EMPOWERMENT

EMPOWERMENT
Coaching the Coach

Workshop objectives
 To be able to identify your areas of strengths

and weaknesses under each principle of
empowerment;
 To articulate your self-development plans or
the things you want to “change”.
 To appreciate the need to be empowered /
and to empower.
History : concept of Empowerment
 1980’s – initial appearance in the radical and

feminist movement;
 1994 – Agenda by the United Nations on the
empowerment of women. “women’s empowerment
and their full participation on the basis of equality in
all spheres of society, including participation in the
decision-making process and access to power, are
fundamental for the achievement of equality,
development and peace” (United Nations 1995, 8).
 2000 – Empowerment of the poor due to the rising
financial crisis in Latin america
History : concept of Empowerment
 2003 - “empowerment means enhancing the

capacity of poor people to influence the state
institutions that affect their lives, by
strengthening their participation in political
processes and local decision-making” (World
Bank 2001, 39)
Ethics on empowerment
 Ethics is defined as a code of moral

principles and beliefs that ideally guide
behavior.
 A sense of value empowers the employee to
take ownership of his work. Linking individual
contributions directly to overall success helps
the employee see how unethical choices
might cause a negative rippling effect
throughout the company
Values of Exeltis
 Excellence – thinking and doing things

exceedingly well
 Innovation – thinking and doing things

differently
 Diversity - thinking and doing thins in various

way
Self-efficacy and empowerment
 Self-efficacy is a psychological term which is

becoming increasingly popular to describe a
person’s belief in his own effectiveness
,hence it could be argued that empowerment
as sharing power and information to give
employees more conviction in their own
effectiveness.
Self-efficacy and Empowerment
 “A process of enhancing feelings of self-

efficacy among organizational members
through the identification of conditions that
foster powerlessness and through their
removal by both formal organizational
practices and informal techniques of
providing efficacy information”(1988:474
Empowerment – a motivational
phenomena
 A sense of “can do” attitude generated
through continuous coaching , a proactive
measure to reinforce, positive outcomes . To
keep on ‘Raising the Bar” and build up the
challenge to raise the level of competencies.
 Vroom’s expectancy theory- that their efforts
will results in a desired level of performance
or self-efficacy
Dimensions of Empowerment
 Economic empowerment seeks to ensure

that people have the appropriate skills,
capabilities and resources and access to
secure and sustainable incomes and
livelihoods. Related to this, some
organisations focus heavily on the
importance of access to assets and
resources.
 Human and social empowerment

Empowerment as a multidimensional social
process that helps people gain control over
their own lives. This is a process that fosters
power (that is, the capacity to implement) in
people, for use in their own lives, their
communities and their society, by being able
to act on issues that they define as important
(Page and Czub ,1999)
 Political empowerment The capacity to analyse,

organise and mobilise. This results in the collective
action that is needed for collective change. It is often
related to a rights-based approach to empowerment
and the empowering of citizens to claim their rights
and entitlements (Piron and Watkins, 2004).
 Cultural empowerment The redefining of rules and
norms and the recreating of cultural and symbolic
practises (Stromquist, 1993). This may involve
focusing on minority rights by using culture as an
entry point.
Meaning of Empowerment
 Empowerment refers to measures designed

by management/ government to increase the
degree of autonomy and self-
determination in people and in communities
in order to enable them to represent their
interests in a responsible and self-determined
way, acting on their own authority.
Meaning of Empowerment
 Empowerment is based on the idea that

giving employees skills, resources, authority,
opportunity, motivation, as well holding them
responsible and accountable for outcomes of
their actions, will contribute to their
competence and satisfaction.
ASSUMPTIONS
 1. Everyone has an internal need for self-

determination
 2 Everyone has a need to CONTROL AND
COPE with environmental demands
 3. Differences between # 1 and 2 among
individuals can be explained by analyzing the
underlying motivational process
Scope of Empowerment
 Empowerment as action:
 process of self-empowerment; and
 professional support of people e.g.

superiors, top management, immediate
superior
These enable new hires, subordinates to
overcome their sense of powerlessness and
lack of influence, and to recognise and
eventually to use their resources.
Characteristics of Empowered
Employees
 Sense of self-determination – belief that he has
the freedom and right to decide how to approach his/her
work without being micromanaged.
 Sense of meaning –belief that one’s work is aligned
with his/her values.
 Sense of Competence –belief that she has the
ability to effectively complete his/her work role
 Sense of Impact - belief that he/she can influence
the organization outcomes.
INTRODUCING
TENEMPOWERMENT
PRINCIPLES
# 1 Demonstrate that you value people
# 1 DEMONSTRATE THAT YOU
VALUE PEOPLE
 Your regard for people shines through in all of your
actions and words. Your facial expression, your
body language, and your words express what you
are thinking about the people who report to you.
 Your goal is to demonstrate your appreciation for
each person's unique value. No matter how an
employee is performing on his or her current task,
your value for the employee as a human being
should never falter and always be visible.
VALUE PEOPLE
 Motivational skills in the workplace can be
defined as actions or strategies that will elicit
a desired behavior or response by a
stakeholder. Motivational tactics will vary
given the style of the motivator, their
relationship with the target of the motivation
and the personality of the individual to be
motivated.
VALUE PEOPLE – motivational skills
 Asking for input regarding departmental objectives
 Assessing the interest of staff in various tasks and projects
 Assigning desirable projects to staff who are highly engaged
 Awarding a performance-based bonus or salary increase to
employees who achieve the right results
 Continually noticing the contributions of staff and conveying
appreciation
 Empowering staff to choose the way in which they will address
goals whenever possible
 Giving a fruit basket to a gatekeeper at a medical office to gain
continued access to physicians
 Implementing a public tally board to record comparative sales by
different members of the sales team
VALUE PEOPLE- motivational skills
 Giving a fruit basket to a gatekeeper at a medical office to gain
continued access to physicians
 Implementing a public tally board to record comparative sales by
different members of the sales team
 Meeting with a subordinate to set performance goals
 Mentioning positive aspects of your rep’s leadership approach at
an informal or formal gathering
 Offering to support colleagues or subordinates who are under
stress
 Taking a strong contributor to lunch and thanking him/her for their
efforts
 Thanking an employee for their support
 Warning a subordinate of the consequences for continued
lateness
# 1 DEMONSTRATE THAT YOU VALUE
PEOPLE – motivational process
 Conveying expectations for performance to or

achieving desired outcomes from the object
of the motivation.
 Communicating benefits, rewards or
sanctions if expectations are (or are not) met.
 Providing feedback regarding progress or
lack of progress towards desired outcomes.
# 1 DEMONSTRATE THAT YOU VALUE
PEOPLE – motivational process
 Addressing problems or obstacles that are

limiting success.
 Providing rewards for desired outcomes.
 Issuing warnings prior to enacting sanctions.
 Publicly recognizing others who have
responded in the desired manner.
#1 Demonstrate that you Value People
– through collaboration
 Elements of Successful Collaboration
 1. Clearly defining and agreeing on the roles of partners in the
collaborative process.
2. Open communication within teams to share the information
necessary to carry out tasks.
3. Consensus about goals and methods for completing the
project or task.
4. Recognition and respect for the contribution of all
collaborators.
5. Identifying obstacles and addressing problems cooperatively
as they occur.
6. Placing group goals above personal satisfaction and/or
recognition.
7. Willingness to apologize for missteps and forgive others for
mistakes.
# 2 Share your leadership vision
 Help people feel that they are part of
something bigger than themselves and their
individual job. Do this by making sure they
know and have access to the organization's
overall mission, vision and strategic plans.
 Better? Include employees in the actual
planning on the product and department level
and ask for their input on the overall plan.
They will own the direction and surprise you
with their commitment and competency.
 "Leadership is based on a spiritual quality; the power to

inspire, the power to inspire others to follow." --Vince
Lombbardi
 The inspirational leader feels passionately about
the vision and mission of the organization. He or she is also able
to share that passion in a way that enables others to feel
passionate, too.
The nature of the vision and mission is critical for enabling others
to feel as if their work has purpose and meaning beyond the
tasks they perform each day. Sometimes leaders have to help
their staff connect the dots by explaining this big picture to all.
Communicating the big picture regularly will help reinforce the
reason your organization exists.
 Important to inspiration is the integrity of the person
leading. Yes, vision and passion are important, but
employees must trust you to feel inspired.
They must believe in you. Your “person” is as

important as the direction you provide. Employees
look up to a person who tells the truth, tries to do the
right things, lives a "good" life and does their best.
 Your actions play out on the stage of your
organization.
 The very essence of leadership is that you
have to have a vision. It's got to be a
vision you articulate clearly and forcefully
on every occasion." --Theodore Hesburgh,
President of the University of Notre Dame
# 2 Share your leadership vision – choose
to lead
 The first, and most important characteristic, of a
leader is the decision to become a leader. At some
point in time, leaders decide that they want to
provide others with vision, direct the course of future
events and inspire others to success.
 Leadership requires the individual to practice
dominance and take charge. If you choose to
become a leader, whether in your workplace,
community or during an emergency, these
characteristics will help you formulate the
appropriate mix of traits, skills and ambition.
 Successful leaders choose to lead. The first
characteristic of a leader is Choice - leaders choose
to lead.
# 3 Share Goals and Directions
# 3 Share goals and directions
 When possible, involve employees in goal

setting and planning. They add value, knowledge,
ideas, insight and experience that you won't find on
your senior team. At the very least, involve them in
goal setting on the department level and share the
most important goals and direction for your group.
 If you share a picture and share meaning, you have
agreed upon what constitutes a successful and
acceptable deliverable. Empowered employees can
then chart their course without close supervision.
# 3 Share goals and directions – SMART
newly defined for Goal Setting
S. In addition to specific, don't stretching, systematic, synergistic,
significant and shifting round out the picture?
 M means measurable, but may also be: meaningful, memorable,
motivating and even, magical.
 A is an achievable goal but A also needs to stand for action
plans, accountability, acumen and agreed-upon.
 R means relevant, but it also stands for realistic, reasonable,
resonating, results-oriented, rewarding, responsible, reliable,
rooted in facts and remarkable.
 T means time-based and it also represents timely, tangible and
thoughtful.
# 3 Share goals and directions
 "Whatever you can do, or dream you can,

begin it. Boldness has genius, magic, and
power in it." --Johann Wolfgang Von
Goethe
 "A goal properly set is halfway reached.” --
Zig Ziglar
 "The tragedy in life doesn't lie in not reaching
your goal. The tragedy lies in having no goal
to reach." --Benjamin Mays
# 4 Trust People
# 4 Trust people
Trust the intentions of people to do the right
thing, make the right decision, and make
choices that, while maybe not exactly what
you would decide, still work. When
employees receive clear expectation from
their manager, they relax and trust you. They
focus their energy on accomplishing, not on
wondering, worrying, and second-guessing.
#4 Trust People
 "Aristotle believed these three characteristics

to be the intelligence of the speaker
(correctness of opinions, or competence), the
character of the speaker (reliability - a
competence factor, and honesty - a measure
of intentions), and the goodwill of the
speaker (favorable intentions towards the
listener)."
RESPECT – the other side of the coin
 Some Tips for Demonstrating Respect
 You can demonstrate respect with simple, yet powerful
actions. These ideas will help you avoid needless,
insensitive, unmeant disrespect, too.
 Treat people with courtesy, politeness, and kindness.
 Encourage coworkers to express opinions and ideas.
 Listen to what others have to say before expressing your
viewpoint. Never speak over, butt in, or cut off another
person.
 Use people’s ideas to change or improve work. Let
employees know you used their idea, or, better yet,
encourage the person with the idea to implement the
idea.
.
RESPECT – the other side of the coin
 Some Tips for Demonstrating Respect.
 Never insult people, name call, disparage or put
down people or their ideas.
 Do not nit-pick, constantly criticize over little things,
belittle, judge, demean or patronize. A series of
seemingly trivial actions, added up over time,
constitutes bullying.
 Be aware of your body language, the tone of voice,
and your demeanor and expression in all of your
interactions at work. People, who are radar
machines, are hearing what you're really saying in
addition to listening to your words.
# 4 Trust People - Trusting work
environment
 The best way to maintain a trusting work environment is to keep
from breaking trust in the first place. The integrity of the
leadership of the organization is critical. The truthfulness and
transparency of the communication with staff is also a critical
factor.
 Providing information about the rationale, background, and

thought processes behind decisions is another important aspect
of maintaining trust. Another is organizational success; people
are more apt to trust their competence, contribution, and
direction when part of a successful project or organization.
# 4 Trust People - also trust the coach
 Of 30 basketball teams, it was determined in

a survey that players on successful teams
were more likely to trust their coach.
 Players were more likely to believe that their
coach knew what was required for them to
win. They believed the coach had their best
interests at heart; they believed the coach
came through on what he promised.
# 4 Trust People – Build a trust
relationship over time
- Keep employee truthfully informed
- Supervisors should act with integrity and
keep commitments
- Confront hard issues in a timely manner
- Protect the interrest of all employees in a
work group
- Display competence in supervisory and other
work tools
# 4 Trust People – Build a trust
relationship over time
- Listen with respect and full attention
- Take thoughtful risks to improve service and
products for customers. If there are no
consequences when a thoughtfully
considered risk goes awry trust is cemented.
- Set high expectations and act as if you
believe the staff members are capable
# 5 Provide Information for Decision
Making
Making
 Employee involvement is creating an
environment in which people have an impact
on decisions and actions that affect their jobs.
 Employee involvement is a management and
leadership philosophy about how people are
most enabled to contribute to continuous
improvement and the ongoing success of
their work organization.
Making
 Good decisions are anchored on information
relevant to the issue or tasks on hand.
 Information can trigger critical thinking and
help in mobilizing a healthy exchange of
ideas, enrich the brainstorming process, and
increases accountability.
Rule # 5 Provide Information for
Decision Making
 Make certain that you have given people, or

made sure that they have access to, all of the
information they need to make thoughtful
decisions.
 Related most frequently when delegating a
task where the employee is given a bigger
responsibilithy
Rule # 5 Provide Information for
Decision Making
The term information sharing has a long
history in information technology. Traditional
information sharing referred to one-to-one
exchanges of data between a sender and
receiver.
From the point of view of a computer scientist,
the four primary information sharing design
patterns are sharing informationone-to-one,
one-to-many, many-to-many, and many-to-
one. .
# 6 Delegate authority and Impact
Opportunities
Opportunities - improves employee
satisfaction
 Your leadership style is situational. Your leadership
style depends on the task, the team or individual's
capabilities and knowledge, the time and tools
available and the results desired.
 As a supervisor, you make daily decisions about the
appropriate leadership style to employ in each work
situation. You want to foster employee
involvement and employee empowerment to
enable your team members to contribute their best
effort at work.
Opportunities
Opportunities- continuum theory
Opportunities
 Tannenbaum & Schmidt concentrated more
on delegation & freedom in decision making
to subordinates and there by on the team
development. As the team’s freedom
increases, the manager’s authority
decreases. This is a positive way for both
teams and managers to develop.
# 6 Delegation – improves employee
satisfaction
 “The supervisor who wishes to generate positive
impact on satisfaction with supervision, satisfaction
with work, and solidarity and to reduce
communication anxiety should strive to get her/his
subordinates to perceive her/him as using a more
employee-centered (consult-join) leadership style."
 At the same time, however, the supervisor cannot
be seen by employees as abdicating responsibility
for decision making.
 Reference: Tannenbaum, R. and Schmidt, W. "How to choose a leadership pattern". Harvard Business Review,
1958, 36, 95-101.
# 6 Delegation
 Consult: The key to a successful consultation is to
inform employees, on the front end of the
discussion, that their input is needed, but that the
supervisor is retaining the authority to make the final
decision. This is the level of involvement that can
create employee dissatisfaction most readily when
this is not clear to the people providing input.
 Join: The key to a successful join is when the
supervisor truly builds consensus around a decision
and is willing to keep her influence equal to that of
the others providing input.
 Reference: Tannenbaum, R. and Schmidt, W. "How to choose a leadership pattern". Harvard
Business Review, 1958, 36, 95-101.
6. Delegate Authority and Impact
Opportunities, Not Just More Work
 Don't just delegate the drudge work; delegate some

of the fun stuff, too. You know, delegate the
important meetings, the committee memberships
that influence product development and decision
making, and the projects that people and customers
notice.
 The employee will grow and develop new skills. Your
plate will be less full so you can concentrate on
contribution. Your reporting staff will gratefully shine
- and so will you.
Opportunities, Not Just More Work d
 Leadership Style Tips
 Whenever possible, when delegating work, give the
person a whole task to do. (If you can't give the
employee a whole task, make sure that they
understand the overall purpose of the project or task
that the task you assign them is part of. If possible,
connect them to the group that is managing or
planning the work. Staff members contribute most
effectively when they are aware of the big picture.)
Opportunities, Not Just More Wo
 Make sure the staff person understands exactly
what you want them to do. Ask questions, watch
the work performed or have the employee give you
feedback to make sure that your instructions were
understood.
No one wants to do the wrong thing or watch their

efforts and contribution fail to make an impact. So,
make sure that you and the employee share
meaning on the objectives and desired outcomes
from each task you delegate
If you have a picture of what a successful
outcome or output will look like, share your
picture with the staff person. You want to
make the person right. You don't want to fool
the person to whom you delegate authority
for a task, into believing that any outcome will
do unless you really feel that way.
Identify the key points of the project or dates when
you want feedback about progress. This is the
critical path that provides you with the feedback you
need without causing you to micromanage your
direct report or team. You need assurance that the
delegated task or project is on track.
You also need the opportunity to influence the
project's direction and the team or individual's
decisions. If you designate this critical path from the
beginning, employees are also less likely to feel you
are watching over their shoulder each step of the
way.
Identify the measurements or the
outcome you will use to determine that the
project was successfully completed. (This will
make performance development
planning more measurable and less
subjective, too.)
# 6. Delegate Authority and Impact
 Determine how you will thank and reward the staff
person for their successful completion of the task or
project you delegated. The recognition reinforces the
employee's positive self image, sense of
accomplishment, and belief that he or she is a key
contributor.
 The successful delegation of authority as a leadership

style takes time and energy, but it's worth the time and
energy to help employee involvement and employee
empowerment succeed as a leadership style. You build
the employee's self-confidence and people who feel
successful usually are successful.
# 7 Provide Frequent Feedback
#7 Provide Frequent Feedback
 Provide frequent feedback so that people

know how they are doing. Sometimes, the
purpose of feedback is reward and
recognition as well as improvement coaching.
People deserve your constructive feedback,
too, so they can continue to develop their
knowledge and skills.
What is feedback?
Feedback is communication to a person or
a team of people regarding the affect their
behavior is having on another person, the
organization, the customer, or the team.
 The main purpose of feedback is to help

people understand where they stand in
relation to expected and/or productive job
behavior.
#7 Provide Frequent Feedback –
Types of Feedback
 Positive feedback involves telling someone
about good performance. Make this
feedback timely, specific, and frequent.
 Constructive feedback alerts an individual to
an area in which his performance could
improve. Constructive feedback is not
criticism; it is descriptive and should always
be directed to the action, not the person.
#7 Provide Frequent Feedback- with
impact
 You need to ready on the proper wording,
appraoch and examples for any meeting
during which you will provide constructive
feedback to an employee. This will make you
MORE COMFORTABLE.
 Address only one major improvement at a
time,
Offer examples, develop a course of action.
#7 Provide Frequent Feedback – with
impact
 Express confidence in the employee’s ability
to improve. Ask the employee where he feels
most confident to concentrate first.
 Help the employee see the BIG picture on
how his improvements can have a favorable
impact on the company and their caree,
 Focus on the positive results .
.
 Feedback is also two-way. Allow the employee to
voice out his insights on the areas for improvement
you discussed. In fact he may want to share his
frustration, or even apprehensions about how to
approach improvement and get better results
 A Real Test of your listening skills. Moments when
the trust and respect elements of empowerment
could be highlighted.
 This is an opportunity to develop a relationship. You
can be viewed as a helpful resource and would
show center on your commitement to the
employee’s success.

#7 Provide Frequent Feedback – with
impact
 The employee is more likely to improve with clear
expectations, due dates, and your proffered regular
support.
 In a performance review setting, provide both
positive and constructive feedback while providing
the opportunity for discussion.
 Use the time to express confidence in the
employee’s ability to improve. Establish an action
plan and critical points timeline that specifies when
you’d like feedback about progress from the
employee.
 Effective employee feedback is specific, not general. Describe
actions or behavior that the individual can do something about.DO
NOT FOCUS on the person or their intentions.
 The best feedback is sincerely and honestly provided to help.

Most people have internal radar that can easily detect insincerity.
 Whenever possible, feedback that is requested is more powerful.

Ask permission to provide feedback. Say, "I'd like to give you
some feedback about the presentation, is that okay with you?"
This gives the recipient some control over the situation which is
desirable.
http://humanresources.about.com/cs/communication/ht/Feedbackimpact.htm
.
Sharing information and specific

observations are essence of feedback. By
asking the employee what he or she might
do differently as a result of hearing the
feedback, you are more likely to help the
employee change his approach than if you
tell the employee what to do or how to
change.
 Whether the feedback is positive or constructive,

provide the information as closely tied to the event
as possible. Effective feedback is well timed so
that the employee can easily connect the feedback
with his actions.
 Asking about the motivation why a certain thing
was done may provoke defensiveness. Instead
ask: “What happened? “How did it happen?”
 How can you prevent that outcome in the future?
How can I have done a better job of helping you?
What do you need from me in the future?
Check to make sure the other
person understood what you communicated
by using a feedback loop, such as asking a
question or observing changed behavior.
Set a time to get back together to discuss
whether the feedback changed performance
and whether any additional actions are
needed.
Successful feedback is as consistent as

possible. If the actions are great today,
they're great tomorrow. If the policy violation
merits disciplinary acttion, it should always
merit disciplinary action.
# 8 Solve Problems: Don't Pinpoint
Problem People
Problem People
 When a problem occurs, ask what is wrong
with the work system that caused the people
to fail, not what is wrong with the people.
Worst case response to problems? Seek to
identify and punish the guilty.
 While part of the responsibility falls on
choices individual employees make,
managers need to shoulder part of the blame,
too.
Problem People
 Dr. W. Edwards Deming (the father of the
U.S quality movement) question, “What about
the work system is causing the employee to
fail?” An examination of the work systems
yields important answers.
# 8. Solve Problems: Don't Pinpoint
Problem People
 FOUR Critical Management Systems
 Goal-setting and employee involvement
 Delegation
 Training, education, and development
 Recognition and reward
Problem People
 Employees want to succeed at work. A
person does not wake up in the morning and
say: “Gee, I think I’ll go to work and fail
today.” Employees often fail because of a
failure in the employee management
systems.
Problem People
 THE TOP 10 REASONS EMPLOYEES DON'T DO
WHAT THEY'RE SUPPOSED TO DO:
10. They don't know why they should do it;
9. They don't know how to do it
8. They don't know what they are supposed to do
7. They think your way will not work
6. They think their way is better
5. They think something else is more important
5. They think they are doing it
4. They are punished for doing it
3. They are rewarded for not doing it
2. It's beyond their personal limits
1. No one could do it
 “WHY Employees Don’t Do what they’re Suppose to Do and What to Do Abiout It”(Fournies,
Ferdinand)
Problem People
 Signs that your employees don’t know what you
want them to do
 assignments that are not completed on time;
 procrastination on projects; errors and mistakes; a focus on
non-essential, busy work;
 unsatisfactory output and outcomes;
 unwillingness to ask for help;
 and failure to provide you with timely feedback.
 These employees are not stupid; they are not
uncaring; they are not unmotivated. They just don't
know what you want them to do.
#9 Listen to Learn and Ask Questions
to Provide Guidance
to Provide Guidance
 Listening is to give your full attention to
something or someone who is making a
sound. In active or deep listening, which are
words used to describe effective listening
styles, the listener exhibits certain powerful
listening behaviors.
to Provide Guidance
 It is in active listening the listener, conveys to
the person whom he or she is listening
to, their deepest respect. This is conveyed
through a serious effort to focus in on and
concentrate on the words and the meaning
that the person who is communicating with
them, is trying to convey.
to Provide Guidance – active listening
 Asks questions that probe and focus on
understanding and clarifying the meaning of
what the communicator is trying to convey.
 The goal of active listening is shared
meaning shared in which the listener and the
person communicating are in agreement
about the message that was conveyed from
one to the other.
to Provide Guidance – active listening
 In active listening, the listener provides the
communicator, affirming body language,
murmured agreement words, and other
sounds and actions that help the person
communicating feel heard out and listened to.
 Don't try to pay partial attention as this is
a form of insult the person and you will never
fully comprehend their position or need.
to Provide Guidance
 When you allow yourself to listen, you often hear
what is not being said. You can read between the
spoken lines to understand the whole context of the
other person’s thinking and needs.
This does not you cannot speak, but it places the

emphasis on using the knowledge of the team. It
affirms that their opinions matter and they are
valued.
 It marks you as a great communicator who cares
about what others think.
to Provide Guidance – shared meaning
 Feed back what you understood the other
person to say.
 Say, “ here is what I heard you say…”Don’t ascribe
meaning to your coworker’s communication. You
are using a feedback loop to check your
understanding and to make sure you shared
meaning.
 When you check your understanding, you avoid
miscommunication and misunderstanding. You
circumvent hard feelings and protracted
explanations about what your coworker meant.
to Provide Guidance
 Watch for patterns, inconsistencies, and
consistencies. In any communication, the
opportunity for misunderstanding is ever
present. A key indicator that your coworker is
not stating her true feelings or that she is
going along with the group, rather than
agreeing with the decision, is a combination
of factors that you can observe.
to Provide Guidance
 Watch for patterns (is this how your coworker
typically reacts) and inconsistencies (is this
consistent with what you expect from this person).
 Watch for matching words, message, tone of voice,

and body language. If any of these verbal
and nonverbal communication factors are
inconsistent or sending different messages,
communication failure is imminent.
#10 Help Employees Feel Rewarded and
Recognized for Empowered Behavior
 When employees feel under-compensated, under-
titled for the responsibilities they take on, under-
noticed, under-praised, and under-appreciated,
don’t expect results from employee empowerment .
 The basic needs of employees must feel met for
employees to give you their discretionary energy,
that extra effort that people voluntarily invest in
work. For successful employee empowerment,
recognition plays a significant role.
 People who feel appreciated are more

positive about themselves and their ability to
contribute. People with positive self-esteem
are potentially your best employees. These
beliefs about employee recognition are
common among employers even if not
commonly carried out. Why then is employee
recognition so closely guarded in many
organizations?
 Create goals and action plans for

employee recognition. You want to
recognize the actions, behaviors,
approaches, and accomplishments that you
want to foster and reinforce in your
organization. Establish employee recognition
opportunities that emphasize and reinforce
these sought-after qualities and behaviors.
 .
 Fairness, clarity, and consistency are important in employee
recognition. People need to see that each person who makes
the same or a similar contribution has an equal likelihood of
receiving recognition for her efforts.
 Establish criteria for what makes a person eligible for the
employee recognition. Anyone who meets the criteria is then
recognized.
 For example, if people are recognized for exceeding a production
or sales expectation, anyone who goes over the goal gets the
glory. Recognizing only the highest performer will defeat or
dissatisfy all of your other contributors, especially if the criteria for
employee recognition are unclear or based on the supervisor's
opinion.
 Offer employee recognition as close to the event
you are recognizing as possible. When a person
performs positively, provide recognition and a thank
you immediately. Since it's likely the employee is
already feeling good about her performance; your
timely recognition of the employee will enhance the
positive feelings. This, in turn, positively affects the
employee’s confidence in her ability to do well in
your organization.
 Rewards and recognition that help both the
employer and the employee get what they need
from work are a win-win situation.
 Avoid the employee recognition traps that:
 single out a few employees who are mysteriously selected
for the recognition,
 sap the morale of the many who failed to understand the
criteria enough to compete and win, and
 sought votes or other personalized, subjective criteria to
determine winners.
Quotes on Empowerment
 “Happiness is not the absence of problems, it's the

ability to deal with them.”
― Steve Maraboli, Life, the Truth, and Being Free
 "Virtually every company will be going out and
empowering their workers with a certain set of tools,
and the big difference in how much value is received
from that will be how much the company steps back
and really thinks through their business processes,
thinking through how their business can change,
how their project management, their customer
feedback, their planning cycles can be quite different
than they ever were before." --Bill Gates
Quotes on empowerment
 "It's not the tools you have faith in - tools are just
tools - they work or they don't work. It's the people
you have faith in or not." --Steve Jobs, Apple
 "Not many of us will be leaders; and even those who
are leaders must also be followers much of the time.
This is the crucial role. Followers judge leaders.
Only if the leaders pass that test do they have any
impact. The potential followers, if their judgment is
poor, have judged themselves. If the leader takes
his or her followers to the goal, to great
achievements, it is because the followers were
capable of that kind of response." --Garry Wills
in Certain Trumpets: The Nature of Leadership
 "The best executive is the one who has

sense enough to pick good men to do what
he wants done, and self-restraint enough to
keep from meddling with them while they do
it." --Theodore Roosevelt
 Surround yourself with the best people you can find,
delegate authority, and don’t interfere as long as the
policy you've decided upon is being carried out. --
Ronald Reagan
 "The role of leaders is not to get other people to
follow them but to empower others to lead." --Bill
George
 "An empowered organization is one in which
individuals have the knowledge, skill, desire, and
opportunity to personally succeed in a way that
leads to collective organizational success." --
Stephen Covey
 "Never tell people how to do things. Tell them

what to do and they will surprise you with
their ingenuity." --General George Smith
Patton, Jr.
 "People want guidance, not rhetoric. They
need to know what the plan of action is and
how it will be implemented. They want to be
given responsibility to help solve the problem
and the authority to act on it." --Howard
Schultz, Starbucks
Thank you very much for splendid
cooperation and power to learn!
 “You are what you are because you
exercised your own power of self-
determination, to follow a unique course in
your life that celebrates your God given traits.
You are a physical, mental, spiritual, and
social being whose presence in this universe
is beyond your freedom of choice, but what
you make of your whole being is the
culmination of your stellar identity in this
Universe!”
 http://www.simplytoempower.com/motivationa
l-videos.html
 https://youtu.be/hU8DBX_0Rvg?t=11

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EMPOWERMENT

Coaching the Coach

 To be able to identify your areas of strengths

 1980’s – initial appearance in the radical and

 2003 - “empowerment means enhancing the

 Ethics is defined as a code of moral

 Excellence – thinking and doing things

 Innovation – thinking and doing things

 Diversity - thinking and doing thins in various

 Self-efficacy is a psychological term which is

 “A process of enhancing feelings of self-

 Economic empowerment seeks to ensure

 Human and social empowerment

 Political empowerment The capacity to analyse,

 Empowerment refers to measures designed

 Empowerment is based on the idea that

 1. Everyone has an internal need for self-

 professional support of people e.g.

 Conveying expectations for performance to or

 Addressing problems or obstacles that are

 "Leadership is based on a spiritual quality; the power to

They must believe in you. Your “person” is as

 When possible, involve employees in goal

 "Whatever you can do, or dream you can,

 "Aristotle believed these three characteristics

 Providing information about the rationale, background, and

 Of 30 basketball teams, it was determined in

 Make certain that you have given people, or

 Don't just delegate the drudge work; delegate some

No one wants to do the wrong thing or watch their

 The successful delegation of authority as a leadership

 Provide frequent feedback so that people

 The main purpose of feedback is to help

 The best feedback is sincerely and honestly provided to help.

 Whenever possible, feedback that is requested is more powerful.

Sharing information and specific

 Whether the feedback is positive or constructive,

Successful feedback is as consistent as

This does not you cannot speak, but it places the

 Watch for matching words, message, tone of voice,

 People who feel appreciated are more

 Create goals and action plans for

 “Happiness is not the absence of problems, it's the

 "The best executive is the one who has

 "Never tell people how to do things. Tell them

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