Wandering Leaders

Colin Powell said if people stop bringing you problems you’ve stopped leading them. People cannot bring you problems if you are not accessible to them. An old management maxim is leading by wondering around (LBWA). wander-david-gutierrezThere is more to wandering than aimlessly walking around. For LBWA to be effective you have to wonder around the areas and among the people least likely to otherwise have access to you or that you would ordinarily see. People only bring problems to accessible leaders. You have to be accessible to hear people’s concerns.

Imagine an organization really dedicated to providing training to employees from experts within the organization. The leaders send these experts to school to learn best ways to train others. They develop training programs to take to field sights where people work. They advertise the availability of the training to lower level leaders, yet none of the organizational sub-units request the training. The leaders figure they have prepared the wrong stuff, or that the training is not wanted nor necessary.

Some time later as part of a periodic organizational assessment, select members of the organization’s headquarters visits a branch office. During the visit staff look at records, business activities, and leader actions. The office fails to meet the organizations expectations. The head of the visiting team asks the local manager why they did not request the training the organization worked so hard to develop? The answer, “We did not know about it.”

Now instead of just emails. Posters, fliers and other traditional advertising, corporate sends out key leaders to branch offices and operations months before a scheduled staff visit. The leader meets with the local manager and tours the facility. She notes the same deficiencies and asks the managers plan to correct the problems before the inspection. The manager states they have a bunch of new people and lack the resources to develop a ground up training program. The senior leader talks with the manager about the training prepared by central office for just such situations. They set up a time for the leader of the training branch to visit and assess the location’s training needs and works with the local manager to identify the training available. The training branch sends out training teams to meet the need. Several months later the branch passes inspection.

The manager is invited to the central office to talk to the c-officers about her experience with the training branch. They learn that even though the training was well advertised, the tasks, purposes, and abilities of the trainers was never fully communicated to local managers. The manager points out the only reason the became aware of the available opportunities was because the senior leader paid a visit providing the manager access to the organizations leaders.

As the meeting breaks up, the local manager looks across the table to the training branch chief. “Because of the training you gave our foremen on how to assess processes, we have identified several employees who need some training. Can you have the process guy call us so we can schedule a training for them?’ The training manager is thrilled at the request. The CEO is impressed the local manager asked for help and that the front-line leaders have been empowered to conduct assessments and request assistance for corrective actions. The change was the local branch having access to the leaders in the organization.

If organizational leaders never go where the work is being done, their junior leaders rarely have the opportunity to bring problems to them. Opening the lines of communication between organizational leadership levels allows junior leaders to bring their problems to those best able to achieve success. Junior leaders who lack access to their bosses never bring problems up. When people do not bring your problems, you are not leading, but allowing others to lead for you. Get out of the office and go to where the real work of your organization is done. Lead by wondering around.  Only then will people bring you their problems.

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Photo credit:  David Gutierrez from flickr.com under a CC license.

A Call to Action

bullhornspeaker-firefightersdaughter-CalltoActio

I recently listened to a short piece on my local public radio station from the TED Hour (http://www.npr.org/2015/02/06/379184277/what-s-the-antidote-to-political-apathy). The speaker talked about getting people to the polls and ways to overcome apathetic voters. As I listened, a light bulb appeared over my head about a way to improve training. If trainers expect students to change behaviors based on their training, they need to issue a call to action to participants. A call to action ensures students leave knowing how to change their behavior, possess excitement to change, and where to find help when they run into road blocks.

In this TED talk, the speaker noted in an unscientific study he conducted that in local publications, the editors would include information about how to contact a local charity, the hours of a new eatery, or the phone number to the box office of a show they reviewed. The reader knows how to learn more. When the local periodicals ran political pieces they often present information in a fair and balance way. They explained the issues about the topic. They did not include information about websites, phone numbers for involved organizations, or other information to make the reader take action on that subject.

Often trainers and leaders behave the same way. They call for changes. They show people one way to do something that works in the classroom. They may even provide some sort of high energy event that fires up the students and employees so they feel motivated. When they return to their cubical, they stumble on road blocks and because the trainer or leader provided no information about where seek help, the change they and their proteges hope for starves on the vine.

The fix is easy. After providing students their call to action, provide resources to use for follow up. When students return to their offices and run into a roadblock, they know where to find more information to help overcome the road block and successfully implement the desired change.

Provision of follow up resources requires more than a short bibliography at the end of your note-taking guide or a sheet tucked into the back of a participant folder. The trainer should call attention to the resources. He should provide screen shoots of the websites. He should point out email addresses and phone numbers of people who are willing to help. He should also provide a short sales pitch for each of the follow up resources provLearningSailing-John-ModsOK-croppedided so the student understands help really is there.

Many trainers already provide such information and calls to action for their students. Adapt a page from Keith Ferrazzi’s book Never Eat Alone by sending out a group email reminding students to look up a website, read an attached file, or how to find a book.  They are more likely to click on a link and incorporate what you taught them after leaving your class.

At they end of your next training, issue a call to action for change. Motivate students to implement what they have learned. Sell them on the resources available to help them over hurdles. When you issue a call to action, change will happen.

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Photo credits:  Both photos downloaded from flickr.com under a Creative Commons license and modified to fit the space here.

Speaker photo by firefightersdaughter.  Sail boat photo by John, yes, just John.