Willing and Able (Part 2)

Most people we encounter fall into two categories: Unable-but-Willing and Able-but-Unwilling. (See the image on the right.)

If you are a leader who has the heart to develop the Unable-but-Willing people, God bless you. You are on a mission to equip them so that they can be more than what they are now.

Yet, I know you'll be frustrated. That’s because the Unable-but-Willing folks typically do not develop skills as quickly and competently as you want them to. How do I know this? Well, I'm an educator, and all educators work with students who are Unable-but-Willing on a daily basis (I'll get to the Able-but-Unwilling below). I've learned that I need to change my perspective in order to reduce frustration: rather than labeling them Unable-but-Willing, I think of them as Willing-but-not-yet-Able. That shift in mindset allows me to (1) be more patient and consistent, and (2) have a longer timeline so that I do not lose hope when improvements are not made immediately. I know I'll see the fruits of my labor (and their own efforts) in due time.  

When it comes to working with adults who are Unable-but-Willing, if capacity-building opportunities were provided yet ability was not developed then you may need to release them. As a school leader, I’ve tried to support and train teachers and admins who were Unable-but-Willing. I have seen some who quickly learn and grow, but more of them had to be released for the sake of the organization and everyone involved. It’s not an easy decision, but organizational leaders sometimes have to make tough decisions.  Now, for your sanity and peace, it's very important to communicate to the Unable-but-Willing teachers/admins what you expect and by when. Also, detailed guidance, immediate feedback, and frequent encouragements are also called for. But, if you do not see the ability needed to successfully get the job/work done after having done the above, then you should consider severing the professional relationship. (Here is a tip: the best policy is to hire willing-and-able people.)

What about the Able-but-Unwilling people?  Well, I don't really have a lot of sympathy for those who are clearly capable but unwilling to learn, grow, or make improvements. For example, there are students who are blessed with intelligence but who'd rather "wing-it" or do just the bare minimum to earn acceptable marks. I think such students will only realize their problem when they experience serious setbacks and disappointments.

Per adults who are Able-but-Unwilling, I’ve tried to support and train such teachers and admins. Now, if what they provide in terms of work quality is acceptable and benefits the organization, perhaps you can continue the professional relationship. However, most jobs require continued growth and learning to achieve mastery. Invariably additional work/commitment/improvement will be required, and that usually creates difficult circumstances for the Able-but-Unwilling. I've seen some who make the choice to grow (perhaps not to willingly) and later appreciate the "tough leaders", but I've also seen those who'd complain, resist, create a hostile work environment, and even sabotage projects. The latter should be released swiftly.

Based on these two dimensions—willingness and ability—we can evaluate our colleagues, students, and even our own family members. And, what's more important, we can evaluate ourselves! I hope you will strive to become, or continue to live as, a willing-and-able person. Be willing to learn and grow. Be able to handle today’s tasks and take on tomorrow’s challenges. Such people are the true assets and soul of any organization.