What Is Your Why?
Why do we do what we do?
This is a question that is often asked of classroom teachers. I disagree with the motivation behind what we do being something we deliberately overlook. In every career, it is important to understand YOUR why.
We can all say what we do, we can teach someone how we do it. But the why is always unique. Yes, we all want to make a living, so of course that is a “why” behind what we do. That only scratches the surface of who we are to our companies and who we are to our customers and who we are to our coworkers. What is your why?
This is a question I can’t answer for you. I can only answer what my own why is. It’s a pretty simple answer, really. YOU are my why. Even though our format is one of online learning now, my days of classroom teaching still drive what we do here at Learning Without Scars. Contributing to someone’s improvement and understanding is the reason I do what I do. Every student, every manager, every individual who comes through our virtual doors is a student. Helping students to succeed is the best why of all.
I encourage you to take a look around today as you are at work. Pay attention to your interactions and your processes throughout the day. I challenge you to answer the question: what is YOUR why?
The time is now.
It’s All About the People
Recently I came across this in Material Handling Wholesaler. It is well worth reading and talks to elements of the management job that we feel are critical for successful businesses.
7 Steps to Turn Employee Potential into Performance
Imagine on Monday, you discover that your meticulous, rule-following accountant and creative, eccentric marketing person have switched positions. How’s this likely to work out? In truth, some variation of this misalignment is common in most organizations.
The Waybeloe Potential Corporation was operating at the break-even point for the past five years. The CEO, Harvey Waybeloe was frustrated. Another CEO told him about an employee-alignment process that was delivering amazing results for other companies. Out of desperation he decided to try it. Within two years, profits increased from break-even to $3.2 mm! The fix? Putting the right people in the right seats!
Most business leaders say that 80% of the work is done by only 20% of the workforce. This 20% are the top performers. They usually produce 3-4 times more than the others. The main reason is due to job alignment rather than attitude or drive. Here’s evidence: It’s common for top performers to be moved or promoted and then become poor performers. Likewise, many poor performers become top performers when moved to appropriate roles. Bottom line: everyone can be a top or poor performer depending on how well the work aligns with their innate characteristics.
How do you deliberately create an organization where people’s work is aligned with their innate characteristics (abilities)? Here’s an overview of a proven process that was used above.
1. Shift your mindset from focusing on skills, experience, and education to innate characteristics first
It’s common for people who are “great on paper” to get hired and become poor performers. In that same vein, many top performers started off lacking in the “required” skills experience and education. When people’s work aligns with their innate characteristics, they can utilize their natural abilities and unleash their passion for their work. Also, the best training and management will not turn poorly aligned employees into top performers.
2. Select the right assessment tool
Many organizations use personality assessments in the hope of gaining more objective information about people to set them up for success. However, the results are usually disappointing due to four inherent pitfalls:
• What you think of as personality is mostly surface-level, observable behaviors; not what’s underneath, driving these behaviors. The drivers of behavior are more accurate, predictive, and stable.
• Assessment-takers usually provide different answers based on which of the following they consider: how they actually see themselves, how they believe others see them, and how they want to see themselves.
• Assessment-takers use a specific context or situation to answer the questions. For example, answers to questions related to “extroversion” (sociability and talkativeness) may vary depending on context differences: small vs. large groups, familiar vs. unfamiliar people, level of interest in the topic of conversation, etc.
• If an assessment is used for a job application, the applicant often has an opinion on what traits the employer is looking for and skews the answers accordingly.
• What’s a better option? Select an assessment that delves beneath the personality into what is more core or innate with people. This eliminates the biases of personality assessments and provides more valid and reliable data.
3. Establish trust with the employees
Inform the employees about the company’s commitment to align their work with their natural gifts. Don’t hide things or surprise people. People want to do work they’re good at and enjoy.
4. Develop an understanding of the innate characteristics being measured
Before you can align people’s innate characteristics with their work, it’s essential to understand what these characteristics mean. In other words, how each one impacts the way people think and behave. Now you have the basis to identify which characteristics are needed for different types of positions within your organization
5. Develop clarity on the job duty break-down
It’s important to know what people will do on a day to day basis in each job. The hiring team (direct manager and others with a major stake in position success) meets to gain clarity on the percentage of time spent performing each job responsibility. Group together duties that are very similar in nature (family of duties). Estimate the percentage of time spent working on each job duty family.
6. Determine which innate characteristics are critical and where they need to measure
The hiring team determines which innate characteristic is critical for each job duty family. They also agree on the desired range for each characteristic. For example, on a 1-10 scale the range for creative thinking should be between 7-9. Now you can develop an optimal range for each critical characteristic.
7. Administer assessment & align employees with job functions
Assess both current employees and potential new hires and compare to the desired ranges. Take the appropriate action based on how strong the level of alignment is. Top performers almost always fit into desired ranges for each critical innate characteristic. If this is not the case, you need to adjust your desired ranges based on the data. Here’s more information on aligning employees:
• When current employees don’t align with their jobs evaluate other positions within the company that do align well.
• Openly discuss available options with employees who are misaligned. Develop a plan to shift roles or tweak job descriptions when this is feasible. Frequently, there are other employees who’d be thrilled to trade positions or some duties that better match with their own innate characteristics.
• For applicants applying to open positions, only interview the people who align well with the desired innate characteristics. When you interview people who don’t align, you may be tempted to discount the assessment results. This rarely ends well.
In the end, the most important job of management is to maximize the ROI of its workforce. Peter Drucker said “The task of a manager is to make people’s strengths effective and their weaknesses irrelevant. The most important thing you can ever do as a leader is to put people in a position to excel rather than get by or fail. How are you doing in your most important task?
About the Author:
Brad Wolff specializes in workforce and personal optimization. He’s a speaker and author of, People Problems? How to Create People Solutions for a Competitive Advantage. As the managing partner for Atlanta-based PeopleMax, Brad specializes in helping companies maximize the potential and results of their people to make more money with less stress. His passion is empowering people to create the business success they desire, in a deep and lasting way. For more information on Brad Wolff, please visit:
The time is now.
So, what are we doing?
When we looked at our mission in the internet-based learning business we had to face a series of questions:
To whom will we be providing our learning products?
How will we be able to reach the student base?
How will we measure our ability to provide learning to the student base?
What will be the learning objectives for each of our programs?
How important will our learning business become to the employers?
These questions, and many more, caused us some serious reflection time.
We had come from a classroom setting with Quest, Learning Centers. We offered traditional training in two, and three day, programs. We were focused on the management and supervision at equipment dealerships. We had started providing this training in the early 1990’s when most of the OEM’s (Original Equipment Manufacturers) stopped providing their dealers with their own management training classes. They stopped providing this training due to costs. We decided we enter this market and satisfy what was still an important need; training managers and supervisors in parts and service to improve their performance for them personally and for their dealerships.
We created a lot of content. Each of our classes covered 15 hours in the classroom and we provided a “text” book each of which were approximately 250 pages. We had nine such text books and offered nine different classes. In the more than twenty years that we did the classroom training we covered North America, Europe, Asia, South America, Russia and the Middle East. We had several thousand people taking classes.
Then dealer needs for training evolved. There were different vehicles that management wanted to try to reduce the costs of training. Along came the webinar. As a teacher I wasn’t very excited about teaching online via a power point with me talking to a group of people who were looking at my screen and hearing my voice. I had no idea if they were “getting it” or perhaps they were doing other things at the same time. However, one of the things it did do is that if forced us to develop products that had a shorter duration. We developed webinars that were designed for 45 to 60 minutes in length.
At last we arrive at the place where we were confronting what the future of learning was going to look like. I wasn’t that interested in travelling all over the world to teach in classrooms and webinars didn’t strike as a good vehicle from which to teach people.
• We chose the internet as the delivery system.
• We chose slide shows, audio tracks and film clips as the vehicle.
• We chose pre-tests, final assessments, and opinion surveys as measurement.
• We chose “badges” as our “certification measurement tool.”
The goal was to keep the cost down and employee learning time investment at the lowest level possible. Then, based on customer input, we determined that the learning programs should be job function related not management and supervision related.
We have plans to be offering 117 two-hour Learning On Demand (LOD) classes, then there are 25 job function programs we call Planning Specific Program (PSP) classes. Each of these programs covers four two-hour classes, and we also have leadership classes we call Planned Learning Programs (PLP). Each of these programs covers ten two-hour classes. We will introduce our Virtual Classroom (VCR) programs in 2019. These classes are for fast track employees and consist of five classes requiring ten hours of learning.
We are redesigning the LOD’s to break the two-hour class into three sections, each section will be about 30 minutes ending with an essay question. We are introducing this in 2019 with our third-year programs, The Final Staging, within the PLP’s then we will redo each of the programs for the Building Blocks and finally The Framework.
We have also changed our reporting to the clients. Each month we send out a progress report to each dealer showing each student and four or five steps or progress. Program Progress, Pretest Results, Final Assessments, Surveys, and Certificates. This allows the students and their employer to track the progress of the individual learning path. We are sincerely interested in providing each student with an employee development program.
We are finalizing our badge structure which we will introduce to you in a later blog.
The Time is Now.
Attracting and Retaining Employees
On January 25th 2016 we published the first blog called Memorable Moments. It dealt with my early years and life. It stopped with the line “That was the beginning of the end.” And it was also the end of the beginning of my life.
Hewitt Equipment provided me with a tremendous opportunity. I was hired on a twelve-month contract. My mission was to find and fix what they felt was a problem with the computer system application in use to manage parts inventories. When I found the fix and got it implemented my job was completed unless we both agreed that I should stay.
This was the point at which I was given a gift of learning. A senior partner from Urwick Currie, his name was David Steele, was tasked with teaching me everything I needed to know about inventory management and business systems to manage parts inventories. He spent one day a week, all day, with me and only me. How many people are given that type of opportunity? I received this opportunity because of my university programs majoring in Mathematics and Physics, with minors in Statistics and Computer Science. In the early days of computer applications mathematics was heavily involved. For instance, there was no square root operator in the computer systems at that time. In using Machine Language, COBOL or FORTRAN programming languages, you had to develop a mathematical model to calculate a square root. Without totally boring you there was an error in the formulas used. The number “10” was put into the program instead of “1.” This meant that the Order Quantity for each part put on a stock order was too high by a factor of about 3.17.
I also was given an opportunity to go to Caterpillar in Peoria and meet with the Parts Management (Bob Kirk) and some of the founders of Dealer Data Processing (Larry Noe). We were going to build an interactive model to simulate our parts business under variable order point and order quantity conditions. Both of these men were extremely talented in their fields and took the time to deal with me even though I was only 22. I am told by coworkers at the time that I was a very impatient pushy person. That clearly is a description with which I will disagree. I mention this because of the view that the leadership and team members have about millennials and the younger workers in the Industry. I don’t think they are any different than I was at the same age.
That first six months left me with a hunger for more. I was a new hire. I was given a specific mission, a project if you will. It had clarity, a very clear objective and time line. I was given specialized training, by the consulting firm and Caterpillar experts. I was given a free hand. I had to make a presentation to the executive and make my case and get the changes I wanted to get made approved. I felt that I had a purpose and an important task.
How do we go about attracting and retaining these new employees? These younger workers? They are our future. I think we better figure out what we are going to do and how to get this plan implemented. Don’t you?
The Time is NOW.
The Why and the How.
The transition to team management, while still encouraging personal curiosity and initiative, continues to struggle as the usual leadership doesn’t know how to encourage risk taking without contradicting the work of the team. The true story of the ages is that people will take risks when they have less to lose and be risk averse when they have a lot to lose. In his book Leaders Eat Last, Simon Sinek, talks about the “Circle of Safety.” Within this circle we can say what we want about what we want, as long as it doesn’t get personal, without fear of exposure or consequences.
The German Philosopher Friedrich Nietzsche said “He who has a ‘why’ to life can bear almost any ‘how.’” That is a very powerful statement to me. So, we are confronted with a conundrum: How to encourage individual participation inside a team while at the same time maintaining the health of the team. All of our operational and process challenges exist because we have been rather timid over the past years to tackle changes necessary in a meaningful manner.
We have to have each of our teams understand the rules. Each team member has to understand their responsibilities and job functions. They have to know what has to be done and how to do it. The primary working rules from Lou Holtz, the one-time coach of the Notre Dame football team, are very simple and very clear. Do your best. Do what is right. Honor the Golden Rule.
This about the team goals having supremacy to individual goals. Team success ahead of selfishness. The role of the leaders is to provide protection, cover, to the employees working on their team. The individual team members will have more confidence in doing what is right when they feel trusted by their leaders. And that is a winning position to be in.
The Time is NOW.
Badges, the Computer, and College Everywhere
Last week, we left off with Patrick Suppes and his realization that students learning online were receiving modestly better results than those in the traditional classroom. This week, we continue with his journey and conclude our discussion.
In 1972 Suppes taught a class on the Introduction to Logic. He created a wholly automated computerized version of the class. He introduced the class on the first day and from that point forward he did not attend any lectures. The students did all their learning in the educational laboratory. Then he computerized his Axiomatic Set Theory course.
This created the important concept in learning science of “transfer” which is the process which people apply patterns and concepts learning in one context to another. Strengthening transfer is the goal of all good education programs.
The next step in this process brings us to Sebastien Thrun. His specialty is Artificial Intelligence. Carnegie Mellon hired Thrun as a professor in 1995 where he also worked on how computer science, statistics and machines interact. In 2003 Stanford hired him back as head of the Artificial Intelligence Laboratory. IN 2005 the pentagon’s Advanced Research Projects Agency held a contest to see who could build a car that used AI to drive itself across treacherous desert terrain. Thrun was part of the team that build the winning Volkswagen SUV. Google hired him to work in its research laboratory while he continued to teach as a tenured professor at Sanford. In 2011 he was viewed as a rock star in Silicon Valley. He gave a TED talk describing how he and his colleagues had built the self-driving car. Afterward Thrun watched an energetic former hedge fund analyst named Salman Khan. Kahn was the creator of the Kahn Academy, famous for instructional videos for elementary and high school students. Thrun thought the same could be done for college.
Thrun worked with Peter Norvig who was Google research director and they created a graduate course called CS221: Introduction to Artificial Intelligence: principles and Techniques. The course consisted of lectures and reading assignments and problems to solve followed by exams to certify what was learned. They put the videos and problems sets and emailed them to members of the global AI community to let them know that anyone could take the course for free. Within two weeks there were 58,000 people signed up for the class. This was when the administration caught wind of what was going on. Then the lawyers got involved. However, a New York Times reported heard about what was happening and wrote a story about the course. Enrollment quickly reached six figures and continued to rise. This was the beginning of the education revolution.
Thrun didn’t start any of this. There were others already doing many of the same things. Notably two professors at the university of Manitoba named George Siemens and Stephen Downes. What Thrun had done was call it a “course.” There were no caveats assigned to it. It was a course. He soon found out that his Stanford students started to take the class like everyone else and they got better grades than when they attended live lectures. BUT Stanford was disrupting the one thing about Stanford that mattered above all else; its name. Thrun gave the students a test to certify what they had learned and that is when Stanford stepped in. Thrun was giving away something for free for which Stanford charged $50,000 a year. The compromise was that Thrun could not issue college credits he could only issue a “Statement of Accomplishment.”
When the university said no to credits Thrun finished out his course and walked away. Then he started Udacity. Another start up aiming at University education online is Coursera. And there will be many more.
The problem is the recognition and the certification. That is why we are working with IACET: the International Association of Continuing Education and Training to obtain certification. This will allow our students to earn CEUs which translate into college credits.
Then Socrates will issue badges along with a “Certificate of Completion.” The badges will represent specific areas of learning: selling, operations, finance and leadership.
The Time is NOW.
Badges and Socrates Continued: A Look at the Big Picture
Last week, we took a look at the price tag attached to formal university education, and the reality of the “brand” driving the costs.
Now we turn to Mark Kamlet, the Carnegie Mellon University in Pittsburgh, PA. He talks about the changes in the school such that the Arts and Science coexist. As he says “Carnegie Mellon is focused on truth, beauty and what connects the two.” Scholars had been thinking very hard about two intellectual questions which will define the age. “The nature of human cognition and the uses of information technology.” This is how computers and the internet are affecting the thought patterns of humankind. This led to studies on neuroscience. People learn differently according to their brain patterns. We have learned in the past two decades that “there are connections from the temporal lobe back to the parts of the brain that process and interpret new information, an unending loop.”
Carey tells us the story of Patrick Suppes. He was a lucky man. In 1930 a group of progressive education reformers came together in Washington, D.C. to talk about the nation’s High Schools. They found that the high school learning had become too rigid and narrow. To test their theories, they chose thirty schools across the nation. One was the Tulsa Senior and Junior High Schools. Patrick Suppes got a very high score. He enrolled in the University of Oklahoma which he found academically unchallenging and transferred to the University of Chicago where he received a BS in Meteorology. Next was the war and he was assigned a posting in the South Pacific where he was able to continue his studies. He returned after the war and obtained a PhD from Columbia before landing a teaching job at Stanford.
He got married and he and his wife had a girl. She entered Kindergarten in 1956 and her father became very interested in how children were learning mathematics. As time passed he threw himself into “learning science.” He became interested in how computers could help improve education.
In 1966 he published an article in Scientific American titled “The Uses of Computers in education.” He found that each student needed to be taught in an individualized way – each student needed a personal tutor. He said “the computer makes the individualization of instruction easier because it can be programmed to follow each student’s history or learning successes and failures and to use this past performance as a basis for selecting new problems and new concepts to which the student should be exposed to next.” He was learning that online education produced modestly better results than those receiving face-to-face instruction.
The world of education today is enabling us to learn from anywhere. The concept of higher education no longer needs to be reserved for those who can afford the time and tuition of education as a full-time pursuit.
We will continue with the last part of our discussion next week.
The time is now.
Badges, Socrates, and Education Today
The following comes from a book called The End of College by Kevin Carey which is background information for the internet-based learning environment.
One of the struggles in the changing world of education is the recognition of alternative methods of learning. In each of the traditional Universities and Colleges and Junior Colleges there is a degree. In the vocational or technical school setting there is a “journeyman” standard applied. With the internet-based learning programs none of these are available.
In the book Carey talks about the digital world and how the evidence of learning throughout an individuals’ life will be maintained. “People will control their personal educational identities instead of leaving that crucial information in the hands of organizations acting from selfish interests. To earn a “degree” you had to accumulate credit hours. As Carey says “The creators of the credit hour didn’t mean for it to measure how much students learned. The colleges used it that way anyway.”
Robert Hutchins, of the University of Chicago wrote, “the intellectual progress of the young is determined by the time they have been in attendance, the number of hours that have sat in classes, and the proportion of what they have been told that they can repeat on examinations given by the teachers who told it to them.” Hutchins also predicted that rapid rise in the cost of college and university. He said that the schools would start competing to attract students and would build all manner of facilities that had little to do with learning. He was very outspoken about how the schools operated. He said “You pay no attention to what you teach, indeed to what you investigate. You get great men for your faculty. Their mere presence on the campus inspires, stimulates and exalts. It matters not how inarticulate their teaching or how recondite their researches, they are, as the saying goes, an education in themselves.”
Stephen Joel Trachtenberg, who for a time was the President of George Washington University. He understood something crucial about the University. He understood that “people will pay extra money for the feeling associated with the name brand.”
I want to leave off here today, because there is a lot to digest. There’s a great deal more to come over these next weeks, as we take a close look at education and learning.
The time is NOW.
Reflections
We have written over the past three or four weeks about coaching and leadership. Perhaps it is time to reflect a bit on this.
It all starts with each of us wanting to do a good job. That comes from active and passive participation in the work that we do and the life that we live. Perhaps the work portion of our lives is the easier one. The life we live can be either very challenging or you become a victim of circumstances and you let those circumstances dominate your life. In other words, you give up on yourself. That goes to the Nike tag line “Just Do It.” Jimmy Valvano, when he was in the latter stages of his fight with cancer, gives us a better approach. “Never Give Up.” No matter what you face you can overcome it if you give it a good and honest fight. Learn more, train more, practice more, listen more, dream more, care more.
Eleanor Roosevelt is famous for her quote of “No one can make you feel inferior without your consent.” It always intrigues me as to why some people let that happen to them. Why is that?
Curiosity is another attribute that I believe is critical to our beings. We can learn through asking “why,” and children spend more than a year of their early lives doing nothing but ask that question. Quoting Ted Kennedy at the funeral of his brother Robert, “Some men see things as they are and say why. I dream things that never were and say why not.” This is something I believe we should take more to heart. Why do we do what we do? Why do we do things this way? How long have we done things this way? I came to an epiphany when I started studying change in a serious way. We are taught to resist change in every manner possible. From how we are parented with specific rules – don’t do that – to our schooling – this is how you do that – to our jobs – how we are taught to do our jobs. All of those lead us to be somewhat resistant to or suspicious of change. Japanese culture introduced me to Kaizen. Change everything you do, make it better or easier or more efficient, every day, if even just a tiny bit. That to me is a more reasonable approach to life.
Another aspect of leadership and coaching is that we must create followers before anything else will happen. That seems to be quite obvious but many of us fail at this when we start issuing mandates and “orders.” How many people will follow you because they want to if you are all about giving orders? Simon Sinek in his book “Leaders Eat Last” uses in the foreword a Lt General from the Marine Corps who describes meal time in the Marines. The enlisted men and served first and they eat first. Keep them happy and healthy and things will be alright.
I have a reading list on my consulting web site, www.rjslee.com, I call it the reading list for interested people. There are many wonderful books with incredibly meaningful suggestions and ideas to think about. Patrick Lenioni comes to mind with his books – The Three Signs of a Miserable Job and The Five Dysfunctions of a Team. Easy to read parables with incredibly helpful advice. There are many more books there to enjoy and learn from for interested people. There are also over twenty years of monthly columns, from Industry publications, on the parts and service and product support sales and marketing subjects.
However, in each of my classroom sessions I always ask how many have read a business book that will help them with their jobs. In the last month or quarter. Sadly, not many hands go up.
Another thing that I like to do at each class is to ask some questions. That is the Socratic method to teaching.
What is the definition of Ignorance?
What is the definition of Stupidity?
What is the definition of Insanity?
This causes some difficulty for the room. Ignorance is not knowing what to do. Stupidity is knowing what to do and not doing it. Insanity is continuing to do with you have always done expecting different results. I then tell them that at the end of the class they will no long be ignorant because they will know what to do. I leave them with the last two choices – Stupidity or Insanity. No one in the room is insane so in truth I am challenging them to take advantage of what they have learned and do something with it. If they don’t, well, that is plain stupid, isn’t it?
The Time is NOW.