| Although you are responsible for your employees' | | | | Do you treat all employees the same yet |
| output, productivity, and results, you are | | | | differently? |
| responsible to people and not for them. | | | | This topic, at first glance, might seem to |
| The mistake of being responsible for people is like | | | | contradict the previous one we just discussed. |
| having sympathy for them. You feel that if they | | | | But if you will carefully observe, you will see |
| fail, you have failed. Sympathy keeps people | | | | some very subtle differences. |
| dependant. Being responsible to people requires | | | | Every employee has special needs and desires |
| empathy: You understand what they are going | | | | that are uniquely theirs. They have dreams and |
| through, but it is their stuff, not yours. You are | | | | hopes and the desire to feel valuable. Some may |
| there to help them, support them, and give them | | | | express them openly, while others may keep |
| the tools and training they need to be effective. | | | | them hidden in the safety zone of their own |
| But if they fail to perform, it is clearly their choice. | | | | minds. Or they may communicate them to their |
| Now, if you haven't done your part, then you | | | | peers rather than to the higher-ups. But each |
| should feel responsible for them. | | | | employee is uniquely individual. |
| How can managers be responsible for their | | | | Treating employees without regard for these |
| employees rather than to them? | | | | personal needs sends a clear message that they |
| 1.Make no excuses for poor employee | | | | are not special, but just another employee, a cog |
| performance. | | | | in the machine. If you want the labor of a |
| 2.Apply empathy when employees have personal | | | | person's heart and not just their hands or mind, it |
| issues that may get in the way of | | | | is critical that you treat people with respect. This |
| theireffectiveness. | | | | would seem to be a simple task, but you would |
| 3.Permit no negative attitudes from top | | | | be amazed at how frequently managers show |
| performers. | | | | disrespect for their employees in subtle as well as |
| 4.Permit no employees to break the rules that | | | | blatant ways. For example: |
| others must follow. | | | | · Disciplining an employee in front of their |
| 5.Play no favorites with certain likeable employees. | | | | peers |
| Personal responsibility is an absolute requirement if | | | | · Interrupting them while they are sharing |
| people are to succeed and contribute their share | | | | an idea or solution to a problem |
| to the overall success of your department or | | | | · Being late for a meeting with an |
| organization. Tolerating less than the acceptable | | | | employee |
| standards from certain employees, for whatever | | | | · Not copying them in correspondence or |
| reason, sends a message to other employees | | | | emails that impact their position |
| that the rules and expectations vary, depending | | | | · Ignoring their suggestions |
| on who you are, your age, gender, race, | | | | · Not listening to them |
| experience, personal challenges, tenure, | | | | It is impossible to know every employee's needs |
| performance, or relationship with the manager. | | | | and desires from moment to moment. But you |
| Everything you do as a manager sends subtle | | | | can learn to see every employee as special and |
| signals to everyone. Be vigilant to ensure that the | | | | unique in their own way. This takes time, |
| signals you are sending are uniform and | | | | willingness, letting go of prejudices and judgments, |
| consistent. Sure, there may be situations when | | | | and learning to see each and every employee as |
| exceptions can and should be made, due to | | | | a valuable contributor to the organization's |
| personal issues or challenges. Just be careful that | | | | success, well-being, and future growth - and to |
| these don't set precedents that you are unwilling | | | | invest in them accordingly. |
| to apply organization-wide. | | | | |