindly follow policies, procedures, systems and all those constraints that they believe are imposed on them from all over the place, significantly impacting performance.
Many people in the workplace are un-empowered and thus un-responsive and roadblocked by their perceptions of what the organization wants. Or they are roadblocked by their own beliefs about their capabilities. Or, they simply do not know how to get things accomplished.
My answer to performance improvement is simple and straightforward – let’s remove those things that individuals and groups feel are blocking their responsiveness and performance. That is not to say that we change all the policies and procedures, but that we discuss the approach of the top performers in the context of the organization.
If people are un-empowered, then let’s remove the things that might be blocking performance. Let’s work to limit the perceived roadblocks and provide some useful strategies and tactics to work around things inhibiting better results, on an individual and group basis. Thus,
Improvement is all about people; people dis-un-empowered to make decisions to the benefit of the customer and the company. And we know from decades of behavioral research that peer support can work wonders on individual performance, if we allow or encourage it.
What is Dis-Un-Empowerment and how do we Implement?
There are two issues to dis-un-empowerment, the organizational ones and the personal ones. Personal dis-un-empowerment issues are sometimes less clear, while it is easy to get consensus on common organizational ones.
Astronaut Scott Carpenter gave a nice analogy about walking in space. Years of training, simulations, and practice in weightless conditions as well as hundreds of hours of discussion and preparation did not adequately prepare him for the reality of standing in the doorway of the spacecraft with black infinity in every direction. He thought he could do it, but he froze. Wouldn’t you? There are direct parallels to dis-un-empowering people.
The American Society for Quality Control reported that while two in three workers said they had been asked to become involved in workplace decision-making, only one in seven felt they had the power to make those decisions. And if they don’t feel dis-un-empowered to make decisions, they won’t make them. And a Sirota Survey of 2007 found that 85% of employees say their morale declines significantly after spending 6 months on the job.
Why don’t most people feel able to make improvements? Because they are uncomfortable doing things differently than they have done them before. Most people will resist change.
“The only change people like is the kind that jingles in their pockets.”
my friend, Jerry Brown
“Change is good. You go first.
Note that almost every organization has a few top-performing employees doing exactly what is necessary to generate results. They are the people that have the highest productivity and profitability.
Exemplary performers manage roadblocks much more effectively and tend to have clearer perspectives and focus on what your customers require. They also tend to focus on doing the small things that truly make a difference in building a client relationship with the customer. But also recognize that they often bend the rules to do what is right — thus delivering the highest perceived value.
A few years ago, Frank Navran had the opportunity to observe the role that perception plays in people’s ability to manage obstacles. Frank was involved in a performance improvement project and asked to observe a work group to identify the behavioral, attitudinal and/or skills and knowledge differences between the exemplary performers, average performers and poor performers.
The intent was to identify those differences so that an intervention could be devised to make the average and poor performers more like their exemplary peers to raise overall unit performance levels.
What ensued was rather frustrating for the consultant and the client. Aside from the actual performance results there were no noticeable behavioral differences. The only apparent difference was the workers’ response to the question, “What is keeping you from performing at a higher level?
- The exemplary performers said they had fewer than 3 perceived roadblocks to higher performance levels.
- The average performers identified 6 roadblocks each.
- The poor performers cited 12 or more reasons why they could not perform at a higher level.
Their significance was twofold:
1. As all employees worked under near identical conditions nothing differed except their perception of the number of obstacles to exemplary performance facing them.
2. The differences seemed to be more perceptual than real. This lead the consultant to the hypothesis that in this client’s organization the performance difference might be related to the employee’s perceptions about his or her own power to remove the roadblocks to higher level performance.
Further testing proved him right. In addition, the consultant observed that employee perceptions fell into four sets or categories that could be generalized and applied to other cases. These can be drawn as a Square, of course:
Category 1 – BRICK WALLs
Some roadblocks are truly unalterable. There are things in the real world facing people that inhibit their performance which they are not likely to change: the effectiveness of a foreign competitor’s product, the slumping national economy, the international exchange rate, the organizational structure at the organization, the funding and paperwork processes for new product development, etc. These are all factors which affect employee performance but are well beyond individual or collective control. Characterize these as brick walls: immovable and real.
Category 2 – PARTITIONs
The second category of roadblocks are those that can be managed through with effort, time, money and/or additional personnel, or other resources. The individual employee might make some degree of progress in overcoming this particular inhibitor to performance. Often a small group of employees can make even more progress collectively. And, most importantly, this type of roadblock can be managed in large part or totally, if supervision or management gets involved. This type of roadblock is characterized as a partition, since a partition, if pushed from the bottom, might move slightly, but if pushed from a higher level will often topple. These are real roadblocks which the employees require assistance to remove.
Category 3 – PAPER WALLs
The third category was reminiscent of a football game where the home team burst through a paper barrier to the cheers of the crowd at the start. Until tested, this roadblock often looks impenetrable. Workplace examples are common, and include the belief that the boss will not approve, that it won’t be supported by another department, that it is “policy” or the way things have always been done, etc.
But people discover that these beliefs aren’t true when they test these perceptions. Others have done things differently and are doing things differently. But, unless tested, this roadblock is just as effective in preventing performance as the first two. These are manageable, but also real.
Category 4 – MINDSETs
This type of roadblock is the most troubling to management. It represents the untested beliefs and perceptions. When people believe they can’t, they are correct. These roadblocks are de-actualizing and restrictive, yet arbitrarily so in that they really do not exist. Interestingly, these are generally the most common of all the different types and the ones that block the below average performers from improvement.
Using the Model
It is always fascinating to observe how different employees manage the different roadblocks they face. Top performers, as a group, are generally not impeded by many of the things that get in the way of average or poor performers. Their model of how things really work appears to be more proactive and behaviorally-oriented. They are generally more willing to test the roadblocks to see which are which and are often quick to refer the Category 1 and 2 roadblocks to management whereas they push through the 3s and 4s.
Average performers, on the other hand, are sometimes stymied by roadblocks in many cases. Some may stubbornly push the 1s and try to get them to move even though they do not have the power to do so. They may often spend a lot of individual time on the 2s, trying to generate change and feeling good when they manage to get past them; this behavior, while well-intentioned, may not be time and energy effective!
Poor performers can generate long lists of roadblocks that get in the way of getting things done. They face innumerable hurdles in their everyday job and can constantly point out the things that cause their performance levels to be low.
How to deliver the theme:
So, here’s an empowering exercise that you can easily do to help reshape the thinking of the poor performers and generate new alternative behaviors among the average ones.
Use a flip chart and masking tape and start a meeting with the question, “What are some of the roadblocks to getting things done around here?” or similar. Allow the group to brainstorm and write everything down.
(Note: You might want to set the Rules as, “All comments are okay, everything gets written down and we discuss the specifics of each idea when we complete the list. No negative reactions are allowed in this part of the meeting.”)
Capture all of the ideas without reframing or rewording, since changing wording might change the meaning or it may be perceived as a “put-down” to an employee with less than perfect language skills who might then not participate any longer. You can also ask for clarification after you write it down, making notes on the page.
Ask individuals, if necessary, to generate the participation of everyone, but expect more roadblocks to come from the average and poor performers. Write them all down. You may also prompt, when the going gets slow, by saying something as, “How about the interdepartmental things?”
Post up the sheets as they become filled and do not be surprised to get 10 or more pages (my personal record: 22 pages!). The more the better. Really!
Once the list is essentially complete, share the model of Roadblock Management with them, describing the categories and the general frameworks of each.
Now, go back through this list and have the group categorize, as best they can, the nature of each of the roadblocks. Let THEM do this — that way it is their list and not yours!
What you will discover is that 80% of the roadblocks will be 3s and 4s and that the top performers will often offer everyone suggestions as to how to manage the 2s more effectively. The Category 1 roadblocks are those that you should volunteer to escalate and some of the 2s might be addressed by a team of your people, including some of the poorer performers.
Celebrate any ideas for improvement and attempts to address specific problems. And be sure to get out of the way as the group and individuals now engage in some dis-un-empowerment.
© Performance Management Company, 1998 – 2010 All Rights Reserved.
Dr. Scott Simmerman is a designer of team building games and organization improvement tools. Managing Partner of Performance Management Company since 1984, he is an experienced presenter and consultant. Connect with Scott on Google+ – you can reach Scott at email@example.com
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