Getting everyone actively involved
Almost every day I read about how more organisations are recognising that their management frameworks are not achieving the necessary engagement of all employees. In some instances there is a recognition that a significant number of employees do not need the level of ‘management’ that is in place. The reason is simply due to the general improvement in the level of capability that is available if only it was given the opportunity to be released.
Feedback clearly indicates that there is too much ‘management’ and not enough scope to enable a greater number of employees to ‘manage’ themselves. Although a certain degree of scepticism is poured on the concept of ‘self-managing’ the evidence drawn from organisations who have implemented it illustrates that it is a powerful self-motivator. The three new managing roles described below can significantly impact the level of employee engagement. The reason is quite simply the allocation of accountability from the manager to the person who is expected to deliver the desired results. This is a move from ‘management’ control to one of focused empowerment linked to achievement of specific outputs.
As I briefly review the three roles, I use the term learner to cover anyone who needs to develop skills, knowledge, and/or appropriate mindsets, irrespective of ‘level’ in an organisation.
The new managing roles (continued)
I focused on the Visionary role in my last blog and will now turn to the next three roles central to engaging effectively all employees to be part of the managing of the organisation irrespective of their sector of influence. The roles of Enabler, Coach, and Mentor can be critical facilitators of empowerment in that they focus on development by using positive and non-judgmental processes. I will now briefly explore each of the roles:
- Visionary
- Enabler
- Coach
- Mentor
- Team champion
- Cheerleader
One of the most exciting aspects of the three roles is that they are not predicated on hierarchy in that a senior person should work with a less senior person. It is more about capability, skill, knowledge transfer, and development which is not age or gender specific. There are now many examples of younger employees enabling their more experience colleagues to handle the increasing demands of a technological world and thus stay more connected and engaged.
The Enabler
If you would like an in-depth explanation of the role of the Enabler you will find it in my book entitled Enabling Leadership published by Gower in 1989 and is still very relevant today. I believe that we should all adopt the enabling role as it is one of the most effective ways of positively connecting with others to achieve required goals. The reasons are straightforward and can be observed by the following:
- ¨ It is non-judgmental in approach
- Is focused on achieving mutually beneficial outcomes
- Operates on the principle of belief in the capability of others
- Respects the person whilst assessing the performance
- Identifies and then works to develop appropriate skills and knowledge
- Involves others in decisions that could have an impact on them
- Is based on personal self-confidence that keeps ego in check
- Encourages everyone to ‘manage’ themselves and their resources
The enabling process is about developing capability in ways that fit with each person’s needs whilst being conscious of helping them to manage their expectations, because there can be a disconnect between the person’s wants, needs, and expectations.
The enabling process is beginning to replace traditional training and development in that it is based on encouraging learners to take full accountability of whatever they want/need to learn. This means assisting them to identify their skill or knowledge gap based on a clear understanding of what they aim to achieve. Followed by helping them to secure the support and resources they will need to make the development journey. Enablers will maintain a watching brief for as long as colleagues feel that it is being helpful. Primary enablers would usually be learner’s key supervisors/managers as they are the people mostly in a position accountable for ensuring learners receive the support and encouragement needed to help them succeed.
Coach
I don’t think that I need to expand too much on the coaching role as it is generally accepted and has been implemented in a significant number of organisations. The role used to be mainly associated in general with sport and more specifically with football; however, the coaching role has been embraced by both public and private organisations around the world. The reason for its wider acceptance is that is offers those who supervise/manage learners a much more powerful process of development of learners that the traditional ‘command/control’ process ever achieved. It is also a role that can be adopted by any person who has the required skill and knowledge base.
The real value of coaching is in its clear focus on skill development with the ability to call on a wide range of resources designed to suit the learner. It usually starts with establishing a benchmark on the current skill level followed by an assessment of what needs to be acquired to meet the new performance requirements. The focus is on knowing what learners need to achieve and on helping them to find the most effective ways of acquiring the resources to make it happen. The coach’s role is usually employed for the time necessary to enable learners to achieve the desired performance level in a sustainable manner. It is a most effective process for growing the capability of the individual thus enabling them to feel valued by the organisation and it also effectively meets the ongoing performance requirements of the organisation.
As mentioned above it is a role that can be applied by many employees who have a capability that is needed by other colleagues. There is no doubt that they would also benefit from learning to effectively coach from those who are experienced coaches. There are also many organisations offering certificated training in coaching which moves the process to a more experienced level.
Mentor
When carried out in an effective manner the role of mentor can be a very powerful short or longer term process that enables individuals to develop their potential. Organisations that support the mentoring process are more likely to be seen as able to integrate individual aspirations with opportunities thus creating a motivational and innovative culture. Individuals may use a number of mentors that can add value to their thinking and provide insights about potential opportunities.
Usually a mentor is an uninvolved confidante and advisor i.e. not the person’s manager. Sessions are strictly confidential and not part of ‘management’ processes, thus allowing the mentee to explore issues and take risks without fear that the conversation will become known. I have had first hand knowledge of the effectiveness of mentoring when it is done well and of the ineffectiveness when done poorly. In fact it would be better not even attempted unless it is going to be well done. What is needed is a constructive relationship between mentors and mentees based on respect with a clear agreement on the groundrules they will work to. Done well it provides both parties with growth and development as there is challenge in mentoring others’ aspirations and enabling them to achieve what they want.
Whatever your position of accountability, If you do not have in your life an effective enabler, coach and/or mentor, get one or more of them now and experience the empowerment that will result.
Completing the six roles
You will have observed that the Enabling role is usually associated with the people accountable for learners outputs, however, the role can also be adopted by others who have a constructive interest in assisting learners develop. Enablers will be concerned with ‘smoothing the pathway’ for learners to enable them to acquire the additional skills and knowledge required to be improved performers. Whereas, the Coaching role would be carried out by people who have the necessary skills and knowledge. The Coaching role is the most intense due to the nature of the close liasion needed with learners to guide them by instruction, drills, practice to acquire the ability to perform at the level they and their organisation requires.
Although the final two roles of Team champion and Cheerleader have some characteristics that are similar to the four roles that I have described there are some interesting differences. I will cover the roles in my next blog, however, in the meantime if there are any parts of the role that you would like to learn more about contact me at tom.jaap@centell.org or leave a comment on the blog.
Best wishes
Tom
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