Friday, 2 January 2015

Mind The Props



I read an evaluator’s report of an organization years ago in which a fairly senior officer was reported to have complained of feeling like the boss’ ‘walking stick’. At the time I found the comparison unusual but on reflection it didn’t take a whole lot to appreciate how apt an analogy it is to some relationships in organizations.

Walking sticks are ordinarily supports, aids, facilitators, enablers, help, props. Made tough to go the long haul without breaking. With them we can manage a respectable posture and as long as that posture is impossible or difficult without the walking stick, we lean on them. They are also handy in many ways; reaching at things otherwise out of reach, warding off danger, dealing out threats and so on. And not surprisingly as soon as a sense of stability and security is attained the props are discarded without a thought; dropped somewhere out of sight though within reach, just in case they are needed. Stretching this idea of walking sticks to the organizational setting it is easy I should think, to find a few among our fellow workers and even within ourselves.  

Work relations that leave others feeling used and ignored or dis-empowered like the officer in the evaluation report are problematic to say the least. This is so because the feeling of disenchantment is often quickly spread through an entire organization especially when it emanates from a senior person with a wide scope of responsibility or someone who is otherwise central to an organization’s business. The sad thing is that the very reason why people turn out as walking sticks is because they often bring (high) value to another’s job or output. That this fact is seldom acknowledged, celebrated or rewarded is what ultimately leads to embitterment. So how do we treat the people who prop us up and help us shine? 

A comment by an employee during an organization’s end of year review meeting recently provides an example of the challenge. In the meeting some staff had commented that the organization’s continued survival was attributable to a few star employees.  The comment, indifferent to the contributions of others in the organization and not considering the environment in which it was being made (a meeting of all staff of the organization), was met with sharp resentment by another employee during a break out session. The point made was simply that the “star officers” were aided in diverse ways by the contributions of others who were not in the fore-front of affairs and who could not claim the achievements as their own. The organization’s achievements were therefore that of the whole or at the very least a few more employees’ and it was a shame not to acknowledge that.

No doubt there are several little ways to acknowledge the people who contribute to our collective successes and sometimes who really make things happen in organizations. I share a couple;
Suppose a co-worker suggests an idea or roadmap for work in a conversation. The idea probably gets refined along the way within formal processes and leads to an important organizational strategy. It does not hurt to make reference to the one whose original idea it was. And if a committee of sorts is to work with that idea, it may help to include this originator in the committee with a central role. If a presentation of the idea is to be made to a senior level group, it may be valuable to help the originator of the idea to introduce it to them. And for the love of ourselves, it is a bad idea to change the idea of another person without reference to the person that yielded the idea to us in the first place!

Again, on a daily basis a junior employee collects and feeds information to a superior who uses this as basis for analysis and high powered presentations lets say. Do we wonder what this junior officer thinks about the use to which this information is made and what valuable insights one might get from such a person if only we asked? If we did, it might open up opportunity to enrich an employee’s job. 

The above suggestions and many more that others may have do not actually resolve what to me is the more fundamental reason why it is easier in some environments rather than others for people to become “walking sticks” in organizations. It seems to me that the challenge transcends the need for recognition and acknowledgement of staff contributions to enhancing job autonomy, responsibilities and authority generally in order that an employee can take pride in delivering a meaningful job in and of itself.  Let’s face it when a person’s contribution only manifests or yields dividends within the context of another person’s job or a person is consistently having to be the ‘walking stick” of another, there’s at least one of two problems present – a structural dis-articulation of the organization or a capacity deficiency.

Friday, 16 August 2013

Are Pre-Employment Medical Examinations Trampling the Rights of Job Seekers?


Employment legislation generally prohibits discrimination against employees (potential and current) on the basis of gender, sex, creed etc. Various UN and ILO conventions maintain that pre-employment medical examinations can only be justified in the context of strict job related demands and for the management of health and safety at work. 

In the case of HIV AIDS and genetic testing which come with many social, ethical and legal concerns, employment legislation is even stricter and often times proscribed. In all cases adherence to the principles of relevance, proportionality, necessity and human rights principles such as privacy, physical integrity and non-discrimination are mandatory.  In any case, HIV AIDS testing must always be done if at all with the prior informed consent of the person taking the test. For instance the UNAIDS/WHO Policy on HIV Testing (June 2004) insists on the 3Cs: informed consent, confidentiality, accompanied counselling.  The Ghana National Work Place HIV/AIDS Policy document (December 2004) requires that standard pre-employment medical forms do not request HIV status.

However with high unemployment rates and the particular vulnerabilities in the informal economy can job seekers insist on their legitimate right to non-disclosure?

Here’s what happened in the case of a domestic worker in Ghana early this year.
The agency with which the applicant was registered found a prospective employer and the applicant was called in for an interview. She was a woman in her mid forties with admirable experience, education and personal presentation. The interview went well but she was required to undergo a pre-employment medical examination to determine if she was fit for the job. She received no details of the medical screening she was to be subjected to but the agency and prospective employer arranged a series of tests at a health facility.
The applicant presented herself at the health facility where sample blood and urine were taken, questions asked and medical instruments applied in various procedures on her. After waiting sometime the applicant was ushered into a consulting room where she was informed by a doctor that she is a healthy woman by all indications except that she tested positive for HIV AIDS.


Tuesday, 28 August 2012

A Teacher’s Concern


Mr. Yorke is a 7th grade science teacher in a private school in Ghana. He holds an MSc in Physics. Recently in conversation with Mr. Yorke I asked what his greatest concern is in his work. His response surprised me.  
The issue of primary concern to Mr. Yorke relates to the attitude of kids to learning (in his school). Emphasis is mine. To his mind the one objective he would wish to realise is to get the kids to appreciate that their learning experience is ultimately for their own benefit and not that of teachers or parents. Mr. Yorke feels that kids in school today tend to act as if being in school is really to please parents and teachers; so homework is done to make teachers especially happy and so is picking up a book to study. Left to the kids, they would be playing with their various electronic gadgets and chatting about movies and music. Teachers who think otherwise are therefore labelled as “boring” and rather out of tune with the times. (I should say this is hardly surprising. Unfortunately though, Mr. Yorke believes that school authorities and parents alike tend to accommodate and to some extent support the behaviours that have led him to this assertion.

To buttress his point, Mr. Yorke speaks about kids openly threatening to get teachers sanctioned when teachers insist on appropriate behaviours in school. One student is quoted as saying to his teacher at the threat of punishment; “you dare not do this, I will get you fired”. Mr. Yorke also offers the example of a teacher who was made to apologize to a student  who had received some harsh words from the teacher for bad behaviour and a parent who came in to school to “dress down’ a teacher who had seized his child’s mobile phone in school; mobile phones are not allowed in school. In all these cases, the school administrators intervened by apologising to the parents concerned for the teacher’s inappropriate conduct and failed to follow through with disciplinary action on the student involved. In Mr. Yorke’s view, the challenge boils down to the fact that (African, in this case Ghanaian) parents have ceased to raise their kids in the ways of our specific cultural expectations; meaning respect for the elderly and for authority. I think more than that, the premium that majority of our middle class society (whose kids attend schools the like of which Mr. Yorke teaches in) place on formal education is diminishing as the character of middle class society itself is changing but this debate is for another place. 
Teacher motivation is an important issue in Ghana today and is often pointed to as one of the key challenges to quality education. Usually the factors listed as affecting teacher motivation include low salary levels, lack of resources and inadequate school facilities, accommodation problems and the like, in the public system. Though the school in which Mr. Yorke teaches is not a public school, many private schools face similar challenges especially with regards to pay and general conditions of service; in some cases written contracts and agreed conditions of service do not exist.

Mr. Yorke’s particular concern about his work situation is an example of the effect of institutional and societal responses to the challenges of increasing access to information, exposure to and interaction between diverse cultures, increasing awareness of rights of individuals to name some, in our time on teacher motivation. While these responses have focused on exploiting the potential of science, technology and the process of globalization for purposes of advancement, Mr. Yorke’s insight seems to suggest a failure in addressing the potentially destructive implications. The result is sub-standard management and regulation of the education system and not only the likes of Mr. Yorke are the worse for it.

What is your greatest concern in your work or at your work place and if you work in the education sector, do you share Mr. Yorke’s concern?