“here, let me show you” (leading by example)

(part of the Total Quality Leadership (TQL) series)

How an organization achieves world class quality excellence depends on its leaders within the organization, at all levels of the organization.  Whether your organization has just started its quality journey with ISO certification or are ready to apply for the world renowned Deming award, the critical success factor to world class quality excellence…it’s all in the leadership!

Leadership skills that make an environment successful are the same skills that we learned when we were little.  Today, a coaching skill, leading by example.

It's not that the young ones can't do something.  They just need to be shown.  We demonstrate, step by step, how to put things together and they follow our lead.  We make it easy for them.  We relieve the stress they may have.  We show them how to do it right.  Once they learn, they go to the next level.  They experiment.  They do better than we can.  They now show us.

“You cannot create experience, you must undergo it.”  Albert Camus, French Novelist

The new CBS television show “Bosses” is one I enjoy because it represents leadership at its best.  It answers the question of how decisions made in the corporate office impacts those who have to perform the actual implementation of those decisions. 

Prior to consulting on topics I am not 100% familiar with, I spend time beforehand to familiarize myself with the workflows of the environment.  The two pictures are ones taken at the International Bridges in El Paso, Texas.  The picture on the left is a walk-over bridge for pedestrians, the one below, a drive-over for vehicles.  The time I spent following-by-example gave me a much better perspective on the associates' working environment on the bridge. 

A checklist for instructions includes the following:

1.  Find out what each employee knows (don’t make assumptions).  I found the associates to be well-versed.  They had to determine the crossing charge in both US change or dollars and Mexican Pesos.  I barely kept up as people walked or drove by and, many times, tossed in their change.

2.   Demonstrate whenever possible.  I took over for 5 minutes at a time and my head was reeling with the exchange I had to make between both country’s monies.

3.   Encourage questions.  I have always been one to drive my teachers crazy with questions.  As a (Dr.) Deming disciple, the "5 whys" comes naturally to me.  There are no stupid questions!

4.   Explain purpose of job.  Both associates were well-informed tutors.  I was able to tailor my course to the department with the knowledge they had taught me. 

5.   Follow up.  Their thirst for additional learning encouraged the manager and director to provide more team based education.  Procedures were tweaked to meet their respective needs.

6.   Recognize accomplishment.  Writing a column in the City’s online newsletter lets everyone know your Department news.  Everyone likes to see their name in print (and it’s zerO cost)!

My hands-on experience with the associates facilitated tailoring the team-based class to the needs of the department. Sometimes taking the lead means you have to follow first. 

“what a good boy/girl!” (praise phrases)

(part of the Total Quality Leadership (TQL) series)

How an organization achieves world class quality excellence depends on its leaders within the organization, at all levels of the organization.  Whether your organization has just started its quality journey with ISO certification or are ready to apply for the world renowned Deming award, the critical success factor to world class quality excellence…it’s all in the leadership!

Leadership skills that make an environment successful are the same skills that we learned when we were little.  Today, praise phrases.

My June 27th blog addressed low self-esteem and the behavior we learn based on our environment as a child.  Titled To belittle is to be little; it addresses the behavior change needed in the 21st century.  Praise is a skill we give to children when they do something well or they've tried very hard to do well.  Your approval motivates them to continue to keep on trying.  Praise makes children proud. They want to do more and to do it better.

I have yet to be bored by someone paying me a compliment.  Psychology professor, Otto Van Isch

Praise defined:  words that express approval or admiration, e.g. for somebody’s achievements.  Praise is a zerO cost motivating solution. One of the 6 critical factors for successful coaches in a team based environment is praise.  A great coach gives positive feedback to motivate his players.  A great coach:

1. looks for opportunities to commend people publicly
2. rewards Outstanding Achievement
3. finds ways to recognize achievers in a public way
4. is consistent
5. looks for opportunities to praise people for their work (ref:  praise exercise below)

 F  exercise:  Develop Your “Praise” Phrases

Praise is a skill 21^st century leaders must acquire.  Brainstorm phrases you can use on / with your associates.  If it’s difficult, start with simple two word phrases:  good job, great job, add any positive adjective for the word job; atta boy, well done. Create a list of 20.  Use one every day. 

Praise is one of the most powerful methods of letting employees know they make a difference.  Praise is the opportunity to reward as soon as possible to the action, at zerO cost.  One of Dr. Deming’s people philosophies:  Every organization has undiscovered “gems” waiting to be discovered.  Two words are worth discovering those “gems”.

“I knew you could do it” (motivation)

(part of the Total Quality Leadership (TQL) series)

How an organization achieves world class quality excellence depends on its leaders within the organization, at all levels of the organization.  Whether your organization has just started its quality journey with ISO certification or are ready to apply for the world renowned Deming award, the critical success factor to world class quality excellence…it’s all in the leadership!

The leadership skills that make an environment successful are the same skills that we learned when we were young.  Today, motivation.

When teaching a child to walk, we take both of their hands, stand behind them, and help them take one step at a time.  One step at a time - the learning experience.  Practicing daily.  One day we let go of one hand and the child takes wobbly steps but knows and feels the steady hand of the parent.  One day, the child takes his first steps alone.  They may fall but it's a new experience and the squeals from the delight of the  parents motivates the child to get up and try again.  One day, the child is walking all by themself (and we are now following behind them to make sure they stay out of harm's way).  Each child learns at their own pace.

Coaching associates is how we lead in a team based environment.  We appraise each associate, determine their strengths and weaknesses, and motivate them accordingly.  •To motivate means I have to know what’s important to you; to know that means I have to listen to you; to do that means I have to talk to you: I have to tell you my requirements so that you can tell me yours.

The best coaches understand that different things motivate different people at different times of their lives.   What motivated me twenty years ago has changed.  My "bucket list" has been a factor for that change.  Time has been a factor. 

As coaches we introduce change, explain the change, document the change and parrot the reason for the change until all associates understand the change and can action it themselves.  Some will stumble and others will run with it immediately.  Eventually, one step at a time, the entire team will move to the continuous improvement phase.  The circle will start again - introduce, explain, document and parrot.  Positive reinforcement ('I knew you could do it') will encourage the team to keep moving forward and remind them (and yourself) "experience is the fruit from the tree of errors". 

What three things motivate you in your personal life; in your professional life?

"it wasn't me, it was...!" (conflict resolution)

(part of the Total Quality Leadership (TQL) series)

How an organization achieves world class quality excellence depends on its leaders within the organization, at all levels of the organization.  Whether your organization has just started its quality journey with ISO certification or are ready to apply for the world renowned Deming award, the critical success factor to world class quality excellence…it’s all in the leadership!

Leadership skills that make an environment successful are the same skills that we learned when we were little.  Today's skill, conflict resolution.

When children disagree, we make sure the shouting and the yelling don't get too out of hand. Name calling indicates the disagreement has gotten to the point where there is no point.  Physical hands-on each other is a definite no-no (I know this is different for parents who use the ole "go out there and kick his butt" attitude but I think we have grown enough bullies, boys and girls, with that type of stance.  just my opinion)  Our responsibility as adults is to teach children how to argue.  There is a time to allow venting (letting each state their side), then there is a time to say "stop" and move them to resolution.  They cannot hear each other if both are speaking at the same time (or yelling and screaming).  Name-calling is not a solution, it says "the real problem [I have with you] is over 'cause I don't have any more to back up my side."  An initial solution today is to call a time out. The purpose is to give both time to think about their (poor) behavior, return, apologize, and calmly discuss the problem (hopefully) to resolution.  All is good with the world (for at least 30 minutes). 

A simple swat to the head with a large club was our cave-dwelling forefathers’ method of conflict management.  Debate, alternative solutions, creative ideas, and change are the differences in people that can also breed (positive) conflict.

Cognitive Conflicts are helpful conflicts.  The focus is on issue alternatives, advantages, disadvantages, cost-benefit analysis, and opportunity costs.  They clarify the issues and result in better decisions.  Members have a high commitment to the decisions made.  Properly managed conflict yields Constructive outcomes

·       Introduction of new approaches or solutions

·       Prevelent problems are brought out in the open

·       Thoughts and feelings are clarified

·       Interest and creativity are stimulated

·       Personal capabilities are stretched

Affective Conflicts are more personal conflicts.  They focus on members, accuse each other of selfish motives, argue for self-serving alternatives, finger-pointing, lobby each other, blame the other side, and second-guess previous decisions.  They can tear a team apart.  The result is a weak or ineffective decision with little or no commitment to implementation.  Unmanaged conflict yields Destructive outcomes.   

•         It breeds a climate of distrust and suspicion

•       There is resistance to teamwork

•       People leave the situation because of the turmoil

The selection below is one I found on the children's mini-page of our local newspaper. It is a test to evaluate conflict management skills 001.  How well will you do?







 

Leading From Behind - Team Based Management !

“Leading from behind" is a management style born from the genesis of team-based, learning organizations. The ship’s captain is the last one off the ship when problems abound, the shepherd is behind the flock guiding them, and the generals are not the ones on the front lines.  In former South African President Nelson Mandela’s autobiography, he references the shepherd and his flock. In his story he relates, “a shepherd walks behind his flock, making sure they all stay together and keeps them moving in the right direction”.

The pyramid as we baby boomers knew it – management on top and associates on the bottom - flipped in the mid-1990s. As the philosophy of “team based environment” grew, so did the understanding that the original bottom of the pyramid, the workers, were actually the ones who generated the dollars. The logic is simple and is in response to this business analogy – “If management did not come into work today, would the organization still run?” respond.  “If the associates did not come into work today, would the place still run?  respond.

The new pyramid reflects the value of the associates in the organization (they are, after all, our greatest assets). Our responsibility is to ensure we provide our management and associate staffs the tools they need to perform their job responsibilities.  Building excellence into every aspect of the company by focusing on creating a workplace that encourages EVERYONE to contribute is the primary component of World Class Environments.  Coaching and team building are the fundamentals of the lead-from-behind philosophy. 

Coaching High Performance Work Teams

Coaching is defined as education, lessons, instruction, training, or schooling.  Coaches instill fundamentals. Coaches build teamwork (“we are only as strong as our weakest link”). Coaches evaluate and adjust (H we are not all alike). Coaches reinforce and motivate. Coaches help every team member see how each of them is important to the team’s success. Coaches help find out which specific skills the organization values, and why (micro-education eliminates micro-managing). Coaches encourage staffs to take risks by building a supportive environment that lets them learn from failures (“experience is the fruit from the tree of errors”). Managers who see themselves as coaches tend to see their employees as individuals of innate talent and worth.

 

Today’s success in any organization large or small is its people. Empowering employees to make their own decisions based on sound educational judgment is imperative for survival (“give a man a fish and you feed him for a day; teach a man HOW to fish and you feed him for life”). Top-level managers recognize a team-based environment is a benefit (the key) to their organization and their bottom line cost savings.  Once you’ve coached your team and taught them the skills to achieve, get out of the way and lead from behind.

"do you want this one or this one?" (Decision-making)

(part of the Total Quality Leadership Skills series)

How an organization achieves world class quality excellence depends on its leaders within the organization, at all levels of the organization.  Whether your organization has just started its quality journey with ISO certification or are ready to apply for the world renowned Deming award, the critical success factor to world class quality excellence…it’s all in the leadership!

It is my (proven) belief that the leadership skills that make an environment successful are the same skills that we learned when we were little and playing in the sandbox.  The sandbox skill I want to talk about today is decision making.

                      

                    

“Which of the two sets do you want?” The choice might be based on a favorite color. The choice might be to pick the orange shovel from one set but the red pail from the other.  As a child, decisions are limited. “Which clothes do want to wear?” “Which toys do you want to take?” “Which sandwich do you feel like eating?” Parents are there to make sure children make the right decisions.  They may have a firm “no” in response or they may try and cajole the child into picking something else. Parent’s responsibility is to tell them the end result of their decisions. Unless the choice is detrimental to the child, letting them make up their own minds is fun for them. It makes them feel grown-up and teaches them life-long learning skills. They face few consequences because parents are their safeguards.

The greatest power that a person possesses is the power to choose.

As adults, decision-making carries the weight of making the RIGHT choice. Following are the decision-making steps needed to make the right choice:

(1.) Start the decision-making by identifying your wants and needs;

(2.) Rank each;

(3) Gather all the information necessary to make a decision. Explore alternatives, consequences, advantages, and disadvantages. Be objective, not emotional:

(4) Establish how much of a risk you are willing to take. Then, consider these strategies

 (a) choose the safest alternative - the one that can’t fail,

 (b) select the one with the best odds for success,

 (c) pick the option with the most desirable outcome - despite the risk

(5) Eliminate any option that might present a loss you won’t be able to live with – despite high odds for its success; and finally,

(6) Picture how you would deal with negative consequences.

The following is an example of a decision-making process to answer the question:  when to get gas:

The act of choice is the high point of the decision-making process. The more we investigate up front, the better our choice The choice itself is the conclusion of the process.  Once made, decisions will trigger: (a) action, (b) movement, or (c) change. It’s wise to remember, adults do face the consequences of  their decisions and, most of the times, there are no safeguards.  (OMG, I ran out of gas!)

Leadership Negotiation Skills Learned in Middle School

                                                  
                                                  "If you behave …”     (Negotiation)



Classroom Behavior Agreement



To the left, you see a working agreement developed by middle school 7th graders.  At the start of the first day, the homeroom teacher led her 25 7th graders through, what we call in the business world of team, defining a working agreement.  She explained to them this year one of the school’s goals was to eliminate bullying.  She shared with them they were going to go through an exercise of writing down the rules of good behavior for the class.

There were several “bullies” in the class (although they were not pointed out) and it took a while to get them on board with the process. They were split up on all the teams. Once the students got to the "Positives” (what would they gain), they started coming around.  The "Consequences" clinched it.  Once you know what the consequences are then it becomes your decision on whether to follow the rules or not.  At 12 and 13 years old, they more than understood that.  The other area of opportunity that came up during the long discussions was many of the students did not recognize their (poor) behavior.  It wasn’t something that was actioned at home.  If they did something wrong, they received the back of someone’s hand and that was the end of that.  By the end of the class exercise, every student agreed with the list.

Since this was their agreement, one they had created, not the teacher, the commitment was there. When the teacher asked for a show of hands, every student raised their hand in agreement. The Agreement hangs on the wall, visible as soon as you walk in the door (the parents read it when they came in for their parent-teacher introduction).  It serves as a constant reminder (their promise) on manners, courtesy and respect for each other.

  



 

Team Working Agreement (behavior)



The statements above are part of the agreement created with and by a city's department associates.  I took them through the same exercise as the students.  There was a dysfuntionality with the team.  Some had been there for more than 20 years, others just came on board.  The multi-generational gap was great.  The objective was to get them to move to a positive mind-set before addressing anything else.

First, the participants in this workshop broke into groups.  Each had 30 minutes to brainstorm the response to:  "When people see our team, they will see a team that .......". 

After 30 minutes, each team presented their comments.  It was glaring - they were very similar.  Another 30 minutes was spent negotiating the sequence of each statement as well as the wording.

The team working agreement above is an example of the top 10 behaviors in team courtesy, manners, and respect.  The agreement was distributed to all attendees as well as those in other sections of the department.  Not one person disagreed with the list.  A copy hangs in each work place whether cubicle, inside a city vehicle, or office.  It acts as a reminder of (a negotiated) list of appropriate behavior.

Negotiation is defined as resolving disagreements through discussion and compromise (the word compromise is a good thing).  Both team agreements were successful because each was negotiated between those it directly affects.  The desire to make it work increased because it was their (the students, the city team) words, their rules of conduct.  They wanted to be held accountable for its (their) success.

It has been a year since the agreements were placed into action.  Both agreements are used as an introduction for the new members to the class / team.  Both groups continue to achieve their goal and both are happier (and hence more productive) because of it.  In the business world we call it a win-win negotiation strategy.

 



“this is the last time I'm gonna to tell you!“ (listening)

 (part of the Total Quality Leadership (TQL) Skills series)

How an organization achieves world class quality excellence depends on its leaders within the organization, at all levels of the organization.  Whether your organization has just started its quality journey with ISO certification or are ready to apply for the world renowned Deming award, the critical success factor to world class quality excellence…it’s all in the leadership!

It is my (proven) belief that the leadership skills that make an environment successful are the same skills that we learned when we were little and playing in the sandbox.  The next sandbox skill I want to talk about is listening.

So you ever get the feeling you’d be further ahead if you were talking to a wall?  Children listen for things that impact them positively. 

“Vegetables are good for you”…tuned out!  “I have candy”...tuned in!

Adults are the same:

“Take out the garbage”…tuned out!  “The (insert any sports here) game’s on”…tuned in!

“Is dinner ready?”…tuned out!  “Let’s go out to dinner”…tuned in!

It’s human nature.  If something interests you, you’re listening skills are piqued!  If you don’t particularly care, you’re listening skills are off.

Selective listening is tuning out to anything you don’t agree with or do not want to address.  I share this story as an introduction

A mother is on the phone chatting with a friend.  Her son runs in (as children always do when you are on the phone.  They just have that instinct) and yells, “Mommy, mommy!” Mom assumes it’s the usual nothing, shushes him and asks him “can’t you see I’m on the phone?”.  He does this several more times, finally in an the exasperated tone adds, ”but Mo-o-o-o-m, there’s a fire.” She continues to talk on the phone, ignoring him.  Ten minutes later, as they are standing outside on their sidewalk and looking at the embers of what is left of the house, the child looks up at his mother and quietly says,  “I tried to tell you.”

We assume because we know someone, we know what they are going to say.  We shut them out and don’t hear them.

Leaders need active listening skills.  What do those skills “look like”?  When people are speaking to you, show your interest and enthusiasm for what they are saying.  Body language is critical.  Lean forward and share an acknowledgement (not the little bobbing-head dog - an occasional nod will suffice).  Paraphrase back to them what you heard them say.  Ask them questions that help them articulate what they are trying to tell you.  This tells the speaker you are with them in the moment.  You haven’t tuned them out and are not thinking about what your response is going to be “as soon as they take a breath”.

The open door policy is a people-oriented, team based policy that gives (or makes) Managers the time to talk with employees and ask their opinions.  This is extremely critical especially if you do not have daily or weekly meetings with your associates.  I remember the grumbling that went on when this management philosophy was first introduced.  Managers were aghast at the fact that they were actually going to have to talk to “them”.   note:  this was back in the day when we were living in the “me boss, you employee”,  pre-team management environment.  Look at this way, who does the job 8 hours a day?  Are they not (should they not be) the experts?  “They” can make us look good or they can let us walk off the cliff, shaking their heads, thinking, “We tried to tell you.”

Active listening... a critical skill to your achievement as a leader.

“just tell me the truth..” (ethics)

(the first in a series of Total Quality Leadership (TQL)...Everything you learned in the sandbox)

How an organization achieves world class quality excellence depends on its leaders within the organization, at all levels of the organization.  Whether your organization has just started its quality journey with ISO certification or are ready to apply for the world renowned Deming award, the critical success factor to world class quality excellence…it’s all in the leadership!

It is my (proven) belief that the leadership skills that make an environment successful are the same skills that we learned when we were little and playing in the sandbox.  The first sandbox skill I want to talk about is ethics.

One of the first things we teach our kids is not to lie.  As they get a bit older, we teach them not to steal.  We teach them the difference between “right” and “wrong”.  When we did do something wrong and then tried to deny it (“it wasn’t me”), our parents would say, “don’t lie to me. Tell me the truth and it (punishment) won’t be as bad.”  Today, as adults, we know it’s not so much the initial act itself that gets us in deep hoo-ha, it is the cover-up afterwards. 

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Don’t know unethical behavior when you do it, take a sample test:

Ÿ   Have you ever lied to your boss, a customer, an associate?

Ÿ   Revealed confidential information?

Ÿ   Given or received gifts in return for orders?

Ÿ   Called in sick on a sunny day?

Ÿ   Taken credit for someone else’s idea?

Ÿ   Falsified information on an application blank?

If you answered “yes”, your ethics is to be questioned.

Before acting, think:

Would you take items from a friend’s house as freely as you would from the workplace?

Ÿ   What would your spouse think?

Ÿ   What would members of your church think?

Ÿ   Is there anyone who is important to you who would be appalled?

Faced with the demands of overtime, balancing work and family, and downsizing, a survey of 1324 workers said they feel more stress than 5 years ago, as well as more pressure to act unethically.  Companies are just catching on to the legal need for a strong ethics program.  Under current federal sentencing guidelines, a corporation that is charged with negligence or bad behavior can receive a far lighter fine if it can prove that the evil act violated company policy. 

The objective of your ethics plan should be zero tolerance for unethical behavior.  It’s one thing to say you have an effective ethics compliance system but effective process goes beyond a written report that sits in a drawer.  It has to be a meaningful part of business development.  Does your workplace set high ethical standards, behave in very ethical ways, sponsor training programs on ethics, and stress the hiring of ethical people?  These are some of the initial steps that should be taken to insure that ethics is placed at the top of the values list. 

A better informed public may resist investing in or buying products from companies with damaged reputations.  Brand loyalty is based on the good reputation of the company.  Ethical skills play a large part in validating the values the company espouses.  “The greatest power that a person possesses is the power to choose”.  Make sure the environment created in your organization is one that “tempts” people to choose to do the right thing.

 

Education webinar reminder:

No Pain, No Gain, No Instant Pudding...

Driving World Class Excellence into Your Organization!