Category Archives: Learning

Company Growth, Personal Growth

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“I know I need to delegate more,” Hannah shook her head side to side. “But, I am often disappointed when I give someone a task and they don’t complete it to my standards. It’s just easier to do it myself.”

“Okay, I will agree that you can complete the work better than anyone else on your team,” I replied. “As the manager, if you have to complete all the work, how much work can you do in an 8-hour day?”

“I know where you are going with this,” she said. “If I do all the work, our output capacity is limited to how much I can personally get done. Not to mention, everyone else will be standing around all day.”

“There is more to it than a capacity issue, output for a day,” I nodded. “It’s output capacity, forever. If all you produce is what you can personally produce in a day, the company will never grow. More importantly, you will never grow.”

Learning Something New

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What stops us from learning?

It’s not the complexity of the content, or how much there is to learn. The obstacles to learning most often exist in the head of the learner. Obstacles are more about beliefs and assumptions than the details of what has to be learned.

We learn to delegate effectively, not by learning a new delegation model, but by ridding ourselves of the assumption, if you want it done right, do it yourself. We hold back on sharing problem solving, not because the team members lacks the skills, but because there is a lack of trust. We hold back on sharing decision making, not because the team member is unable to make the decision, but because we, as managers, have always made that judgment call.

What stops us from learning is often, something inside our own head.

More Practice

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“Practice makes perfect,” Melanie grinned.

“No,” I replied. “Practice does NOT make perfect. Practice may make you feel better, repeating grooved, routine behaviors, but, those behaviors may still miss the mark. Practice does not make perfect, only perfect practice makes perfect. It’s not the repetitions, it’s the right repetitions.”

“But, you always say that we learn from mistakes,” Melanie chided.

“Learning is making mistakes, but you have to learn from the gap. What is the future state of performance, what is the current performance, and what’s the gap?”

“So, there is some analysis going on?” Melanie confirmed.

“And, often that analysis is invisible to you because you are getting comfortable with repetition. But, it’s just a feeling. What’s the difference between training and coaching?”

“Training gets you started, but practice makes you better. Learning from mistakes only works when you recognize the mistake, and figure out how to do it differently. And, sometimes we can’t see the mistake, or the correction, as easily as someone else. That’s where a coach comes in.”

“You said you had been through training,” I nodded, “and you were able to describe the training, as scheduled, with a curriculum. What about coaching? How would you describe coaching here?”

Melanie paused for a very long time. “In my days here, coaching seems elusive. I don’t know if I can put my finger on it. Underperformance is more likely met with reprimand and training, more training, back to training. I don’t need more training, I need more practice, perfect practice.”

Perfect Practice

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“The training only got you so far,” I nodded. “But, your comfort level with the skills, competence only came with practice?”

Melanie confirmed, “Lots of practice.”

“What kind of practice?” I wanted to know.

“What do you mean?” Melanie looked puzzled. “I just did what I was supposed to do, over and over, at first in fits and starts, but eventually things got easier.”

“I mean, how often did you practice, what was your duration of practice? What was your depth of practice? What was your accuracy of practice? And, how did you know you were getting better?”

“In the beginning, it was slow, frustrating. I was uncomfortable. Things didn’t turn out as expected. Each way I turned, I thought someone was going to scream at me for doing it wrong.”

“Did anyone scream at you?” I asked.

“Not really,” she replied. “I know I got some sideways glances, and likely people were talking about me behind my back.”

“If no one was screaming at you, and perhaps people were talking about you behind your back, how did you know you were getting better, improving?”

“At some point,” Melanie thought out loud, “I just got more comfortable. Maybe people were still talking about me behind my back, but, it didn’t seem that way. It was just a feeling.”

“I started this conversation by asking you the difference between training and coaching,” I reminded her. “Training was organized, disciplined, it was an event, but it only got you to a minimum level of technical knowledge. Moving toward competence required practice.”

Melanie nodded. “It’s funny. Whenever we see someone struggle in their job, our first move is to send them back to training. And, often that training doesn’t have much impact. What you seem to be saying, is that when someone struggles, they may not need more training, they might just need more practice?”

Beginning of Competence

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“What’s the difference between training and coaching?” I asked.

Melanie was a new manager. “I’ve been to training,” she replied. “It’s scheduled, it has a curriculum, it’s disciplined. Someone thought through the sequence of learning, identified specific skills.”

“And, when you emerged from the training program, certificate of completion in hand, did that make you a high performer?”

“That’s was my impression,” Melanie said. “But, that impression turned out to be wrong. The training gave me insight into the way we do things around here, but I was certainly not a high performer.”

“You seem to be comfortable in what you are doing now,” I nodded. “That wasn’t the result of the training?”

“Not hardly. I learned, possessed some technical knowledge about our methods and process, but I was very much a newbie.”

“Technical knowledge, but not competence? On the other hand, you appear competent now. What happened?”

“Practice,” Melanie smiled. “Technical knowledge will only get you so far. Competence requires taking those first steps, hands on, then practice, lots of practice.”

Current Potential Revealed

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“I want the person to be up to speed,” Sam started. “After orientation and some process-specific training, I need this person to be able to solve certain problems and make certain decisions without a great deal of input from me, as manager.”

“Up to speed?” I asked. “I know what you mean, but I want you to be more specific with your language.”

“I want the person to have the capability, after two weeks of process-specific training, to solve specific problems and make specific decisions, related to the work in the role.”

“Can you train that capability, current capability?”

“No, I can train skills, but I cannot train current capability. It is what it is,” Sam replied.

“And, can you train current potential capability?” I wanted to know.

“No, the training will reveal the candidate’s potential capability. As the manager, after two weeks, I will have a very clear understanding of their current potential,” Sam nodded, slowly.

“You are about to go into an interview tomorrow,” I nodded in agreement. “What questions can you ask in the interview that will give you a clear understanding of their current potential? You don’t want to wait two weeks, until after training, to find out you made a hiring mistake.”

“The difference between current capability and current potential will be orientation and training,” Sam thought out loud. “Some of my questions in the interview should be about things they learned in the past, at a former job. What did they learn, how did they learn, how fast did they learn? In the beginning, the work in this role will be all about learning. I need to know how the candidate learns, the pace of that learning.”

“Learning in relation to what?” I prodded.

“Learning in relation to problem solving and decision making,” Sam smiled. “It’s not memorizing technical information. I don’t care what the candidate knows, I care what the candidate can do.”

Constructed, Tested, Adopted

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“Easy to answer the negative, more difficult to answer the positive,” I repeated. “In what way can we create the conditions where creative ideas can be constructed, tested and adopted?”

“I remember reading something from a long time ago, about a company that had something called skunkworks,” Susan was thinking. “It was still inside the company, not really a secret, but hidden away somewhere.”

“Lockheed Martin, America’s first jet fighter,” I explained. “Why do you think it was hidden away, not a secret, but out of sight?”

“They were probably experimenting with things where they did not know the outcome and the probability of failure was high. My guess is that, when there were failures, no one knew about it, so nobody got fired.”

“Exactly, the probability of failure was high, so the skunkworks were separated from operations, there was no real impact, no downside consequences. So, if the probability of failure was high, why did the company tolerate it?”

Now, Susan smiled. “Because the possibility of upside was substantial. And, they had to work all the kinks out of the ideas. There were likely failures along the way, but the company minimized the risk while they were making headway.”

I repeated my question, “In what way can we create the conditions where creative ideas can be constructed, tested and adopted?”

What’s Stopping Innovation?

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Susan looked down, her face long in frustration.

“You look at creative ideas,” I said. “I look at context. I have to acknowledge your frustration at the lack of progress in your journey of innovation. Let me re-frame my observations with a forward looking question. In what way can we create the conditions where creative ideas can be constructed, tested and adopted?”

“I am not sure where you are going with this,” Susan responded.

“Let’s assume your creative ideas have merit. What conditions exist in your company that resist the construction, testing and adoption of new ideas?”

“Now, that’s an easy question to answer,” Susan chuckled through her frustration. “There is a long list –

  • We already tried that before and it didn’t work?
  • It’s too expensive.
  • It will take too long.
  • The last person with an idea like that got fired.
  • We are headed in exactly the opposite direction and we have too much sunk costs to change direction now, even though what we are doing isn’t working.

“Nice list,” I smiled. “It’s always easy to answer the negative, now let’s answer the positive. In what way can we create the conditions where creative ideas can be constructed, tested and adopted?”

Project Work

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“Who is Marie? And why is she managing only one person?” I asked.

Esmerelda was silent, then spoke. “Marie has been selected to be a manager, but needs some experience, so we gave her a person to manage.”

“And, the impact on your organization is that you added an unnecessary managerial layer. Did you give her a raise as well, did you give her the corner office?”

“Yes, we gave her a raise, and she didn’t get the corner office, but, she did get an office.”

“Like eating an hors d’oeuvre rack of soft cheese, then drinking a glass of ice water. Not good for the digestion,” I said.

“But Marie needs to learn how to be a manager,” Esmerelda protested.

“If she needs to learn, send her to training. Give her project work.”

“Like what?” Esmerelda pushed back.

“Like making a schedule, leading a small project. Give her something of short duration. If your promotion fails, what do you have on your hands, imagine chocolate dripping through my fingers. But, if you give her a project and she fails, you only have a failed project, and you, as her manager, can manage the risk in the project.”

Who Sits on Your Shoulder?

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My mood was upbeat, but this conversation with Nathan was not lifting his spirits. His team was not on a mutiny, but they weren’t paying much attention to him.

“So, you have had a bit of difficulty getting out of the gate with your team. As you think about yourself, as a manager, who comes to mind, from your past? Who is that person sitting on your shoulder, whispering in your ear, giving you advice?”

Nathan looked stunned. “That’s weird,” he said. “As I go through my day, I have this silent conversation in my head with an old boss of mine. Whenever I have a decision to make, he pops into my head. It’s like he is watching me and I still have to do it his way. That was years ago, but he still influences me.”

“Was he a good boss?” I asked.

“No, everybody hated him. That is why it’s so weird. I think he was the worst boss I ever had and I am acting just like he did.”

“So, why do you think he has such an influence on you, today?”

“I don’t know,” Nathan said slowly.

“Would you like to be a different manager than your old boss?”

Finally, Nathan smiled. “Yes, absolutely,” he replied.

“Well, that is where we start.”