Review Action. Record Results. Learn.

Nat-Grd-TownMeeting-NGB.jpgTake time to review actions at the end of project or events. This action enables leaders apply lessons learned the next time. The military thoroughly reviews and documents actions after every key event. As they begin their next planning cycle, leaders revisit those reviews to identify how to apply lessons learned to repeat effective actions and avoid repeating mistakes. Learning to analyze an event and gather important lessons is easy.

There are several principals to conduct post event reviews. Have all the key people at the table. Honestly document what was supposed to happen and what really happened. Analyze why the things that went well went well, and poorly; and why those things happened that way. Participant judge events, not people. Check egos at the door. File the review so it can be found and used later.

All the Key People OutdoorMeeting-USAID.jpg

Key people does not mean everyone unless the event was small. Key people include the crucial leaders, contractors, organizers, observers, and key people from your red team. You want the people there who have the ability to make decisions during a similar future event that affect outcomes.

Document What Happened

This sounds simple but is not always easy. During this step top leaders may learn what

they wanted to happen is not what others understood was supposed to happen.  When you talk about what was supposed to happen, you may have to break it down into several levels. What really happened is also not so easy. Not everyone saw the same thing for a variety of reasons.WhatHappened.png Things may have gone well in their part of the project because the logistics section fixed a problem before others know about it. If others did not see it, the problem still existed and should be documented and analyzed.

Analyze

Analysis during the review is nothing more than answering a bunch of relevant questions. What went well and why? What problems cropped up and why? How well did communications work? How did leaders make decisions at critical times? How well did the decision making process work? How did leaders solve problems? What things went well that could have gone better? How can we prevent the wrong things from happening in the future? These questions are just an example series, but a good start to any analysis.

Judging

When judging good, bad, success, and failure, focus on events and decisions, not people. If a leader made a poor choice at a key event examine why. The group may learn the leader lack important information, or had a poor understanding of the situation. PieJudge-Sarah R.jpgFocusing on why the leader made the decision allows him to learn from mistakes, identifies potential problems in processes outside that leader’s control and reduces defensiveness improving learning.

Egos

People do not like criticism. The offense perceived is proportional the size of the ego. The learning from observations that look like criticism is inversely proportional to the size of the ego. Avoid the problem; check egos at the door. This rule needs to be posted and enforced by the group facilitator. When an individual becomes defensive during discussions related to decisions or actions she made, it is an indicator she brought her ego with her. Stop the conversation. Restate the rules. Focus on the actions or decisions. These measures ensure maximum participation and learning occurs.

File the Review

File post activity reviews so others can find and learn from them. Taking time to review and identify lessons achieves nothing if filed forever. Dig out those reviews when you begin the next project planning cycle and learn.

A post activity review is an important process in any learning organization. Conduct reviews with all the key players after every major event or project. Identify what was supposed to happen and what really happened. Analyze the good and the bad of each event, action, and decision during the activity to identify important lessons. Judge decisions and actions to avoid offending and shut down learning. Check egos at the door to ensure everyone learns and participates. Adding a review at the end of every project or training event ensures lessons learned are available for use when a similar activity occurs next time.

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Photo Credits

All photos were found on flickr.com and used under a Creative Commons License.

Capture

U.S. Government photo-National Guard Bureau

U. S. government photo-USAID

Cars: Modified from two photos.  Limo by caccamo.  Small Car by Hsing Wel

Pie Judges by Sarah R

 

Organizational Artifacts

Organizational Culture

Modified Jug_by-NikitaAvvakumovCompanies carefully develop and vigorously safeguard their corporate logos and trademarks because the leaders understand the importance of brand. Logos speak for the company, what it makes, and stands for. Some trademarks become terms for common items, actions, or a range of products. Years ago people would Xerox a copy when they wanted a photocopy. Everybody had a Frigidaire even if their refrigerator was a Whirlpool. Today if you want to find out some piece of information, you Google it. Mention these names or show their logos and people create a vision of excellence in each of those industries. The trademark is the company and people know the values of each. Artifacts, such as logos and trademarks, are the visible representations of an organization’s culture and values. Other aspects of artifacts include customs, traditions, celebrations, buildings, and attire. Leaders can use artifacts to change behaviors of stakeholders to align with desired values.

Back in the day, families had coats of arms that contained symbols representing significance accomplishments from the past, the region of origin, and tools of their trades. Military organizations thrive on the symbolism of their unit crests. Good leaders understand the qualities shown in organizational symbols and use them to provide a common bond for all stakeholders. The symbols and traditions create a unification for all those involved in the organization.

The terms blue collar and white collar demonstrate how artifacts affect perception. Mention blue collar worker to someone and they probably envision a person working on a factory floor, working in an automotive repair facilities, or dumping waste cans after the office closes. White collar workers are viewed as those working in clean environments such as offices, hospitals, or laboratories. Blue collar workers have GEDs or high school diplomas. White collar workers have college degrees, have offices higher in the building relative to their perceived power. These statements are not necessarily true as there are plenty of people holding traditionally blue collar jobs with high levels of education, and many office workers with high school diplomas.

Ceremonies and customs are other artifacts that show the world and stakeholders where an organization places value. Organizations that toss their new employees to the wolves with little training demonstrate they value people less than accomplishment. Those who celebrate small successes show they care when people succeed and understand that when an individual succeeds, everyone in the organization is better because of the achievement.

A smart leader seeking to change an organization’s culture can use artifacts to help that change occur. He can point to the symbols of a logo to talk about the important values of the organization. He describes how certain behaviors emulate the organizational values while others detract. He eliminates ceremonies celebrating negative achievements that belittle and embarrass, and replaces them with rituals observing feats supporting desired behaviors. Awards for compliance with desired organizational values serve as visual representations of success and encourage others to model similar behavior. Employee of the month is one example, but a creative leader finds other ways to also provide visual cues.

Understanding organizational culture is a critical leadership skill. Knowing how symbols, ceremonies, and traditions creates certain behaviors enabling leaders to change artifacts to encourage behaviro changes. If something runs counter to a professed value, it is shed. Leaders adopt new artifacts that support behaviors aligned with desired values. Take a look around your work place. What do the dress, visible symbols, behaviors, and traditions say to someone walking in for the first time about what is valued? Change those that subvert what you want others to think of you and your organization, and replace them with artifacts that show the character you seek to achieve.


Photo Credit

Nakita Avvakumov https://www.flickr.com/photos/drnik/2857646470/in/photolist-5mwbJJ-6bXTAW-cWNuEG-ogb2uP-6bXUYC-74auQQ-bjUuLa-dfPbpg-BsuyfJ-8eCvnt-ogstHx-dMZSDL-2A6cFN-E1JUTs-67mS86-ATUtr2-9euKg7-uLhc-57xfTs-Bz4NEy-PZP2PQ-5V9AWA-c7hjWf-wMfExB-QvqyfS-MGFg37-N6NaAj-PZP3zh-NncCAS-zEmsYi-QkEA9Q-ManQ54-N2jNX8-KdZwbq-MCHQ11-MEWtdK-S35rzb-S35rnC-QU9tXK-S35rfd-ExDU2b-622Hms-S5FNVK-RXKgGM-T2GiWi-kHLLyN-RoViju-qyFLP4-r2BLQg-6iE95L Creative Common License

Finding the Path

“No!” replied the client and hung up.

“I quit!” said Bill out loud. “I haven’t made a sale all day.”cubical-drewfromzhrodague

Jill, Bill’s big boss, happened to be passing his cubical as he announced his intent to terminate his employment, or at least sales calls for the day. “Bill,” said Jill, “We don’t quit. If you are having problems, I expect you to find a way to over come them. Getting to YES is an important principal of our division. I want you to spend the rest of the afternoon examining what what you have been doing and work with your team leader to figure out what you can improve. Both of you will report to my office in the morning with your findings.” Jill did not wait for a response. She turned and left. When she returned to her office, she called Bill’s team leader and told her about Bill’s problem and her expectations for corrective action.”

Jill said, “Getting to yes is an important principal.” She did not scold Bill for breaking a rule, but rather for failing to comply with a guiding principal. Guiding principals liberate leaders and employees from restrictive rules that require and prohibit behaviors by establishing clear boundaries, not rules. Employees operate within their boundaries established by guiding principals without fear of breaking some arcane rule. Employees use the principals to break the molds of past successes improving the organization. Sometimes people make mistakes, but in principle based organizations, leaders allow people to learn from errors, reorient themselves, and continue on the path to success. Guiding principles establish boundaries, not specific routes, for people to travel to achieve successful outcomes.

In the example at the beginning of this post, Bill probably violated several rules in his organization. Jill elected to call out Bill for violating a principle instead. According to Robert McDonald, Secretary of Veterans Affairs, “A rules-based organization is a safe place to work…because as long as you follow the rules, you’re never going to be criticized. You go to the General Counsel for each opinion, so you never have to take any personal risk.”1   boundry-jesse_loughborough Rules tell each employee what to do and what not to do in a given situation. The problem with rules is no organization can write a rule for every situation, and organizations like the VA have tried. Often rules conflict in a given situation. When faced with a situation not covered by a rule, or one where the rules provide conflicting guidance, people have to make decisions. That is why guiding principles are necessary.

Guiding principals, sometimes called values, are a short list of ideas that establish behaviors for employees to accomplish the organizational mission regardless of the situation. In some organizations, they establish their guiding principals a single words like, duty, honor, country. Others may use short phrases like, get to yes, respect all stake holders, continually improve. Organizational leaders boil down ideas until only those most important remain. An area cannot be established with less than three points. More than seven and people will not remember the principals; the area is too large.

The following morning Bill and his team leader Jane were waiting outside Jill’s office when she arrived. After being invited into her office, Bill explained to Jill that he and Jane spent the afternoon reviewing his sales pitches. They discussed some small improvements he could make to be more effective. Jane told Jill that she would check in with Bill a couple times in the next week to review his progress and make additional refinements to help him get to yes. Bill said, “I’ve learned the importance of seeking help when I need it to deal with frustrations.” Jill smiled. Bill’s outburst helped her develop Jane’s leadership skills and Bill’s sales skills. Had she just reprimanded Bill for disturbing other sales representatives, neither Bill nor Jane would have grown.

Leaders who use guiding principals establish markers to follow allowing freedom of choice cairns-sean_munson.jpginstead of rules that fence in options. Guiding Principals develop effective organizations. They create a climate for employees and junior leaders to safely take risks within established areas. Leaders use mistakes as learning opportunities for the employee and others. Employees respond to increased trust by finding improved ways to accomplish the organization’s mission. All stakeholders receive the results they expected. By using guiding principals, people find their own route to success within establish boundaries. Now is a great time to review your organization’s principals and determine how you can improve them for increased success in the coming year.


Footnote


Photo credits

Cubical: Drew from Zhrodague from Flickr.com

Fence: Jesse Loughborough from Flickr.com

Cairns:  Sean Munson from Flicker.com

All used under Creative Commons Licenses.

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Overcoming Hurdles to Change

I recently listed 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 you want to changed behaviors based on what you train, you need to issue a call to action to the participants. When students leave, they need to know what to do, the excitement to change, and ways to find help when they run into road blocks.

hurdle.melinda.huntlyIn 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 the phone number to the box office of a show they reviewed. The reader know how they could 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 hit 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 provided so the student understands help really is there.

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 after the training ends. When you do, change will happen.

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Photo credit: Melinda Huntley, flikr.com  https://www.flickr.com/photos/piratepix2/4540203839/in/photolist-7VcJqx-GY8o3-8hDo4J-z3Akfw-7Laq5N-7VfYnb-84VQLx-eonsYx-bER96W-rkfoWv-9HcTG2-fEQaXu-4gXG8H-aoi8Ah-fdTQxU-82taWc-dgMHan-bmHArb-bzCtcn-6SH1c9-dAxF2t-9MMqtH-dAxEk4-bTKTPZ-rhcUEV-m5EDBX-xmhWs9-84VWcY-8hDfW9-H9y4B-8hDpi3-dAxExk-8hA7mV-8dTP4e-dAxEqM-r3PBRy-r3NJrC-rkfqt8-rkfpsF-8hA6ZV-82LnjE-my6DVw-eefeA1-6EPXjR-2AwKvD-rtAXvb-7Aw3ZS-ie4JrZ-7Aw4sU-pyEHWJ