The empowerment process - Meeting Toolchest

Empowerment is a process. As such it has a number of steps, each of which is important if it is to take place efficiently and effectively.

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Unfortunately, in the busy-ness of modern business it is easy to forget the fact that empowerment is a process. As a result, we too often throw people into new roles ‘sink or swim’ style. The disadvantages this approach has for the ‘sinkers’ is obvious. However, it also has less obvious but equally important disadvantages for the ‘swimmers’. Significantly, it underplays the development step that would otherwise be possible for them. If they had the right support in place to take it.

Empowerment process as a context to empowerment coaching

The empowerment process, illustrated on the right, recognises two parallel processes at work. Firstly a shift in the ‘concern for the task’, delegating it from the coach to the student. And secondly, a corresponding shift in the ‘concern for the individual’, developing them while they come to grips with the responsibilities and challenges of their new task.

The empowerment process defined here involves 5 basic stages. This reflects the shift in responsibilities of two people. We will call them Ann, the boss, who currently has responsibility for a particular task. And Bill, a trainee, who Ann is developing to take on that task.

Empowerment Stages

The following describes how the concerns shift between Ann and Bill through the five stages.

1. TELL

Ownership for the correct execution of the task is retained by Ann. But the work of delivering the task begins to be executed by Bill under close instruction of Ann. This often involves more work for Ann, since it is likely she conducts some elements of the task almost intuitively. Because of this, she will need to make these elements more conscious. This is in order that the tacit knowledge can be made explicit and transferable. In this way Ann initially takes more responsibility for the task, not less. But Ann also takes responsibility for the development of Bill through this phase. The goal of this initial phase is about enabling Bill to experience and observe the task in a low-risk environment.

2. SELL

As Bill grows to better understand what the task involves, ‘why’ questions will inevitably and healthily emerge. These questions are crucial to Bill’s understanding what defines the quality of the task. And for his developing discernment and criteria for self-evaluating the quality of that work. During this phase, Ann transfers the ‘values’ which reflect correct execution of the task. In so doing, she introduces the potential for variety in the approach. Providing of course that the end result conforms to the requisite quality. This is a big investment in Bill, but it enables Bill to take more of the concern for ‘correct’ execution.

3. COACH

The opportunities for flexibility and adaptation of the approach introduced in the SELL phase enables Bill to make the task his own. Thereby, the relationship between Ann and Bill becomes one of ‘Coaching‘ as Ann seeks to encourage the development of the skills of Bill in a non-directive manner. This enables Bill to innovate around his own strengths and perhaps even to surpass the capabilities of Ann. Such progress would be the ultimate compliment to Ann as coach.

4. EMPOWER

As Bill grows in his own ability to ensure the correct execution of the task, Ann can back right off that particular area of responsibility. However, for as long as the relationship with Bill (even if only as a sounding board or critical friend or champion) is productive, Ann can continue to help Bill to refine his powers. Eventually however, we hope that the student will surpass the master. And will add their own insight into the knowledge-base of the business.

5. PROGRESS

And at some point, Bill will be ready to pass this responsibility on to someone else. In this, he will begin his own process of growing a new individual to take responsibility for the task.

The chart below looks at six areas of responsibility for a task, using a systematic management lens. It explores the growth of Bill for each of these areas through each of the stages of empowerment.

From this chart, it becomes obvious that, for different tasks, the stages are also different. In some cases the steps may even be trivial, and largely stepped-over in the process of delegation. But in other situations they may be a lot more significant and crucial to a complete understanding.

The chart is not intended to be prescriptive. Rather as a stimulus for thinking through the empowerment process. And thereby, for prompting useful ideas and insights which may help people to better delegate.