leaderful organisations

Perils of (and Alternatives to) Punishment

2013-05-08T12:25:00.004+08:00

Just finished reading 'Duct Tape Parenting' by Vicki Hoefle... reminded me to post an article I wrote some time back on the Perils of (and alternatives to) Punishment.

So here it is...

Right, you're in trouble!

Some folk have mistakenly formed the impression that PUNISHMENT is an effective management strategy - nothing could be further from the truth! We don’t argue that punishment sometimes works to wake people up to their responsibilities and the impact of their action or neglect; that it sometimes works to eliminate unwanted behaviours and to increase wanted behaviours.

We simply argue that the results of punishment are so unpredictable and unreliable that using it only makes sense if you're a high risk gambler!

Punishment (like poorly designed rewards) is quick and easy, relieves stress and anxiety...and often produces COUNTER-PRODUCTIVE RESULTS (the OPPOSITE of what is wanted). In summary then, the findings from research and practice strongly suggest that relying on punishment to shape desired behaviours WILL LIKELY FAIL and FRUSTRATE.

TEN REASONS PUNISHMENT IS POPULAR

Punishment is fast and can be done immediately
Punishment is easy - anyone can do it!
Punishment relieves our own stress and anxiety.
Punishment reduces our sense of powerlessness when faced with complex and difficult situations.
Punishment is rewarded in some companies where management confuses “doing something” with solving problems.
Punishment means we don’t have to think through the causes of the problem (we can just punish them and be done with it)!
Punishment reinforces our personal and public image as tough, no-nonsense, in charge, people.
Punishment gets an immediate response that looks good (even if that response is very temporary and followed by more unwanted behaviour or worse performance).
Punishment is widely used and socially accepted – even applauded
Punishment is feared by those most likely to use it - so they figure it will be feared by everyone else as well.

No wonder it’s so popular!

TEN WAYS PUNISHMENT CAN BACKFIRE

Punishment doesn’t reliably communicate just WHAT behaviour should be stopped – people often focus on the punisher’s behaviour rather than their own.
Punishment doesn’t reliably communicate just WHAT they should do. It often leaves future behaviour to chance – it doesn’t trigger or shape future behaviour and MAY trigger inventive behaviour (not getting caught)
It triggers the gambling instinct - if people think they were unlucky to get caught once, they figure chances are they won’t get caught twice
The effects of punishment wear off over time.
Sometimes the rewards outweigh the punishment – people become heroes and love the fame & reputation
Behaviour that is punished only sometimes – is rewarded every other time! So unless you can catch people EVERY time, they feel rewarded whenever they get away with it
When people see punishment as unfair they plot to get even
Punishment doesn’t solve the causes of bad behaviour – coaching does
Punishing a person sends a mixed message about the best way to get attention, recognition & power
The courts and tribunals don’t always back the punisher – the punished win

No wonder we get frustrated!

Punishment is a Risky Proposition - it's a Gamble

There are many people committed to punishment as a method of management…

There’s no doubt that it sometimes works.

The real problem is that:

it’s application seems random because we just can’t catch every offender, every time
it’s results are unreliable – it doesn’t shape future behaviour
the more it is used, the LESS reliable it becomes

The outcomes are uncertain! and - if you're a manager or supervisor - you’re NOT paid to gamble!

IF you still choose to use punishment... use it Strategically and Fairly.

Establish Clear Expectations
Encourage and Support People to Meet those Expectations
Hold People To Account

Set / Negotiate clear expectations about

Attendance
Behaviour and
Performance and
Be clear about why these things are important.
Tell them about, and show them, the opportunities and rewards available for delivering fully and consistently
Get their agreement to deliver fully and consistently.
Make sure they know how they’re doing at all times – help them keep a scorecard on their performance – don’t leave ‘em in the dark.
Help them problem solve if things get in their way.
Give full and fair warning on the consequences of choosing not to deliver or proving unable to deliver.
Follow through calmly and firmly – don’t personalise it, don’t give them an excuse to personalise it.

A Warning About Warnings
If you are going to punish someone remember that no disciplinary action should be taken without fair warning.

There are 3 types of warning:

Heads Up
The 1st tells someone what’s coming next – you’re like a Speaking Clock letting them know that a deadline is coming up, that the rules or expectations are about to change, or that soon you’re going to want action or an update.

Change What You’re Doing
The 2nd is a warning for bad behaviour. It gives them the chance to correct their behaviour to avoid unpleasant consequences or to avoid disciplinary action. It gives them a chance to change.

Don’t You Dare! (Go on, I Dare You!)
The 3rd type of warning is really a challenge or a dare – it actually encourages them to do the behaviour that you say you DON’T want. Don’t use this kind of warning.

(In fact you may want to let people simply learn from their mistakes rather than warning... I'd certainly encourage you to coach rather than warn... I simply acknowledge the industrial requirement for fair warning prior to disciplinary action.)

So... what can you do if you want to grow past your dependence on punishment? Here are three options:

Coach instead of criticising and punishing
Encourage and appreciate instead of criticising and punishing
Apply Behaviour Modification Strategically and Consistently

Here's a short intro into using the A-B-Cs of Behaviour Modification that you might find helpful...

A = Antecedents - a fancy word for 'triggers'

B = Behaviour - the thing you want them to DO

C = Consequences - what THEY EXPERIENCE when they do that Behaviour

A) Provide effective Antecedents Use effective TRIGGERS for the behaviours you want. Here are a few ways to do that

Establish clear expectations
Provide training and provide structure
Create routines - give clear instructions
Orient people to their role by clarifying the NORMAL EXPECTATIONS of PERFORMANCE
Meet regularly with people and give feedback and coaching - and get feedback to clarify misunderstandings/different understandings

B) Reinforce wanted behavior – forget praise, show you notice and appreciate

Monitor and measure what you say matters and show how data is used to inform decisions
Follow up – show that you notice and appreciate or take account of what they do right
Notice all the things people do right most of the time – and show you notice and appreciate it
Over 95% of your people probably do the right thing over 95% of the time – so it’s essential that you reinforce it and make it worth their while to do so.
If you only pay attention to what they're doing wrong - they'll resent it!
And you'll get caught in punishment's traps.
Get clear in your mind what behaviours you WANT - then look for that - because it's easy to miss what people are doing right!. So instead of focusing on what they do badly or wrong, take an interest in what they do right, and make it easier and more rewarding for them to do it; plan what to look for and show that you notice - and appreciate - what they do well, do right.

C) Provide Positive Consequences, reduce Unwanted Consequences to Reinforce Wanted Behaviours How?

Provide Wanted, Valued and Enjoyed Consequences
Look for ways to show you notice and appreciate, and to make it rewarding, satisfying/interesting, exciting, easier to do the things you want them to do...and to
Provide positive recognition when they do it right, for the people who do right and do well - show that you notice - say thanks, say nice job; show appreciation; and of course make sure your reward system actually rewards the desired behaviours.
Minimise and Remove UNWanted Consequences - remove sources of pain and frustration when they do what is needed.
Do whatever you can to clear their path of obstacles and constraints and unnecessary red tape/bureaucracy, to get out of their way and to REMOVE sources of frustration, pain, boredom, difficulties, energy drains etc when they are doing the things you want them to do. So that the consequence they experience is rewarding for them.

It takes more skill and thought to do this of course... But that may just be what's expected of you as a manager! AND it may just save you a few premature grey hairs - not to mention improve business.

Let's call it bullying ... coz it IS!

2013-03-05T03:00:00.000+08:00

I've noticed a bit of debate in the media over the past few weeks, perhaps sparked by the dissenting opinion published in the recent Parliamentary Review into Workplace Bullying.

The debate centers around whether or not the label of bullying is over-used and applied indiscriminately to any and every critical, authoritative, corrective or exclusionary behaviour, however slight it might be.

The 'let's not call it bullying' mob argue that 'mild' behaviours, such as leaving someone out of social activities, rolling your eyes, are part and parcel of life, and ridicule those who point out that such behaviours may be part of a pattern of behaviours aimed at intimidating, isolating, undermining and stigmatising someone in a workplace.

The 'toughen up princess' mob basically argue that putdowns, signals of ridicule, contempt are 'part and parcel' of life, the norm... and therefore cannot, and should not, be challenged, confronted as rude, disrespectful or hurtful... cannot and should not be identified as the sometimes weapons of bullies.

In arguing this they licence and protect those cowards who enjoy using their power to make other's miserable.

Workplace bullying is a campaign of abuse waged by someone with power against someone relatively less powerful... it's not a single act.

It's a campaign.

And those who bully co-opt all kinds of legitimate processes - like management, performance feedback, disagreement, robust debate and socialising - to intimidate, isolate, undermine and stigmatise another (or others).

The objective of the campaign is to inflict death by a thousand cuts without getting caught or held to account.

Ridicule, incredulity and feigned innocence are amongst the favourite defences of the bully, as is the mock-horror 'OMG! We won't be able to say anything or look at anyone anymore' argument when 'single cut' behaviours are named.

Are there bullies in this world?
Yep.

Should we stand up to them and name what they're doing and tell them to stop?
Yep.

Should we say, 'You're using your popularity, your rank, seniority, size, strength or cleverness to make someone else's life miserable and to distract them from their work. We know it. You know it. It's cowardly and and it stops NOW?'
You betcha.

Or should we say, 'Look, as long as you don't use a meat-axe to inflict injury, you can get away with making people look bad and feel terrible? If they complain, we'll protect you by ridiculing their efforts to explain the cumulative impact of 'a thousand cuts'. We'll ignore the pattern, enable you to continue... and, when they crumble or fall, we'll say 'Gee, who could have predicted that. So sad, they must have some inherent weakness'...?

My guess is we say the latter when we want to reserve our own right to indulge in bullying.

It doesn't mean it's not bullying.

When the going gets tough...

2013-03-03T09:17:00.001+08:00

'In Italy for thirty years under the Borgias they had warfare, terror, murder, bloodshed - they produced Michelangelo, Leonardo da Vinci and the Renaissance.

In Switzerland they had brotherly love, fire hundred years of democracy and peace and what did that produce…?

The cuckoo clock.'

The Third Man, spoken by Orson Welles, Director

Civility and the PM

2013-03-03T09:14:00.004+08:00

I'm with Anne Summers (The Sydney Morning Herald, Saturday 2 March 2013). I am totally sick of and frustrated by the relentless Gillard bashing by the media - and the total lack of respect shown to her as a woman and as the PM.

The example that's got my blood boiling is Hobart FM's Geale's disgusting 'what's this up my bottom' comment last week when interviewing the PM (reported in Strewth! The Weekend Australian, Saturday 2 March 2013).

Regardless of who she is, regardless of your politics, Julia Gillard is a fellow human being and deserves more respect than that. And regardless of who the PM is, the PM deserves more respect than that. Not only do we need to demand more of our politicians, we need to demand one hell of a lot more of the media - and each other.

We're hardly civilised if we're not willing to exercise the discipline of simple civility.

Grrrrrrr. OK... got that off my chest... climbing down from the soapbox now...anyone got a ladder?

A Worthwhile Crowdfunding Project

2013-01-31T07:49:00.002+08:00

Check out the Bigirimana Housefire Project at iPledg.com - the Australian Crowdfunding site. It was setup by sallyJetson and I to help a family friend and her lovely family get back on their feet after they lost their home. These are good people who have already endured more than enough tragedy in their lives, and if you are willing to help, it will make a huge difference for them. The project runs until 31 March 2013

Questioning What’s ‘Funny’ and ‘Fun’

2013-01-17T17:26:00.001+08:00

Every day we hear and make jokes or remarks that make us or others laugh.

Some of these jokes and comments build people up, strengthen relationships, teams, morale and motivation, make life easier and more enjoyable for everyone… and some of them are corrosive, cruel, hurtful and harmful.

With a bit of thought you can tell the difference*… and make a difference.

1. Assuming someone you like a great deal (maybe your son or daughter, your mother, father, spouse or best friend) had the characteristic joked about or commented on,

· would you be comfortable sharing this joke/comment with them?

· hearing this joke/comment in their company?

2. Does this joke laugh AT or WITH?

3. If they heard it, or learned about it, would this joke or comment make someone with this characteristic

· feel more a part of the workgroup/team?

· feel liked, valued or trusted?

· feel less a part of the workgroup/team – on the outer?

· feel embarrassed, hurt, offended or uncomfortable?

· save face or lose face?

4. Does this joke or comment make someone with this characteristic feel liked or loathed?

5. Does this joke or comment . . .

o encourage you or others to disrespect, distrust or dislike/hate?

o reinforce or tell how ‘different’ they are?

o make you feel more distant from ‘them’?

o give the impression ‘they’ are somehow less than human/less than others?

o make it OK to abuse or exploit ‘them’?

o provide or reinforce incorrect information about a person/people with that characteristic?

o make you more likely to be tense, uncomfortable or on guard around a person with this characteristic?

6. Does this joke or comment reinforce a negative stereotype or prejudice?

7. Does this joke or comment make you rethink a stereotype or prejudice?

8. Does this joke or comment make you feel

o empathy for a person with this characteristic?

o warmth or liking towards them?

o like you’re more alike than different?

o more understanding of them?

o greater/new appreciation for them?

o more likely to feel at ease around someone with this characteristic?

9. So what do you think now? More importantly...

10. What will you do now?

*Based on questions proposed in an article titled ‘Disability Humor, Insults, and Inclusive Practice’ by Robin M. Smith and Mara Sapon-Shevin.

The Cheque Is In the Mail

2012-10-31T20:15:00.001+08:00

... the new version is 'I had trouble with my email.'

Taking Power Back from Employees Who Abuse It

2012-09-08T12:04:00.000+08:00

Here’s an example of one approach we’ve found effective for taking back the power from those who abuse it in a workteam.

It includes an example of how a reminder conversation – a corrective coaching conversation - might sound. In this example a team leader or manager talks to a person suspected of spreading rumours, gossiping about and making disrespectful comments about colleagues.

This example follows a structure (described on the left of the script) and is just ONE part of a broader, integrated strategy for changing norms in a team suffering considerable malaise....

Here’s the strategy... http://www.corporatesoul.com.au/index.php?page=172

If you decide to use a similar approach: Use Your Judgment!

While we do our best to ensure that the options we provide are safe and respectful of persons, organisations and law – we can’t anticipate every contingency! ALWAYS put safety first. Nothing replaces your own knowledge and judgment - So use your head and get sound advice for your specific situation!

No person should rely on the contents of the written and verbal material contained herein as legal advice. Professional legal advice should be obtained from a qualified legal practitioner in regard to your specific circumstances.

Gail Broady and The Corporate Soul P/L individually, jointly and expressly disclaim any responsibility for the results of any actions taken or not taken on the basis of verbal or written information supplied as part of this training.

Furthermore, Gail Broady and The Corporate Soul P/L individually, jointly and expressly disclaim all and any liability and responsibility to any person in respect of anything, and of the consequences of anything, done or omitted to be done by any such person in reliance, whether wholly or partially, upon the whole or any part of the written or verbal information supplied.

Rosalind Wiseman gets leadership... and listening

2012-09-08T10:32:00.004+08:00

She's the author of Queen Bees and Wannabees and a lot of what she says here

about schools... applies to most workplaces
about teachers.... applies to managers

http://www.youtube.com/watch?v=HrUXWRHRAlk&feature=player_embedded

I really like her definition of listening (something like):

Listening means being willing to be changed by what you hear.

Given the way we define leadership at The Corporate Soul, the behaviours and words she suggests teachers might use, are leadership behaviours.

When it comes to bullying and harassment of kids parents, teachers and school administrators need to demonstrate these behaviours and words so that the decent but scared kids can be en-courage-d to step up.

When it comes to bullying and harassment in the workplace, exec, managers, supervisors, team leaders, Union and Safety Reps and HR advisors need to demonstrate these behaviours and words so that the decent but scared employees can be en-courage-d to step up.

Definition of those who bully

2012-09-05T18:18:00.000+08:00

Love the definition of a bully I heard recently (can't remember where, but it was in a conversation about the cyber-bullying of Charlotte Dawson):

A bully is just a coward with protection.

And in regard to cyber-bullying, have to endorse Tara Moss' comments on Q&A last Monday, along these lines: let's stop pretending that what happens on the Internet is not real life - it is done by real people, with real names and it has real consequences.

Better than Perfect

2012-09-05T16:23:00.004+08:00

I've been watching the London Paralympics over the last couple of nights, after spending the days working on an upcoming post-grad course - preparing materials, to prompt and assist post-grad students to develop an enabling, learning mind-set based on realistic expectations of their performance, the course they are undertaking, and their lecturer(s).

For many high achieving, 'mature-age' (ie working) students returning to or entering post-grad study, the habits of 'perfectionism' seem to present the greatest obstacles to learning. Demanding perfection of themselves, their lecturers and the course materials

they drive themselves to over-work, over-think and over-detail;
they fantasise and catastrophise about possibly failing sometime in the future;
they dismiss sound ideas, strategies and feedback because of small flaws and beat themselves mercilessly when corrected or when they realise they've made a mistake;
they demand 'nothing less' of themselves (and from their lecturers) than Distinctions and High Distinctions;
they feel 'completely devastated' or 'absolutely furious' when they miss the mark and get a 'mere Pass' on a single piece of assessment, in a single subject in a 4, 6 or 12 subject course, so that, instead of studying productively,
they end up 'majoring on the minors' and 'minoring on the majors'.

The result is that they become cognitively constipated.... frozen with fear.... they suffer 'paralysis by (over)analysis' .... unable to think clearly or well about important concepts and how these relate to or may be applied to their work or practice.

Since most of the students I work with are managers, business owners and consultants, I often wonder if, around these otherwise wonderful and talented people, their direct reports, employees and clients also end up cognitively constipated, frozen with fear or mentally paralysed... I suspect they probably do.

In fact, I have found myself tightening up and engaging in a 'parallel process' of trying to get everything perfect for them at the start of each course and around each assessment, with the danger of becoming less effective as a coach and facilitator in their learning. Wow!

How sad and funny is that!

So I have loved watching the paralympics... often finding myself amazed and incredulous and totally delighted and joyful to see the achievements of ALL who compete.

I've rediscovered how many things are SO MUCH BETTER THAN PERFECT.

Things like courage, humour, perspective, grace, authenticity, determination, joy, gratitude, inventiveness, generosity, and humanity.

Just brilliant!

Seems to me that you only get to these things when you come face to face with the reality and unchangeability of your imperfections and adamantly and resolutely refuse to be defined by them or live a lesser life because of them....when you fail, and probably fail again and again, but adamantly refuse to quit, resolutely do it again, because you've faced the fact that failing is an essential and unavoidable part of every important achievement.

Perhaps this is the most important lesson of post-grad study?

What Can You Do to Stop Women Bullying Women At Work?

2012-09-05T08:17:00.000+08:00

Just re-reading Queen Bees & Wannabees (recently revised) by Rosalind Wiseman.
It's excellent and her website is a great resource for anyone concerned about bullying (she also wrote Mean Girls which was made into a movie).

Many male and female managers get into a helpless or dismissive head space when women bully women at work and this book provides a great insight into the origins, dynamics and interventions that work.

http://rosalindwiseman.com/publications/queen-bees-and-wannabes/

Another excellent resource for help in stopping cyber-bullying is LG Text-Ed

http://www.lg.com/us/mobile-phones/text-education/library-topic.jsp?topic=Cyber%20Bullying
(Glee star's Jane Lynch videos are terrific - check out the one on mobile harassment)
http://www.lg.com/us/mobile-phones/text-education/jane-lynch.jsp

Leadership & Bullying

2012-09-04T18:46:00.002+08:00

I think one of the most important insights I've developed from twenty + years consulting to organsations*, is that the most critical responsibility of people in people in leadership roles

ie supervisors, team leaders, managers, directors & executives is to shape the organisation’s

culture and standards of attendance, behaviour and performance.
*OK, so I'm a slow learner... but given the number of supervisors and managers I meet who don't get this, I don't think I'm alone in this... :-)

It is their shared responsibility to shape the culture and set the standards to ensure the sustained success of the organisation and the health and safety of all who do business with the organisation by actively, strategically, consistently & resolutely communicating, modelling, championing, reinforcing and upholding the organisation’s values and standards

Whether you think of yourself as a leader or not, once you step up to a superivisory or management role, people look to you for leadership. They look at you...

what you do and don’t do,

what you stop or challenge, and how you do it,

what you reward or resource,

what you attend to and what you turn a blind eye or a deaf ear to,

They watch and listen for and from this they decide what really matters, what the real rules, expectations and standards are

All it takes for evil to prosper, is for good people to stay silent

When those in management abrogate or neglect this responsibility, when they allow themselves to be distracted by other issues, bullies and tyrants take the lead, shaping the culture and setting standards to align with their personal interests and aspirations at the cost of the organisation & all who do business with it.

So.... what does YOUR behaviour tell people in YOUR organisation, about what the organisation values, stands for... and about what is expected of everyone's attendance, behaviour and performance?

What my kids taught me about setting clear expectations

2012-03-12T12:08:00.000+08:00

They’d been helping us clear up after dinner for the past year, and it seemed like it was a good idea to make this their household responsibility.

‘Kids your job is to clean up after dinner on weeknights.’

Seemed like a clear instruction to me. Even if not a popular one.
So how come they went straight from the dinner table to the lounge room, and sat down to watch TV!

‘Well, you said ‘after dinner’ Mum. And that means anytime from now to forever,’ says my wise(guy) son.
‘OK, let me be clearer then: After dinner and before you sit down to watch TV, your job is to clear up.’

Groans, but off they went to do the job. Problem solved. At least until the next night. After dinner… off they went and stood up to watch TV.

OK…how often have I said, ‘Why don’t they just do what I ask!’
Careful what you wish for… they were doing exactly what I asked!

Deep breath…remembering my commitment to raise my kids without violence… sometimes that’s harder than others!
Let me be clear then: ‘Week nights, after dinner, and before you do anything else, your job is to clear up the dinner table and kitchen.’

Wednesday and Thursday went smoothly… phew. Then Friday night, they went straight to the TV. ‘Hey!
What’s going on?! What about the clearning up kids.’
'You said weeknights.'
‘Yes, Friday is a week night.’
‘Well how come you always say, 'Yay, weekend!' and have a glass of wine on Friday night? It’s not fair you keep changing the rules! You’re mean!’

Oh dear and now we’ve got tears too. Darn! Darn! Darn!!
And it’s true - we do say that, we do think of Friday night as the start of the weekend. They’re right.

Why is this so hard!!

I have exactly the same hassle at work! I give a simple instruction but it takes forever to get it through to people so they do what I want. If there’s a way to misunderstand or understand it differently they do. And we all end up frustrated. Aaaarrggh!

Anyway, we get it sorted: ‘Every day except Saturday and Sunday, after dinner, and before you do anything else, your job is to clear up the dinner table and kitchen.’

OK… THAT problem’s sorted. Phew.
A peaceful weekend.

Next week, we have a new routine… but it’s anything BUT easy.
Most nights it goes like this: after dinner, and a period of time in the kitchen, which seems much too short for the task, the kids are back in the lounge room and flop down to watch TV.

‘Have you finished already?’
‘Yes’
‘Are you sure?’
‘Yes’
‘Properly finished? I mean if I go out there, it will all be done?’
‘YES MUM!!’
I go out…and…no great surprise… it’s not properly finished.
‘Kids….’
‘Whaaaaaaat!!!?’
‘It’s not finished.’
Yes it is!!!!! It’s good enough!
‘No. It is NOT. You need to finish it properly!’
‘You’re just being mean.’
Groans and stomping…Tem more minutes of misery. Half an hour of sulks. This is like pulling teeth. It would be easier to do it myself. Another day of this and I want to tear my hair out and scream.

Fortunately a friend intervenes: ‘Take a photo’ she says.
‘What!?’
‘Take a photo. Then get them to help you finish it properly. Then take another photo and put both on the fridge with the key points circled. Then they can check themselves to make sure they’ve really finished.’

Why didn’t I think of that? So I took 2 photos. And put them on the fridge with a note on each:

If it looks like this, you’re not done yet :-(’
If it looks like this, you’re done. Yay! Come join us :-)

After an incident or two that I won’t describe right now, a couple of other small tweaks were needed before peace reigned – we added what we called

the 3B rule (‘No Blood, No Bruises and No Broken dishes’) and
a limit (‘You can stack the dishwasher but you’re not to start it: we’ll add the detergent and turn it on’).

But we got there... and when I turned what I’d learned into a ‘QQRTP checklist’ to guide conversations about the actions I wanted, and started using it at work, things got better there too.

My kids had taught me how to set a task in a way that saves everyone a lot of misery, frustration and wasted time and effort, by precisely defining the task and the standard required (QQRTP) rather than ambiguously; and without having to threaten, cajole, bribe or punish.

So next time you set a task at work, you might want to check:

Have We Talked About and Agreed (or Set) Expectations regarding

Quantity: How often has this go to be done: precisely?
(Monday to Friday inclusive vs weeknights)

Quality: How good is good enough: precisely? what does finished look
like? How can they tell when they’ve done it properly?
(A behavioural checklist; comparative photo or sample;
measurements; a checklist of criteria)

Resources: What can they use? What can’t they use?
(You can stack the dishwasher, but don’t add detergent or
turn it on; You can do whatever’s needed to solve the problem
safely and quickly as long as you don’t spend over $100. If it’s
over $100, call me before making a decision on buying it)

Time: When precisely do they need start, and when precisely do they
need to be finished

Process: Is there a specific process or protocol they need to follow? Is
there a rule that applies to ensure safety, legal compliance,
valid and reliable results? If so, what is that rule, process or
protocol and why does it matter?)
(eg the 3B rule: ‘no blood, no bruises, no broken dishes’
keeps you safe and makes sure we can spend money on fun
things instead of replacing things).

*To my wonderful children Erin and David apologies for my poetic licence and thanks and everything they did to help me grow up as a human being - I couldn't have done it without you xxx

We Need to Reclaim 'Mateship' for the Good Guys & Gals

2012-02-28T15:12:00.000+08:00

Mateship is lauded as a particularly 'Aussie' value (along with a fair go, larrikinism, courage and generosity of spirit).

Mateship is all about sticking up for each other, looking out for each other, being loyal to each other.

My understanding is that the values and practices of mateship developed amongst Australian soldiers in the first world war as a means of protecting each other other from, and standing up to, a significant cohort of cowardly, malicious and uncaring bullies, and self-serving incompetents who out-ranked them, and who would, without a second thought, put them in harms way.

The only safety was in sticking together to look after each other.

Mateship made sense.

Trouble is, today, mateship seems to have been stolen and perverted by the bullies and self-serving incompetents, so that it is more often used to protect the cowardly, malicious and uncaring people, who somehow find themselves with power, and who enjoy or benefit from putting people in harms way...

Mateship now is misused to stop, by labelling as dobbers, those clear sighted and brave individuals who wish to speak up against bullies, incompetent & petty tyrants, and naked emperors. It's used to prevent good people from saying a darned thing about abusive & derelict powermongers.

I think that is very sad.

I'd love to see good people reclaim mateship and 'out' those who put them, and their mates in harm's way.

The people who lead this change will indeed be leaders.

You Can't Outsource Leadership! (Coaching bullies, harassers & other badly behaved employees)

2012-01-25T10:41:00.001+08:00

Yet that seems to be what many managers attempt to do when they engage a coach... Let me give you an example:

A senior employee is subject of a complaint and found to have engaged in bullying behaviour - a breach of the organisation's policy, a disciplinary matter. A discipline warning is placed on the employee's file and the employee is directed to attend coaching.

That's it. No monitoring, no follow up.

After a lull, employees complain that, once again, they are being bullied, and ask, How can this be happening? Isn't the coach monitoring this and reporting to management that coaching isn't working?'

When managers hear that there are new complaints, they call for a report from the coach on whether or not the employee,

wants to change

is committed to changing

can change

will change and/or

is changing.

The coach reports that the employee is making good use of coaching and even suggests that the employee may be a victim of others' bad behaviour or poor management.

Despite the fact that everyone expects that the coach will change the employee's behaviour... nothing changes. Everyone is frustrated. The costs mount. People continue to be injured .

I believe this outcome is predictable and will be ongoing as long as the coach enables the manager to reneg on their responsibilities by outsourcing leadership to the coach... who, lets face it, has neither the authority, power nor opportunity to manage employee behaviour.

Why isn't it the coach's job to change employe behaviour?
If you think about it, it soon becomes obvious that the coach cannot directly observe or monitor employee behaviour and cannot direct or build discipline around that behaviour. It is hardly likely that the bullying employee will admit to the coach any intention or commitment to inflicting psychological pain or injury. It is highly unlikely they will accurately report what they do and the impact of their actions - after all, can you honestly imagine a bully reporting,

Well you know I am committed to subverting managerial control. I am committed to bullying anyone I can, whenever I can get away with it. And it's been a good week - I shredded the confidence and self-esteem of three employees, set up two people to fight each other, reduced a new kid to a dribbling mess by screaming at her for a minor and imaginary error, and made a colleague look like a complete idiot in front of the boss... and all without getting caught!

In more than 20 years of counselling and coaching, I've only ever had one person own up in any way like this!

Instead, what you can predict is that all the actors will get caught up in repetitive and damaging cycles through, what Steve Karpman named, the Drama Triangle....with everyone feeling like a Victim and everyone Persecuting and Rescuing each other!

It is however possible to avoid getting you caught up in the drama triangle. Here's one way we have learned to do it:

Work only with volunteers – ie with employees who have

negotiated a clear contract for change with their manager or
accepted a directive from their manager to attend coaching
accepted the offer of support from their manager after being directed to change their behaviour at work

Coach works to support effective working relationships
That means the coach avoids undermining effective working relationships - specifically, do not take over

any aspect of the manager’s role or responsibilities
any responsibilities of the person being coached

Clarify roles with all parties: Who is responsible for what?

The contract for change is a behaviour or performance contract between

the manager (representing the legitimate needs and interests of the business) and
the person being coached.

This contract is negotiated between the employee and their manager before, or as the first step in, the coaching process. The coach can facilitate the negotiation of this contract between the manager and the employee if required - for example, by helping the manager

specify, articulate and communicate required behaviours
identify and articulate what is negotiable and what is not
anticipate and handle objections.

The coach cannot and should not decide, nor communicate, the behavioural or performance requirements to the employee. This is the responsibility of the manager.

It is also the manager’s role and responsibility to

set clear expectations about the behaviour or performance required, and when and how that behaviour/performance will be monitored and evaluated
inform the person of the consequences of change/no change, and to check whether or not the person is ‘up for it’ – ie willing to make a commitment to changing behaviour in line with the reasonable requirements of the business, or to developing his or her knowledge, skill or behaviour to the required or desired level
decide what they are prepared to offer, under what conditions, to support the person’s commitment – this support might include external training, coaching, mentoring (and/or other resources). The manager may even direct the person to attend training or coaching to ensure that the person is supported in their efforts to meet their employment requirements.

So, in regard to coaching, the manager – not the coach - should decide

how many sessions are offered over what period of time
if, when and how often the employee should report back on what she/he is learning from coaching and how s/he is applying this on the job.

Who is responsible for changing workplace behaviour?

Regardless of the choice they make, to accept or decline coaching… regardless of the use they make of that coaching or training… the employee remains 100% responsible for his or her work-related behaviour.

It is the manager’s role to communicate this clearly to the person when the offer of coaching or training is made.

If the manager has doubts about the employee’s ability to manage his or her behaviour, appropriate 'fitness for work' assessment should be organised to resolve these doubts and/or to design appropriate work and support where disability is identified.

The manager can, and should, communicate

the coaching or training budget available and the time frame for use
the degree of choice the person has in regard to providers of coaching or training
whether the person is expected or required to attend a defined number of coaching / training sessions, and if so, the learning or change goals they are expected to pursue in those sessions, and the potential consequences of not attending/changing
whether or not the person is expected to report back on the coaching, and if so:

to whom & how (eg meeting or in writing);
when & how often they are to report back;
what they are to report on,
how the report/s will be used and the potential consequences of the report/s or the decision not to report; and finally,
whether continued access to coaching depends on specified conditions eg on reports on and/or observed changes in behaviour or performance in the workplace, continued employment in a certain role etc.

It is up to the individual whether or not s/he decides to take up this offer, and to make arrangements for sessions directly with the coach. Right from the start, the employee should be expected to take responsibility for taking action, rather than subtly shifting this responsibility to the coach or the manager.

What if the employee refuses coaching?

If the employee is directed to attend coaching, there are clearly consequences to refusal, so their decision should be informed by clear advice from the manager about these consequences. The manager should follow through on these consequences if the employee does not take up the coaching.

The offer of training or coaching is an indication to the employee that their manager values them and believes that they have the potential to develop, behave and perform as needed. This offer communicates that the manager is willing to make a substantial investment to assist them in developing and sustaining the required behaviour and performance.

Either way, it is the employee’s right and responsibility to decide whether or not to utilise the coaching or training offered.

Whether or not the individual takes up the offer of coaching, the employee remains 100% responsible for changing, developing and maintaining their behaviour or performance, and their manager remains responsible for

monitoring and tracking their progress and behaviour in the workplace,
evaluating & providing feedback to them on their behaviour and performance, and
holding them accountable for their behaviour and performance
making and communicating all decisions relating to their behaviour and performance.

Is the coach neutral?
No. The coach takes the side of the legitimate interests of the business and the health, safety & human rights, and workplace obligations of

the employee being coached,
that person’s manager and
any others affected by the employee's decisions and actions.

Should the manager provide a briefing to the coach before coaching?

Yes. There should be transparency between the manager, coach and employee as to:

the behaviour that precipitated disciplinary action
the expectations that have been set with the employee regarding their behaviour, how it will be monitored, follow up and consequences of non-compliance
what support has been offered or directed re coaching and any conditions attached to this offer/directive

Should the coach provide a report or feedback to the employer about what happens in coaching sessions?

Since this would move the coach into Persecutor or Rescuer role, no.

The only report (verbal or email) the coach should provide is to both the manager and the employee, following the first session, regarding the degree of clarity and alignment there seems to be between the employee, their manager and the coach, on the precipitating issues, what is expected of the employee, and why it matters (implications/consequences for the organisation and the employee).

If there is ambiguity, a lack of clarity, or disagreement, a joint session can then be recommended to ensure everyone is working from the same page.

Other than this initial report, all coaching sessions should be private and confidential and focus on supporting the person to understand and make wise decisions around their work responsibilities and roles.

How will the manager know what's happening in coaching?

While the coach should not report anything to anyone about the coaching sessions, the employee can, and probably should, be required to account directly to their manager on

how they are using the coaching and / or what they are learning to change and maintain required behaviours and
whether they are finding it helpful in meeting their behavioural or performance commitments

At the same time the manager should

monitor the employee's behaviour and performance at work to ensure they are meeting, fully and consistently, ALL the reasonable expectations of their role
provide the employee with timely and specific feedback on this
build employee self-management/discipline around this.

That's leadership... and it cannot be outsourced.

The Skills Shortage: Retaining Valued Employees

2010-02-15T09:44:00.000+08:00

I've just read an outline for an HR event with a focus on this issue... not surprisingly, the focus is on human resource solutions... system, process and policy design and alignment.

Given that research shows that, skills shortage or not, people quit their boss, rather than the company... it is surprising that strategies for developing, resourcing and supporting leaders and leadership at all levels isn't on the agenda.

That seems central to any serious response to retention challenges.

A New Year: Resolutions or Goals???

2010-01-15T08:55:00.001+08:00

I've been wondering.... why do so many New Year's Resolutions - no matter how sincerely, well intended at the time they are made - amount in so many dismal failures, when research consistently shows goal-setting to be a reliable approach to motivating the behaviours & persistence that lead to achievement?

Maybe its the same reason so many performance management processes fail to produce motivated people and high performance.

Maybe it's because New Year's resolutions aren't goals - they are shoulds...agreed to in order to please or appease our conscience (or those dear others around us who have voluntarily assumed the role of our conscience!)

In the same way, many 'goals' set by managers aren't 'goals'... they are shoulds... agreed to by anxious (and resentful) employees in order to please or appease 'the boss' (in whose hands we have placed our fate).

In a 2006 Fortune article, on What It Takes to be Great, Geoffrey Colvin highlights the difference between a good intention (I want to be a better golfer or I'm gonna improve my game) and regular, sustained and deliberate (ie goal-focussed) practice:

Simply hitting a bucket of balls is not deliberate practice, which is why most golfers don't get better. Hitting an eight-iron 300 times with a goal of leaving the ball within 20 feet of the pin 80 percent of the time, continually observing results and making appropriate adjustments, and doing that for hours every day - that's deliberate practice.

In this example what I have to do (the task) is clear: Hit the ball 300 times.

What I am trying to achieve while doing this (the goal) is equally clear and unambiguous: leave the ball within 20 feet of the pin 80 percent of the time.

Are your New Year resolutions as clearly defined and unambiguous? AHow about the goals you set as work, for yourself or others?

Maybe this year is the year to practice setting defined and unambiguous goals in order to become an effective manager or leader... hmmm now, what would my goal be? How will I define success?

Kiva: Become a Banker, Change A Life

2009-12-12T12:33:00.004+08:00

Do you know about Kiva? Not a charity but a practical way to assist people who through no fault of their own are poor and unable to access bank loans - without microfinance banks such as Grameen and Kiva, they have no alternative but to use money lenders.

So for a small amount of money which you lend, to a person you choose, you can help to change a life.. then another then another...

Which One Is The Leader?

2009-12-11T06:30:00.001+08:00

On the way to the beach for an early morning swim and walk today, we passed a gaggle of runners... one woman was out in front, one chap off to the side of the main group, and a couple of stragglers.

Was the leader the one out front?

Nope...

He was initially indistinguishable... but listening in, it became clear that he was right in the middle of the main bunch.... encouraging, keeping spirits up, giving a preview of the hill ahead and getting everyone psyched up and ready for the extra effort and the feeling of success they'd feel at the top.

Seemed to me to be a pretty good lesson in leadership for the workplace...

Oops your atitude is showing!!

2009-11-27T07:00:00.002+08:00

If you're a manager, supervisor or team leader, the attitude you display has a BIGGGGGGG impact on the people around you.

Here are some winners and losers when it comes to the attitudes you display thorough your facial expressions, choice of words, posture, gestures, tone of voice, pace & pitch...

ATTITUDES THAT KILL MOTIVATION, ENGAGEMENT &; COMMITMENT

(you don't have to SAY these things... you just oooooze them)

I’d rather be somewhere else
Do I look like I care?
Sorry, can’t do
Not my job, Not my responsibility
Not you again
The brush-off (Can't you see I'm busy?!)
It’s us against them
Near enough’s good enough
It’ll never work
I know it all
I’ve got a chip on my shoulder
I’m OK, you’re nothing
Health & Safety second & third, profit first.

ATTITUDES THAT WIN MOTIVATION, ENGAGEMENT & COMMITMENT

I love it here.
I’m keen - I care.
Yes we CAN!
It’s my job: I’ll take responsibility.
You’ve got my full attention.
We’re all on the same team.
We can do better than this
I’m open to new ideas
I don’t know it all
Safety is profitable & smart: Safety matters!

What attitude are you showing?

Read My Mind

2009-11-22T13:57:00.002+08:00

You know...

You know what I mean...

Do I have to explain it...

I shouldn't have to spell it out...

You shouldn't have to be told...

It's obvious to anyone with half a brain...

Why do I have to explain it to you...

Maybe some of these statements have merit in an established, long-term working relationship when you've invested plenty of time and thought in articulating, setting, clarifying, and negotiating expectations, building a common language and common mental models...working together.... exchanging two way, timely and helpful feedback....

On the other hand, if you're using these phrases in the first 6 months or first 3 or 4 work assignments with a new employee, vendor, supplier or contractor (no matter how experienced they are), having spent as little time as possible together, having engaged in mostly one-way communication and critical, even offensive, feedback... then you're expecting them to read your mind!

And that, will, predictably, set you both up for failure, raise your blood pressure and their defences, their stress and frustrate the heck out of both of you!

Productive Workers Are Happy Workers

2009-11-18T10:50:00.005+08:00

Have you ever

had a day where you worked hard all day - sweated blood - but achieved nothing?
worked really hard to finish a job, then had to undo it all or do it again because the boss or client wasn’t clear about what they wanted?
put everything into finishing a job only to be told that it didn’t have to be that good
put everything into finishing a job only to be told 'it’s STILL not good enough'?

Then you know how demoralising and demotivating that can be!

Your first priority as a supervisor, manager, team leader is to get organised and talk to your people so that they can get on with the job with everything they need to get it done right, safely, first time, every time.

‘Everything’ includes all the information they need to be sure that they understand:

what specifically they have to do,
how it fits with other priorities,
when they need to have it done,
how to do it safely, and
how to tell when they’ve ‘finished’ or done ‘good enough’
what to do if they strike a problem or get stuck.

After all, if you're a supervisor, team leader or manager...
It’s Your Job to Set Them Up for Success

4 Word poem

2009-10-16T18:47:00.003+08:00

In between a heap of work (long days and nights to get through it all) I've had a great time following a '6 word poems' thread on the Australasian Facilitators Network discussion ... at the end my mind felt like you do when your tummy hurts from laughter ... I wanted to post a two word poem: Enough. Already

.... but thought it might not convey what I was after.

Now it's the end of the week...so here's my four word contribution to poetry:

Long week. Playing now.

The Manager's Dashboard

2009-07-19T19:22:00.004+08:00

Seth Grodin wrote a blog today on Dashboards and got me thinking...

What if every employee could click a button to let you know when you had:

1. Made a deposit in their goodwill bank account.

2. Made a withdrawal from their goodwill bank account.

3. Did something that improved their skills

4. Robbed 'em of the chance to develop a skill by taking over, doing it for them, overwhelming them with feelings of fear or humiliation.

5. Helped 'em understand what they were there for, what they needed to produce or do and why it matters (how it links in to the bigger picture, how it makes a difference)

6. Made 'em feel like they were wasting their time, shouldn't bother.

7. Helped them gain an Aha!! - helped them see into something they hadn't known, realised or understood before.

8. Helped them find a way forward, clear or overcome an obstacle or resource a shared goal.

9. Achieved something important yourself.

10 Wasted your time.

Would you use it? Would it make a difference to how you manage?

Would it make a difference to the way you talked, walked and interacted???

If not... what would?

And since you probably don't have such a dashboard... how DO you tell how you're doing, when and how you need to change...?