Part 6 in this monthly series will focus on the enabling Human Asset Attribute of:
Personal Values - are very personal, and are tough to generalize. Inappropriate to over-generalize. They can include “items” such as a “like” or “dislike” of any of the other human assets.
I could like or dislike – based on my Personal Values – any of your Personal Values, or your Physical Attributes, your Psychological Attributes, etc.
I can like or dislike - based on my Personal Values – any of the Enterprise’s Mission, Vision, Value Stream, Organization structure, People in key positions, management, computer systems and software, buildings and campuses, products/services, culture, etc., etc., and etc.
Personal Values - are but one of the many variables – boxes – in my EPPI model for Performance Improvement.
According to Morris Massey, values form during three significant periods:
- imprint period – from birth to 7 years
- modelling period – from 8 to 13 years
- socialization period – from 13 to 21 years
Personal values provide an internal reference for what is good, beneficial, important, useful, beautiful, desirable, constructive, etc.
Values generate behaviour and help solve common human problems for survival by comparative rankings of value, the results of which provide answers to questions of why people do what they do and in what order they choose to do them.
Over time the public expression of personal values that groups of people find important in their day-to-day lives, lay the foundations of law, custom and tradition. Recent research has thereby stressed the implicit nature of value communication.
Personal values exist in relation to cultural values, either in agreement with or divergence from prevailing norms. A culture is a social system that shares a set of common values, in which such values permit social expectations and collective understandings of the good, beautiful, constructive, etc. Without normative personal values, there would be no cultural reference against which to measure the virtue of individual values and so culture identity would disintegrate.
Wyatt Woodsmall points out that “‘Criteria’ are used to refer to ‘the standards on which an evaluation is based’.” Values relate then to what one wants and in what order one wants them; criteria can only refer to the evidences for achieving values and act as a comparative standard that one applies in order to evaluate whether goals have been met / values satisfied.
Values are obtained in many different ways.
Note: this next section – still from Wikipedia – shifts from Personal Values to Cultural Values – which in the EPPI model is included in the Culture & Consequences segment (box) in the Environmental Asset Enablers. As one of the key influencers/pressure points that either reinforce or attempt to extinguish Personal Values (rightly or wrongly) we’ll continue with this deliberate or inadvertent shaper of Personal Values and Behaviors.
The Inglehart-Welzel Cultural Map of the World, constructed by sociopolitical scientists Ronald Inglehart and Christian Welzel based on the World Values Survey.
Individual cultures emphasize values which their members broadly share. One can often identify the values of a society by noting which people receive honor or respect. In the United States of America, for example, professional athletes at the top levels in some sports receive more honor (measured in terms of monetary payment) than university professors. Surveys show that voters in the United States would be reluctant to elect an atheist as president, suggesting that a belief in a God is a generally shared value. There is a difference between values clarification and cognitive moral education. Value clarification consists of “helping people clarify what their lives are for and what is worth working for. It encourages students to define their own values and to understand others’ values.” Cognitive moral education builds on the belief that students should learn to value things like democracy and justice as their moral reasoning develops. Educationist Chaveen Dissanayake says personal and cultural values can vary according to the living standards of a person.
Values relate to the norms of a culture, but they are more global and abstract than norms. Norms provide rules for behavior in specific situations, while values identify what should be judged as good or evil. While norms are standards, patterns, rules and guides of expected behavior, values are abstract concepts of what is important and worthwhile. Flying the national flag on a holiday is a norm, but it reflects the value of patriotism. Wearing dark clothing and appearing solemn are normative behaviors to manifest respect at a funeral. Different cultures reflect values differently and to different levels of emphasis. “Over the last three decades, traditional-age college students have shown an increased interest in personal well-being and a decreased interest in the welfare of others.” Values seemed to have changed, affecting the beliefs, and attitudes of the students.
Members take part in a culture even if each member’s personal values do not entirely agree with some of the normative values sanctioned in the culture. This reflects an individual’s ability to synthesize and extract aspects valuable to them from the multiple subcultures they belong to.
If a group member expresses a value that seriously conflicts with the group’s norms, the group’s authority may carry out various ways of encouraging conformity or stigmatizing the non-conforming behavior of that member. For example, imprisonment can result from conflict with social norms that the state has established as law.
For more from Wikipedia on these two topics – please click – here. – to continue with Cultural Values.
Back to Personal Values.
Remember – Personal Values - is but one of many Enablers.
You don’t have to worry about all Values – only those that truly differentiate.
And which Enablers, that if lacking/that if inadequate, are the Inhibitors, and really inhibit Performance Competence?
At any level?
That’s what we can use to leverage Performance – for Measured Results – for Performance Improvement for ROI.
Here’s the 12 Boxes in the EPPI Model…the 12 Levers… the 12 Points of Foci in EPPI…
What are the key Personal Values that really enable Performance Competence?
And what is your definition of Performance Competence – and how do you measure that?
The bigger picture…
Rocking Review Around the EPPI 12 Box Model Clockwise
Besides “The Process” itself – there are the Enablers. But in my view – always start with the Process.
The enablers are either adequate or inadequate in the context of the needs/requirements of the Process. So start there. What is the Process and what are its Requirements – what enables it? And are those enablers adequate?
In Rocket Science it would be:
- the Rocket Ship also needs fuel and a fuel storage and delivery system. Are those Enablers adequate?
Start with the Process itself and it’s Gaps – and then, as needed, look to the Process Enablers – and any Gaps there.
The Enablers are again of two types:
The Human Assets are:
- Awareness, knowledge, skills
- Physical attributes
- Psychological attributes
- Intellectual attributes
Awareness, knowledge, and skills - come in many types and varieties. Further complicating the performance context/ situation, one performer might need to be only aware of what other performers need to know much more about, while yet another group of performers may need to have an actual skill level.
Physical attributes - include “items” such as the five senses: sight, hearing, touch, taste, and smell; as well as height, weight, strength, endurance, etc.
Psychological attributes - include “items” such as positive attitude, aggressiveness, risk taking, cautiousness, detail orientation, big picture orientation, etc. Many Models exist.
Intellectual attributes - can include “items” such as conceptual thinking, concrete thinking, strategic thinking, process thinking, etc.
Values - can include such “items” as customer satisfaction orientation, teamwork, diversity, fairness, honesty, work ethic, family, etc.
And the Environmental Assets include:
- Information/ data
- Tools/ equipment
- Materials/ supplies
- Facilities/ grounds
- Budget/ headcount
- Consequences (+/ –)
Data & Information - includes all of the work orders and instructions, the policies/procedures, and all data/information needed to enable job holders to perform.
Materials & Supplies - provide all of the materials and supplies needed to enable job performance.
Tools & Equipment - provide the tools, equipment, machinery, and vehicles needed to enable performers to perform at a level of mastery.
Facilities & Grounds - provide the buildings, grounds, facilities and utilities for communications/power/water/and so on, as needed to enable performance.
Financial Systems - provide the capital and expense budgets, and the headcount budgets to management, needed to enable and support job holders in performing.
Culture & Consequences - provide and reinforce the enterprise cultural norms, and all of the management reinforcements (and extinguishments) needed to encourage (or discourage) performance.
The Process View and the Enabler Views I propose here are intended to be used in a scalable manner, for looking at the
- Worker/Individual, and/or the…
- Work/Process, and/or the…
- Workplace/Organization-Enterprise, and/or the…
- World/Mega-Social Responsibility
And the Enabler Provisioning Systems – don’t look like this as structured in the graphic below – but perhaps this frame might help you determine who the Provisioners of Enabling Assets may be at the root of any Gaps in the key Value Stream Processes or in the Enabling Processes – that from an ROI viewpoint – should be addressed.
Where does this – or these kind of things – happen in the Enterprise? Who “owns” the responsibility for this/these?
Is it centralized, or distributed, or some mix (appropriate or not)? Is it in “enough control” with tolerable variability – or does some or all of it need to be “tightened up?”
Next Month we segue from the Human Asset Enablers side of the equation, to the non-Human, or Environmental Asset Enabler of : Data & Information.
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