If you are a “professional”, doing measurable work can be harmful to your future.
For over a hundred years, management has been obsessed with measuring what workers do. The rationale was to improve efficiency, and cut out the dead wood. Until quite recently, this affected mainly factory workers. White-collar workers were relatively safe.
Not any more.
Computers have allowed scientific management principles to be applied to an ever-increasing number of professions. The result?
“What’s the close rate, the change in user satisfaction, the clickthroughs, the likes?
You can see where this is heading, and it’s heading there fast:
You will either be seen as a cog, or as a linchpin. You will either be measured in a relentless race to the bottom of the cost barrel, or encouraged in a supportive race to doing work that matters, that only you can do in your unique way.
It’s not easy to be the person who does unmeasurable work, but is there any doubt that it’s worth it?” —Seth Godin, Scientific Management 2.0
“Enough of this feel-good stuff! How do we know whether people have learned anything unless we measure it?” —A little voice, heard once in a while in learning designers’ heads
Ah, the lure of measurement! Yes, it’s important. From a scientific perspective, better understanding of the world we live in requires doing experiments that involve quantifying properties in a statistically meaningful and repeatable way. Science has no opinion about ghosts, life after death, and astrology, for example, because we can’t reliably measure associated attributes.
Once the power of scientific thinking became widely evident at the start of the twentieth century, it was inevitable that it would be applied to management. The result was the concept of scientific management, developed by Frederick Winslow Taylor. Even though Taylorism is no longer a dominant management paradigm, its Victorian influence on how we view working with others still persists to this day.
The essence of these classic problem-solving steps is the belief that the way to make a difference in the world is to define problems and needs and then recommend actions to solve those needs. We are all problem solvers, action oriented and results minded. It is illegal in this culture to leave a meeting without a to-do list. We want measurable outcomes and we want them now…
…In fact it is this very mindset, one based on clear definition, prediction, and measurement which prevents anything fundamental from changing. —Peter Block, Community: The Structure of Belonging
One of my important learning experiences occurred unexpectedly in a workshop where a participant in a small group I was leading got furious after something I had said. He stood up and stepped towards me, shouting and balling his fists. At that moment, to my surprise, I knew that his intense anger was all about him and not about me. Instead of my habitual response—taking anger personally—I was able to effectively help him look at why he had become so enraged.
There was nothing measurable about this interchange, yet it was an amazing learning and empowering moment for me.
So, one of the dangers of requiring measurable outcomes is that it restricts us to concentrate on what can be measured, not what’s important. Educator Alfie Kohn supplies this example:
…it is much easier to quantify the number of times a semicolon has been used correctly in an essay than it is to quantify how well the student has explored ideas in that essay. —Alfie Kohn, Beware of the Standards, Not Just the Tests
Another reason why we are fixated on assigning a number to a “measured” outcome is that doing so can make people feel they can show they’ve accomplished something, masking the common painful reality that they have no idea how to honestly measure their effectiveness.
This leads to my final danger of requiring measurable outcomes: it turns out that measurements of learning outcomes aren’t reliable anyway!
For nearly 50 years measurement scholars have warned against pursuing the blind alley of value added assessment. Our research has demonstrated yet again that the reliability of gain scores and residual scores…is negligible. —Professor Trudy W. Banta, A Warning on Measuring Learning Outcomes, Inside Higher Ed
Given that requiring measurable outcomes often inhibits fundamental change and is of dubious reliability, I believe we should be considerably more reluctant to insist on including them in today’s learning and organizational environments.