Inspired by “Managers: Compassion and Accountability Aren’t Mutually Exclusive” by Amy Gallo, contributing editor at Harvard Business Review, cohost of the Women at Work podcast, and the author of the HBR Guide to Dealing with Conflict
In the pandemic’s wake, how can you be understanding about what people have been through—and continue to go through—while still holding them accountable for their work? And should you worry about being taken advantage of?
HBR editor Amy Gallo posed these questions to several experts who study motivation and compassion at work. Across the board, they said now is not the time to let up on the care and consideration you’ve shown your people over the past year. Nor should you push them without also considering what they need emotionally. As put by Jane Dutton, a professor at the University of Michigan’s Ross School of Business, “Being compassionate doesn’t mean you have to lower your standards.” Rather than thinking of it as a trade-off between compassion and accountability, think about how you can combine the two.
We think Dutton’s advice holds true for educators, too. Here are some strategies to help navigate the tension between being compassionate and holding students to high standards.
Don’t ignore the reality
Now that we’re nearly two years into this crisis and many people are trying to return to some semblance of normalcy in their lives, you might assume that you can go back to a pre-pandemic level of productivity. But don’t ignore the fact that most people are still feeling burned out. “We are all depleted,” says Dutton. And “normalizing” the new normal hasn’t made that go away.
Jacob Hirsh, an associate professor at the University of Toronto, cautions that the “old style” of dealing with mental health—essentially keeping it hidden and pretending it doesn’t exist—just doesn’t work. We know now that people want to be able to talk openly about mental health issues in their workplaces.
Identify the cause of underperformance
If some individuals have been requesting accommodations over the past year, such as extensions on deadlines, it’s possible that you might feel taken advantage of. Don’t go down the rabbit hole wondering if particular people are using the situation to their advantage. Harvard Business School professor Linda Hill’s advice is to help people with their burnout rather than focusing on whether that person is making inappropriate use of your leniency.
Instead, deal with underperformance directly. If someone is unable to do their work according to expectations, understand why and talk through, together, how you can address the root causes. Hirsh suggests managers consider these questions: “Is it their motivation? Is it stress? Is it the workflow? Where are things actually hurting here? And then focus in on that.” If the entire class is struggling to be productive, then address these issues at the group level, not just the individual one.
Have individual conversations—and plans
This all requires that you talk with individuals one on one so that you understand their unique circumstances. Don’t assume you know what those circumstances are, even if you’ve been in close contact. Things shift. Hill’s advice: “Make it safe for them to tell you about what’s happening in their lives and how that’s impacting their work so you can figure out the best way to move forward.”
Hill also suggests you make clear what work is required and then listen to what they think is feasible. Don’t feel like you need to tolerate sustained underperformance, though.
Take care of yourself
While taking care of others, don’t lose sight of yourself. You’re likely feeling the same stress and pressure. Hirsh reminds us that managers are often caught in the middle, meeting their own expectations and caring for employees at the same time. So be sure to take the time to take care of yourself. That includes getting a good night’s sleep, eating well, exercising, and making sure you have the support you need.
Given how tiring it is to be constantly worrying about your students while also trying to achieve learning objectives, it’s tempting to try to pull back on compassion. But it’s important to stick with it. Of course, you need to be realistic about what you can and can’t do for people, but Dutton urges you to think of compassion as “an investment in your people” (your students, by extension). She adds, “it’s an investment that has a huge payoff.”
