Tag Archives: influence

Don’t let sight of knowledge be blinded by emotions

There are often occasions when we are presented with information or a situation which gets our hackles rising. A picky complaint, a misplaced rumour, an assumption, a one-off gaffe. We know that the situation does not reflect the general reality (our team doesn’t usually screw things up) but we still get annoyed.

Think about it – we get wound up, we try and button the emotion, perhaps it will annoy us for the next hour, the day, the whole week even. It really defeats us one way or another – and it might only be a trivial thing (although sometimes it can be more than trivial – for example if a senior colleague complains).

What can we do? Chew on it all (and get ourselves down or our blood boiling), stand up for it (and risk being seen to be defensive), roll over and take the negativity (and appear passive and weak)?

At the 2014 football World Cup we saw the first use of goal line technology – aimed to remove the subjective decision of a referee on whether a ball had crossed the line to indicate a goal. The goal camera’s  analytical video was shown on the stadium screens. In the match between France and Honduras a shot by a French player hit the goal post ran back across the goal, rebounded into the goalkeeper and headed towards the goal. Had it crossed the line? The referee indicated goal, then the video replay showed the movement of the ball onto the post and the indication ‘no goal’.

Honduras rage
Honduras player react to the ‘injustice’, but their outrage was based on imperfect knowledge

The Honduran players were apoplectic – it was no goal surely! But wait, what had really happened? The video instantly replayed the next sequence – the ball travelling across the goal, hitting the goalkeeper and crossing the line – and the video indicated for this second sequence ‘GOAL’. The referee’s decision was correct (he gets automatic signals only for GOAL).

Honduras ball line 2
…the ball instantly bounces back to the keeper who pushes it over the line, this time the cameras show GOAL. Simples.
Honduras ball line 1
The ball initially hits the post, the cameras are triggered, and identify that the ball does not cross the line…NO GOAL…but…

This is not about goal-line technology.

This issue is that the Honduran team not only had an unjustified emotional reaction, but also their reaction distracted them from their work (football) -they lost 3-0. If they had been rational about it they would have waited for the verdict on the goalkeepers ‘save’ on the goal-line.

The problem we have as human beings is that the emotional centres in our brains operate much more quickly than our rational centres, so we are triggered into an emotional response when a rational response would be better (Peters 2012).

What could be the solution to this? I suggest one. When you are confronted with a difficult situation that you are included to react towards emotionally – seek knowledge (Deming 1982). What do we know, does this always happen, why did they ask this, why did the incident occur, what does data tell us, is it a one off or a repeating occurrence?

Don’t focus on the people, but examine the situation first.

 

Reading:

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

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

 

Links:

BBC Sport (2014) World Cup 2014: Goallien technology TV process Reviewed. http://www.bbc.co.uk/sport/0/football/27864393

 

 

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

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?
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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.
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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.
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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.

Cool runnings? Change perspectives. Just do it.

It is a sporting theme again, inspired by the thrills of the Winter Olympics. Let’s hark back to the 1988 Calgary Games, memorable since British involvement started to impress outside the ice-rink. Eccentricities of Eddie ‘the Eagle’ Edwards, our first Olympic ski-jumper matched Martin Bell’s efforts in the men’s downhill. Even our bob-sledders were competitive.

One story, now globally famous, concerns the Jamaican soldiers formed into an unlikely bobsleigh team on a shoestring budget, qualifying in 1988 as the first tropical nation at the Winter Olympics. American expats George Fitch and William Maloney were inspired by watching Jamaican push-kart racing and had initially raised the idea. At the outset, one of the eventual Jamaican team members, Devon Harris, thought the idea was ridiculous. Another, Dudley Stokes, only got involved because his superior officer in the military told him to participate.

The story was largely fictionalised for dramatic effect in the comedy film ‘Cool Runnings’. In reality the team were warmly welcomed by co-competitors and enjoyed the support of other national teams to access equipment ahead of the Games. The Jamaicans performances improved during the Games programme, but unfortunately they crashed in their final competitive run so did not reach the final. However the precedent had been set and Jamaican teams have qualified for several Winter Games over subsequent decades including the Sochi 2014 Olympics.

So what can we learn? How does this relate to our ideas for change and improvement?

  • Just do it – and keep trying. If things don’t quite work, don’t give up. George Fitch failed to recruit Jamaican athletes, so asked the Jamaican military to find volunteers.
  • Other people respond to your initiative. Jamaica’s competitors welcomed the team as co-athletes, whilst the Olympic crowds were fanatically enthusiastic about the team’s efforts.
  • People can be inspired – your team may have skeptics and cynics, but they can all be inspired by purpose and vision of what is possible and what they can do.
  • Learn from disappointments. Since the crash of 1988, Jamaica have performed at a high level, beating established winter sport nations such as France, the USA, Russia and Canada.
  • The unlikely can become the norm. A later Jamaican team-member, Lascelles Brown, married a Canadian, and subsequently won medals for Canada at two Olympic Games.
  • Seize the opportunity – even unlikely ideas can set a new way of doing things. Small initiatives can have a lasting effect. It just takes the effort to start the ball rolling…

Links:

BBC Sport (2014) Jamaica’s ‘Cool Runnings’ bobsleigh team in 1988, Sochi 2014http://www.bbc.co.uk/sport/0/winter-olympics/25144672

Evanovitch (2005) Interview with Devon ‘Pele’ Harris Jamaica Bobsled Team Member, Jamaica Primetime. http://www.jamaicans.com/articles/primeinterviews/interviewdevonharris.shtml

Jones E. (2014) Va. Mayor’s Little Known Link to Jamaican Bobsledding, NBC Washington http://www.nbcwashington.com/news/local/Va-Mayor-Cool-Connection-to-Jamaicas-Bobsled-Team-243973451.html

 

 

 

Initiating Change…and making it happen

Change can be a threatening experience for people

The autumn brings a cycle of change; in temperate zones it is a shifting of the seasons when people traditionally reset themselves for the challenges of the coming year after the pleasures and abundances of the summer.The harvest is securely stored, now the ground must be prepared for the next year’s crops.

In organizations it is a milestone which sets off a new sales season, a refreshed programme of activity, a new intake of students, or  preparations for a new budget.

It is a good time to have  mental ‘re-fresh’ to consider what ‘CHANGE is all about.

Peter Senge (1990) suggests a number of principles in initiating change:

(i) there must be a compelling case for change;

(ii) there must be time to change;

(iii) help must be provided during the change process

(iv) there is a need to keep an eye open to new barriers after initial roadblocks have been removed.

When we make change happen, we need to recognise that, as carefully as we might plan it, we must be poised to learn and adapt to outcomes. Even if plans are thorough, they will always be based to some degree upon assumption – and those same assumptions and expectations might change as we gain more knowledge when we put things into action on the ground.

symbols various

  • • Assumptions can be made about purpose , the reason for being at our place of work
    – we should always test ourselves by asking ‘why are we doing this?’
  • • Assumptions can be made about people, what they do well, or when they make mistakes
    – without understanding the constraints they face; a ‘people problem’ or something else?
  • • Assumptions can be made about good performance, and reasons to celebrate
    – without knowing the true cost of that performance; is it sustainable?
  • • Assumptions can be made about one-off failures, or chronic repeating failures
    – without knowing which is which, nor the underlying causes of their occurrence
  • • Assumptions can be made about cause and effect, and implementing solutions
    – without understanding potential unintended consequences.

The best way of overcoming assumptions is to talk to people to identify things to examine; then to examine those things (by getting useful data); then evaluate the outcomes of our examination; then identify what to act upon and how – Plan-Do-Check-Act (starting at ‘Check’).

We must get better at using knowledge, and distance ourselves from rhetoric and assumption. This is done by understanding the system we work in, how to properly measure its performance, and what we can do about it with careful experimentation.

There is a neat way to define the power of working on the system, versus the expectations placed on people; it sends a message to anyone wanting to improve the way things work in their team. This quote is, I understand, attributed to Geary Rummler:

“Put a good performer in a bad system – and the system wins every time.”

In other words, don’t go around trying to change people; instead put effort into changing the system, and get your people involved in initiating the change…and making it happen.

 

Further reading:

Rummler G. and Bache A. (1995) Improving Performance: how to manage the white space in the organization chart. Jossey-Bass, San Francisco.

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

Senge P. (1990) The Fifth Discipline: The Art and Practice of the Learning Organisation, Doubleday, New York.

Once again – the impact of incremental change

murrayIn the light of previous sporting posts it would seem improper not to refer to Andy Murray’s historic men’s singles tennis victory at Wimbledon – the first by a Briton in 77 years. Can we link his achievements with ‘change and improvement’?

One key element worth reflecting upon is Murray’s level of improvement in the last 12 months since working with new coach Ivan Lendl. This period has seen Murray win Olympic gold and also achieve a first grand slam title at the US Open; an ascencion in the sport which culminated in Sunday’s epic Wimbledon final. Ahead of these breakthrough achievements, Murray’s quote following the 2012 French Open is notable:

“There’s not been one radical change. A lot of it is minor details. But if you pick 10 small things to work on and change, that can turn into a big difference.” Andy Murray

This reminds me of a previous post; British cycling coach Dave Brailsford applies the same philosophy in bringing his team to world-conquering levels of performance. They key is that these cases hold a common belief in learning and continuous improvement – they see significant change as a set of small, relevant (and often testable) improvements – working on the system to improve capability.

Change which is focused on these aspects enables you to influence your success; work on what you CAN influence in the reasonable hope that improvements will overcome the factors over which you have no control (like the weather or how well the other person is playing). More effective thinking like this may help our teams, our services, our performance, our generation of knowledge to become even better.

Covey, S. (1989) 7 Habits of Highly Effective People, Simon & Shuster, New York, NY.

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

Juran, J. (1989) Juran on Leadership For Quality, The Free Press, NY

 

Consistent thinking and values – the key to integrity

People may differ in look, make-up and role, but can still share a few, common, underlying values that last.

There is a growing discussion in our institution about the ‘values’ and the principles which we should use to run the organisation, make decisions and design the future. Few people would argue that ‘values’ are irrelevant – even politicians dare to refer to them when there is a moral outrage or a disclosure of unethical behaviour.

However as Edgar Schein (the man credited with inventing the term ‘corporate culture’) noted back in the 1980s, what an organisation says are its values are not necessarily the same as its ACTUAL values. This makes sense because in reality, organisations don’t have values – it is the people within them that carry and interpret values, on an individual or collective basis (probably both).

Actual values are represented in rules, policies, conversations and behaviours (including our decisions to ignore or break rules); these are the things which are followed by people on a day-to-day basis. Values may be stated or unstated, but because they guide the way people think and work, it is the actual, enacted values which most accurately describe the culture of the organisation (rather than the common wish-lists included on posters or corporate websites).

One challenge is to understand what those actual values are and then to decide if any need changing. The consistency and integrity of stated and actual values is not just a conversation topic; it has impact on performance and results. If we say we value innovation, then that must be reflected in the innovative way we work, the innovative services or products we offer and the innovative skills and mindsets of people that are recruited, retained, developed and promoted.

However, if an organisation claims to be innovative (or ‘encourages innovation’), yet has rules, sets budgets or makes decisions which are constructed such that they prevent or discourage people from innovating, it is clear that:

i) innovation is not a meaningful value at all.

ii) staff will be demotivated; a lack of integrity in ‘values’ creates cynicism and undermines trust.

iii) mismatches between ‘what we say’ and ‘what we do’ de-stabilises people, decisions and work.

To make matters worse, it is likely that points i, ii and iii combine, discouraging otherwise innovative staff even further, thereby making the organisation even LESS innovative than might have been the case had ‘innovation’ never been promoted in the first place.

This is why it can be so damaging if values and vision are addressed, discussed and promoted by an organisation without the full and consuming understanding and commitment of the leaders who wish to see them implemented. It can never be  a paper exercise, because the negative the consequences are real.

So if we are going to talk values in our organisation, we need to do this with integrity and care – based on very clear thinking. If our thinking is muddled, our message will appear confused. Confusion runs the risk that our value system will be considered either unauthentic or ill thought-out; either of which reduces the credibility of what we say.

This presents several challenges. How do we make sure that the values we espouse are internally consistent (with each other) and how are the same values externally validated through our own behaviour (and shown to be authentic)? This might seem to be a significant challenge, but there is a silver lining:

If we see inconsistencies in values and behaviour that others see, by changing our behaviour and creating helpful, meaningful consistency, we will show that we are serious and this will influence other people, accelerating the change.

By working hard to fall behind clear values, and re-set the rules, policies, conversations and behaviours in the institution, leaders can have a big impact on culture. Some organisations have been transformed this way in relatively short periods of time.

Leaders need to develop a good ‘cultural radar’ and be aware of how people’s behaviours match (or do not match) the desired values of the organisation – and be ready to challenge where necessary.

With the correct thinking it is possible for Leaders to develop conversations with everyone about shared values. These conversations can occur in any meeting, or at set-piece events such as a ‘management forum’, a strategic presentation, a new-employee induction event, or at an all-employee ‘town hall’ gathering). Conversations should enable constructive challenge concerning how things work now and what might be an agenda for change. The change agenda should be set at a practical level, addressing aspects of service delivery, budget setting, recruitment and promotion, for example.

Everybody should be expected to maintain integrity in the way that they operate against the communicated values. This includes being courageous enough to challenge inconsistencies when they become apparent and having a healthy and supportive debate when new or unexpected issues arise to challenge our previous assumptions.

Integrity starts with ourselves, then flows out to others with whom we work; it builds trust.

 

Read more on Organisational Culture:

Schein E. (2004) Organizational Culture and Leadership, John Wiley and Sons, NY

 

Kick out the old assumptions about change

‘Change’ is a hot topic, sometimes exciting and engaging, but all too often an issue which leads to disappointment, frustration, uncertainty; even suspicion, fear and resentment.  Concerns may be raised from the direct impact that changes have on people’s work life, but are also often caused by the way change is implemented or the expectations placed on people during the change.

It is rather easy to copy the received wisdom about change and how it should be ‘done’. However it is sensible to challenge many of our assumptions which, whilst perhaps being well-established and apparently plausible, are actually incorrect (Herrero, 2006). We need to take care; if we follow the wrong assumptions, we are likely to make mistakes.

John MacDonald, a leading management practitioner and writer, who sadly died earlier this month, frequently challenged what he saw as ‘Mindless Change’ – where each new fad leaves “another layer of barnacles that in time encrust the organisation and impede progress”. His observations remain relevant in the current climate of change in Higher Education – how do we avoid the crush of ‘initiative overload’?. MacDonald tells us that organisations need to get back to managing the ‘business,’ organically incorporating only those changes and practices that can actually improve their operations.  For us, this means improving value for students.

We shouldn’t view the university as a management machine that is impervious to anything other than a major overhaul. Instead we should see things as a human system: people, the work that we do, the interactions we have with each other, the physical environment that we create and use. These are the routes to change.

Stephen Covey’s famous ‘7 habits of highly effective people’ calls us to think about how we, as individuals, can influence wider change through our own behaviour and choices.

When we consider change, we need to keep in mind the question:

“why are we doing it like this – is there a better way?”

 

Some helpful sources of reading relating to this blog include:

Covey, S. (1989) 7 Habits of Highly Effective People, Simon & Shuster, New York, NY.

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

MacDonald, J. (1998) Calling a Halt to Mindless Change, Amacom, UK