07 September, 2014

Putting a Face to a Name: The Art of Motivating Employees



Could a simple five-minute interaction with another person dramatically increase your weekly productivity?
In some employment environments, the answer is yes, according to Wharton management professor Adam Grant. Grant has devoted significant chunks of his professional career to examining what motivates workers in settings that range from call centers and mail-order pharmacies to swimming pool lifeguard squads. In all these situations, Grant says, employees who know how their work has a meaningful, positive impact on others are not just happier than those who don’t; they are vastly more productive, too.
That conclusion may sound touchy-feely, but Grant has documented it in a series of research papers. In one experiment, he studied paid employees at a public university’s call center who were asked to phone potential donors to the school. It can be grim work: Employees don’t get paid much and suffer frequent rejections from people unhappy about getting calls during dinner. Turnover is high and morale is often low. So how do you motivate workers to stay on the phone and bring in the donations?
One relatively easy answer: Introduce them to someone who is aided by those dollars.
In his 2007 study, Grant and a team of researchers — Elizabeth Campbell, Grace Chen, David Lapedis and Keenan Cottone from the University of Michigan — arranged for one group of call center workers to interact with scholarship students who were the recipients of the school’s fundraising largess. It wasn’t a long meeting — just a five-minute session where the workers were able to ask the student about his or her studies. But over the next month, that little chat made a big difference. The call center was able to monitor both the amount of time its employees spent on the phone and the amount of donation dollars they brought in. A month later, callers who had interacted with the scholarship student spent more than two times as many minutes on the phone, and brought in vastly more money: a weekly average of $503.22, up from $185.94.
“Even minimal, brief contact with beneficiaries can enable employees to maintain their motivation,” the researchers write in their paper, titled “Impact and the Art of Motivation Maintenance: The Effects of Contact with Beneficiaries on Persistence Behavior,” published in the journal Organizational Behavior and Human Decision Processes. 

Motivated Lifeguards

Motivating workers is a topic that interested Grant long before he became a professional academic. Prior to graduate school, he worked as an advertising director for the Let’s Go line of travel guides. “We were producing travel guides and we had a couple of hundred people working in an office that would help travelers see foreign countries in a new way and travel safely,” he recalls. “None of the editors had any contact with any of the actual readers.” Grant suspected that the staffers would find more satisfaction in their work — and probably work even harder — if they could regularly interact with the readers whose globetrotting they enabled.
At the travel guide business, he never got a chance to put that hunch into practice. But as he moved towards his doctoral research at the University of Michigan, he returned to the subject, using call centers, sports facilities and classrooms as some of his early laboratories.
According to Grant, just being aware of the impact your job has on others can help with motivation. In a follow up study to the one he published in 2007, he focused on lifeguards at a community recreation center. Some of them were given stories to read about cases in which lifeguards had saved lives. A second group was given a different kind of reading material: testimonies from lifeguards about how they had personally benefitted from their work. The results: Those who had been reading about their ability to avert fatalities saw their measure of hours worked shoot up by more than 40%, whereas those who had merely learned that a lifeguard gig could be personally enriching kept working at the same clip. The results were published in a paper titled, “The Significance of Task Significance: Job Performance Effects, Relational Mechanisms, and Boundary Conditions,” in the Journal of Applied Psychology.
Seeing Is Believing
Beyond awareness of job impact, face-to-face meetings with individuals who benefit from a job well done can dramatically improve workers’ performance. In Grant’s 2007 study, a second experimentlooked at a group of students who were tasked with editing cover letters of fellow students who had contacted the university’s Career Center in order to help find a job. One group of the student editors had the opportunity to see a would-be beneficiary who stopped by to drop off his letters and made small talk, purportedly unaware that the people in the room were the ones who would be tuning up his writing. Another group of student editors dug into the identical cover letters without having laid eyes on their author. The result? The people who had met the job-seeking student — even for a brief, apparently superficial conversation as he dropped off his paperwork — spent significantly more time on the editing task than those who hadn’t.
However, there’s more to know about contact than the simple idea that it is worthwhile to plunk workers down next to someone their daily tasks have aided. In a second run of the Career Center experiment, for instance, the alleged student job-seeker’s biographical information was also manipulated. Again, both groups of editors worked on identical packets of cover letters. But they also saw a personal information sheet the student had submitted to the Career Center. On one sheet, the student wrote that he desperately needed a job, saying he was having a hard time paying bills. For the other group, the personal statement did not contain any such language. Again, one group of editors met the student for the same few minutes of small-talk, and another group had no contact with him.
As in Grant’s lifeguard experiment, reading the high-need personal statement — that is, learning that their work was very important — was crucial. But, the one-two punch of knowing the beneficiary’s needs and meeting him in person generated the largest impact on motivation. Editors who didn’t learn of the student’s dire financial straits put in an average of 27 minutes of work. Editors who read of the student’s money woes but never met him clocked 26 minutes apiece. Only those who had met the student and read of his worries worked significantly harder on the task of helping him,spending more than a half-hour on the task, or an average of 20% more time than the other editors.
Grant says this suggests that “task significance” is the key driver, and that face-to-face interactions, even seemingly superficial ones, can serve as a way of driving that significance home. In other studies, he has found that engineers, salespeople, managers, customer service representatives, doctors, nurses, medical technicians, security guards, police officers and firefighters who can directly see their impact on others all achieve higher job performance.
Over the course of several years’ worth of experiments and surveys, Grant and his colleagues have spotted a few other nuances in how meeting beneficiaries affects workers. For instance, workers with a strong set of “prosocial values” — determined by those who say they agree strongly with statements such as, “It is important to me to respond to the needs of others” — are much more likely to be affected by reminders of how significant their work is. By contrast, generally conscientious workers, who presumably work hard whether or not their labors are beneficial, don’t show nearly the same spike in performance upon being exposed to their beneficiaries.
Still, Grant says that in a wired economy where workers are increasingly likely to be physically isolated from end users, it’s important for employers to build in systems that reinforce employees’ awareness of whom they are helping. “Technology is this really fascinating double edged sword,” Grant says. “On one hand, we have more and more ability to connect employees to end users from a different geographic region…. But on the other hand, technology has also reduced the need for face-to-face interaction. A lot of organizations stop short of making this sort of connection because the work can get done without it.”
That’s a mistake, he says — one that many companies are now working to avoid. In fact, Grant is consulting with a number of organizations to establish these sorts of procedures on an ongoing basis. One of them, a pharmaceutical firm that does mail-order prescriptions, established a system where staff pharmacists occasionally rotate into regular pharmacies where they interact with customers. They also began attaching  photos of customers to their mail-order files, on the assumption that humanizing the names on all those medical forms would improve performance and minimize mistakes on the crucial, if sometimes mundane, work of pharmaceutical delivery.
Even in firms that are not focused on helping people as a core mission, managers might still look at increasing contact between workers and others in the organization who benefit from their labor, Grant says. “Everybody has an end user. In some cases, those end users are more inside the organization than outside. In some cases, the end users who managers want employees to focus on are coworkers, colleagues in other departments, or managers themselves.” The question, he says, is: “How do we establish that connection as a regular routine, whether it’s a weekly conference call with [co-workers] or a monthly check-in?”
Corporate charity might also have a productivity-boosting effect. “Some of my recent research on a Fortune 500 company suggests that, if you’ve got employees where the primary purpose of their job is not to help people, where there’s no clearly defined group of end users, we can think about corporate philanthropy as a substitute. One option is to give people the chance to take responsibility for personally meaningful, important community service that can be sponsored by the company [so that they think], ‘I make a difference by being here.’”


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03 May, 2014

The Top 5 Leader/Manager Mistakes: Which Ones Are You Making?

Beth Armknecht Miller, CMC


Author: Are You Talent Obsessed?

"A mistake is just you learning how not to do something."
Over the years, I have worked with hundreds of leaders — many who have displayed specific leadership shortfalls, that, when improved have had a positive impact on the effectiveness and profitability of the organization. Both new and experienced manager/leaders can make these five mistakes. Which one is your Achilles heel? And what is your plan to improve?

1. Focusing on the Urgent and not the Important
How much time are you spending on activities that lead to your goals versus those that are urgent and unexpected? You would be surprised how many leaders fall into this trap. And it is a trap. In fact, I have worked with some leaders who get their “energy” from working in crisis mode.
The key is to set aside time on the calendar that is only for the important activities, and have the activities clearly prioritized so that when an urgent item is screaming at you, you can logically decide what important task can be set aside.
We all have crises, yet more often than not we move right into crisis mode before thinking through what can be moved off our plate of “importants.” Create a process that works for you in which you can smoothly move from the urgent and then back to the important. Don’t get stuck in the urgent.

2. Lack of Consistent Communication

As far as I can tell, there is no such thing as over-communication in the workplace. If I had a nickel for every time a leader said to me, “I told the company our (project, goal, etc), yet two weeks later they have totally forgotten the conversation,” I’d be a very wealthy person.

In this age of information overload, employees have a lot to file away and process. Communications should be implemented frequently and consistently using a variety of methods, since people have different learning styles. With the huge menu of communication technologies available to companies, messages should be delivered in person, electronically in written, audio, and video, as well as the old fashioned way, printed hard copy. 

3. Ineffective Feedback

This is a result of providing delayed and unclear feedback. It often starts by ignoring the “small stuff” with the hope that the behavior won’t happen again. More often than not, the behavior is repeated, and becomes tolerated. And it can lead to conflict-avoidance by a manager.

The best time to provide feedback is immediately after the behavior is observed. Be clear about what you observed, how it impacted you, and ask for ideas from your employee about how they could approach it in the future. And then get their commitment to make the change. This process focuses more on the future, as the past can’t be changed. 

4. Failing to Define Clear Goals

Employees need to understand how they will be measured and evaluated. Defining clear goals provides a roadmap for the employee. And more importantly, when an employee is part of her goal setting process, she has more ownership in successfully attaining her goals. Without goals, employees will not meet your performance expectations because they don’t know what they are.

5. Misunderstanding Motivation

After reading, Daniel Pink’s recent book Drive, I am convinced that leaders really need to rethink how they operate and create an environment that provides the foundation for employees to be intrinsically motivated. Too often managers think that changing the extrinsic motivators will lead to a change in behavior, and they can. The problem is that the change is not long-term and sustainable.
Once you have met an employee’s baseline extrinsic motivators, salary and benefits, you should focus on creating a foundation that encourages autonomy, mastery, and purpose. As Pink describes in his book, all humans are driven by these three attributes.
Autonomy is all about control of tasks, time, technique, and team. Mastery is providing an opportunity to get very good at something and to continue the process and understanding that you will never be perfect. It is the pursuit of perfection that motivates. And finally, purpose — working for some greater good and not just profit. Profit provides a means for a company’s purpose. It is this final attribute that is found more often in smaller, entrepreneurial companies who are lead by younger leaders.
So which of these leadership mistakes would your team members say you exhibit? And what is your plan of action to develop a way of avoiding these mistakes in the future?
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02 January, 2014

We Need Schools... Not Factories




The Sole Of A Student
--by Sugata Mitra
 


From Plato to Aurobindo, from Vygotsky to Montessori, centuries of educational thinking have vigorously debated a central pedagogical question: How do we spark creativity, curiosity, and wonder in children? But those who philosophized pre-Google were prevented from wondering just how the Internet might influence the contemporary answer to this age-old question. Today, we can and must; a generation that has not known a world without vast global and online connectivity demands it of us.

But first, a bit of history: to keep the world's military-industrial machine running at the zenith of the British Empire, Victorians assembled an education system to mass-produce workers with identical skills. Plucked from the classroom and plugged instantly into the system, citizens were churned through an educational factory engineered for maximum productivity.

Like most things designed by the Victorians, it was a robust system. It worked. Schools, in a sense, manufactured generations of workers for an industrial age.

But what got us here, won't get us there. Schools today are the product of an expired age; standardized curricula, outdated pedagogy, and cookie cutter assessments are relics of an earlier time. Schools still operate as if all knowledge is contained in books, and as if the salient points in books must be stored in each human brain -- to be used when needed. The political and financial powers controlling schools decide what these salient points are. Schools ensure their storage and retrieval. Students are rewarded for memorization, not imagination or resourcefulness. 

We need a pedagogy free from fear and focused on the magic of children's innate quest for information and understanding.
-- Sugata Mitra

Today we're seeing institutions -- banking, the stock exchange, entertainment, newspapers, even health care -- capture and share knowledge through strings of zeros and ones inside the evolving Internet... "the cloud." While some fields are already far advanced in understanding how the Internet age is transforming their structure and substance, we're just beginning to understand the breadth and depth of its implications on the future of education.

Unlocking the power of new technologies for self-guided education is one of the 21st century superhighways that need to be paved. Profound changes to how children access vast information is yielding new forms of peer-to-peer and individual-guided learning. The cloud is already omnipresent and indestructible, democratizing and ever changing; now we need to use it to spark the imaginations and build the mental muscles of children worldwide. 

This journey, for me, began back in 1999, when I conducted an experiment called the "hole in the wall." By installing Internet-equipped computers in poor Indian villages and then watching how children interacted with them, unmediated, I first glimpsed the power of the cloud. Groups of street children learned to use computers and the Internet by themselves, with little or no knowledge of English and never having seen a computer before. Then they started instinctually teaching one another. In the next five years, through many experiments, I learned just how powerful adults can be when they give small groups of children the tools and the agency to guide their own learning and then get out of the way.

It's not just poor kids that can benefit from access to the Internet and the space and time to wonder and wander. Today, teachers around the world are using what I call "SOLEs," "self organized learning environments," where children group around Internet-equipped computers to discuss big questions. The teacher merges into the background and observe as learning happens.

I once asked a group of 10-year-olds in the little town of Villa Mercedes in Argentina: Why do we have five fingers and toes on each limb? What's so special about five? Their answer may surprise you.

The children arrived at their answer by investigating both theology and evolution, discovering the five bones holding the web on the first amphibians' fins, and studying geometry. Their investigation resulted in this final answer: The strongest web that can be stretched the widest must have five supports.

Today, I launch my SOLE toolkit -- designed to empower teacher and parents to create their own spaces for sparking children's curiosity and agency. My team and I are excited to see more educators trying this future-oriented pedagogical tool on for size and then sharing their learnings are insights so we can all benefit from the hive mind.

Meanwhile, with my newly bestowed TED Prize, my team and I will build The School in the Cloud, a learning lab in India where children can embark on intellectual adventures by engaging and connecting with information and mentoring online. Technology, architecture, creative, and educational partners will help us design and build it. Kids will help us explore a range of cloud-based, scalable approaches to self-directed learning. A global network of educators and retired teachers will support and engage the children through the web.

We need a curriculum of big questions, examinations where children can talk, share and use the Internet, and new, peer assessment systems. We need children from a range of economic and geographic backgrounds and an army of visionary educators. We need a pedagogy free from fear and focused on the magic of children's innate quest for information and understanding. 

In the networked age, we need schools, not structured like factories, but like clouds. Join us up there.


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How To Bounce Back From Failure



--by Carolyn Gregoire, syndicated from huffingtonpost.com, Jan 02, 2014

Rejection is rough, no matter how you slice it. But it's also an inescapable fact of life, and our ability to deal with failure and rejection has a hand in determining how successful and happy we are.

Happiness isn't the opposite of depression -- resilience is, according to psychologist Peter Kramer. Think of the people you most admire -- many of them didn’t get where they are just by sailing through life without any negative experiences or failures. Most of them distinguished themselves by their ability to get right back up every time they fall, a truism reflected in countless inspirational quotations on the power of perseverance (In the words of Winston Churchill, "It is the courage to continue that counts.").

So how do resilient people differ from those who become paralyzed by every failure and setback?

Here are seven habits of highly resilient people -- and ways that you can improve your own ability to cope with challenges.

They fully experience both positive and negative emotions.

Building resilience isn't about blind optimism. Rather than looking only on the bright side and pushing away negative emotions, resilient people let themselves experience what they're feeling in any given situation, whether it's good or bad, according to Positivity author Barbara Fredrickson.

“The resilient person isn’t papering over the negative emotions, but instead letting them sit side by side with other feelings," Fredrickson told Experience Life. "So at the same time they’re feeling ‘I’m sad about that,’ they’re also prone to thinking, ‘but I’m grateful about this.’”

They're realistically optimistic.

A recent Taiwan National University study found that adopting an attitude of "realistic optimism," which combines the positive outlook of optimists with the critical thinking of pessimists, can boost happiness and resilience.

"Every time [realistic optimists] face an issue or a challenge or a problem, they won't say 'I have no choice and this is the only thing I can do,'" researcher Sophia Chou told LiveScience. "They will be creative, they will have a plan A, plan B and plan C."

They "reject rejection."

Rejection chips away at our self-esteem and confidence, making us fall harder with each subsequent setback or failure, Elaine Dundon, founder of the innovation group, said in her TED Talk on the subject, adding, "Rejection also steals our joy."

But rejection is inevitable, and coping with it effectively is essential to becoming resilient. As HuffPost blogger Alex Pattakos puts it, choosing to reject rejection can ensure that "you don't become a prisoner of your own thoughts.”

"It's important to understand that everyone is in a different 'space' and, in some cases, no matter what you say or do, they will always reject you or your ideas," says Pattakos, explaining that taking this mindset helps you to not take the rejection personally.

They build strong support systems.

Then you get knocked down hard, it's important to have the resources to help you get back up again, which includes having people to lean on. A 2007 study found that social support can actually boost resilience to stress.

They notice (and appreciate) the little, positive things.

Resilient people are good at tapping into their "positivity ratio,” according to Fredrickson. This means that they notice and appreciate the little joys and victories -- which keeps them from feeling like "everything" is going wrong. Her research has shown that a three-to-one ratio of positive to negative experiences is ideal for building resilience and boosting happiness.

They seek out opportunities for growth and learning.

Resilient people seek out growth experiences that boost self-reliance and individual decision-making skills, which gives them confidence in their ability to bounce back from failure.

"As a sense of competence increases, individuals are better able to respond effectively in unfamiliar or challenging situations and persevere in the face of failures and challenges," Kathleen M. Sutcliffe and Timothy J. Vogus write in Organizing for Resilience.

Those who have mastered the art of resilience know that setbacks and challenges can be our most powerful learning opportunities. Some of the world's most successful people have been fired from their jobs, and used the experience to learn something about themselves.

"I worked for American Harper's Bazaar... I got fired," Anna Wintour once said. "I recommend that you all get fired, it's a great learning experience."

They're endlessly grateful.

Gratitude is known to boost health and well-being -- and those who are thankful may enjoy better physical health and mood than those who focus on hassles and complaints.

“I got grateful when I got fired,” Sallie Krawcheck, formerly one of Wall Street's most powerful female executives, explained at The Huffington Post's women's conference, "The Third Metric: Redefining Success Beyond Money and Power." “I said ‘How many people get to get fired and it’s on the front page of The Wall Street Journal?’”

Krawcheck says that gratitude not only helped her deal with being fired, but it also helps her keep life's everyday stresses in their proper perspective.

"How do I get through it all?" said Krawcheck. "I'm endlessly grateful."

Courtesy: Dailygood

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