Renewable resources for thought leadership in HR

About 3 years ago, I wrote a post in this blog on “Thought leadership in HR in India” – based on an informal survey that I had conducted at that time. While the post mentioned that there does not seem to be consensus on the names of thought leaders in HR in India, it ended with a rather positive inference (especially for the people who want be thought leaders) that “There are a wide range of definitions of thought leadership. It seems that there is room for many types of 'thought leadership' and for many types of thought leaders in HR! This gives many of us a chance to become some sort of 'thought leaders' (or at least to 'call ourselves thought leaders’!) in some HR related domain, in some industry, at some point in our careers”. That post also raised an important ‘philosophical’ question - “Can leadership (including thought leadership) exist without followers?”

The objective of this post is to outline how my thoughts on some of the aspects covered in the previous post have evolved during the last three years. I hope that my thinking on this topic will continue to evolve (and that I will be writing another post 3 years from now).

At this point, what interests me more is the ‘nature of thought leadership’ in HR as opposed to the names of thought leaders in HR. Obviously, these two are not unrelated. A particular interpretation of the nature of thought leadership in HR will result in a particular list of thought leaders and vice versa.

Let us start by taking a closer look at the ‘philosophical’ question that was mentioned above - “Can leadership (including thought leadership) exist without followers?” This will depend on the definition of leadership. My preference these days is to think about leadership as an emergent phenomenon that takes place in the context of a relationship (or in the context of a set of interactions – face to face and/or virtual – including indirect interactions). Going by this definition, leadership can’t exist without followers*. So the focus of this post is on thought leadership in HR that others (e.g. fellow HR professionals, Business Managers etc.) find useful.

From this perspective, thought leadership in HR has to deal with key challenges and opportunities related to people management. It also has to focus on those aspects where others (potential followers) feel the need for such thought leadership. Hence ‘core’ ‘messy’ areas in HR – where standard/algorithmic solutions are not feasible - are good candidates as domains for thought leadership. Often, this path can lead to the key ‘Paradoxes in HR’ that we have discussed often in this blog (see here, here, here, here and here for some examples).

Attempting ‘thought leadership’ in these areas related to Paradoxes in HR has interesting implications for the nature of thought leadership. As mentioned above, it won’t be feasible to prescribe effective standard/algorithmic solutions (that can apply to a wide range of contexts) in these areas. The kind of thought leadership that is likely to be useful here will be more in terms of providing a new perspective, deepening the richness & understanding of the paradox, providing an experience that provides company (‘provide a feeling of being understood’/ demonstrate compassion) hope and amusement to the people grappling with the paradox etc. It can also be inferred that this kind of thought leadership need not necessarily involve providing any sort of 'answers' - it can exist purely in the form of providing questions - questions that would help others to see the problem/paradox in a new way - which in turn could enhance their understanding and trigger solutions in their mind. Thus, the purpose of thought leadership in these cases will be to trigger solutions in the mind of people dealing with the paradoxes as opposed to prescribing solutions directly. Since these questions are about the essential nature of the issues involved, they might sound like riddles (or even like koans in Zen) that can be solved only by struggling with the same for an extended period of time to reach a level of understanding/awareness where the solution presents itself.

Obviously, this creates difficulties in terms of mass-production and marketing. But there is also an advantage here. The basic paradoxes in HR (and hence the pains/problems created by them) are unlikely to be ‘resolved’ (in terms of having a final and permanent solution). With effective thought and action (possibly aided by thought leadership!) they can be ‘managed’ (if we use the term 'manage' to mean ‘to cope with’) and even celebrated. But these paradoxes/problems/ needs won’t go away. Thus, these are the ‘renewable resources for thought leadership in HR’ – where solutions to problems will create new problems to solve -that will continue to provide opportunities for thought leadership – that will sustain an entire ecosystem of ‘HR Managers, Consultants and Thought Leaders’ - for a long time!**

Now over to you for your comments/thoughts/ideas!

* Note 1: Technically speaking, this does not preclude the possibility of ‘self-leadership’ as ‘interactions with self’ can also be interpreted as interactions. Moreover, the question “Will I follow my own advice if it came from someone else?” can serve as a useful reality check – to guard against some types of ‘delusion’ that can affect some of the thought leaders.

**Note 2: I feel that these paradoxes/problems won’t go away in the foreseeable future as these arise directly from the very nature of people management as it is practiced today. Hence, unless there is a fundamental change in the nature and philosophy of people management, they will continue to exist.

Driven to insights

Over the last few years, I have spent quite a lot of time driving my car. This post covers two of the interesting thoughts triggered by that experience.

The first one is regarding the utility of certain kinds of knowledge. Many years ago, when I was learning to drive a car, my driving instructor spent quite a bit of time telling me about how to stop the car on a slope using just the clutch and the accelerator (i.e. without using the brake/handbrake). Being a ‘good student’ I tried my best to apply this knowledge. But I failed consistently. So I had to revert to the suboptimal technique of using the brake/handbrake to deal with this situation. Many months passed and I ‘forgot’ all these. One day, while I was stuck in huge traffic-jam on a slope, I was surprised to realize that I was actually using the technique that my instructor had told me about – without consciously trying to do so. Now, I am not sure if I would have achieved this even if the instructor had not told me about this possibility. Anyway, it helped me to really understand (i.e. beyond the level of intellectual understanding), the meaning of something (regarding the utility of certain kinds of knowledge) that I had read a long time ago – that knowledge is 'useful' only in those situations where it is almost superfluous. I also think that this could be the main problem with the most of the knowledge (suggestions) in self-help books!

The second one is regarding the nature of ‘focus’ that is most appropriate in many situations in life and work. The basic challenge here is to determine the optimal balance (equilibrium) between exclusive focus on a particular (predefined) thing (goal/result/approach/path/ idea/framework) and flexibility (openness to take in new information and to make changes/course corrections). I think that the experience of driving a car can be helpful in exploring and explaining such a balance - in two ways.

(1) It can serve as useful metaphor - helping one to think about this balance

(2) It can provide confidence/hope that one can achieve such a balance ("If I have already been able to achieve such a balance in the context/task of driving a car, why can't I achieve something similar in other tasks/situations in life/work?)

Now, let us look at the experience of driving a car in more detail - in the context of the above discussion. When one is driving one is aware of his/her destination. One might also have a preferred route to the destination in mind. At the same time, he/she is also intensely aware of the immediate surroundings (i.e. road conditions, traffic situation, weather, state f the vehicle, ‘condition’ of self, other relevant information that one receives while driving etc.). Based on this one makes course corrections when required. While these corrections happen mostly at the level of path/route (e.g. taking a different road), corrections at the level of destination/goal can’t be completely ruled out! I must say that this is just a metaphor and that there is often a significant gap between ‘metaphor’ and ‘method’!

It is interesting to note that there is a paradox here - if we consider the two 'insights' at the same time. The first 'insight' (regarding the utility of certain kinds of knowledge) can dilute the utility of the second 'insight'. The discussion on second 'insight' (the utility of an insight - in terms of serving as a metaphor and as a source of inspiration/hope) can soften the blow of the first 'insight'. I also feel that this (serving as a metaphor and as a source of inspiration/hope) might be the primary utility of self-help books mentioned above. Speaking of the first 'insight', it can be argued that since the first 'insight' is also a kind of knowledge (at least for those who haven't yet experienced/applied the same) the first 'insight' itself has limited utility- and hence it needs to be 'rescued' by the second 'insight'.

Accelerated learning and Rites of passage

The words 'Accelerated Learning' appear in my current business title. This gives me an 'excuse' ('obligation' !) to think about the methods that can be used to accelerate the learning process in organizations - at individual and group levels. I must also mention that I have dabbled in the field of Anthropology and one of things that struck me (in Anthropology; see here and here for other examples) is the very useful role that 'rituals'/'ceremonies' and ‘rites of passage’ play in tribal societies. Somehow, these themes ‘fused’ in my mind and this post is the result of that fusion.

To ensure that all of us are on the same plane of understanding, let us begin by defining the two key terms - ‘learning’ and ‘rites of passage’. Of course, these are just 'working definitions' - for the limited purpose of our discussion here.

Learning: Learning is said to occur when there is a relatively permanent change in a person’s behavior. So we are using a ‘behavioral’ definition for learning, as opposed to a definition that talks merely about ‘gaining knowledge’. We will focus mainly on learning at an individual level that happens through experience.

Rites of passage: A rite of passage is a ‘ritual’ that facilitates and marks a change in a person’s status. Hence we are using a broad definition for ‘rite of passage’ that includes ‘facilitating the change’ in addition to ‘marking the change’ in a person’s status. Also, the word ‘status’ that we are using here covers not only the ‘social status’ but also the ‘psychological status’ (or state of mind or mindset).

This post explores two main themes - the importance/value of rituals in accelerating the learning process in organizations and usefulness of the 'rites of passage concept' in facilitating & accelerating role transitions in organizations.

Now, let us come back to our definition of learning. If learning happens through experience, then some of the ways to to accelerate learning should be

(a) to provide a larger amount of experience and/or

(b) to provide experiences with a larger learning potential and/or

(c) to help the person to derive more learning from the experience

Another important aspect here is to 'make the learning stick' - that is to facilitate transfer of learning/application of the learning in the workplace. I feel that 'rituals' can be very useful - for helping a person to derive meaning from experience and for making the learning stick.

Rituals can increase the mindfulness of the learner. Rituals can also increase importance/value of the learning experiences in the mind of the learner. Rituals are especially important when the learning/new behavior requires a significantly different way of functioning. Rituals can signify a break from the old way of functioning and the beginning of the new way of functioning. So in our efforts to be rational and lean, if we remove rituals from learning initiatives, we might be adversely impacting their learning potential!

Now let us come back to 'rites of passage'. A rite of passage marks and enables a leap forward in maturity. They can also indicate initiations into specialized groups. Most of the cultures in the world have rituals associated with the passage from childhood to adulthood. Growing physically into adulthood happens naturally. But the psychological transition to adulthood does not always take place automatically along with the physical transition. The objective of the rites of passage is to enable the psychological transition. The rite of passage also serves as a clear signal/statement - to the people in transition and also to the community/group they belong to - that the transition has taken place. Again, it serves as an acknowledgement from the group regarding the new status of the individual. Rites of passage are not restricted to the transition to adulthood. They are also applicable in the case of other major changes/transitions in life - like marriage, divorce, death/loss of a loved one and retirement.

It has been observed that many of the tribal societies use rites of passage to accelerate key transitions in life (e.g. the transition from childhood to adulthood). Tribal societies that have very limited resources (and hence require everyone to contribute for the survival of the tribe) can't afford a situation where many of its members are stuck in a transition state for an extended period of time where they (the members in transition) don't contribute much to the tribe. Thus, these societies have a critical need to accelerate the life transitions. There is an obvious parallel between this situation and that in many business organizations today, where it is critical for the organizations to ensure that employees making role transitions become fully productive in their new roles as early as possible (e.g. they can't afford to have a situation where a new manager takes a couple of years to discover the manager in him/her !).

Thus, I feel that rites of passage are relevant in the case of transitions in organizational life including career/role transitions. As mentioned above, an excellent candidate here is the transition from an individual contributor role to a people manager role. I think that this transition is not just a matter of developing some additional skills/capabilities. It also requires a change in the state of mind/mindset - a psychological transition. I am not saying that managers are a 'higher form of evolution' (or are 'superior') as compared to individual contributors. My point is just that the manager role requires a different state of mind/mindset.

In most of the organizations we are likely to find examples of managers who have 'become managers' without having made made the psychological transition to 'being a manager' - making life difficult - for themselves and the people around them - especially the people they manage. I feel that designing suitable rites of passage that are appropriate in the particular organization context & culture(in addition to the necessary skill building initiatives) can help the managers in making this psychological transition faster and more effectively and hence in bridging the gap between 'becoming' and 'being' that we have seen above.

Now that we have seen the 'business case' for using rituals to increase the effectiveness of learning initiatives and for using the 'rites of passage' framework to facilitate career and role transitions, let us look at more pragmatic issues. What kind of rituals can be used to increase the effectiveness of learning programs? How exactly should one go about designing rites of passage to facilitate role transitions? After all, we are talking about implementing these in 21st century business organizations where esoteric rituals and rituals might not be appropriate. Complete treatment of these issues will require a much longer discussion than what is possible within the scope of this post. So let me provide some pointers - for the time being.

If we look closely, we are likely to find that rites and rituals are very much present in 21st century business organizations. It is just that these rites and rituals look very different from their counterparts in tribal contexts.

Let us begin by looking at some of the rituals that can increase the effectiveness of learning initiatives/accelerate the learning process. As we have seen earlier, to make this work the rituals should - increase the perceived value/importance of the learning initiative, make the learners more mindful and help them to derive more learning from the experience faster. So any ritual that meets the above requirements (and that is appropriate in the particular organization/ program context) should be useful.

Hence these can include 'nominating rituals' (e.g. in terms of an in-depth interaction between the employee and his/her manager before the program that will help the employee to better appreciate the value of the program to her/him and the investment the organization is making for her/him and to be more mindful of what can be learned from the program and how it can be applied on the job), 'opening rituals' (e.g. a senior leader doing the program launch to signify the importance that the organization is placing on the program and the participants) , 'experience assimilation rituals' (structuring the learning experience and reflection on the learning experience to increase mindfulness, learning and assimilation of experience), 'action planning rituals' and 'program closing rituals'. In a way, there is nothing really new/esoteric about these activities (they are part of most of the well-designed learning initiatives). The idea is just to put ceremony/rituals (back) into these activities to enhance their learning potential.

Now, let us examine how the elements of rites of passage can be used to facilitate the psychological transition associated with role changes. If we analyze the rites of passage, we will see that there are some common elements/phases (even though the rites might look very different from one another) - separation, transition and and re-incorporation.

The key requirement for the first phase is to detach/separate from the current status/position in the social structure and from the current identity/self. The transition phase is the in-between state where one has separated from the previous state but hasn't yet 'reached' the desired new state. The key requirement here is to remain in this state of uncertainty (without regressing into the previous state) so that the self has an opportunity to reconfigure itself in a manner that is appropriate for the desired new state. The objective of the re-incorporation phase is to re-enter the group/society with the new status/identity. Let us examine how these elements can be built into a new manager orientation program.

Conducting the manager orientation program at a site away from the office has a lot of value. The physical separation from the previous state (previous role in the office) can help in the psychological separation also. Having the space and time where one can reconfigure the mindset (not being burdened by the demands/activities of the previous state) - in the company of people who are undergoing a similar transition - that too under expert facilitation/help - can be very useful in psychologically tuning into the new role. Performing 'difficult' tasks - tasks that can't be accomplished with the previous mindset/task that require the new mindset can also be of immense value here (as they drive home the point that the previous mindset is not effective in the new role and as they help the participant to discover the mindset that is required to be effective in the new role). The key is to create an environment in which deep learning can occur and in which shared experience contributes to the creation of a new identity. Ceremonies to mark the successful completion of the program ('graduation rituals'), especially if they are witnessed by the senior leaders (and hence signifying their acknowledgement/recognition of the new status/state of the individual) can help in re-incorporation to the organization - in the new role. By the way, new manager orientation sessions (like rites of transition) also provide an opportunity for cultural indoctrination, where company values/leadership traits/ perspective/ 'world view' can be made very explicit ('Who we are and what do we stand for as an organization', 'How do we do things around here', 'What does it mean to be a manager in this company etc.).

It is important to get the 'positioning' of these programs exactly correct. There requirement is to help the participants separate from their previous role (and mindset) and tune into their new role (develop the new mindset) without making them feel that they are an 'elite class'/'superior to the people who are doing roles that they were doing previously'. So while branding this program is very useful, the essential signal/message to the participants should be that "You have made a very significant and valuable transition and have become more suitable for your new role; but this does not necessarily mean that you are superior to the people you manage" !

Any comments/suggestions/ideas?

Links : Carnival of HR - March 3, 2010, Career Development & Sublimation, Career Planning & the Myth of Sisyphus

Paradox of 'business orientation of HR'

This post allows me to come back to one of the key themes for this blog – exploring the paradoxes in the Human Resources (HR) domain. Based on more than a decade of experience in HR, I can confidently say that HR is a field that is rich in paradoxes (Please see 'Paradox of HR systems' , 'Paradox of potential assessment', 'Career planning and the myth of Sisyphus', 'Paradox of hiring good people and letting them decide' and 'Crazy HR for crazy times' - for some examples).

A paradox occurs when there are multiple perspectives/opinions (doxa) that exist alongside (para)- each of which is true - but they appear to contradict/to be in conflict with one another. Going by that definition, ‘business orientation of HR’ qualifies as a paradox.

There is no conflict of opinion on whether HR should be business oriented. HR exists to support the business and hence it should be aligned to the business needs/goals/strategy. ‘HR for HR’ (‘I want to do some HR interventions and I will get the business to agree’) is definitely not a good idea. The paradox occurs when we look at how exactly should HR demonstrate this 'business orientation'.

There are multiple possibilities here - each with its own advantages and disadvantages. For example, HR can agree to whatever the business leaders say on people related issues ('after all, we get paid to support the business'). HR can take this approach to the next level by trying to ‘guess’ what the business leaders will be comfortable with and advocating that ('business leaders are our primary customers and we should be anticipating customer needs'). HR can also avoid surfacing issues (or suggesting solutions) that they think the business leaders will not be comfortable with ('business leaders are already stretched to the limits fighting for the survival of the company, how can we risk annoying them at this point').

This approach might help in reducing the number/intensity of possible arguments/conflicts between HR and business leaders on these issues and the associated investment of time and emotional energy, leading to faster decision making and smoother relationships. In this case, business leaders will ‘like’ HR and hence they will be more likely to cooperate in the roll out of basic HR processes and less likely to come down heavily on HR when HR makes a mistake. Hence conflicts are avoided - making life easier for both the parties involved. However, this can also lead to sub-optimal decisions (see 'Training the victim' for an example).

The other option is to develop and articulate an independent point of view – based on the HR philosophy of the organization (see ‘Towards a philosophy of HR’ for more details), HR functional expertise and an assessment of the context/situation.

This might turn out to be different from what the business leaders have in mind/are comfortable with and hence this can create conflicts and lengthy discussions/arguments and possibly delays in decision making. The business leaders might feel that ‘HR does not understand the problems that the business is facing’, ‘HR is becoming a pain in the neck’ or that ‘HR is being too idealistic’. This might lead to a situation where business leaders become very demanding – questioning the rationale behind each of the initiatives that HR comes up with. Thus this option can make life more difficult for both the parties involved. But if the conflict (of opinions between HR and business leaders) can be managed constructively, this option can lead to superior decisions and also to the development of mutual respect and trust. However, there is no guarantee that this can be achieved in all the situations.

So, which is the ‘better’ option?

It is possible that the business leaders were more open than what the HR professional had guessed. May be, they wanted HR to make an independent recommendation. Again, it is possible that the HR professional’s ‘independent assessment’ of the business needs/constraints was totally off the mark, making his/her point of view completely unrealistic. May be, the context is such that the conflict of opinion can’t be resolved successfully quickly enough for the matter at hand. Thus there are many possibilities here.

It can be said that if we take a long term perspective, if both the parties are competent and sincere and if the conflict can be managed constructively and quickly enough, the second option might give better results. But that is too many ‘ifs’ (3 in the last sentence!). It can also be argued that the two options mentioned above are just two extremes and that reality lies somewhere in between. For example, a particular HR leader might adopt option 1 in the case of some issues and option 2 in the case of other issues – depending on the context/nature of the issues. After all, ‘picking and choosing one’s battles’ is supposed to be a key requirement for survival in the corporate world!

An important factor here is the nature of the relationship between HR and business leaders. Often, HR does not pay sufficient attention to the relationship management aspect (positioning of the HR function appropriately, establishing the relationship, managing/shaping expectations, building capability and consistently meeting commitments/delivering value, enhancing the levels of mutual respect and trust etc.). See 'Nature abhors vacuum' for an example. This can be problematic as effectively managing the relationships with the business leaders can turn out to be the most significant enabler for demonstrating and sustaining 'business orientation'.

Of course, in this discussion about 'business orientation' we should not forget the other customers of HR- like the employees and first-line managers. There is an increasing tendency on the part of HR to give less emphasis to the ‘employee champion’ role because of the increasing importance given to the ‘strategic business partner role’ (see 'In praise of HR generalists' , 'Of specialists and business-alignment', and 'In the wonderland of HR Business Partners'). This can easily lead to situations where there is not enough focus on ‘employee engagement’ (other than the cosmetic efforts/peripheral initiatives – see 'Employee engagement and the story of the Sky maiden’ for details). As it is widely known, employee engagement is a good predictor/lead indicator of business results. Thus, if this 'business orientation' (and being the 'strategic business partner') is achieved at the expense of 'employee' engagement, the result might be 'strategic (long-term) harm' to the business.

It is also interesting to model this situation using the concepts of 'static' and 'dynamic' equilibrium (A chair has static equilibrium. A bicycle in motion has dynamic equilibrium. In a state of static equilibrium there is balance, but no change or movement - that exists in the case of dynamic equilibrium). A 'live and let live' kind of arrangement between HR and business leaders (that avoids conflict) is similar to 'static equilibrium'. But a scenario in which HR and business leaders openly & clearly state their independent opinions, followed by constructive debate/conflict leading to decisions that both the parties are comfortable with is similar to 'dynamic equilibrium'. This does not mean that the parties can't be passionate about their points of view/express 'strong' opinions. The requirement is just that they should not get too much attached to their opinions (see 'Passion for work and anasakti' for a related discussion).

I feel that, in general, dynamic equilibrium provides richer possibilities (sitting on a bicycle allows you to do things that you can't do sitting on a chair). But, establishing dynamic equilibrium might not be required or feasible in all the cases. It requires more time, effort and skill (as the equilibrium needs to be constantly reestablished) . It is also more risky (you are more likely to have a fall from a bicycle as compared to that from a chair - especially when you are learning to ride - which can be compared to the 'establishing the relationship' part/phase of the 'relationship management' that we had discussed earlier!).

Any comments/ideas?

The power of ‘carrot and stick’

It seems rather ‘regressive’ for someone who calls himself an ‘Organization Development Professional’ to write a post on ‘the power of carrot and stick’. Haven’t we transcended the ‘carrot and stick’ method of motivating employees a long time ago (at least after Frederick Herzberg came up with the ‘two-factor'/'motivation - hygiene’ theory almost 50 years ago)?

The objective of this post is not to recommend or to praise the ‘carrot and stick method’. It is just to examine the actual situation in this domain (in terms of both theory and practice) and to explore the possible reasons for the 'power of carrot and stick'. We will also look at possible responses to this situation - from both the employee's and the employer's points of view.

While today's organizations are unlikely to talk about the 'carrot and stick method', if we analyze the methods that are actually being used by organizations to 'motivate' their employees, we are likely to find a high amount of ‘carrot and stick’ element in them. Of course, the ‘carrots’ and ‘sticks’ have become more sophisticated. But, in time of ‘organization stress’ (e.g. the recent economic downturn) some of this sophistication often disappears and more crude forms of ‘carrot and stick’ (that were thought to have become extinct) reappear!

Let us come back to Herzberg. Technically speaking, the ‘two factor’ theory of Herzberg is primarily about ‘satisfaction and dissatisfaction’ – and not exactly about motivation (as job satisfaction might not necessarily lead to motivation or productivity). So it seems possible that the ‘carrot and stick’ method of 'motivation' might be very much alive – both ‘in theory' (more about this later in this post) and ‘in practice'.

Now, let us examine why the 'carrot and stick method' works so well. I think that the power of ‘carrot and stick’ emanates mainly from the fact that it takes advantage of two of the most basic human emotions -‘desire’ and ‘fear’. To be more explicit, ‘carrot’ scores a direct hit on ‘desire’ and ‘stick’ does the same on ‘fear’. It can be argued that if we use the terms ‘desire’ and ‘fear’ in a broad sense, most of the human emotions (and hence most of the human behavior and motivation!) can be ‘modeled’ in terms of these two (and the human responses to them).

If we push the above argument a little further, it can be deduced that the so called ‘content theories’ of motivation (especially those that talk about fulfillment of ‘needs’ – e.g. Maslow’s hierarchy of needs, ERG theory, McClelland’s theory of needs etc.) can’t distance themselves too much from ‘desire’ element (and hence from ‘carrot and stick’). Similarly, if we take a close look at some of the ‘process theories’ of motivation (e.g. Expectancy theory) we might be able to detect elements of ‘carrot and stick' in them also (e.g. especially in the 'valance' part of the 'expectancy - instrumentality - valance' chain/of the cognitive process that leads to motivation, as per the Expectancy theory).

If we consider motivation as a 'state of mind' (i.e. something that happens in the mind of a person), 'carrot and stick' (or anything external to that person, like what the manager/ employer does) can't directly cause motivation to occur - it can only create a situation where motivation is likely to be 'triggered'. Again, the method for applying carrots and/or sticks for maximum effectiveness (especially if we take the sustainability of the effectiveness account), can become quite complex. There have been quite a few studies on the effectiveness of various types of positive and/or negative reinforcement strategies to elicit desired responses. So the 'power' of 'carrot and stick' does not imply that the application (of 'carrot and stick') is always easy!

Now, let us look at this situation from the other side – from the point of view of the employee who is at the ‘receiving end’ of these motivation strategies. From the above discussion, it can be seen that if an employee wants to be immune from the power of ‘carrot and stick’, he/she should develop immunity from ‘desire and fear’ – at least those types of desires and fears that can be leveraged/manipulated by the employer. Easier said than done – I must admit - for most of the 'real' people in 'real' organizations! By the way, in the novel 'Siddartha' by Hermann Hesse, there is a beautiful description of how this method of motivation (implemented through an incentive scheme - with a significant upside and downside for the employee) attempted by an employer (Kamaswami, the rich merchant) fails to have any impact on an employee (Siddartha) who had transcended 'desire and fear' ("Siddartha can think, Siddartha can wait, Siddartha can fast"). It is also interesting to note that this novel was first published in 1922 - much before 'HRD' (in the current sense of the term) came into existence.

My point is not that most of the human beings are nothing more than bundles of ‘desires and fears’. We are capable of other emotions (like love, sense of pride, sense of duty, quest for purpose/meaning etc.) that might go beyond ‘fear and desire’. So it should be possible to find ways of motivation based on these 'higher' emotions. However, these higher emotions might not be very easy to ‘manipulate’ in an organization setting. Please see 'Passion for work and anasakti' for a more detailed discussion on this.

Now, let me tell you a little bit about incident that triggered the thought process that resulted in this post. One of my friends asked me to comment on an article which argued that ‘Leaders should inspire people as opposed to motivating them’. When I thought about this, I felt that the situation was a bit more complex than what it appeared to be – when we look at what really happens in many organizations. Most of the organizations have an essentially top-down goal setting/goal cascade process. While individuals might have some degree of freedom to shape their roles/deliverables, individual goals must add up to the corporate goals. Also, organizations usually hire people to do a particular job (which might even have a formal job description that details the job responsibilities). These factors can lead to a situation where a large part of what needs to be done by a particular employee has been 'fixed'/‘mandated’ or even 'imposed'. If what you need to do is fixed, then whether the leader ‘inspires you’ or ‘motivates you’ to get the same thing done can become essentially a matter of semantics!

I also feel that ‘inspiring someone’ (creating a situation where someone might become inspired- to be precise) is a more unpredictable process (in terms of outcomes) as compared to 'motivating someone' (to do a particular task – say through carefully applied positive and/or negative reinforcement - including the promise/threat of applying/withdrawing positive and negative reinforcement or ‘carrots and sticks’ !). No, I am not endorsing the 'morality' of these 'motivation' techniques. I am just saying that they are possible. I must also mention that there could be situations where these techniques might fail. For example, it is easy to create 'incentives' (financial and non financial) for someone to write a book. But, whether this can result in a 'great book' (if the author is not really inspired to write the book) is debatable. However, the fact still remains that 'inspiration' is often a complex (and elusive!) phenomenon.

While, your manager can 'inspire' you, what you will end up doing based on (triggered by) that inspiration can’t always be predicted accurately. So, if the objective is to get you to do a particular task, I am not sure if the pure inspiration route will always work. Any attempt to make the inspiration more controlled, will bring in the element of manipulation that this inspiration approach is trying to avoid. Of course, if we are talking about a community with no predefined goals (as opposed to organizations that usually have predefined/ mandated goals) then this inspiration approach might work – though no one can predict what will exactly will the outcome be (at the individual and at the community level – considering ‘interaction effects’ and ‘emergence’)!!

Well, it can be seen that the post that I ended up writing (based on the above trigger) went much beyond a response to the immediate ‘provocation’. May be I was inspired (as opposed to just being motivated)!!!

Now, over to you for your comments!

Note 1: It might be possible to make a distinction between actions that we take because of some sort of compulsion and those we take because we really want to do so (e.g. between compliance and commitment). The problem here is that compulsion does not necessarily mean coercion (at least not in the usual meaning of the term 'coercion') - any sort of 'inducement' can also imply compulsion. In a way, all we can observe is the action and the reason behind the action is some thing that we infer - especially in the case of other people. Even if we are talking about our own actions and the reasons for those actions there is the problem of rationalization (e.g. we can attribute the 'good' actions to intrinsic motivation and the 'not so good' actions to external compulsions). Hence the distinction between the two types of actions can get blurred.

Note 2: In this post, the term 'desire' has been used in a broad sense. This makes it easy to link 'needs' and 'carrots' to this term. But it can also be argued that if we use broad definitions for fear and desire, even the 'higher order' emotions mentioned above (like love, sense of pride/ duty/ purpose/ meaning etc.) can be mapped to/'reduced to' (at least, in the 'factor analysis' sense) the core emotions of fear and desire. To deal with this, we need to define these terms (terms like desire, fear, love, sense of purpose and of course the terms action/ motion/ movement, motivation, and inspiration) more precisely and in a manner that has internally consistency/ coherence (at least 'arbitrary coherence' -as Dan Ariely says in his book 'Predictably Irrational') . But that involves too much work (may be even a lifetime of work!) which is beyond the scope of this post.

Note 3: Now, that I have mentioned the name of Dan Ariely, I must also say that I am fascinated by the work that behavioral economists (like Daniel Kahneman, Richard Thaler & Dan Ariely) have done in exploring the domain of human motivation and decision-making - and the predictable irrationalities in the same. Their studies have also shown that 'relational rewards' work better than 'monetary rewards' in many circumstances, though relational rewards have the disadvantage of raising relational expectations. Please note that this does not negate the 'power of carrot and stick' . We can always say that while relational rewards ('relational carrots') and different from 'monetary/transactional rewards' ('transactional carrots') - they are still 'carrots' - carrots that appeal to higher order needs (say in Maslow's hierarchy of needs). Again, it has been suggested that monetary incentives work best in the case of simple tasks (tasks involving straight forward physical or mental activity; i.e. tasks that don't require creativity) where higher performance is just a matter of trying harder and where the performance can be measured accurately. This also need not necessarily create problems for the 'power of carrot and stick theory' as this is more about the relative effectiveness of carrots. We must also note that there is an intense debate going in between 'rational choice economists' and 'behavioral economists' - regarding the applicability of the findings from behavioral economics experiments. It has been argued that we are quite rational in most circumstances (i.e. in our natural habitat/ in familiar situations) and these predictable irrationalities surface mainly in in unfamiliar circumstances and that the conditions created in some of the behavioral economics experiments are quite unnatural (i.e. not representative of the conditions faced by most people most of time in the real world). Even the very definition of rationality is open to debate (e.g. rationality can be defined narrowly - just as a consistent system of preferences/consistent response to incentives - even if these preferences might not be 'good' for the decision maker - as judged by the society)!

Note 4: It can be argued that all the leadership/management actions involve influencing and hence some element of manipulation (as it involves getting a person to do something that he/she would not have done otherwise). Now, whether this manipulation is for a ‘good’ cause (and for whose ‘good’) will bring us close to the domain of ethics (and the tricky terrains of situational ethics vs. code ethics, individual good vs. collective good, good of one collective vs. good of another collective etc.). For example, if my manager gives me some information that opens my mind (e.g. by enabling me to see some possibilities that I was not able to see before), I might get inspired (and do something that I might not have done otherwise). But if my manger gives me the additional information selectively, so that I will see only those new possibilities that he/she wants me to see (e.g. so that I will take some particular action) then the element of manipulation creeps in. Yes, the line between 'management and manipulation' or that between 'influencing and manipulation' can be a very fuzzy one!

The leadership sandwich

This is a 'thinking aloud' kind of post. Usually, I find it difficult to do 'thinking aloud' kind of activities. My reasons (rationalizations!) for this revolve around my personality type (INTJ or 'Dominant Introverted Intuition' - in MBTI/'type dynamics' terms). Of late, I have been reading some books written by Alan Watts and I came across the the following "It is surely a kind of spiritual pride to refrain from 'thinking out loud', and to be unwilling to let a thesis appear in print until you are prepared to champion it to the death. Philosophy, like science, is a social function, for a man cannot think rightly alone, and a philosopher must publish his thought as much to learn from criticism as to contribute to the sum of wisdom." Inspired by this, I have decided to write this post.

The trigger for this post came from some of the conversations that I have been having with my son (the same guy who was the main character in my earlier post called 'Research and a three-year-old' - though he is now seven years old!). During the last academic year, he got his first taste of 'being a leader' - when he was made the 'leader' of his group/class on certain occasions/ for certain events and he has been sharing his experiences as a 'leader' - both good and bad -with me. These discussions about the 'leadership experiences' of a seven-year-old, made me remember a curious thing that I had noticed about the roles and designations - especially in IT/ITES organizations.

In these organizations, often there is a level called 'Team Leader' that appears - just above that of a Team Member - but below that of a 'Team Manager' or 'Project Manager'. Beginning with the Team Manager/Project Manager level, there are multiple levels of 'Managers'. But after these 'managerial levels', 'Leaders' (e.g. Business Leaders) again make an appearance. So we have a curious situation - we have managers 'sandwiched' by leaders. Hence the 'leadership sandwich' which forms the title of this post.

Now let me come back to the 'thinking aloud' part. I was wondering why this 'leadership sandwich' occurs. Why do we have levels/roles with the term 'Leader' in the title on both the sides of the levels/roles with the term 'Manager' in the title? Since too much have already been written about the 'Leaders Vs. Managers debate', I have no intention to get too deep into that tricky territory. But these kind of 'sandwich' situations interest me immensely - because I feel that some phenomenon similar to that of the 'U-curve' (which I have often written about and which is very close to the basic theme of this blog) might be operating here. In such cases something starts in one state - moves to the opposite state - and then comes back to the original state at a higher plane (creating a 'U' - shaped pattern). So I was wondering if 'Leadership' also follows such a 'U' - shaped pattern!

May be we can get a clue to the (leadership sandwich) puzzle if we compare the role of a Team Leader with that of a Team Manager. Typically, a Team Leader does not have formal authority (e.g. to hire, fire, evaluate and reward staff). So a Team Leader is forced to influence (get the work done) without formal authority. Team Managers (and the multiple levels of Managers above them) do have formal authority. Of course, the 'Leaders' who are at higher levels as compared to these 'Managers' also have formal authority - much more than what these 'Managers' have. But may be these senior 'Leaders' are supposed to influence (get the work done) without exercising their formal authority, though they do have a lot of formal authority. May be they are supposed to do the influencing in 'better/higher ways' (e.g. by creating an inspiring vision, by building a high performance culture etc.). So if we can say that "Team Leaders influence without formal authority because they don't have any formal authority and Business Leaders influence without formal authority because they choose not to exercise their formal authority" - then we have the description of a phenomenon that follows the U-curve - that too perfectly!

Now, let us come back to the second part of what Alan Watts said - the part which says that 'a man cannot think rightly alone and that he should publish his thought to to learn from criticism'. I have done the publishing! Over to you for your criticism!!

Career development and 'sublimation'

Since the words ‘career’ and ‘sublimation’ have many meanings/interpretations, let us begin by defining these terms - for the (limited) purpose of our discussion.

Career – pursuit of consecutive progressive achievement where one takes up positions of increasing responsibility, complexity & contribution

Sublimation - change directly from the solid to the gaseous state without becoming liquid (so we are using the 'Chemistry' meaning of 'sublimation' - as opposed that in 'Psychology')

Now that we have got the definitions out of the way, let us come back to the issue at hand. These days, it is quite common for people to skip some of the steps in (what used to be) the 'typical career path'. That is, they jump from a particular position to another position that is more than one step away/higher. So they transition directly ('sublimate') to a significantly 'higher' position without going through (what were considered to be necessary) intermediate positions.

These kind of career moves make a lot of sense in today's scenario - where many organizations are in state of flux - making traditional 'career paths' and 'career ladders' less relevant. Again, organizations are more open to this kind of career moves these days, especially where this results in cost saving and lower time to fill a vacancy. Of course, it makes eminent sense also from the individual's point of view - in terms of faster career growth.

So, if this 'sublimation' seem to make sense - from the points of view of both the individual and the organization - what is the issue? I think that this 'sublimation' can create problems - for the individual and for the organization.

For the individual, skipping intermediate positions in the career path can result in loss of learning opportunities - and some of these 'missed learnings' can prove costly - in terms of the adverse impact on long term career success and on personal effectiveness at work. Some of the intermediate positions might be key from a 'career & professional maturity' and perspective building (and wisdom development!) points of view. While the 'higher' positions will also provide valuable learning opportunities (may be even learning opportunities at a broader/'higher' level), they can't always substitute for the learnings provided by the intermediate positions. I would even speculate that time spent in the intermediate roles might have a positive impact on the 'ability to learn' - including the ability to learn from opportunities at a broader/'higher' level. The situation is not dissimilar to that of children who are 'forced' (e.g. by life situations) to grow up too fast. They manage to act like grownups - but often they have hidden flaws in their (psychological) development.

Often, after one has taken up a 'higher role' (in terms of organization hierarchy) it becomes difficult* (see the note below) to take up these intermediate roles - unless one moves to another ('bigger'/'more reputed') organization. So it is possible that these necessary learning opportunities are lost forever for the particular individual. Let me give a personal example. I moved to a global/corporate role in the Learning and Organization Effectiveness (L&OE) domain without spending time in a role that involves handling complete operational responsibility for the L&OE function/team at the business unit/country level. At this point, I don't really know what exactly have I missed because of this 'sublimation'. While I have tried to find this out by speaking to people who have handled such jobs (some sort of 'knowledge engineering'), I do feel that there could be significant gaps in my understanding! After all, there is a difference between understanding/wisdom (that is developed from actual experience) and knowledge.

This brings us to the problem of 'unknown unknowns' -a key side effect of 'sublimation' - which can create problems for both the individual and for the organization. Usually, 'unknown unknowns' are more dangerous than 'known unknowns'. Based on our discussion above, it can be seen that the 'sublimated individuals' can create serious risks for the organization. While the 'sublimated individuals' are usually very confident, their confidence often stem from 'simplicity on this side of complexity' as opposed to 'simplicity on the other side of complexity'. These 'unknown unknowns' can seriously undermine the quality of decision making. This becomes a major cause for concern when these individuals are in positions where their decisions can have high organizational impact. From the individual's point of view, a key risk is that of self-destructing their fast track careers! Other risks for the individuals include becoming too big for most of the roles available in their domain too early in their careers (limiting their options for changing jobs - see here for a related HR specific discussion) and of course that of 'reaching their level of incompetence' too fast/too early in their careers!!

So there can be problems/costs involved with 'sublimation'. But there are also potential benefits (as we have seen earlier). In addition to this, we should keep in mind that there are approaches like job rotations, stretch assignments and action learning projects that can provide accelerated career development while avoiding some of the problems associated with 'sublimation' - at least to a large extent. Hence it comes down to a cost benefit analysis - which can be highly context specific - both for the particular individual and for the particular organization - making a standard solution/recommendation difficult. But the awareness of the options and the possible problems/benefits can facilitate better cost benefit analysis and more informed decision making.

*Note: The difficulty in moving into a role that is 'lower' in the organizational hierarchy could be in terms of the possible adverse impact on salary, organization level etc. I do feel that the degree to which the difficulty is felt by an individual also depends on his/her outlook towards salary and career growth. The two extremes here are 'shape approach' and 'area under the curve approach'. It is essentially a matter of what one is trying to optimise - 'shape of the graph' or 'area under the graph'. Let me explain using salary progression as an example. Let us visualize a diagram ('salary graph') with salary on the y-axis and time on the x- axis.

Those who take a 'shape of the graph' approach/philosophy want to ensure that their salary goes up each time they make a job change (either within an organization or across organizations). So they want the salary graph to have a nice shape - with a positive 'slope' at all times. These kind of people will not want to take up a very high paying job if they feel that the salary growth is not sustainable and that they might have to take a pay cut later when they move from the very high paying job.

If we go back to our salary diagram (with salary on the y-axis and time on the x- axis), the area under the graph signifies the total earnings over a period of time/over the span of the career. It is apparent that what the people who take a 'area under the graph' approach/philosophy are trying to maximise is their total earnings/salary. These kind of people will take up a very high paying job even if they feel that the salary growth is not sustainable - so long as their total earnings (over the span of their career) are likely to be higher.

Of course, the above approaches ('shape of the graph' and 'area under the graph') apply not only in the case of salary but also in the case of other dimensions of career growth like 'size of the role' , 'position of the role in the organization hierarchy' and 'learning experiences provided by the role'. It is interesting to note that 'shape of the graph' approach/philosophy is reflected in many of the typical definitions of the term 'career' (even in the one that is given at the beginning of this post - as it talks about ' pursuit of consecutive progressive achievement' and about 'taking up positions of increasing responsibility'). But we have seen that this not the only approach possible or even the most effective one in today's environment. So if one takes the 'area under the graph' approach(which is more attuned to today's scenario), the 'difficulty' mentioned above can become much less significant.

Now over to you for your comments and suggestions!

In the wonderland of HR Business Partners – Part 1

The posts in this series constitute some sort of 'random' walks in the wonderland of HR Business Partners (HRBPs). Since our objective here is to explore the terrain (and not to reach anywhere in particular), we have the liberty of adopting the amazingly liberating philosophy of "if we take any path and walk long enough on it we are bound to get somewhere".

There are a wide range of HR roles that go by the HR Business Partner (HRBP) title. For the purpose of our discussion, let us focus on ‘pure’ HRBPs – HRBPs whose role is that of being a strategic business partner - to the business they are supporting. This would mean that they are supposed to have very little or no transactional/operational HR responsibilities. So these roles (HR roles that don't do usual HR work) are some sort of freaks of evolution- in the evolution of the HR function. Freaks occur in the course of biological evolution also. But they are unlikely to create much of a problem as they usually don't live long enough to reproduce. However since HRBPs can (and do) survive long enough in organizations to create (hire/develop) more HRBPs, it is worthwhile to take a closer look at them and their world.

I must say that I have handled HR Business Partner (HRBP) roles – in the not too distant past. Most of what I say in this series of posts are based on ‘hard experiences’ – mine and those of my fellow HR Business Partners – across organizations. While some of the observations in this post might seem funny, I have absolutely no intention to make fun of HRBPs. I know the challenges and complexities faced by HRBPs a bit too well to attempt something like that. Again, though I am in a specialist role now, I have a great amount of respect for HR generalists (see ‘In praise of HR generalists’), – including HRBPs.

In the wonderland of HR Business Partners – Part 1 : Seven guaranteed ways to make an HR Business Partner fail

A story...

Once upon a time, there was an HR Operations leader who was doing very well in his job - happily implementing HR processes & policies. Then the corporate HR leadership in his company came under the spell of Dave Ulrich’s ideas - or what they thought be Dave Ulrich’s ideas. They also saw other firms in their industry adopting such ideas. They did not want to be left behind. After all what is the fun of being in corporate HR - if you are not considered to be 'progressive' and 'state of the art'. So the inevitable happened - the company changed its HR operating model - worldwide.

Being ‘top talent’, our HR Ops leader was chosen to move into one of the newly created HR Business Partner roles - the roles that were supposed to take the HR function in the company to the next level of excellence and to add immense value to the business.

He understood that he should play a strategic HR role. He knew that he should partner with the business leadership. He knew that he was a high cost resource and hence he should produce good results-that too quickly. He wanted to do a good job – he was a top performer throughout his career.

So he worked very hard. In the spirit of collaboration and to ensure seamless service to the business, he did his best to proactively cooperate with other parts of HR and even with the finance & communications teams of the business he was supporting.

Many months passed. Our HR leader was feeling strangely uneasy. Initially, he could not figure out what was wrong. He was doing a lot of things - including participating in all the Leadership Team meetings of the business. He was in a role that was supposed to be the 'highest form of evolution' among HR roles. But he was not feeling happy. Sometimes he felt that he was like a 'mouse in a maze' - running here and there, feeling extremely busy, but getting nowhere. So he took a week's leave - to think things over. After he was away from the pressures of work for a few days, things started becoming clear in his mind.

He realized
…that playing a strategic role required skills he did not have & that these skills are not easy to develop - especially in a short period of time
…that what the business leaders expected from him was not really strategic
…that they wanted him to ‘manage the HR system’ – to ensure that what they want gets done
…that he was getting involved in issues that he was not supposed to – as per his role
…that he was fighting too much with other parts of HR - leading to too many escalations and that the global HR function was looking less like a 'team' and more like a 'house divided against itself'
…that Finance team was not taking him or his role seriously
…that he couldn't get reliable data to analyze business level patterns & trends on people issues
…that he wouldn't have enough results to show at the end of the year to justify his salary &
…that no one really understood what exactly his role was supposed to deliver

Being an intellectually honest person, he could not help wondering if he himself understood his role correctly & if his role really existed.

7 guaranteed ways to make an HRBP fail

1. Don’t define the scope and responsibilities of the HRBP role clearly

2. Don’t establish the performance measures for the HRBP role

3. Don’t secure the buy-in/agreement from the business leaders for the HR operating model, HRBP role, its deliverables and the choice of the role holder

4. Don’t make the other parts of HR (HR operations, specialist functions etc.) accountable to the HRBPs

5. Ensure that the HRBP does not have the data and analytical/reporting tools to derive the business-level patterns/trends on key people and business related parameters. This will create a situation where the HRBP can't work at the patterns/trends level (as they are supposed to do), prompting them to get involved in 'individual employee- level' issues (after all they have to something) - a great recipe for ensuring 'territory battles' with HR operations.

6. Move HR staff from other parts of HR into HRBP roles without verifying if they have the requisite competencies to be effective in the HRBP role. If you can't find any other role for a senior HR leader, move him/her into an HRBP role. Assume that the vacuum created by the removal of transactional/operational HR responsibilities will get automatically filled up by strategic activities (see 'Nature abhors vacuum' for more details)

7. Change the HRBPs frequently - before they have had the opportunity/time to understand the business or to build relationships and credibility with the business leaders

Now that we have heard the story of an HRBP and also derived some lessons from the story, let us explore what can be done to maximize the chances success in HRBP roles. Some of this can be derived from this post itself – by logical deduction. But some other aspects are not so obvious or easy. Anyway, we will look at some of them in the subsequent posts in this series.

Over to you for your comments/suggestions and experiences!

Crazy HR for crazy times!

It has been argued that insanity is a perfectly sane response to an insane environment. This also implies that ‘abnormal’ situations require ‘abnormal’ responses. While I have often talked about the connection between HR and madness (see ‘HR professionals and Multiple Personality Disorder' and ‘Career Planning and the Myth of Sisyphus’), here I am using the term ‘abnormal’ in the statistical sense of the term (i.e. not fitting into the normal distribution). So in this context, 'abnormal' just means ‘different from normal’.

The basic point in this post is that normal/usual HR responses (HR strategies/practices) are based on certain assumptions about the situation (context/environment) in which the organization (and hence HR) is operating in and when we are faced with situations where those assumptions are not valid, normal/traditional HR responses will not be effective. It also follows that when situations are radically different from usual/normal, we might need HR responses/practices that look very different from the normal/usual HR responses (i.e. responses that are ‘abnormal’) – and that is where we come to ‘crazy’ HR. Again, with the ‘abnormal’ situations becoming increasing common, effective HR responses/practices might also become increasingly ‘crazy’ – till we redefine (or even reverse the definition of!) what is ‘normal’ and what is ‘abnormal.

Now, let us look at a few typical practices/principles/assumptions in HR and explore the implications for the HR response when we are in contexts where those assumptions are not valid. Please note that these situations (and responses!) are not independent - there are common themes - and even contradictions - among them!

1. From long-term employment relationship to short-term employment relationship

This is a big one. Actually, 'continuity of employment relationship' can be treated as the basic assumption that underlies many of the assumptions in HR. If we look at many of the HR systems (like career planning, training and development, staffing etc.) there is often an assumption that the employees/prospective employees will stay with the organization for a long period of time. Now, if one is in a context (organization/industry) where the most of the employees spend much less than 2 years in a particular organization, these assumptions and hence HR strategies/ practices/ systems based on these assumptions, are obviously not valid/effective. So what makes more sense is to assume that the organization would be involved in 'managing' (planning/ developing) only a limited (often very limited) part of the career in the case of most of the employees and to design HR strategies/systems/processes accordingly.

Now, the idea here is not that the systems/processes should be designed to push most of the employees out in two years or less! The idea is just that the HR strategies/systems/processes should not ignore the ground reality - even if it is unpleasant.

In many contexts the reality is that most of the employees are likely to spend only a very limited time in the organization and that HR strategies/systems/ processes should deliver value to the employees (and enable the employees to create value for the organization) within that time while maximising the return on HR investment for the organization. Of course, if one has a reasonable chance to shape the situation (or to create a new reality that is more favorable), it makes sense to make an earnest attempt. May be the attempts to shape the reality (i.e. increasing the time that the employees spend in the organization) will be more successful-if they are focused mainly on some segments of the employees (we will discuss this further later in this post). But 'deluding oneself' or 'wishing away the reality' don't really help - and this brings us to our next point.

2. From trying to reducing attrition to redesigning HR systems to work well in a high attrition environment

The typical HR response in a high attrition situation is to try to reduce attrition. But after one has repeatedly tried this and has failed consistently, this response no longer makes much sense. A better option may be to re-design the HR policies/processes/systems so that they can work effectively in a high attrition environment.

As an example of re-designing an HR system/policy to suit a high attrition environment, let us look at the Training and Development system. In a high attrition environment, there is a high possibility that employees who have been trained (at a significant cost to the company) may leave the company to join a competitor. Now, there are multiple ways of responding to this. One option is to focus most of the training investment on top talent and on employees in critical roles (i.e. don’t try to follow the approach of providing training to everyone). Since they form only a small percentage of the total employee population, the organization (with even limited resources) will be in a better position to create a compelling value proposition for them. So the organization will have a much higher chance of ensuring good return on training investment. The training needs for the rest of the employee population should be met mainly through a shared training infrastructure that provides e-learning solutions for common learning needs. Of course, there are other approaches like skill-based pay, training bonds etc. that tries to ‘lock in’ the employee. But my preference is for the approach focusing on top talent and on critical roles.

3. From Job enrichment to Job deskilling

Designing/redesigning jobs to increase their motivational potential has been a key principle in HR. This is typically done by improving various dimensions of work like skill variety (the variety of activities required), task identity (the completion of a “whole” and identifiable piece of work), task significance (how substantial an impact the job has) and autonomy (the freedom, independence, and discretion that one has to do the job).

Now there can be situations where the opposite of this response (i.e. job deskilling) might be called for. Examples of this can be found in situations where is a critical need to

(a) Manage process risk - Creating detailed process maps that specify each step in micro-detail (e.g. level 5 or level 6 process maps) and insisting that the employees carry out each step as it is described can be good way to manage process risk/reducing chances of error (though it adversely impacts 'autonomy' and hence job enrichment mentioned above).

(b) Reduce cost - The same approach (detailed procedures - strictly enforced) can also reduce the skill-level required to do the job. This can obviously provide opportunity to reduce salary cost (as employees with lower skill profiles can be hired for the job) and training cost (as not much training is required).

(c) Operate in high attrition environment - Again the same approach (detailed procedures and lower skill profile) can make it easier to find and replace employees (as there is not much need to hunt for specialized skill profiles that can be difficult, time consuming and costly to find) and to minimize the adverse impact of employee turnover on work/deliverables (as the 'learning curve' of new employees can be very short because of the low skill requirement of the job).

But there can be many complications when we try to implement the above (job deskilling) idea. Let us look at a couple of the major ones.

The first one is that in some contexts the nature of the work makes the 'formulating detailed procedures and enforcing them strictly' approach difficult to implement - because there are certain parts of the job that require a high degree of skill/judgment/discretion. Here one can try to re-design the jobs so that the activities that require a high level of skill are grouped into a few jobs and most of the other jobs consist of activities that don’t require high degree of skill (where the above approach will work). Of course, this will work best if there is an opportunity to reengineer some of the processes so that there will be greater opportunities for re-designing jobs/grouping activities into jobs differently. Now, this has other advantages like further saving on salary cost (as we need fewer number of high cost specialist positions) and reducing attrition among the highly skilled jobs (as the specialist jobs get enriched in the process because the lower-skill parts of the job are taken away and as the organization can provide these specialists much better value proposition because they are small in number - making the additional investment required much smaller and manageable).

The second problem arises from the very nature of the job-deskilling approach - lower skill requirement for the job is likely to result in lower 'motivation potential' for those jobs (because of its adverse impact on the factors that drive job enrichment that we had discussed earlier). But this can also be avoided to a large extent. Here the trick is to change the profile of the candidates/jobholders. So if the job was being done (before the job re-design exercise) by a graduate engineer, the candidate for the deskilled job should not be a graduate engineer (who will find the job de-motivating) – it should be someone with only an engineering diploma/certificate. Now, what seems routine for a graduate engineer can still be quite challenging and motivating for a certificate holder. Of course, this approach also has cost advantages (as a certificate/diploma holder in engineering costs less as compared to a graduate engineer).

I am not saying that these are the only HR responses possible (or even the best responses) in the situations described above. My point is that certain situations require radically different HR responses – responses that seem so different from the usual/traditional HR responses that they appear to be crazy. But they are actually much more sane - as compared to the alternative of 'continuing to persist with the same (failed) normal/traditional HR response and expecting different results' - which incidentally was the way Einstein defined madness.

What do you think?

A decade of 'active experimentation' in HR

Of all the models/concepts that I encountered during my MBA studies in HR, one of the few that I haven't managed to forget (even after 10 years) is the 'Kolb's learning cycle' - according to which 'experiential learning' takes place through cycles of 'Active Experimentation, Concrete Experience, Reflective Observation & Abstract Conceptualization'. Now, what triggered the memories of this 'old friend' was the new novel written by Abhijit Bhaduri. This book(Married But Available), deals with the first ten years of working life of a young HR professional (Abbey) after he completed his MBA in HR from MIJ(Management Institute of Jamshedpur).

Since I am completely 'innocent' of any deep understanding of fiction (or of reviewing books for that matter), I will confine my self to commenting on (what I think are) a few themes in the book that relates to HR and to the career of an HR professional. While I have also just completed the first decade of my career in HR, I am not sure if that places me in a better position to comment on the book. You see, my data set (primary and secondary points I have on the matter) is limited and it does not come any way close to being a 'representative sample'. So this might make me more prone to the risk of generalising based on limited data. Hence these comments may be based on assumptions/inferences that are closer to fiction than the story that Abhijit tells.

The first one is the tendency of MBAs to compare (or 'benchmark') their achievements against that of their batch mates. Now, this tendency is likely to exist, to some extent, in any group. But the 'pressure cooker' nature of many MBA programs coupled with the high degree of 'results orientation' in many MBA students can make this 'tendency to compare' more pronounced among a batch of MBAs. The situation becomes more interesting in the case of HR MBAs, as 'position and salary benchmarking' is part of the job responsibilities of many HR professionals. Yes, this tendency can lead to lot of unnecessary suffering, especially in those situations where a person's identity (and self worth) is defined mostly in terms of his/her job (see Job and Identity) - because in those situations, the comparisons go beyond 'comparison of achievements' (and get into the territory of comparison of 'worth of individuals'). One good thing is that after a few years out of the B-school, it becomes very difficult to make exact comparisons - as people would have taken different career paths - and as there are often significant differences across organizations in terms of roles, levels and designations. Also, over a period of time 'internal benchmarking' (comparing oneself with people within the organization that one is working) becomes increasingly more important (as compared to comparing oneself with batch mates in other organizations). Again, people might have/use different definitions of success (different parameters to measure success or at least attach different relative weights to the parameters) - making the comparisons even more difficult. So even in those cases where one is not able to avoid comparing oneself with one's batch mates, by being 'creative' with the definition/parameters of success, one can achieve a favorable result for oneself - in the comparison game. Unfortunately, the opposite is also true. One can also find ways to conclude that everyone else in the batch is more successful than himself/herself!

I also liked the mention in the book about being at the receiving end of an HR process (recruitment -in this case). I have found that 'being at the receiving end of HR' (experiencing an HR process as an employee, especially if it is a 'not so pleasant' experience) can be a great eye-opener for an HR professional. This helps one to be more sensitive to the 'human' in 'Human Resources'. While most of us have been employees also (in addition to having been HR professionals) for most part of our careers, we often have this strange tendency to discount our experiences as employees (as internal customers of HR strategies/ processes/ policies) as compared to our experiences as HR professionals (who design/run HR strategies/ processes/ policies).

The last point I want to talk about here is insight that the book provides about the 'increased cost' (human and social cost) of retrenchment in the Indian context. Since there is little or no social security provided by the state, the role of the employer/expectations from the employer in this domain get heightened. I would even say that since the joint family system (that used to provide some sort of insurance/social security) is breaking down, this aspect can become even more significant. Then there is this issue of 'family involvement'. Since many of us still have the tendency to 'get our families involved' in most of the important decisions that we take (like marriage and job!), separation from the job has an impact on the family that goes beyond the economic impact (as it can have impact on dimensions like family pride and even identity!). This also has implications for the 'innovative' employee engagement & employee retention strategies/ initiatives that many organizations are trying out these days - initiatives/strategies that try to 'lock in' the employees by actively involving their families (like parents day, get the families to the office etc.). Yes, these can help in reducing employee attrition/voluntary turnover. However, this would also make retrenchment/involuntary separation more difficult for the organization and more painful for employees (and their families).