Executive Summary and Main Points
The article delves into the complexities of lauding workers as “heroes,” a practice that surged during the COVID-19 pandemic. Companies across various sectors, including technology platforms like Instacart, have employed this strategy for its perceived motivational benefits. The research indicates three distinct worker responses to being termed heroes: Skippers who embraced the concept, Stallers who viewed their work as transactional, and Strugglers who sought to reconcile the hero narrative with their daily tasks. Notably, the hero narrative’s efficacy in bolstering commitment and motivation appears limited and can potentially create a backlash, resulting in disenchanted workers and reduced performance.
Potential Impact in the Education Sector
In Further and Higher Education, the “hero” concept could influence how institutions approach teaching staff, especially those who adapted swiftly to online platforms during emergencies such as the pandemic. The rise of digital transformation and strategic partnerships could potentially amplify or mitigate the effects of such a narrative. For providers of Micro-credentials, the sense of purpose and recognition associated with the hero label might impact gig-like contractual educators differently, influencing their engagement and performance.
Potential Applicability in the Education Sector
AI and digital tools offer opportunities to customize appreciation in more meaningful and substantial ways than just “hero” labeling. For instance, AI-driven analysis could better understand faculty and student needs, tailoring support systems that acknowledge contributions beyond superficial recognition. Digital badges or certifications could offer physical embodiments of appreciation that align with personal goals, thus integrating into the global education system’s evolving dynamics.
Criticism and Potential Shortfalls
Replicating the “hero” narrative uncritically within educational settings invites potential shortfalls. Real-world examples from international case studies suggest such labeling without substantive support can demotivate, polarize, or reduce job commitment. Considering the vast array of cultural backgrounds in global higher education, it is critical to recognize that perceptions of heroism and motivation are culturally nuanced, which could lead to varied receptions of this narrative. Ethically, employing the hero label also raises questions about the instrumentalization of staff and faculty for marketing benefits without corresponding changes in working conditions and benefits.
Actionable Recommendations
It is advisable for international education leaders to design recognition programs aligned with tangible benefits like bonuses or professional development opportunities. Additionally, creating forums for genuine dialogue and feedback can enable a more nuanced understanding of staff needs and aspirations. For future projects, technology can facilitate the tracking and rewarding of impactful contributions, helping to foster an authentic culture of appreciation that goes beyond superficial labels. Implementing such strategies may demonstrate a commitment to the well-being of educators and staff, thereby reinforcing the desired qualities genuinely, ethically, and effectively
Source article: https://hbr.org/2024/02/why-calling-your-workers-heroes-can-backfire