Followership: The Missing Basics
Respect for context: Reading and adapting to the existing structure, rules, customs, and leadership in an unfamiliar situation.
Before any individual can possibly succeed at practicing good “followership,” he or she must develop a fundamental respect for context. The person must learn to read and appreciate and accept and embrace adapting to the existing structure, rules, customs, and leaders in an unfamiliar situation.
Indeed, Gen Zers are more likely to disagree openly with employers’ missions, policies, and decisions and challenge employment conditions and established reward systems. They are less obedient to employers’ rules and supervisors’ instructions. They are less likely to heed organizational chart authority. Gen Zers respect transactional authority: control of resources, control of rewards, and control of work conditions. There are really only two ways they can choose to go in a new job: fit in or stand out. Too often, their inclination is to stand out.
Managers often tell us that today's new young employees seem to suffer from a fundamental lack of context. Yes, this is partly a function of youth. Young people have less life experience than older people and thus fewer points of reference to compare circumstances, people, and relationships. Context is all about these points of reference. So lack of context goes with being in the first adult life stages. But there is much more going on here. Our research indicates that Gen Zers have a very particular contextual bias when they enter an established institution with “adult” authority figures. For most Gen Zers, the most familiar context of adult supervision is their experience with parents and teachers and counselors—adult authority figures in highly supportive caretaking roles.
In fact, Gen Zers very much appreciate and respect age and experience. After all, they have been the beneficiaries of an extraordinary level of nurturing in their relationships with adults—more than any generation in history. This does not result in a particular deference to authority or acquiescence to established norms and structures. Rather, they are quite accustomed to child-centric contexts in which their feelings, words, and actions have usually been accorded a huge amount of attention by adult authority figures. Their relationships with adult authority figures have largely been defined in terms of the dedication, commitment, and service of the adults toward the children, not the other way around. Their preferences have been given much weight, and their opinions have been given much airtime in discussions. Misbehavior has been diagnosed instead of punished. Their accomplishments have been celebrated with glee.
As a result, Gen Zers enter the workplace with the expectation that they will now be cared for, rather than being ordered around. Of course, the problem is that, in this context, you are paying them, not the other way around.
The good news is that Gen Zers understand transactional relationships. They know what it means to be the customer. They might just have to be reminded that, in this situation, they are not the customers. The employer is the customer. As the manager, you are not claiming to be superior to them in any kind of absolute sense. You are not claiming to be higher on the “food chain” in the cosmos. You just need to make it clear to them:
Just in this context: In this role, in this job, in this chain of command in this organization. I'm the leader. You are the follower. If you want to belong here, this is how you understand, accept, embrace, and adapt to your place in the structure, rules, customs, and leadership here.
Teaching Gen Zers to develop respect for context means helping them to realize that work is situational and their role in any situation is determined in large part by factors that have nothing to do with them. There are preexisting, independent factors that would be present even if they were not, and these factors determine the context of any situation.
The easiest way to understand context is to consider extreme examples of it: dire illness, hurricanes, war, etc. In any of these contexts, the possibilities are limited, and so is the scope of an individual's potential role. In these contexts, certain expectations, hopes, expressions, and actions are inappropriate. While it is relatively easy to be sensitive to extreme contexts, it is often difficult for people, Gen Zers in particular, to be sensitive to more subtle contexts, particularly when they walk into new situations. Every situation has a context that limits possibilities and limits the scope of an individual's potential role. The big mistake leaders and managers often make is allowing Gen Zers to remain in their vacuum.
The key is making it clear from the outset that, if they want to be set up for success in this situation, they must learn to read and adapt to the existing structure, rules, customs, and leaders.
Help them develop respect for context by learning to read and adapt to the existing structure, rules, customs, and leaders in an unfamiliar situation.
Your script: “Here's why you should care about learning to read and adapt to a new context—particularly this context.
“No matter who you are, what you want to achieve, or how you want to behave, your role in any work situation is determined in large part by factors that have nothing to do with you. Every situation has a context that limits possibilities and limits the scope of your potential role.
“Once you have a handle on the context of your work situation, next you have to ask yourself where you fit in this context. Why are you here? What is at stake for you? When did you get here? What is your appropriate role in relation to the other people in the group? What is your appropriate role in relation to the mission? What expectations and hopes are reasonable for you to have?
“Once you really understand your role in any work context, then your number one responsibility is to play that role to the absolute best of your ability. That means, contribute your very best, and put in more time and effort no matter how lowly, mundane, or repetitive your tasks and responsibilities might seem in relation to the overall mission of your organization.”
Consider: What does it mean to you to show “respect for context” in an unfamiliar situation?
Consider the following definition of “respect for context”: “Reading and adapting to the existing structure, rules, customs, and leaders in an unfamiliar situation.”
Brainstorm: Why is this approach to context in the best interests of the organization—your current employer? Why is this approach to context in your best interests as an employee? Are there good reasons to reject this approach to context?
Now consider the context of this particular workplace. How can you “read and adapt” to this context? Describe in as much detail as you can:
| Read | Adapt | |
| The structure . . . | ||
| The rules . . . | ||
| The customs . . . | ||
| The leadership . . . |
Consider the context of this particular workplace. How do you “read” this context? Describe in as much detail as you can:
Consider the structure of this workplace. “Read” it.
Brainstorm:
Consider the rules of this workplace. “Read” them.
Brainstorm:
Consider the customs of this workplace. “Read” them.
Brainstorm:
Consider the leadership of this workplace. “Read” it.
Brainstorm:
Brainstorm: Consider the context of this workplace. Where do you “fit” in this context? Ask yourself:
Brainstorm: Consider the structure of this workplace. Where do you “fit” in this structure?
Brainstorm: Consider the rules of this workplace. Where do you “fit” in relation to the rules?
Brainstorm: Consider the customs of this workplace. Where do you “fit” in relation to the customs?
Brainstorm: Consider the leadership of this workplace. Where do you “fit” in relation to the leadership in this context?
Brainstorm: Consider the overall context of this work place. What do you need to do to “adapt” to this context?
Brainstorm: Consider the structure of this workplace. What do you need to do to adapt to the structure of this workplace?
Brainstorm: Consider the rules of this workplace. What do you need to do to adapt to the rules of this workplace?
Brainstorm: Consider the customs of this workplace. What do you need to do to adapt to the customs of this workplace?
Brainstorm: Consider the leadership of this workplace. What do you need to do to adapt to the leadership of this workplace?
Consider each of the following context-limiting factors one by one. For each factor, describe how the factor can shape the context of this workplace:
Consider each of the factors again, one by one. For each one: Can you think of examples of when you have been in this context? Did you read and adapt to the context well? How could you have read and adapted to the context better?
Consider each of the factors again. For each one: Can you anticipate being in this situation again in the future? When is that likely to happen? Where? Who might be involved? What do you think is likely to happen? What options will you have? How will you adapt?
Certain relationship dynamics in the workplace are more complicated than others. Consider the following complicated relationship dynamics:
List any other complicated relationship dynamics you might have dealt with in the workplace.
Consider each of the complicated relationship dynamics one by one. For each one: Can you think of examples of when you have dealt with this dynamic? Did you read and adapt to the context well? How could you have read and adapted to the context better?
Consider each of the dynamics again. For each one: Can you anticipate being in this situation again in the future? When is that likely to happen? Where? Who might be involved? What do you think is likely to happen? What options will you have? How will you read and adapt to the context?
Consider the following positive workplace contexts:
Consider each of the positive workplace contexts one by one. For each one: Can you think of examples of when you have been in this situation? Did you read and adapt to the context well? How could you have read and adapted to the context even better?
Consider the positive contexts again. For each one: Can you anticipate being in this situation again in the future? When is that likely to happen? Where? Who might be involved? What do you think is likely to happen? What options will you have? How will you read and adapt to the context optimally?
Consider the following negative workplace contexts:
Consider each of the negative workplace contexts one by one. For each one: Can you think of examples of when you have been in this situation? Did you read and adapt to the context well? How could you have read and adapted to the context better?
Consider the negative contexts again. For each one: Can you anticipate being in this situation again in the future? When is that likely to happen? Where? Who might be involved? What do you think is likely to happen? What options will you have? How will you read and adapt to the context optimally?
Some people are harder to deal with in the workplace than others. Consider the following “bad attitude” types:
Consider each of the types above. For each one: Can you think of examples of when you have dealt with someone behaving this way? Did you read and adapt to the context well? How could you have read and adapted to the context better?
Consider each of the types again. For each one: Can you anticipate being in this situation again in the future? When is that likely to happen? Where? Who might be involved? What do you think is likely to happen? What options will you have? How will you read and adapt to the context?
Some people are much easier to deal with in the workplace than others. Consider the following “great attitude” types:
Consider each of the types above. For each one: Can you think of examples of when you have dealt with someone behaving this way? Did you read and adapt to the context well? How could you have read and adapted to the context better?
Consider each of the types again. For each one: Can you anticipate being in this situation again in the future? When is that likely to happen? Where? Who might be involved? What do you think is likely to happen? What options will you have? How will you read and adapt to the context?
Citizenship: Accepting, embracing, and observing, not just the rights, but the duties of membership/belonging/participation in a defined group with its own structure, rules, customs, and leaders.
Is loyalty dead? For many years in our research, we've been asking people of all ages: “Are you loyal to your employer?”
Most would assume that the oldest, most experienced people would probably evince the most employee loyalty, while the youngest, Gen Zers, would be the most disloyal. The conventional wisdom says that employee loyalty has been diminishing steadily from one generation to the next; from the Boomers to Generation X to Generation Y and now to Z. Funny enough, our research shows just the opposite. The older the person, the more likely he is to say, “No.” The younger the person, the more likely she is to say “Yes.” Not only that, but from X to Y to Z, over the years, younger people in the workplace have become more and more likely to say “Yes.” That no longer surprises me. The reason is that the very meaning of employee loyalty is changing.
What today's young people mean when they say they are “loyal” to their employer is the kind of loyalty you get in a marketplace. It's the kind of loyalty you give to a customer: You get exactly as much loyalty as you pay for, and it lasts as long as you keep paying. Of course, it's not just money that Gen Zers are looking for in a job.
No hard feelings to you, the employer. It's just not about you. It's about them. Every step of the way, Gen Zers are going to try to fit their work situation into the life experience they are trying to create for themselves. The thing is that, in the earlier life and career stages, especially in these times, what's going on in their lives at any given moment is not so easy to assess. And it is often a moving target:
This is very frustrating to a lot of employers. Managers often point to this unwillingness among young employees to be willing to make personal sacrifices without a clear quid pro quo, without asking “What's in it for me?” To the ears of many older, more experienced people, this sounds a lot like disloyalty, which is sort of like the opposite of good citizenship. The whole idea of “citizenship” is that it is something more. There is an intangible element—a selflessness that goes beyond the transactional relationship.
Here's what I always tell managers: “Let go of the idea that good citizenship has to be completely selfless.” Good citizenship does not require selflessness. It's ok if there is a quid pro quo. Employment relationships are transactional by nature. Very few people go to work every day who do not need to make a living. Most people would stop coming to work if you stopped paying them. That does not make them disloyal. You can get a very deep level of true commitment—something more—and still have the essence of the relationship be transactional.
Membership, belonging, and participation come with rights and rewards; that is the quid pro quo. What good citizenship requires is this: When you “join,” you are also fully accepting, embracing, and promising to observe the duties, even at considerable personal sacrifice, that are on the other side of that quid pro quo. That means you have to define those duties in no uncertain terms and make it really clear why they are important.
Over time, the power of belonging comes more and more from accepting, embracing, and observing one's duties than it does from enjoying the rights and rewards of membership. But that's one of those secrets of wisdom that only comes with experience and age. You don't need to tell them about that part just yet.
Help them become better citizens by teaching them to accept, embrace, and observe the duties of membership/belonging/participation in this job in this organization.
Your script: “Here's why you should care about learning to be a great citizen of this organization. Working here is very valuable. Joining this organization comes with a lot of rewards. But the rewards of membership—the rewards of belonging—also go along with considerable duties.
“What good citizenship requires is this: When you ‘join’ an organization like this one, you must be prepared to accept and embrace and observe the duties—sometimes at considerable personal sacrifice—that go along with all the rewards.
“Like every workplace, this organization has its own structure, rules, customs, and leadership. What good citizenship means in one organization may be very different from what it means in another.
“What does this mean for you? First, it means you need to know what really matters to you. What is ‘in it for you’ here in this job? And what is that worth to you? Second, it means you need to understand our structure, rules, customs, and leadership and what that requires of you. You need to really understand what it means to be a good workplace citizen in this organization. Third, you must feel really great about accepting, embracing, and observing the duties of belonging here—what it means to be a good workplace citizen here—along with the rewards.
Brainstorm: What does “good citizenship” mean to you?
Consider the following definition of “good citizenship”: “Accepting, embracing, and observing, not just the rights and rewards, but the duties of membership/belonging/participation in a defined group with its own structure, rules, customs, and leadership.”
Brainstorm: Why is this approach to citizenship in the best interests of the organization? Why is this approach to citizenship in your best interests as an employee? Are there good reasons to reject this approach to citizenship?
Now consider the rights and rewards of being an employee in this organization.
Brainstorm: What are the rights and rewards that benefit you as an employee here? What does it mean to accept, embrace, and observe those rights and rewards?
Consider the other side of the equation.
Brainstorm: What does it mean to be a “good citizen”—as an employee—in this organization? What are your duties as a good citizen? Go beyond just “doing your job.” Exactly HOW does a good citizen in this organization go about doing his or her job?
Now make a list of the duties of good citizenship as an employee in this organization.
Now consider the list of duties, one by one. For each one: Can you think of examples of individuals exemplifying good citizenship by accepting, embracing and observing these duties? What does it mean for you to accept, embrace, and observe those duties?
Now go through the list of duties and define each of the duties with bullet points or short sentences. Define each of the duties of citizenship.
Consider each of the duties of citizenship as defined, one by one. For each one: How are you doing personally when it comes to fulfilling this duty of good citizenship? Are you performing at 100 percent? If not, then what percentage would you give your performance? Where is the gap? What do you need to do to improve?
Consider the following model of “good workplace citizenship.”
What do you think of this model?
Brainstorm: Why might this approach to citizenship be in the best interests of the organization? Why might this approach to citizenship be in your best interests as an employee? What happens when “respecting” one of these things is inconsistent with “respecting” another?
Consider each of the “best practices” or duties in the model above, one by one. For each, answer the following questions: Can you think of examples of individuals exemplifying good citizenship in this way? What would it mean for you? Define each of the “best practices” or duties above with bullet points or short sentences.
Now once again consider each of the duties in the model above, as you've defined them. For each, answer the following questions:
HOMEWORK. Consider bringing this model forward with you into your day-to-day work. Try to be a better citizen, according to this model. Keep track of how you are doing in writing. Talk about it with your manager in your one-on-ones.
Consider the following model of “good workplace citizenship.”
What do you think of this model?
Brainstorm: Why might this approach to citizenship be in the best interests of the organization? Why might this approach to citizenship be in your best interests as an employee? What happens when “what's best” for one is inconsistent with “what's best” for another?
Consider each of the “best practices” or duties in the model above, one by one. For each, answer the following questions: Can you think of examples of individuals exemplifying good citizenship in this way? What would it mean for you? Define each of the “best practices” or duties above with bullet points or short sentences.
Now once again consider each of the duties in the model above, as you've defined them. For each, answer the following questions:
HOMEWORK. Consider bringing this model forward with you into your day-to-day work. Try to be a better citizen, according to this model. Keep track of how you are doing in writing. Talk about it with your manager in your one-on-ones.
Consider the following model of “good citizenship.”
What do you think of this model?
Brainstorm: Why might this approach to citizenship be in the best interests of the organization? Why might this approach to citizenship in your best interests as an employee? What are the downsides of this more “civic” way of thinking about citizenship?
Consider each of the “best practices” or duties in the model above, one by one. For each, answer the following questions: Can you think of examples of individuals exemplifying good citizenship in this way? What would it mean for you? Define each of the “best practices” or duties above with bullet points or short sentences.
Now once again consider each of the duties in the model above, as you've defined them. For each, answer the following questions:
HOMEWORK. Consider bringing this model forward with you into your day-to-day work. Try to be a better citizen, according to this model. Keep track of how you are doing in writing. Talk about it with your manager in your one-on-ones.
Consider the following model of “good citizenship”:
What do you think of this model?
Brainstorm: Why might this approach to citizenship be in the best interests of the organization? Why might this approach to citizenship be in your best interests as an employee? What are the downsides?
Consider each of the “best practices” or duties in the model above, one by one. For each, answer the following questions: Can you think of examples of individuals exemplifying good citizenship in this way? What would it mean for you? Define each of the “best practices” or duties above with bullet points or short sentences.
Now once again consider each of the duties in the model above, as you've defined them. For each, answer the following questions:
HOMEWORK. Consider bringing this model forward with you into your day-to-day work. Try to be a better citizen, according to this model. Keep track of how you are doing in writing. Talk about it with your manager in your one-on-ones.
Consider the following model of “good citizenship.”
What do you think of this model?
Brainstorm: Why might this approach to citizenship be in the best interests of the organization? Why might this approach to citizenship be in your best interests as an employee? What are the downsides?
Consider each of the “best practices” or duties in the model above, one by one. For each, answer the following questions: Can you think of examples of individuals exemplifying good citizenship in this way? What would it mean for you? Define each of the “best practices” or duties above with bullet points or short sentences.
Now once again consider each of the duties in the model above, as you've defined them. For each, answer the following questions:
HOMEWORK. Consider bringing this model forward with you into your day-to-day work. Try to be a better citizen, according to this model. Keep track of how you are doing in writing. Talk about it with your manager in your one-on-ones.
Consider the following model of “good citizenship.”
What do you think of this model?
Brainstorm: Why might this approach to citizenship be in the best interests of the organization? Why might this approach to citizenship be in your best interests as an employee? What are the downsides?
Consider each of the “best practices” or duties in the model above, one by one. For each, answer the following questions: Can you think of examples of individuals exemplifying good citizenship in this way? What would it mean for you? Define each of the “best practices” or duties above with bullet points or short sentences.
Now once again consider each of the duties in the model above, as you've defined them. For each, answer the following questions:
HOMEWORK. Consider bringing this model forward with you into your day-to-day work. Try to be a better citizen, according to this model. Keep track of how you are doing in writing. Talk about it with your manager in your one-on-ones.
Consider the following model of “good citizenship.”
What do you think of this model?
Brainstorm: Why might this approach to citizenship be in the best interests of the organization? Why might this approach to citizenship be in your best interests as an employee? What are the downsides?
Consider each of the “best practices” or duties in the model above, one by one. For each, answer the following questions: Can you think of examples of individuals exemplifying good citizenship in this way? What would it mean for you? Define each of the “best practices” or duties above with bullet points or short sentences.
Now once again consider each of the duties in the model above, as you've defined them. For each, answer the following questions:
HOMEWORK. Consider bringing this model forward with you into your day-to-day work. Try to be a better citizen, according to this model. Keep track of how you are doing in writing. Talk about it with your manager in your one-on-ones.
Consider the following very simple model of “good citizenship”:
Theodore Roosevelt, the twenty-sixth President of the United States, defined good citizenship for an individual as being “able and willing to pull his weight.”
What do you think of this model?
Brainstorm: Why might this approach to citizenship be in the best interests of the organization? Why might this approach to citizenship be in your best interests as an employee? Are there good reasons to reject this approach to citizenship?
Consider this model of good citizenship. Can you think of examples of individuals exemplifying good citizenship in this way? What would it mean for you to accept, embrace, and observe this approach to good citizenship?
Now consider:
HOMEWORK. Consider bringing this model forward with you into your day-to-day work. Try to be a better citizen, according to this model. Keep track of how you are doing in writing. Talk about it with your manager in your one-on-ones.
Create your own model of “good citizenship.”
Make the case for your model.
Brainstorm: Why might this approach to citizenship be in the best interests of the organization? Why might this approach to citizenship be in your best interests as an employee? What are the downsides?
Consider each of the “best practices” or duties in the model you create, one by one. For each, answer the following questions: Can you think of examples of individuals exemplifying good citizenship in this way? What would it mean for you? Define each of the “best practices” or duties above with bullet points or short sentences.
Now once again consider each of the duties in the model above, as you've defined them. For each, answer the following questions:
HOMEWORK. Consider bringing this model forward with you into your day to day work. Try to be a better citizen, according to this model. Keep track of how you are doing in writing. Talk about it with your manager in your one-on-ones.
Service: Approaching relationships in terms of what you have to offer—respect, commitment, hard work, creativity, sacrifice—rather than what you need or want.
What is so special about the old-fashioned idea of service? On a strictly rational basis, service is just another spin on the transactional logic of employment, like any market-based relationship: you get what you pay for. That notion of “service” is reciprocal, quid pro quo, each side of the value proposition.
Yet, somehow, like citizenship, the concept of service implies more. There is a yearning desire on the part of many older, more experienced people for a demonstration of something deeper—a kind of selflessness. When people talk about the missing values of “service” as a mindset, there is almost a religious or moralistic implication. Somehow, the spirit of generosity and the act of giving are supposed to have their own hidden long-term benefits to the generous giver. Maybe it is just a more cosmic sense of the quid pro quo—like Karma. What goes around comes around.
Whether or not this is true on some cosmic level, it is a very hard case to make to today's young workforce, unless you happen to be their spiritual adviser. Nonetheless, experience does show that when you give people a taste of selfless giving, it can be so nourishing that it creates its own self-reinforcing virtuous cycle. In any case, whatever philosophical or logical underpinning one chooses, this deep sense of “service” for its own sake is in great demand and short supply.
It is easy to understand why this might be a very desirable mindset, especially in one's employees. I remember a senior partner at the law firm where I was an associate in the early 1990s who said to me: “You should be prepared to jump in front of a bus for this firm.” I said to myself, “For G-d? Yes. For my family? Yes. For my country? Yes. For this firm? I don't think so.”
Ask yourself: If you want to ask your employees to give of themselves with a level of selflessness—service for its own sake—then what exactly are you asking them to serve?
The most obvious answer, especially with the Millennial Generation's reputation for idealism, is “mission.” Mission-driven work draws young people in particular who want to serve others by giving of themselves: The military is a common example; serving in the military is dangerous and doesn't pay well, but it gives young people the chance to help keep their country strong and their fellow citizens safe. Charitable work: Feeding the hungry, building houses for the poor. Health care: Healing the sick is definitely mission-driven work! Mission-driven work is instructive precisely because it draws those who are more inclined to feel that “something beyond” motivation that looks like old-fashioned loyalty.
I was struck by this comment from a very experienced leader in a large hospital: “In health care, we have always attracted people based on our healing mission. That's still true today for most of the young people. The healing mission brings them in the door. But as soon as they walk through the door, they want to know how this job compares to other jobs they could find doing the same mission: What's the pay? What are the hours? How are the people? What are the work conditions? In other words: It's the mission, plus, plus, plus.”
I've heard this from so many leaders in mission-driven organizations. No matter how committed they may be to the mission, when mission-driven work is also the source of their livelihood, employees usually care a lot about making sure the transactional elements of the job are also fair and square. That's especially true if there are multiple employers for whom the employee might pursue the same or a similar mission. Even in the military (where you can't exactly go work for the competition), you can choose the Army or the Navy or the Air Force or the Marines or the Coast Guard, or you may be able to pursue a similar mission in national security or intelligence work or law enforcement or public safety or rescue or diplomacy or The Peace Corps or whatever. In a free market for labor, even mission-driven employees are usually going to make their career choices based on mission, plus, plus, plus.
Of course, every employer has a mission of one sort of another. Some missions are more charitable than others. If your organization's mission is to sell a middle-price-range casual dining experience, that is a perfectly valid mission well worth pursuing! And I thank you on behalf of all of us who enjoy your meals. But let's agree that this is not exactly a “charitable” mission. No doubt a big part of what the owners are trying to do is make money. Can you blame them? So how can they blame their employees—of any age—for asking: “What's in it for me?”
Remember: If you can introduce them to the concept of service for its own sake and start to give them a taste of selfless giving, this can be such a nourishing experience that it creates its own self-reinforcing virtuous cycle.
Help them develop a service mindset by learning to focus on what they have to offer in any relationship—getting into the habit of giving respect, commitment, hard work, creativity, and sacrifice.
Your script: “Here's why you should care about developing a service mindset.
“Yes, you are getting paid and you reap the rewards and benefits of being an employee in this organization. So, yes, the organization is your customer. The leadership is your customer. Your manager is your customer. The customers are your customers. Your colleagues here are your customers. Even our partners and vendors are your customers. In relation to you, in this job, everyone is your customer. In this scenario, you are the only one who is not the customer.
“But there is much more to the service mindset than the other side of your paycheck! The truth that everybody knows but nobody likes to acknowledge is that one super-high-performing employee is worth more on some deep level—and is valued so much more by everyone—than three or four mediocre employees.
“If you are one of those high-performing employees, you already know that. If you are not one of those high-performing employees, you should learn that and become one! Where do you begin?
“At the very least, you need to know the bare minimum requirements and the gold standard of performance, the cardinal rules of conduct and the outer limits of your discretion. In every working relationship with every person at every level, make sure you understand not only how to meet the basic expectations of the job, but how to go above and beyond those expectations. If you fail to meet a commitment, be honest and forthright about it. If you make a commitment, deliver on that commitment.
“If you don't get the extra rewards you hope for—or deserve—right away, be patient. Be understanding. After all, doing a great job and delivering on your commitments is what you were hired to do in the first place. That's why you are paid and you keep working here. If you don't benefit immediately from bending over backward and jumping through hoops, then write off the short-term loss as a cost of doing business, an investment in the bank account of your reputation at work. Or perhaps a long-term deposit in your karmic ‘service’ account.
“Build a reputation, not only for doing great work every day, all day long, ahead of schedule, under budget, and with a big smile on your face. Once you deliver on that part of the deal consistently for some period of time, you put yourself in a position to seize opportunities to go above and beyond. When they present themselves, focus on the value you bring to the table: What hard work can you offer? What extra efforts can you make? What value can you add? Look out for really tough assignments, special assignments, and roles that are hard to fill. Look for ways you can sacrifice to save your boss, your colleagues, your direct reports, and anyone and everyone else time, energy, resources, and trouble. Sometimes, the best thing you can do is sacrifice, suffer, and give, give, give, and give until it hurts.
“Don't be annoyed when all the pressure is on you. Instead, be grateful: This is your big chance to prove yourself and make a huge investment in your growing reputation for service.”
Brainstorm: What does “service” mean to you?
Consider the following definition of “service”: “Approaching relationships in terms of what you have to offer—respect, commitment, hard work, creativity, sacrifice—rather than what you need or want.”
Brainstorm: Why is this approach to citizenship in the best interests of the organization? Why is this approach to citizenship in your best interests as an employee?
Consider the following dimensions of service. For each one: Why is this an important component of service?
Consider the following dimensions of service. For each one: Can you think of examples of individuals exemplifying this dimension? Can you describe the example in detail? What happened? Where? When? Who was involved?
Consider the following dimensions of service. For each one: Can you think of examples of a time when you exemplified this dimension—inside or outside of work? Can you describe the example in detail? What happened? Where? When? Who else was involved?
Now consider the following dimensions of service again. For each one: Define each one with bullet points or short sentences.
Consider the dimensions of service. For each one: How are you doing personally when it comes to this dimension of service? Are you performing at 100 percent? If not, then what percentage would you give your performance? Where is the gap? What do you need to do to improve?
Consider the following myths about the nature of “service” in the workplace, one by one. For each one: Why is this statement a myth? Have you ever seen this myth in action? Can you describe the example in detail? What happened? Where? When? Who was involved? What lessons do you draw from this example?
Consider the following realities about the nature of “service” in the workplace, one by one. For each one: Why is this statement a reality? Have you ever seen this reality in action? Can you describe the example in detail? What happened? Where? When? Who was involved? What lessons do you draw from this example?
Consider the following myth versus reality pairs, along with the explanations for why for each one. Have you seen examples of this in the real world? Can you describe the example in detail? What happened? Where? When? Who was involved? What lessons do you draw from this example?
WHY? You need to make sure your work fits with your overall company's mission. You need to have articulated goals and the guidelines and parameters for your tasks and responsibilities spelled out. You need to be given concrete deadlines, clear timelines, and reasonable performance benchmarks to meet. And your boss is the person who must communicate these requirements to you and make sure you stay on track. That's the only way to become and remain a high performer. But if you are a high performer, you probably already know all that.
WHY? So much of what is done at work is simply not up to you. You need to know the requirements of every task, responsibility, or project before you can even think about being creative. Even if you are in a creative position, only when you know what is actually up to you have you uncovered the small space in which you can be creative.
WHY? If someone else is receiving special treatment, then figure out exactly what that person did to earn the special treatment and what exactly you need to do to earn the special treatment you want. Why would it be fair to treat everybody in a workplace exactly the same? That's only fair in a commune. If your co-workers are receiving rewards that you are not receiving, take that as a big reality check. What you need is a fair and accurate assessment of your performance so that you can continually improve and, thereby, earn more of the rewards you want. Don't be the squeaky wheel asking for more. Be the self-starting high performer who is constantly earning more.
WHY? It is true that you need to align yourself with what “works” for each of your bosses? Some bosses prefer updates in writing; others prefer verbal reports. Some bosses prefer big- picture reports. Others like to keep track of the details. You should certainly try to tune in to each boss's preferences, but you cannot afford to compromise the basic elements you need in order to succeed: clear and realistic expectations every step of the way, the necessary resources to complete your tasks, fair, accurate, and honest feedback, and appropriate recognition and rewards for your work.
WHY? False friendships are a waste of time. Friendships may be wonderful in your personal life, but they are likely to complicate your situation at work. That is not to say that real friendships do not or should not occur in the workplace. Of course they do. Real friendships develop over time at work, including friendships with your boss. If that's your situation, then you'll have to work hard to protect that friendship from the realities of the workplace. What are the best workplace politics? Build authentic relationships with your boss, developing genuine rapport by talking about the work.
WHY? When you gloss over small mistakes without solving them, sometimes they drift away, but they are likely to recur. Small problems that recur incessantly cause difficult confrontations when co-workers or the boss finally explodes in an outburst of frustration. Other times, those recurring small problems become part of the fabric of your work. But sometimes small mistakes and problems fester and grow and, over time, become big problems. Solving a problem after it has festered is much more difficult than preventing that problem in the first place or solving it while it is smaller. Plus, in the midst of a problem, neither you nor your boss is going to be at your best. By then, everybody is stressed, frustrated, and in a hurry. If you include regular problem solving in your ongoing one-on-one dialogue with every single boss, then nine out of ten performance problems will be solved quickly and easily or will be avoided altogether.
WHY? Good coaching is the constant banter of focus, improvement, and accountability: “What can I teach you right now? What can you improve right now?” A great coach helps you remember to be purposeful about every single detail to build your skills. From focusing, you learn focus itself. Look for the real teachers among your bosses and soak up their teachings. Assure the boss that you very much welcome candid feedback in detail, both positive and corrective. Try to turn every one-on-one conversation with your boss into a coaching session.
WHY? Most managers monitor employee performance only incidentally, when they happen to observe the employee working; when they are presented with the employee's work product; if there is a big win; or if there is a notable problem. They rarely document employee performance unless they are required to do so, leaving no written track record other than those bottom-line reports that tell so little about the day-to-day actions of each employee. Whether or not your boss keeps track of your day-to-day performance in writing, you should.
WHY? Some people are unusually charismatic, observant, receptive, quick-witted, articulate, engaging, energetic, and likeable. That does not help him or her anywhere near as much as being the person who is always focused on the work product he or she has to offer.
WHY? When your boss doesn't spend time one-on-one with you, things go wrong—sometimes very wrong. That's because expectations often remain unclear, misunderstandings occur, you don't obtain the resources you need, you don't receive regular feedback to guide you, and even if you succeed against all odds, you probably won't receive the credit you deserve. If you push your boss to put the management time where it belongs—up front before anything goes right, wrong, or average—things will go much better. If you make sure the time every boss spends with you is effective and pays off in productivity, bosses are going to want to give you that time. You will gain a reputation for making good use of management time.
Consider the following vision of the service mindset in the workplace:
Be the employee who says to every boss, “Great news, I'm going to make a commitment to serve! I'm going to help you by doing a lot of work very well, very fast, all day long. I'm going to work with you to make sure I understand exactly what you expect of me. On every task, I'm going to break big deadlines into smaller, concrete performance benchmarks. I'm going to learn standard operating procedures and use checklists. I'm going to keep track of everything I'm doing and exactly how I'm doing it. I'm going to help you monitor, measure, and document my performance every step of the way. I'm going to solve problems as soon as they occur and, if I come to you for your help, you'll know I really need you. I'm going to learn and grow and be able to take on more and more responsibility. Count on me. With your help, I'm going to be really valuable to you!”
Brainstorm: Can you think of examples of individuals exemplifying this service mindset? Can you describe the example in detail? What happened? Where? When? Who was involved?
Brainstorm: Can you think of examples of a time when you exemplified this approach? Can you describe the example in detail? What happened? Where? When? Who else was involved?
Brainstorm: How are you doing personally when it comes to this dimension of service? Are you performing at 100 percent? If not, then what percentage would you give your performance? Where is the gap? What do you need to do to improve?
Consider: The key to figuring out what your manager needs from you is to build a regular one-on-one dialogue with every manager to whom you report.
Brainstorm: What would it look like for you to do that? How many managers do you report to now? Who are they? Consider each of them, one by one. For each one, ask yourself: How often should I meet with this manager? When would be the best time to meet? Where? How long? What should I discuss? How can I prepare? What would it take to start scheduling those one-on-ones on a regular basis?
Following is a list of the “four basics” that every person must receive from his or her manager in order to be able to succeed. Consider each of the managers to whom you report, one by one. For each one: Do you receive all four of the basics on a regular basis? Where is the gap? What would it take to improve? What can you do to improve the situation?
The four basics that you absolutely must take responsibility for obtaining in your ongoing dialogue with your boss:
Consider: How often you should meet with your boss or bosses depends partly on the nature of the work you are doing for each of them. How often you should meet with a particular manager will also be determined by his or her particular style and preferences and also by what works for you. In an ideal world, maybe YOU would talk with every single boss—reviewing your work and getting set up for success that day—every single day.
Brainstorm: How are people in our organization (or team) overall doing when it comes to this approach? What can we do to get better?
How are you doing as an individual when it comes to this approach? What can you do to get better?
For each of your managers: How often do you need to meet? Where is the gap? What would it take to improve? What can you do to improve the situation?
Consider: With each boss, you will have to decide what to focus on and discuss at each one-on-one. Before your meetings, you should ask yourself the following: Are there problems that haven't been spotted yet? Problems that need to be solved? Resources that have to be obtained? Are there any instructions or goals that are not clear? Has anything happened since you last talked that the boss should know about? Are there questions that should be answered by your boss? At the very least, in these one-one-ones, you have to receive updates on your progress. Get input from your boss while you have the chance. And think about what input you should be providing to your boss based on what you are learning on the front line. Strategize together. Try to get a little advice, support, motivation, and, yes, even inspiration once in a while.
Brainstorm: How are people in our organization (or team) overall doing when it comes to this approach? What can we do to get better? How are you doing as an individual when it comes to this approach? What can you do to get better?
For each of your managers: What do you need to be discussing? Where is the gap? What would it take to improve? What can you do to improve the situation?
HOMEWORK. Take the initiative. Schedule regular one-on-one meetings with every single manager to whom you report. Make your one-on-one time with every boss brief, straightforward, efficient, and all about the work. But make sure you have that regular one-on-one time with every boss you answer to directly at any given time. Be sure to obtain the four basics listed above.
Consider the following vision of the service approach to your attendance and participation in meetings:
Brainstorm:
Consider the following best practices for helping your boss monitor your performance:
Take the best practices one at a time.
Brainstorm. For each one:
Consider the following:
Put yourself on a PIP—Performance Improvement Plan. In many organizations, PIPs have a bad name. So call it something else if you like. How about a “Continuous Improvement Plan”? Whatever you call it, this is the perfect format for helping your boss document your performance every step of the way: Together with your boss, spell out expectations for your performance in terms of concrete actions that you can control. Keep track in writing as you complete each to-do item and meet each requirement, as you achieve each goal and beat each deadline. Regularly report to your boss exactly how and when your concrete actions met or exceeded the expectations you set together. Help your boss document exactly how and when your concrete actions meet expectations every step of the way.
Brainstorm:
Teamwork: Playing whatever role is needed to support the larger mission; coordinating, cooperating, and collaborating with others in pursuit of a shared goal; supporting and celebrating the success of others.
It should be no surprise that peer relationships are extremely important to Gen Zers. After all, they are the social media generation. Their entire lives, they've been plugged into a virtual peer network and mediate much of their experience through these hand-held mirrors of interactivity.
Does that mean that employers should be scrambling to leverage social media to try to develop Gen Z team connections? Yes . . . but be very careful. The best way to create positive employer branding social media is to have lots of very “loyal” young employees. That's your social media strategy in a nutshell. But it's nearly impossible to reverse engineer the process. Social media is far too diffuse and rapidly evolving to artificially manipulate those organic discussions—especially the viral type that spread out among networks of networks of networks in the organic peer ecosystem of social media.
Many of our clients have been experimenting with other strategies to leverage Gen Zers’ strong inclination toward peer networking and peer bonding. Some employers have tried to facilitate peer bonding by creating so-called “self-managed teams.” It turns out there is no such thing as a “self-managed team”; somebody always takes charge, sometimes the right person and sometimes a ring leader who causes trouble.
Other organizations have tried to implement “best friend at work” programs, where they try to help employees form friendships with colleagues. Most young people either shrug or cringe at these “best friend” programs.
Some organizations encourage employees to form affinity groups around shared interests, activities, or even causes. These tend to be more or less harmless, unless they become a way to affirm cliques; usually, they are only slight distractions at work, although distractions nonetheless.
Some organizations promote socializing among colleagues through meals, happy hours, events, and parties. Most people of any age can appreciate employer-sponsored events or meals or beverages, unless they become another way to affirm cliques or lead to selective exclusion. After work socializing inevitably excludes those who just want to go home after work . . . or to the gym . . . or to walk the dog . . . or whatever. And often those young employees who appreciate the after-work partying the most find themselves embarrassed in front of their colleagues (and sometimes even on their way out of a job) as a result of some major “social” misstep.
As with social media, it is usually a mistake when employers try too hard to artificially co-opt Gen Zers’ peer-bonding inclinations. For one thing, there are many pitfalls to avoid, some noted above. More to the point, it usually just doesn't work.
Our research shows consistently that Gen Zers are least likely to form significant lasting peer bonds in workplaces with less challenging work, less structure, less supervision, and less interaction with authority figures. The greater the challenge, structure, supervision, and interaction with authority figures, the more likely Gen Zers are to form significant peer bonds in the workplace. Yes, the key to creating those so-important authentic personal “loyalties” among your Gen Z employees—like the personal loyalty we see among young people working together in the military—is creating conditions in which they can do lots of challenging work together under the strong direction of a highly engaged leader.
When young soldiers, airmen, marines, and sailors talk about their “loyalty,” they invoke first and foremost their commitment to each other—to their peers and to their most immediate leaders. But those peer bonds are hardly forming organically. They are not “self-managed,” but rather have a strict chain of command with clear leaders who are strong and highly engaged. They don't choose who is going to be on their team. They don't get to choose their own peer leaders. They don't get to choose their own missions. They don't get to choose their own positions on the team. Not everybody gets to be the MVP. Not everybody gets a trophy. The peer bonding is not forced, but all of the conditions are forced—and the peer bonding follows.
Of course, the military has a rare combination of profound patriotic mission, life-threatening gravity, and extraordinary resources. Those are hard conditions to approximate for most leaders in most workplaces. Still, you can be very thankful if, in your workplace, lives are not on the line. You can still draw many great lessons about building the conditions to support great teamwork: the strongest peer relationships among young people in the workplace (and people of all ages) form in environments with a strong focus on the shared mission, the shared work, and the common ground. Yes, it is important to value and leverage everybody's different strengths on a team. But the key to supporting the spirit of “teamwork,” per se, is focusing on what everybody has in common: Nobody on the team chose the team or the mission or the positions or the leaders. But all those on the team did choose to be in this job at this time. As long as they remain here, they are in this together. They must depend on each other in order to succeed. So they must depend on each other and be seen as dependable.
Yes, your best employees can see that they pull more weight than the weaker members of the team. Sometimes they have to be reminded that, no matter how much weight they carry on their own, they are not doing their jobs 100 percent unless they are also helping their other team members succeed.
Help them become better “team players” by learning to play whatever role is needed to support the larger mission; coordinating, cooperating, and collaborating with others in pursuit of a shared goal; supporting and celebrating the success of others.
Your script: “Here's why you should care about teamwork. No matter where you work, no matter what you do, your work probably involves dealing with other people—internally and externally—here, there, and everywhere. Most likely you are forced to rely on the support and cooperation of many other people in the course of doing your own work every day. That means navigating a lot of interpersonal dynamics and a lot of dependency and interdependency. That's what a lot of people call ‘teamwork.’
“You've heard over and over again about the importance of good teamwork at work. Right? For the most part, at work, you don't get to choose who is going to be on your team. You don't get to choose your own leaders. You don't get to choose your own mission. You don't get to choose your own position. Not everybody gets to be the MVP. Not everybody gets a trophy. But everybody on the team did choose to be in this job at this time. As long as you remain here, we are all in this together. We must depend on each other in order to succeed. So we must depend on one another.
“Yes, some people pull more weight than others. Some people do more work, better, faster, and with a better attitude. But don't ever tell yourself you are doing a great job if you are not also being a great team player. Being a great team player is part of your job here. That means staying focused on our shared mission and how each person contributes to that shared mission. It means making yourself available and easy to work with. It means coordinating, cooperating, and collaborating with others. It means playing your assigned position as needed to support the larger effort. It means focusing on the best interest of the whole, sometimes at the expense of your own prominence. It means supporting your other team members and helping them succeed and celebrating their successes.
“Here's the bottom line: Some people really get things done. Right? And there are plenty of times when you need to get things done and you need someone's help. Right? So you want to be able to go to the right people, the ones who really get things done. Those people are known as ‘go to’ people. That's because everybody— just as you do—wants to ‘go to’ those people. Get it? ‘Go to’ people don't just get things done. They get things done for other people. That's why ‘go to’ people are the most in-demand people in the workplace—because everyone knows they can be relied on to deliver for the team. Be one!”
Brainstorm: What does “teamwork” mean to you?
Consider the following definition of “teamwork”: “Playing whatever role is needed to support the larger mission; coordinating, cooperating, and collaborating with others in pursuit of a shared goal; supporting and celebrating the success of others.”
Brainstorm: Why is this approach to teamwork in the best interests of the organization? Why is this approach to teamwork in your best interests as an employee?
Consider the following dimensions of teamwork. For each one: Why is this an important component of teamwork? Teamwork:
Consider the following dimensions of teamwork. For each one: Can you think of examples of individuals—inside or outside of work—exemplifying this dimension? Can you describe the example in detail? What happened? Where? When? Who was involved?
Teamwork
Consider the following dimensions of teamwork. For each one: Can you think of examples of a time when you exemplified this dimension—inside or outside of work? Can you describe the example in detail? What happened? Where? When? Who else was involved?
Teamwork
Consider the following dimensions of teamwork. For each one: Define each one. Break it down and spell it out with bullet points or short sentences.
Teamwork
Consider the following dimensions of teamwork. For each one: How are people in our organization (or team) overall doing when it comes to this approach? What can we do to get better?
Teamwork
Consider the following dimensions of teamwork. For each one: How are you doing personally when it comes to this dimension of service? Are you performing at 100 percent? If not, then what percentage would you give your performance? Where is the gap? What do you need to do to improve?
Teamwork
Consider the first dimension of being a great team player: Playing whatever role is needed to support the larger mission.
Brainstorm:
Drill down on your role. Make a list of all the different tasks, responsibilities, and projects that comprise your role. Now take them one by one. For each one: What do you actually do? How exactly does your work on that task, responsibility, or project contribute to the larger mission? Who relies on you to do this work? What are the consequences if you don't deliver? What is the value added when you deliver successfully? How are you doing on this particular contribution to the mission? How can you improve?
HOMEWORK. Discuss what you learned from this exercise with your manager in your next one-on-one.
Consider the following dimensions of being a great team player:
Make a list of all the other people at work with whom you must coordinate, cooperate, and collaborate.
Consider each of the people on your list, one by one. For each one:
Consider each of the people on your list, again, one by one. For each one:
HOMEWORK. Discuss what you learned from this exercise with your manager in your next one-on-one.
Consider the following dimensions of being a great team player:
Make a list of all the people who should be supporting and celebrating your success at work. Presumably, they are also people whose success you should be supporting and celebrating as well.
Consider each of the people on your list, one by one. For each one:
Consider each of the people on your list, again, one by one. For each one:
HOMEWORK. Discuss what you learned from this exercise with your manager in your next one-on-one.
What would it look like for you to actively develop “go-to” people in all the key areas where you have recurring interdependency needs. “Go-to” people are the people you know you can “go to” when you need something. They are people you can rely on. They are responsive. They are effective. They get things done.
Brainstorm:
HOMEWORK. Discuss what you learned from this exercise with your manager in your next one-on-one.
What would it look like for you to become a “go-to” person yourself?
Brainstorm:
Brainstorm: Can you think of examples of individuals exemplifying the “go-to” person? Can you describe the example in detail? What happened? Where? When? Who was involved?
Brainstorm: Can you think of examples of a time when you exemplified the “go-to” person? Can you describe the example in detail? What happened? Where? When? Who else was involved?
Brainstorm: How are you doing personally when it comes to becoming a “go-to” person? Are you performing at 100 percent? If not, then what percentage would you give your performance? Where is the gap? What do you need to do to improve?
HOMEWORK. Discuss what you learned from this exercise with your manager in your next one-on-one.
Consider how you can become better at gaining greater coordination, cooperation, and collaboration from others. Consider your options when it comes to the following strategies for using influence:
Consider the strategies above, one by one. For each one: Have you seen examples of this in the real world? Can you describe the example in detail? What happened? Where? When? Who was involved? What lessons can you draw from this example?
Consider the strategies above, one by one. For each one: How are you doing personally when it comes to using these strategies? Are you performing at 100 percent? If not, then what percentage would you give your performance? Where is the gap? What do you need to do to improve?
HOMEWORK. Discuss what you learned from this exercise with your manager in your next one-on-one
Consider the following story exemplifying great teamwork:
The young airman, one crew member among the thirteen-member crew of an important military aircraft, describes his role on the team's regular missions (which last as long as ten hours): “My job is to lay face down in a window facing the ground in order to provide visual confirmation of the aircraft's electronic surveillance of the ground below. Basically, I just lie down there with my eyes wide open and focused. We have very advanced systems on the plane, but I am the eyeballs. I need to provide visual [confirmation] to make sure we don't fire on any [friendly forces] or civilians. But I also am watching for muzzle flares which might indicate enemy forces. I also look for enemy fire directed at the plane. When we are fired on, we only have a few seconds to detect that and take countermeasures to protect the plane.”
For hours at a time, this young Airman stays focused and blinks as little as possible. During a ten-hour mission, there might only be a handful of incidents for which the Airman would actually need to take notice and take action. Asked if it is hard to stay alert on the job, he says: “I don't have a choice. The difference between me giving 99 percent or 110 percent could be the difference between life or death for me, for people on the ground, and for my crew.”
The crew numbered thirteen. Each person played a narrow, focused role and was critical to the safety and effective operation of the airplane and its mission. And every single one of them knew that they had no choice but to give 110 percent all the time, because the work of every single role is a life-or-death matter. For your sake, I hope that every move you make at work is not a life-or-death matter. Still, if you want to succeed, you would do well to follow this example of teamwork.
Brainstorm: