All posts by Simon Black

Improving service starts with a leap of fact, not faith

  • Leap of FactWhat should we improve and why?
  • What has changed?
  • How do we improve things, where … when?
  • Who should we involve?

If we start to address these questions and filter out assumptions and  preconceptions, we are able to make some sensible decisions about how to make effective changes that will have a positive effect on performance.

The world is not perfect and we are unlikely to always have the time and resources to gather the complete picture of what is happening. Nevertheless it is important that we seek out and analyse relevant data in order to make some reasonably robust assumptions about what we can do.

There are two common failures of action, lets call them type 1 and type 2 (which is what statisticians call them), or perhaps a mistake in identification between ‘common causes’ and ‘special causes’ of variation. Without understanding the difference we risk just ‘tampering’, where we feel like we are doing something useful but actually only making things worse (Deming, 1982).

“Common Causes”

Common cause situations are those where performance goes up and down over time and if analysed properly can be seen to occur over a relatively predictable pattern: if we change nothing, the performance level will most likely continue. The problems arise when  someone thinks they see a real difference between points of data when in fact no such thing exists. This a type 1 error: we observe  a change which is really only a natural effect of background ‘noise’ yet we choose to act on that ‘change’. For example someone in the office achieves a great result whilst others do not achieve the same result. Is the difference because of the person, or something else in the wider context? Perhaps, as is often the case, they just got lucky and happened to be the one that achieved the good result. Next week it might be someone else. The analogy  is a fire alarm going off indicating a fire when in fact there is no fire. It is easy to fall into type 1 errors assuming highs and lows of performance which don’t exist. This is a ‘mistake of commission’  – doing something that should not have been done (Ackoff et al 2006).

“Special Causes”

Some special causes are obvious, for example a major increase or decrease in performance or a freak accident. However, sometimes hidden patterns of performance can indicate a real change which might easily go undetected if we consider each data point as a ‘one off’. This is a bit like a fire breaking out but the fire alarm not ringing. The fundamental problem is that these genuine changes are due to ‘Special Causes’ something real which is impinging on the system. The issue here is that the solution sits outside the system – don’t redesign what you have as it will not replicate the situation – that is just meddling and will make things worse. For example, cycles of deteriorating work output followed by improving work output by one person might indicate an underlying special cause which needs to be addressed (health for example), so meddling with the design of the work in itself would be counterproductive. Furthermore if the manager does not look at performance over time, these cycles might not be detected anyway – on average they might look like a reasonable level of output. Ackoff calls this a mistake of omission – not doing something that should have been done.

Of course to detect differences between special cause and common cause varuiations in performance requires new skills and disciplines of thinking. When you understand the organisation as a system, improving service starts with a leap of fact, not faith.

Reading:

Ackoff, R.L.; Addison, H. J. Bibb, S. (2006) Management f-Laws: How Organizations Really Work. Triarchy Press

Deming W.E. (1982) Out of the Crisis, MIT CAES, Cambridge MA.

Seddon, J. (2005) Freedom from Command and Control, Vanguard Press, Buckingham, UK.

 

Focusing arguments upon sound knowledge: common fallacies of logic and rhetoric

debate 2Dealing with change usually involves debate: what to change, why, where, when, how and who?

There is often the danger that skeptical inquiry can creep towards defensiveness and cynicism. Here are some things to challenge when these attributes appear in negative arguments presented by others (adapted from Paine 2013):

POOR responses in discussions include:

  • Attacking the person not the argument, or stereotyping a position to make attacks easier.
  • Relying on ‘authority’. Hierarchy should make no difference, one person’s opinion should be no weightier than another’s (both are, after all, just opinions) – what are the facts?
  • Observational selection (counting positives and forgetting the negatives, or vice versa).
    ● Statistics of small numbers
    (such as drawing conclusions from inadequate sample sizes)
    ● the ‘sample of one’: using a single case which could be an extreme outlier rather than the norm
  •  ‘conveniently’ considering only two extremes to make the opposing view look worse:
    ● Excluding the middle options in a range of possibilities
    ● Short-term v long-term: “why pursue research when we have so huge a budget deficit?”.
    ● Slippery slope – unwarranted extrapolation “give an inch and they will take a mile”  – would they…always?
  • Misunderstanding the nature of statistics
  • Confuse correlation & causation (cause & effect):
    ‘it happened after so it was caused by’ – is this really justified?
  • Appeal to ignorance
    (but – absence of evidence is not evidence of absence).

To address these arguments ask: what is the purpose of the discussion? what do we know? what are the facts? what are we assuming? what knowledge can we reasonably base our decision making upon? how can we examine, predict and monitor outcomes?

As Deming says, most of what is important is unknown or unknowable, but we don’t assume that it doesn’t exist.

Bring the skeptics into the argument, involve their questions in the testing and development of ideas. Make resistance useful.

Further reading:

Deming W.E. (1982) Out of the Crisis, MIT CAES, Cambridge MA.

Deming W.E. (1993) The New Economics, MIT CAES, Cambridge MA.

Herrero, L. (2006) Viral Change, meetingminds, UK.

Paine M. (2013) Baloney Detection Kit prepared excerpt from The Planetary Society Australian Volunteer Coordinators http://www.carlsagan.com/index_ideascontent.htm#baloney

360◦ feedback – when it might not be very helpful

360 feedback360◦ feedback is an often cited ‘best practice’ model for enabling people to understand how well they perform, what they need to do more of and what they need to improve. Like any method, it needs to be checked to see whether it will work (i.e deliver its intended purpose) and whether it is the best way of achieving that purpose (e.g. are there any unwanted side-effects?). In the case of 360◦ feedback these questions are rarely asked- the first concerns are usually practical (who can give the feedback, how do we collate it) – 360◦ feedback is de facto a ‘good thing’, isn’t it?

Nevertheless it is worth stepping back and considering whether the 360◦ approach is:

(i) helpful and (ii) effective…?

One issue with 360◦ – which you will never find on a 360◦ website (for obvious reasons) is that it is based on judgement and opinion. There is the old adage that “opinion+opinion+opinion=opinions”, in other words any combination of opinions will not necessarily be the truth. This is of course also the case whether you get friend or foe to give you the feedback! For this reason, a lot of people would say ‘don’t bother’.

In fact there is a strong case for the ‘don’t bother to give feedback at all’ viewpoint. It is a question of measurement and assign-ability. What is the feedback measuring? In a stable system 90-95% of performance is due to the system, in other words is not assignable to the individual (Deming 1993). This means that feedback given to the individual will be at best only scratching 5% of what people do. In essence “faults, weaknesses and dereliction of individuals is not the primary door for improvement” – its more effective to work on improving processes and systems (Coens and Jenkins 2000).

(Note: in an unstable system all the feedback should be directed at the boss anyway, not the worker – that is worth a separate blog in itself).

 Timeliness of feedback is important: it should relate to specific behaviours for which impact is known and to which the receiver of the feedback can choose to respond to get a different effect. (Coens and Jenkins 2000). Good feedback needs to be delivered in a personal and interactive manner and from a person who is seen as credible. People naturally tend to rationalise feedback from other human beings (Coens and Jenkins 2000, Jacobs 2009), so anonymous feedback can be easily rejected or seen as invalid.

There is a strong argument that where a person is not prepared to/cannot give the feedback face-to-face, then they shouldn’t bother. If they CAN give the feedback face-to-face, they should take responsibility for it but also be prepared for it to be ignored or contested (and take responsibility for the other person’s reaction – anger, tears, hurt, laughter, responsiveness). The best teams are those where this type of discussion is normal, expected and conducted in a good spirit of trust and collegiality.

There is another clue in the usefulness of any method: what ‘checks and balances’ do people have to put on the system to ensure that it is fair on people? If you need to place a ‘system to police the system’ (i.e. who gives the feedback) then , inevitably you will need to  have a system to  police the police who are policing the system and so on…If any answer is forthcoming that suggests that the method is not impartial, robust or trustworthy – and generates too much work!

It is better to keep feedback down to face-to-face discussion, you simplify it because people take responsibility for the whole. Make sure people know how to give and receive feedback; what, how, when, where, why. Ensure a culture where informal conversations about the work and how it can be improved become the norm. Increase the value of dialogue and discussion on how to improve things within meetings (and move beyond discussion of reporting and giving feedback).

Reading:

Coens and Jenkins (2000) Abolishing Performance Appraisals: why they backfire and what to do instead, Berrett-Koehler, San Francisco, CA.

Deming W.E. (1993) The New Economics, MIT CAES, Cambridge MA.

Jacobs, C.J. (2009) Management Rewired: Why Feedback Doesn’t Work and Other Surprising Lessons from the Latest Brain Science. Penguin Group Portfolio, NY

 

Hard work: only a small part of productivity

“Hard work is only a small part of productivity” says Richard Farson in his short book ‘Management of the Absurd’. But this can’t be true can it? What about work ethic, effort and all those other good things? Farson’s argument is that we should  distinguish between what it is that makes people work hard and what accounts for productivity. Our work organisations. Now, not wanting to just re-regurgitate Farson’s already well considered arguments, it is worth adding a fresh angle to emphasise what he has observed.

Deming has very strong views on this: “Hard work and best efforts will not by themselves dig us out of the pit” – working hard may get you no-where fast (and you will be none the wiser until it is too late).

Work has to be purposeful and that purpose needs to be relevant. To enable this we must be able to ask the right questions, to seek the right knowledge to inform us in what we do, how and why it matters.

Further Reading:

Deming W.E. (1993) The New Economics, MIT CAES, Cambridge MA.

Farson R. (1996) Management of the Absurd. New York: Simon & Shuster

 

Lessons from the 2014 football World Cup!

german teamIn a late response to the drama of the football world cup I have a list of lessons learned prompted by HR Grapevine. I have amended their proposed list and have included a couple of items which I have interpreted quite differently, so here is my personal list:

1: Don’t be too reliant on one star player

A number of matches have shown balanced teams succeed ahead of those that relied on one star player. Argentina’s Lionel Messi underperformed  in the final and the German team got the result. Brazil struggled as soon as Neymar was ruled out through injury. Uruguay were at sea without Suarez. Weeks earlier in the tournament England were too reliant on the Rooney factor and appeared simply not to set up to act as a unit.

The system should be greater than the sum of its parts, and no more so than in a team. Algeria, Mexico and Costa Rica performed above and beyond expectations.

The same is true about the capability of any team.

2: Trying hard will only get you so far

I think the England team were well prepared and earnest in their efforts (despite the hype  – both negative and positive – from the tabloids). Best efforts are often a sure fire way to failure (Deming has a lot to say about this). However mediocrity can be turned around – but this needs a transformation in approach.

A huge amount can be achieved by engaged the people who are ‘good enough’ to enable them to perform even better (see point one above).

3: Utilise technology  – if it makes sense to do so

FIFA endorsed the use of goal-line technology to deal with the age-old problem of knowing whether a ball had crossed the line for a goal or not. This is not new technology – similar approaches have been used in cricket since 2001 and tennis since 2006. The issue is will it solve the problem? It has been a great success.

Another nice innovation was the marker foam to set positions of defenders in a ‘wall’ at free kicks. Again this was a repeating problem – could we make the job of the referee easier to implement? Simple and effective and in this instance no digital technology in sight.

The first question with technology and innovation is – will it improve what we want to achieve?

4: You need to align team and individual goals

One of the big stories for England in the run up to the world cup concerned whether Wayne Rooney would finally get a goal after 3 unsuccessful tournaments. A bigger question for England fans should have been ‘who cares?’. Ultimately the world cup is not about individual players achieving anything it is about a team wining the championship. All else is a side story.

The problems occur when one person’s goal overrides the team’s goals. Did Rooney shoot when he could make passes to better placed team members? Did he dive into shots which other players were about to take themselves? Did he neglect his defensive duties on the left against Italy allowing them to win the match? There is evidence that points to all of these things. Did England switch off once Wayne had ‘got his goal’ in the game against Uruguay ? Who knows?

The winning German team successfully rotated a whole range of players to do the job. The Netherlands played a recognised centre-forward as a wing back (Dirk Kuyt) and he studiously grafted into that unfamiliar role with great effectiveness. The Dutch even drafted a substitute goalkeeper just for the penalty shootout.

5: Clarity of purpose, identity, belonging and vision pay off

Germany’s plan to recapture the world cup (which they last achieved in 1990) started back in 2000 after a poor showing in the European championships. The German Football Federation invested heavily in the future with new academies and a manager with a long-term plan.

They developed an identity for German international football and engaged players on the basis of playing to that philosophy.

A footnote to this is that German midfielder Sami Khedira picked up an injury in the warm up a few minutes before the start of the cup final and had to be replaced. Khedira will be devastated to have missed the game, but it was clear in the post match celebrations that he revelled in the team’s success and fully identified with the achievement of the team for the part that he had already played in the tournament up to that point (see point 4 above).

 

An alternative view is offered at HR Grapevine:

http://www.hrgrapevine.com/markets/hr/article/2014-07-14-hr-lessons-from-the-world-cup?utm_source=eshot&utm_medium=email&utm_campaign=HRM%20-%2014/07/2014

Finding space to relax, flow and perform

zen bike flow ellipseMany of us have had an experience of ‘getting in the zone’ with work – in the office, in the garden, in physical pursuits, in sport, in artistic or musical endeavor. Things just hit the spot and we are performing at our peak…satisfaction is part of doing it.

As Brian Clough, the outspoken, but assuredly talented European Cup Winning football manager once said “Remember this…you can’t do anything to the best of your ability unless you relax. Nobody can. Nobody can…you’ve got to relax, then it ‘oozes out of you’  – IF you’ve got anything in you.

Csikszentmihalyi emphasises this idea in his book ‘Flow’, where he describes the phenomena as:

  • intense and focused concentration on the present moment
  • merging of action and awareness
  • a loss of reflective self-consciousness
  • a sense of personal control over the situation or activity
  • a distortion of your awareness of time, one’s subjective experience of time is altered
  • experience of the activity as intrinsically rewarding

Can we ever hope to get close to this in the world of work? On the basis of Csikszentmihalyi’s ideas, three things could be considered in the way we design work:

  1. Goals are clear (we know what and why we need to get on with the work)
  2. Feedback is immediate (if we are, or are not, doing things correctly – we see it ourselves)
  3. There is a balance between opportunity and capacity (we can do it and we have permission)

Of course we also have to be bothered about the work. We have to care –  the goals of the work should relate to our own purpose. This idea, in relation to Quality, is explored in Robert Pirsig’s famous philosophical fiction book ‘Zen and the Art of Motorcycle Maintenance’ (Pirsig highlights this book “…should in no way be associated with that great body of factual information relating to orthodox Zen Buddhist practice. It’s not very factual on motorcycles, either.”).

People should have a sense of purpose, should care about their work, should have their own goals, sources of feedback and the capactity and opportunity to perform. Maybe managers should reflect on this the next time that they: don’t allow people to make decisions; give jobs to people who lack capability; offer their own ‘feedback’ in the absent of decent measures which staff could use for themselves. There are lessons for us all…

Incidentally, Zen and the Art…’ was rejected by 121 publishers before finally being accepted (a world record for a bestseller). It has since sold more than 5 million copies. There is probably something in that for another blog…

Reading:

Brian Clough on British Success in Europe. National Football Museum’s ‘Kicking and Screaming’ project. http://www.youtube.com/watch?v=olVNwDK3UD8

Csikszentmihalyi, M. (1990) Flow: the psychology of optimal experience, Harper Perennial, New York.

Pirsig, R.M. (1976) Zen and the Art of Motorcycle Maintenance: An inquiry into values. Corgi, London.

 ***this is the 100th post since we launched this blog in November 2011***

Should we say it again? People are not the problem.

chimp at wheelDeming famously stated “I should estimate that in my experience most troubles and most possibilities for improvement add up to the proportions something like this: 94% belongs to the system (responsibility of management), 6% special.“. In other words people-related ‘fault’ will be part of the minority 6%.

This statement tends to set people into a degree of  hand-wringing ifs and buts: ‘surely he meant this only in a manufacturing system’, ‘ what about the difficult people?’, ‘ what if they are incompetent?’, ‘I am sure folks are the problem 40% of the time’ etc…

Chip and Dan Heath share a trivial, but insightful example in their book ‘Switch’. They discuss a situation (part of a research exercise) where moviegoers eat significantly more popcorn if they are given large buckets, than if they are given small buckets. To the outsider it looks like the people are ‘Popcorn Gorging Gluttons’ and we may feel that we should judge them as so. In reality, their behaviour (eating excessive amounts of popcorn) is driven by the system – the size  of bucket they have been given. Change the bucket for a small one and their behaviour changes – they seem like moderate consumers. The system is the problem (large buckets), not the people.

“But aha – surely it’s their fault that they choose to scoff down the popcorn!”. True, we are sentient beings and can make choices (for example, I would hope that people who are aware of supermarket sales floor design are less likely to buy excessive amounts of fresh baked goods, fresh fruit and ‘buy-one-get-one-free’ items). I am not suggesting that we should excuse everyone of their behaviour 95% of the time. There are other things to consider – for example do we run on autopilot too often (Do we let the chimp drive the car? More for a later blog I think…)?

However as a start we need to be honest enough to examine our own assumptions as placed upon others and how we judge their behaviour. As the Heath brothers suggest, to do this we need to encounter a deep-rooted phenomenon identified in psychology.

 Kendra Cherry explains -“When it comes to other people, we tend to attribute causes to internal factors such as personality characteristics and ignore or minimize external variables. This phenomenon tends to be very widespread, particularly among individualistic cultures.

In Psychology this is known as the fundamental attribution error – we automatically assume that the person’s internal characteristics are the cause of behaviour even when other possible influencing factors are present in the situation.

So let’s pull away from assumption and open our minds to what is really happening with people.

Further Reading:

Deming W.E. (1982) Out of the Crisis (p315), MIT CAES, Cambridge MA.

Heath C., and Heath, D. (2010) Switch: when change is hard, New York: Random House

Peters S. (2012) The Chimp Paradox: The Mind Management Programme to Help You Achieve Success, Confidence and Happiness. Vermillion, London.

 Other links:

Cherry, K. (2014) Attribution: How we explain behaviour. http://psychology.about.com/od/socialpsychology/a/attribution.htm

 

It’s the environment isn’t it?

There has a been a recent flurry of interest in workspace design (http://www.bbc.co.uk/news/magazine-25355618). Google, Apple and Facebook are often cited for their creative office spaces, designed to enable or even enhance the creative thinking of their staff.office design

However it is not clear if a creative office space stimulates creative thinking, or whether it is the elimination of bad office design that appears to free up the minds of workers (i.e. workers may have been creative already, but just get it sucked out of them by a poor environment). After all did the innovative and creative workers of the past have wacky working environments (maybe they were  not really as creative!)?

It could be that the managers of these organisations might just be fiddling with ‘hygiene factors’, the things that Herzberg identified in the 1960s as having no positive impact on motivation, but are merely the basics that need to be sorted out (along with pay, management style, working relationships etc). Over the long term there is a risk, unless the managers at these organisations are doing something else, that their workforce may not be motivated to make a real difference to the performance of the business – will they still have leading products and services of the future or will better alternatives emerge from their competitors?

Over the past few decades it has become clear that whilst many ‘enlightened’ managers have dutifully followed the good manager mantras: developed themselves as leaders, worked on motivating staff, built trust and rapport, coached and developed, and engaged in team-building, the things that really matter is a common sense of purpose,  how work is designed and what power people have over decisions and quality of the work that they do. This sounds fine in theory, perhaps, but in reality job design often sits in the lap of central departments (like HR), rather than the worker or the team, so the power even to design jobs is not at the point of knowledge – the people doing the work. The result is that managers can only be left to fiddle around the edges with team-building and cheer-leading. Or perhaps some just repaint the office.

An effective manager will learn how to understand and design work and how to engage people to ensure improved performance. An effective team will seek a clear purpose, investigate how their performance affects users, will challenge thinking, ask questions and engage in  improvement.

Reading:

Herzberg, F. (1968) “One more time: how do you motivate employees?”, Harvard Business Review, vol. 46, iss. 1, pp. 53–62

BBC (2013) 10 bizarre objects found in ‘cool’ offices. BBC News Magazine. http://www.bbc.co.uk/news/magazine-25355618

Wakefield, J. (2008) Google your way to a wacky office. BBC News website. http://news.bbc.co.uk/1/hi/7290322.stm

Time for lift off: Change Academy Networks

The original University of Kent Change Academy project focused on the Faculty of Social Sciences and involved a cross-functional Academic & Professional Services team. The team developed informal networks and influenced existing approaches to work through the Faculty Learning & Teaching Forum, Student Reps meetings and other initiatives.

Butterfly etakes flight 3

The project became a change ‘test-bed’, with the aim to:

  1. Transform the attitudes and values of all staff towards a student-focus;
  2. Transform organisational culture so that the academic community embraces student learning as well as research;
  3. Ensure effective use of resources through a collaborative approach to the delivery of a quality student experience.

Associated with this efforts, the University developed new approaches to Leadership, Mentoring  and Development. The project became a testbed for developing organisational change. We now have 100 articles and commentaries on this site which we encourage you to explore. The re-branded ‘Change Academy Networks‘ aims to open an informal dialogue between colleagues and with external contacts to stimulate ideas and developments across several themes (e.g. Leadership, Change Principles, Excellence, Communication, Learning & Teaching, Research) which address the major issues of current interest within the HE sector. We hope that you benefit from the insights and experiences we share over the coming months and years.

Read more:

About Us: Change Academy. http://blogs.kent.ac.uk/change-academy/about/

 

Why diversity is important – it’s the system

something
Does this image (above) depict the ‘brute force’ associated with British football?…                                                …and do the scenes (below) at a Brazilian match really represent Brazil’s ‘beautiful game’?

Responding to variety is one thing; but a variety of perspectives is quite another challenge, for both practical reasons and ethical reasons (Rogers & Williams, 2010).

Let’s think practically first – our understanding of many things will be flawed if we only consider one point of view: a football match ending in a riot cannot be explained if you only view it as a game of skill between two teams.

other

Perspectives are closely associated with what you value. The value of a football match will be judged differently if it the sport is seen as a game of skill or a means of entertainment. A game played by incompetents could be judged hugely entertaining, whereas a skilfully played game (e.g. Spanish-style tiki-taka football) could be judged very dull. My wife’s perspective on the value of our son’s local village match in contrast to a premier league game on TV would be quite different from that of a football expert (although my wife played the game at university and has coached a few junior teams in her time). Perceptions of value have implications for service users and service quality – do we judge our service or work outputs by our own perspectives of quality, convenience, purpose or timeliness – or do we work to the expectations, needs and priorities of the people using those services?
***
There are also serious ethical implications in considering a diversity of perspectives. A person or a certain group of people could get harmed if you don’t see things through an alternative perspective. That topic is worth a separate blog in its own right.
***
Aside from that, our effectiveness as people is influenced by our understanding of alternative perspectives. A wider perspective allows us to consider interrelationships better: how does my work affect yours, who else might be impacted, what are their priorities? Any changes we make in a system of work are not simply a matter of cause and effect – not as straightforward as ‘I do this, then they will do that‘.  It is not just about A+B =C. There may be unforeseen consequences: more of C may impact on D, E, or F. Using up B might cause problems for X and Y and so on.
**
Of course there are practical limits to what we can consider – we need to put boundaries around our thinking. Where we set those boundaries will depend on our perspective, or ideally the various perspectives that we are prepared to consider. Every world-view is restricted and limited in some way, so remain conscious that:

  • a good first step to seeing the wider ‘system’ is to see the world through the eyes of another,
  • any judgement of activity sets up a boundary of ‘worthwhile’ and ‘not important’,
  • we should carefully consider the implications of any boundary which we set
Reading:

Churchman, C.W. (1968) The Systems Approach. Delta, NY

Jacobs, C.J. (2009) Management Rewired: Why Feedback Doesn’t Work and Other Surprising Lessons from the Latest Brain Science. Penguin Group Portfolio, NY

Rogers, P. and Williams, R. (2010) Using Systems Concepts in Evaluation, in Beyond Logframe: Using Systems Concepts in Evaluation,  N. Fujita (Editor). Foundation for Advanced Studies on International Development, Tokyo.