Employee empowerment is a term used to express the ways in which non-

managerial staff can make autonomous decisions without consulting a boss/manager.

These self-willed decisions can be small or large depending upon the degree of power with

which the company wishes to invest employees. Employee empowerment can begin with

training and converting a whole company to an empowerment model. Conversely it may

merely mean giving employees the ability to make some decisions on their own.

There are employee empowerment workshops, books and articles. There is even a

magazine called Empowerment that can help a company converting to employee driven

decision-making. The thinking behind employee empowerment is that it gives power to the

individual and thus makes for happier employees. By offering employees choice and

participation on a more responsible level, the employees are more invested in their

company, and view themselves as a representative of such.

For employee empowerment to work successfully, the management team must be truly

committed to allowing employees to make decisions. They may wish to define the scope of

decisions made. Building decision-making teams is often one of the models used in

employee empowerment, because it allows for managers and workers to contribute ideas

toward directing the company.

Autocratic managers, who are micromanagers, tend not to be able to utilize employee

empowerment. These types of managers tend to oversee all aspects of others’ work, and

usually will not give up control. A manager dedicated to employee empowerment must be

willing to give up control of some aspects of work production.

When employees feel as though they have choice and can make direct decisions, this does

often lead to a greater feeling of self-worth. In a model where power is closely tied to sense

of self, having some power is a valuable thing. An employee who does not feel constantly

watched and criticized is more likely to consider work as a positive environment, rather than

a negative one.

One easy way to begin employee empowerment in the workplace is to install a suggestion

box, where workers can make suggestions without fear of punishment or retribution.

However, simply placing a suggestion box somewhere is only the first step. Managers must

then be willing to read and consider suggestions. They might provide a forum where

questions or suggestions receive a response, like a weekly or monthly newsletter. In

addition, managers can hold a once monthly meeting open to employees where all

suggestions are addressed.

At least some suggestions have to be approved in order for employees to feel that they are

having some impact on their company. Failure to approve or implement any suggestions

reinforces that all the power belongs to the managers and not the workers. Employee

empowerment of any form can only work when managers are willing to be open to new

ideas and strategies. If no such willingness exists, employee empowerment is likely to be

non-existent.

Employee Empowerment: How to Empower Employees

Employee empowerment is a strategy and philosophy that enables employees to make

decisions about their jobs. Employee empowerment helps employees own their work and

take responsibility for their results. Employee empowerment helps employees serve

customers at the level of the organization where the customer interface exists.

Top 10 Principles of Employee Empowerment

The Credo of an Empowering Manager

Looking for real management advice about people? Your goal is to create a work

environment in which people are empowered, productive, contributing, and happy. Don't

hobble them by limiting their tools or information. Trust them to do the right thing. Get out of

their way and watch them catch fire.

These are the ten most important principles for managing people in a way that reinforces

employee empowerment, accomplishment, and contribution. These management actions

enable both the people who work with you and the people who report to you to soar.

1. Demonstrate You Value People

Your regard for people shines through in all of your actions and words. Your facial

expression, your body language, and your words express what you are thinking about the

people who report to you. Your goal is to demonstrate your appreciation for each person's

unique value. No matter how an employee is performing on their current task, your value

for the employee as a human being should never falter and always be visible.

2. Share Leadership Vision

Help people feel that they are part of something bigger than themselves and their individual

job. Do this by making sure they know and have access to the organization's overall

mission, vision, and strategic plans.

3. Share Goals and Direction

Share the most important goals and direction for your group. Where possible, either make

progress on goals measurable and observable, or ascertain that you have shared your

picture of a positive outcome with the people responsible for accomplishing the results.

4. Trust People

Trust the intentions of people to do the right thing, make the right decision, and make

choices that, while maybe not exactly what you would decide, still work.

5. Provide Information for Decision Making

Make certain that you have given people, or made sure that they have access to, all of the

information they need to make thoughtful decisions.

6. Delegate Authority and Impact Opportunities, Not Just More Work

Don't just delegate the drudge work; delegate some of the fun stuff, too. You know,

delegate the important meetings, the committee memberships that influence product

development and decision making, and the projects that people and customers notice. The

employee will grow and develop new skills. Your plate will be less full so you can

concentrate on contribution. Your reporting staff will gratefully shine - and so will you.

7. Provide Frequent Feedback

Provide frequent feedback so that people know how they are doing. Sometimes, the

purpose of feedback is reward and recognition. People deserve your constructive feedback,

too, so they can continue to develop their knowledge and skills.

8. Solve Problems: Don't Pinpoint Problem People

When a problem occurs, ask what is wrong with the work system that caused the people to

fail, not what is wrong with the people. Worst case response to problems? Seek to identify

and punish the guilty. (Thank you, Dr. Deming.)

9. Listen to Learn and Ask Questions to Provide Guidance

Provide a space in which people will communicate by listening to them and asking them

questions. Guide by asking questions, not by telling grown up people what to do. People

generally know the right answers if they have the opportunity to produce them. When an

employee brings you a problem to solve, ask, "what do you think you should do to solve

this problem?" Or, ask, "what action steps do you recommend?" Employees can

demonstrate what they know and grow in the process.

10. Help Employees Feel Rewarded and Recognized for Empowered Behavior

When employees feel under-compensated, under-titled for the responsibilities they take on,

under-noticed, under-praised, and under-appreciated, don’t expect results from employee

empowerment. The basic needs of employees must feel met for employees to give you

their discretionary energy, that extra effort that people voluntarily invest in work.

Employee empowerment is a two sided coin. For employees to be empowered the

management leadership must want and believe that employee empowerment makes good

business sense and employees must act.  Let us be clear about one thing immediately,

employee empowerment does not mean that management no longer has the responsibility

to lead the organization and is not responsible for performance.  If anything the opposite is

true. Stronger leadership and accountability is demanded in an organization that seeks to

empower employees. This starts with the executive leadership, through all management

levels and includes front line supervisors.   It is only when the entire organization is willing to

work as a team that the real benefits of employee empowerment are realized.

For an organization to practice and foster employee empowerment the management must

trust and communicate with employees.  Employee communication is one of the strongest

signs of employee empowerment.  Honest and repeated communication from elements of

the strategic plan, key performance indicators, financial performance, down to daily

decision making.

If an organization has not be actively cultivating employee empowerment, it may take

considerable time and effort before employees start to respond.  Often the first efforts and

communications are met with employee derision and mockery.  Those who are only

interested in trying the latest management fad will give up when met with this response. A

good rule of thumb for communications to employees is to enumerate what management

considers adequate and then multiple by a factor of ten.  When considering employee

understanding and acceptance of decisions consider how long it takes for the management

team to discuss and then make a decision.  Allow several multiples of this time for

employees to think about the issue.

For management wanting employee empowerment the evidence will not come across the

board with wide spread acceptance.  A small number will accept the invitation to become

more involved, say 3-5 per cent.  The rest will be watching every move to see what

happens. Every communication, decision and action by management will be viewed as

either supporting a move to employee empowerment or not. Probably nothing

demonstrates the commitment or lack of commitment to employee empowerment more

than promotions and selection for leadership positions. Employees know those that attempt

to “shine up while dumping down”. 

For an organization to enjoy the returns from employee empowerment the leadership must

diligently work to create the work environment where it is obvious to all that employee

empowerment is desired, wanted and cultivated.  Management’s responsibility is to create

the environment for employee empowerment.

When organizational leadership has started to take actions to encourage employee

empowerment it is then up to the employees to decided if they wish to take advantage of

the opportunity or not.  It is not unusual for only a small minority to accept the challenge

initially.  Also it is very likely that some fraction will never respond. It is the large middle

group that must be convinced to practice employee empowerment.

It is our conviction that most organizations have exactly the level of employee

empowerment the management wants. This is demonstrated by the amount of

communications,  level of training provided employees, opportunities for personal growth,

the solicitation and implementation of ideas, the recognition and reward system,  promotion

and advancement criteria, and uncountable little signals from management that

demonstrate whether employees are valued or not.

When Six Sigma is deployed in an organization employees have numerous opportunities to

demonstrate that they are empowered. Unless there is employee motivation to accept and

act on the opportunities little will change.

Employee empowerment is evidenced by working with a six sigma project team to

understand the changes coming out of the project.  Being a participant using improvements

found by others is a form of empowerment.

Employee can demonstrate empowerment by suggesting areas or processes that might be

candidates for a six sigma project.  Part of employee empowerment is the recognition by

management that often people who most know of pressing needs for improvement are

those who have to work in the process.

Employee empowerment can take the form of being asked to bring expert knowledge to six

sigma projects. Even if not a full time member of the project team the fact that competence

and first hand experience are valued and an employee is willing to help demonstrates a

level of empowerment.

The employee can volunteer to serve on a project team as a Green Belt.  This usually

means that the employee has some subject matter expertise in the process scoped for a

project.  By completing the Green Belt training the employees will learn the Fundamental

Improvement tools and will learn how to use the Define Measure Analyze Improve and

Control steps as part of problem solving.  With this additional skill sets the empowerment of

the employee is increased, they are able to work more effectively and efficiently in solving

problems and providing potential solutions.

Employees can make it know that they would like to become Black Belts.  This form of

employee empowerment assumes that the employee has the necessary skills and ability to

complete the Black Belt training. Usually this means a college level education with comfort

in mathematics and if not some statistical understanding a willingness to learn.

One of the strongest signs from employees is when they take the lead to advance their

skills and knowledge with education and training either provided by the organization or out

side the organization.

Management has the obligation to create the environment that fosters employee

empowerment, employees have the duty to accept the opportunity and demonstrate they

are willing and capable.

Introduction to Motivation

At one time, employees were considered just another input into the production of goods

and services. What perhaps changed this way of thinking about employees was research,

referred to as the Hawthorne Studies, conducted by Elton Mayo from 1924 to 1932

(Dickson, 1973). This study found employees are not motivated solely by money and

employee behavior is linked to their attitudes (Dickson, 1973). The Hawthorne Studies

began the human relations approach to management, whereby the needs and motivation of

employees become the primary focus of managers (Bedeian, 1993).

Motivation Theories

Understanding what motivated employees and how they were motivated was the focus of

many researchers following the publication of the Hawthorne Study results (Terpstra,

1979). Five major approaches that have led to our understanding of motivation are

Maslow's need-hierarchy theory, Herzberg's two- factor theory, Vroom's expectancy theory,

Adams' equity theory, and Skinner's reinforcement theory.

According to Maslow, employees have five levels of needs (Maslow, 1943): physiological,

safety, social, ego, and self- actualizing. Maslow argued that lower level needs had to be

satisfied before the next higher level need would motivate employees. Herzberg's work

categorized motivation into two factors: motivators and hygienes (Herzberg, Mausner, &

Snyderman, 1959). Motivator or intrinsic factors, such as achievement and recognition,

produce job satisfaction. Hygiene or extrinsic factors, such as pay and job security, produce

job dissatisfaction.

Vroom's theory is based on the belief that employee effort will lead to performance and

performance will lead to rewards (Vroom, 1964). Rewards may be either positive or

negative. The more positive the reward the more likely the employee will be highly

motivated. Conversely, the more negative the reward the less likely the employee will be

motivated.

Adams' theory states that employees strive for equity between themselves and other

workers. Equity is achieved when the ratio of employee outcomes over inputs is equal to

other employee outcomes over inputs (Adams, 1965).

Skinner's theory simply states those employees' behaviors that lead to positive outcomes

will be repeated and behaviors that lead to negative outcomes will not be repeated

(Skinner, 1953). Managers should positively reinforce employee behaviors that lead to

positive outcomes. Managers should negatively reinforce employee behavior that leads to

negative outcomes.

Motivation Defined

Many contemporary authors have also defined the concept of motivation. Motivation has

been defined as: the psychological process that gives behavior purpose and direction

(Kreitner, 1995); a predisposition to behave in a purposive manner to achieve specific,

unmet needs (Buford, Bedeian, & Lindner, 1995); an internal drive to satisfy an unsatisfied

need (Higgins, 1994); and the will to achieve (Bedeian, 1993). For this paper, motivation is

operationally defined as the inner force that drives individuals to accomplish personal and

organizational goals.

The Role of Motivation

Why do we need motivated employees? The answer is survival (Smith, 1994). Motivated

employees are needed in our rapidly changing workplaces. Motivated employees help

organizations survive. Motivated employees are more productive. To be effective,

managers need to understand what motivates employees within the context of the roles

they perform. Of all the functions a manager performs, motivating employees is arguably

the most complex. This is due, in part, to the fact that what motivates employees changes

constantly (Bowen & Radhakrishna, 1991). For example, research suggests that as

employees' income increases, money becomes less of a motivator (Kovach, 1987). Also,

as employees get older, interesting work becomes more of a motivator.

Purpose

The purpose of this study was to describe the importance of certain factors in motivating

employees at the Piketon Research and Extension Center and Enterprise Center.

Specifically, the study sought to describe the ranked importance of the following ten

motivating factors: (a) job security, (b) sympathetic help with personal problems, (c)

personal loyalty to employees, (d) interesting work, (e) good working conditions, (f) tactful

discipline, (g) good wages, (h) promotions and growth in the organization, (i) feeling of

being in on things, and (j) full appreciation of work done. A secondary purpose of the study

was to compare the results of this study with the study results from other populations.

Methodology

The research design for this study employed a descriptive survey method. The target

population of this study included employees at the Piketon Research and Extension Center

and Enterprise Center (centers). The sample size included all 25 employees of the target

population. Twenty-three of the 25 employees participated in the survey for a participation

rate of 92%. The centers are in Piketon, Ohio.

The mission of the Enterprise Center is to facilitate individual and community leader

awareness and provide assistance in preparing and accessing economic opportunities in

southern Ohio. The Enterprise Center has three programs: alternatives in agriculture, small

business development, and women's business development. The mission of the Piketon

Research and Extension Center is to conduct research and educational programs designed

to enhance economic development in southern Ohio. The Piketon Research and Extension

Center has five programs: aquaculture, community economic development, horticulture,

forestry, and soil and water resources.

From a review of literature, a survey questionnaire was developed to collect data for the

study (Bowen & Radhakrishna, 1991; Harpaz, 1990; Kovach, 1987). Data was collected

through use of a written questionnaire hand-delivered to participants. Questionnaires were

filled out by participants and returned to an intra-departmental mailbox. The questionnaire

asked participants to rank the importance of ten factors that motivated them in doing their

work: 1=most important . . . 10=least important. Face and content validity for the instrument

were established using two administrative and professional employees at The Ohio State

University. The instrument was pilot tested with three similarly situated employees within

the university. As a result of the pilot test, minor changes in word selection and instructions

were made to the questionnaire.

Results and Discussion

The ranked order of motivating factors were: (a) interesting work, (b) good wages, (c) full

appreciation of work done, (d) job security, (e) good working conditions, (f) promotions and

growth in the organization, (g) feeling of being in on things, (h) personal loyalty to

employees, (i) tactful discipline, and (j) sympathetic help with personal problems.

A comparison of these results to Maslow's need-hierarchy theory provides some interesting

insight into employee motivation. The number one ranked motivator, interesting work, is a

self-actualizing factor. The number two ranked motivator, good wages, is a physiological

factor. The number three ranked motivator, full appreciation of work done, is an esteem

factor. The number four ranked motivator, job security, is a safety factor. Therefore,

according to Maslow (1943), if managers wish to address the most important motivational

factor of Centers' employees, interesting work, physiological, safety, social, and esteem

factors must first be satisfied. If managers wished to address the second most important

motivational factor of centers' employees, good pay, increased pay would suffice. Contrary

to what Maslow's theory suggests, the range of motivational factors are mixed in this study.

Maslow's conclusions that lower level motivational factors must be met before ascending to

the next level were not confirmed by this study.

The following example compares the highest ranked motivational factor (interesting work)

to Vroom's expectancy theory. Assume that a Centers employee just attended a staff

meeting where he/she learned a major emphasis would be placed on seeking additional

external program funds. Additionally, employees who are successful in securing funds will

be given more opportunities to explore their own research and extension interests

(interesting work). Employees who do not secure additional funds will be required to work

on research and extension programs identified by the director. The employee realizes that

the more research he/she does regarding funding sources and the more proposals he/she

writes, the greater the likelihood he/she will receive external funding.

Because the state legislature has not increased appropriations to the centers for the next

two years (funds for independent research and extension projects will be scaled back), the

employee sees a direct relationship between performance (obtaining external funds) and

rewards (independent research and Extension projects). Further, the employee went to

work for the centers, in part, because of the opportunity to conduct independent research

and extension projects. The employee will be motivated if he/she is successful in obtaining

external funds and given the opportunity to conduct independent research and extension

projects. On the other hand, motivation will be diminished if the employee is successful in

obtaining external funds and the director denies the request to conduct independent

research and Extension projects.

The following example compares the third highest ranked motivational factor (full

appreciation of work done) to Adams's equity theory. If an employee at the centers feels

that there is a lack of appreciation for work done, as being too low relative to another

employee, an inequity may exist and the employee will be dis-motivated. Further, if all the

employees at the centers feel that there is a lack of appreciation for work done, inequity

may exist. Adams (1965) stated employees will attempt to restore equity through various

means, some of which may be counter- productive to organizational goals and objectives.

For instance, employees who feel their work is not being appreciated may work less or

undervalue the work of other employees.

This final example compares the two highest motivational factors to Herzberg's two-factor

theory. The highest ranked motivator, interesting work, is a motivator factor. The second

ranked motivator, good wages is a hygiene factor. Herzberg, Mausner, & Snyderman

(1959) stated that to the degree that motivators are present in a job, motivation will occur.

The absence of motivators does not lead to dissatisfaction. Further, they stated that to the

degree that hygienes are absent from a job, dissatisfaction will occur. When present,

hygienes prevent dissatisfaction, but do not lead to satisfaction. In our example, the lack of

interesting work (motivator) for the centers' employees would not lead to dissatisfaction.

Paying centers' employees lower wages (hygiene) than what they believe to be fair may

lead to job dissatisfaction. Conversely, employees will be motivated when they are doing

interesting work and but will not necessarily be motivated by higher pay.

The discussion above, about the ranked importance of motivational factors as related to

motivational theory, is only part of the picture. The other part is how these rankings

compare with related research. A study of industrial employees, conducted by Kovach

(1987), yielded the following ranked order of motivational factors: (a) interesting work, (b)

full appreciation of work done, and (c) feeling of being in on things. Another study of

employees, conducted by Harpaz (1990), yielded the following ranked order of motivational

factors: (a) interesting work, (b) good wages, and (c) job security.

In this study and the two cited above, interesting work ranked as the most important

motivational factor. Pay was not ranked as one of the most important motivational factors

by Kovach (1987), but was ranked second in this research and by Harpaz (1990). Full

appreciation of work done was not ranked as one of the most important motivational factors

by Harpaz (1990), but was ranked second in this research and by Kovach (1987). The

discrepancies in these research findings supports the idea that what motivates employees

differs given the context in which the employee works. What is clear, however, is that

employees rank interesting work as the most important motivational factor.

Implications for Centers and Extension

The ranked importance of motivational factors of employees at the centers provides useful

information for the centers' director and employees. Knowing how to use this information in

motivating centers' employees is complex. The strategy for motivating centers' employees

depends on which motivation theories are used as a reference point. If Hertzberg's theory

is followed, management should begin by focusing on pay and job security (hygiene

factors) before focusing on interesting work and full appreciation of work done (motivator

factors). If Adams' equity theory is followed, management should begin by focusing on

areas where there may be perceived inequities (pay and full appreciation of work done)

before focusing on interesting work and job security. If Vroom's theory is followed,

management should begin by focusing on rewarding (pay and interesting work) employee

effort in achieving organizational goals and objectives.

Regardless of which theory is followed, interesting work and employee pay appear to be

important links to higher motivation of centers' employees. Options such as job

enlargement, job enrichment, promotions, internal and external stipends, monetary, and

non-monetary compensation should be considered. Job enlargement can be used (by

managers) to make work more interesting (for employees) by increasing the number and

variety of activities performed. Job enrichment can used to make work more interesting and

increase pay by adding higher level responsibilities to a job and providing monetary

compensation (raise or stipend) to employees for accepting this responsibility. These are

just two examples of an infinite number of methods to increase motivation of employees at

the centers. The key to motivating centers' employees is to know what motivates them and

designing a motivation program based on those needs.

The results presented in this paper also have implications for the entire Cooperative

Extension Sysyem. The effectiveness of Extension is dependent upon the motivation of its

employees (Chesney, 1992; Buford, 1990; Smith, 1990). Knowing what motivates

employees and incorporating this knowledge into the reward system will help Extension

identify, recruit, employ, train, and retain a productive workforce. Motivating Extension

employees requires both managers and employees working together (Buford, 1993).

Extension employees must be willing to let managers know what motivates them, and

managers must be willing to design reward systems that motivate employees. Survey

results, like those presented here, are useful in helping Extension managers determine

what motivates employees (Bowen & Radhakrishna, 1991). If properly designed reward

systems are not implemented, however, employees will not be motivated.

Employee motivation and employee empowerment are part of employee development.

 

The next step is to add employee motivation, employee empowerment and employee

development to our business model.

Every business and work process eventually requires that people make decisions to

do the right thing. For employees to act appropriately there must be employee

motivation that is a natural growth from employee development and employee

empowerment . Usually an active employee development training program is required

to develop employee empowerment.  As human beings we are all created with a free

will and the capability to make decisions. When employees are not making the correct

decisions, no matter how good the process or system, problems will soon develop.

Active employee development and  employee empowerment will help create the

environment where employee motivation can develop so more of these decisions

beneficial to your organization. Every level of  needs to understand employee

development and employee empowerment. A consistent  training plan that starts with

executive coaching and includes management training as well as supervisor training  

while offering leadership skills development for all employees will speed realization of

empowered employees.

There are an almost infinite number of small details that no one except the person

actually doing the work can ever know. Without employee empowerment it is difficult

to take advantage of this knowledge. All of this knowledge is valuable and waiting to

be tapped for your organization's benefit. Many organizations make a halfhearted

attempt at employee empowerment with the Suggestion Box that is never opened. The

last one I had opened contained several gum wrappers and one suggestion; it was

over six months old. While this may fool some into thinking they have an avenue for

participation and employee empowerment, others are successfully tapping this

resource.

Frequently assumptions are made about employee attitude and willingness to

participate based not on the actual employee motivation  but employee reaction to the

way they are treated by supervision. In many organizations there is essentially no

employee empowerment, no freedom to make even basic decisions.  These same

employees are community leaders, serve on church boards, are elected officials, do

volunteer work, have their own businesses, and in a variety of other ways demonstrate

a capability far above what is used in their work. What could happen to your business

if  through employee development and  employee empowerment your employees

brought the same dedication, effort and thought to work that they freely give away

outside of work? Improvements in productivity of 25% to 50% have been

demonstrated when employers are willing to engage their employee and create an

environment where employee motivation is the norm not the exception.. 

The synergy of work processes /system improvements can be amazing. A proven

effective way to get involvement is to focus on the cycle time of important work

processes. Even with uninspired and hesitant team members it is common to have

35+% reductions in cycle time. The importance of cycle time reduction goes much

deeper than just being able perform in a process in less time without adding effort. In

an organization dedicated to learning how to improve itself, every cycle is an

opportunity to learn and improve. An organization with a 33% advantage in cycle time

not only has the advantage of lower costs (time is always money) and the ability to do

more with the same or fewer resources but also they get three opportunities to learn

for every two opportunities for their competitors. In soccer terms that is getting three

shots on goal for every two from your opponent. Benefits continue to feed on

themselves and the advantages grow bigger and bigger.

Teaching people how to use relatively simple problem solving tools and techniques is

the easy part of employee development. Usually after just a little training and

experience with one or two work related problems the basic tools are mastered well

enough for most to start using them on their own. Even high motivated employees

need the necessary tools to do a good job. When placed in teams they are prepared to

make use of the many specifics that only they know to improve products and work

processes. If your organization is going to approach six sigma performance levels

(less than 3.4 ppm error rate) you will have to get your employees actively involved

using problem solving tools.

Even the best training/development programs can not assure that all employees will

get involved. One of the prime jobs of supervision and management is to create the

climate and the systems for employee motivation. Organizations need empowered

employees involved from the neck up and not just from the neck down. This is not to

say that all will chose to do so. The obligation is provide the opportunity and the

means. It is then the duty of the employee to take advantage of the employee

development opportunity. Most employees when they believe in and trust their

management/supervision will leap at the opportunity to make higher level contributions

to the organization.

In addition to basic problem solving skills training an employee development process

is needed. This process should stimulate thinking and encourage employees to make

positive change in their behavior, attitude and habits of thought about work. Frequently

however the biggest changes in these areas have to occur at the management and

supervision levels. Turf protection, arbitrary rules, inflexible systems, capricious

authority, poor listening, and reservation of the right to make all decisions diminish the

likelihood that employee will contribute even a fraction of their capability. True

management skill involves the ability to direct, coach, delegate and mentor individuals

and teams depending upon the situation and the employee's need. Developing

management and supervision with the skill and confidence to behave in this way is not

a trivial task. For this reason we strongly recommend that the employee development

start at the top of the organization with a consistent philosophy and approach backed

up with observable behaviors.

With Six Sigma Plus this area of personal development receives significant attention.

Even when no new technical skills or tools are taught improvements are often

impressive. This is especially true when a coordinated effort starts at the Executive

Level in the organization and moves through the Managers, Supervisors and

Employees working on the same concepts and approach.

Many organizations spend time and money on training efforts to teach new skills to

employees who are using a small fraction of the skills developed in past training.

Efforts at developing employees and allowing those who want to become more

involved (which are most of them) usually will have much higher returns. An additional

benefit is they are then more valued employees whose change in attitude is reflected

in their work.

Every activity or job has some level of technical skill that must be mastered in order to

perform at an acceptable level. Without these it is much like trying to turn a screw into

a board without a screwdriver. Demonstrated knowledge and skills are essential. In

some cases employees come to the job with all of those skills. More commonly your

employees will have a certain base level of competence but still will require additional

training and development before they can make a positive contribution. Sometimes it

can take years for the contribution to pay back the time value of the investment made

in an employee. An obvious improvement would be to reduce the amount of time

(cycle time) that it takes for new employees to reach the point of net return. 

The attitude that employee have on the work place can be as important than the actual

technical skill level. Most of the time when we speak of an employee having an

attitude it goes without saying that we are talking about a poor attitude. When

speaking of a positive attitude it is always preceded with the good descriptor. Our

experience confirms that poor attitude is one of the more common concerns in the

work environment. Actually it is not the attitude that is the problem, rather the

behaviors that results from that attitude is of concern. When someone is described as

having a bad attitude and you press for how anyone else can know if someone has a

bad attitude the responses are fairly typical. Attendance problems, marginal quantity

or quality of work, interpersonal problems with co-workers or supervisors, poor

communications, lack of cooperation in any activity, etc. The list is remarkable similar

no matter what the job, company, industry, or part of the world.

Our behaviors are how other people decide what kind of attitude they think we have.

Almost everyone will make the connection between behavior and attitude.

Our study indicates that attitudes tend to drive behavior and are a result of our internal

values and beliefs, many of which were imprinted at a very early age. We have to live

with the early messages for the rest of our lives. That means that if we as individuals

are going to change our attitudes we must find a way to over come that early

conditioning. Fortunately we can make a conscious choice to add to the values and

beliefs system we have imprinted. Each of us can make the conscious decisions to

enlarge our individual inventory of experiences. In the correct environment individuals

can examine values and beliefs and chose if they want to make a change. The change

is not always easy, but the beginning of change lies in changing the habits of thought,

our self-talk. 

The sequence is that our habits of thought (self-talk) drives our attitudes and our

attitudes drive our behavior. All three will have a certain amount of harmony or

agreement. To make a conscious decision to change we need to change the way we

think--change our habits of thought.

Changing someone else's attitude is an impossible task. What can be done is to over

the circumstances where if someone wants to make a change it is possible. Lasting

motivation comes from within. Some things can be done in the short term, but long

term motivation and change is a personal event. 

In order to help people learn one must understand that most people learn based on

three basic inputs.

First is a significant emotional event. Almost all of us can remember where we were

and what we were doing for some common major events. As a test, if you are old

enough, Where were you when you first heard that JFK was shot? What were you

doing when you heard about or saw the TV pictures of the Challenger explosion?

These are significant events that do not require effort on your part to remember. They

are events that impact us and we remember them for the rest of our lives with no effort

or conscious decision to so. Each of as individuals has a number of unique significant

events that are part of us no matter what we do. These types of experiences are

almost impossible to predict or create and thus are difficult to use a method of planned

learning.

A second method is the "Aha, I have it!". Discovery of a principle or concepts on you

own. You see this depicted in the cartoons as the light bulb turning on in someone's

head. Most of the time this is highly unpredictable and also very difficult to use as a

method for planned learning.

The third method is to take advantage of spaced repetition. A little test can

demonstrate that for you. All questions to be answered in less than 2 seconds. (3times

2=? ) ( 4 times 4=? ) Now try (16 times 18.27=?) While there may be some that can

answer all three in 2 seconds or less most of us are going to get the first two but not

the third. I contend it is because at some point we learned our multiplication tables

though a process of drill and spaced repetition, now they are automatic and we don't

have to think to get the answer. 

Using this principle of spaced repetition is one predictable way to have planned

learning. Single exposures have a retention of about 2% after 16 days. If on the other

hand you can get six exposures over six consecutive days the retention rate soars to

62% after 15 years. This is why most corporate communications and seminars have

little lasting impact. Six Sigma Plus training or any other kind of training/development

that is not spread out over time and does not have repeated exposure between

sessions has little chance of success.