Tag Archives: capability

Can’t or Won’t

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“My team seems to think there are some problems they face that will never be fixed,” Kari explained. “It’s always, here we go again. Same problem, different customer.”

“Do you think they can’t fix the problem or won’t fix the problem?” I asked.

“Can’t fix or won’t fix, what’s the difference? The problem still ends up on my desk, again,” Kari flatly stated.

“Often, people prefer a problem they can’t fix to a solution they don’t like.” **

Kari thought for a moment. “You’re right. To fix the problem, they have to stop production and figure out what’s going wrong. Instead, they would rather flare a few tempers and call for help.”

“This is where you have to decide if this is a matter of can’t or won’t. Often, someone who won’t solve a problem, or even try to solve the problem, feels like they don’t have the capability to solve the problem. They feel incompetent and give up. Your job, as a manager is not to solve a solveable problem, but to build the competence of the team to solve the problem.”
—
**Shades of Lee Thayer, Competent Organization

Breakpoint

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“I know you want me to press my team, stress test my system,” Naomi agreed, “but what if they are simply not capable in that pressure?”

“When things are calm, wouldn’t now be a good time to find out?” I replied. “Identify the breaking point now, instead of after it is broken.”

Naomi looked reflective. “I can do that. I can run drills, like a sports team in practice. And, I know I am looking for the breaking point, but what about the wobbly point?”

“Capability is much like performance. The best indicator of performance is performance. The best indicator of capability is capability. And, the problems that must be solved, the decisions that must be made have to be within the capability of the team member. When you assign a decision to someone who does not possess the capability for the decision, what happens?”

“That’s easy. First they avoid the decision, deflect the decision, or find a scapegoat for when it inevitably fails,” Naomi said, without hesitation.

“There’s your wobble, that’s what you have to pay attention to.”

Your Contribution

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The competent individual has a firm sense of the capability they possess and capability beyond. Periods of doubt creep in, but that leaves room for growth and maturity. Periods of doubt are painful, as the individual moves from an ordered world to one where there is doubt.

In this chasm, most of the problems we face are self-inflicted. Looking at any problem we encounter, there are the following characteristics. The problem. The problem’s impact. The cause of the problem. The context. And, then, there is you.

You (and we, because I have the same problems as you) are part of the problem. You have made contribution to the problem and its impact. You may be the cause of the problem. If you don’t face your contribution, any solution will leave lingering conditions for the problem to resurface, perhaps uglier than before.

It is always easier to deal with an external problem out there, than an internal problem closer to your heart.

The Distraction of Advice

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Al Ripley believed, for every management problem, there was a management consultant. As issues surfaced in meetings, Al would look down his nose, over the top rim of his glasses, and ask the inevitable. “Don’t we know a consultant that can help us with that?” Outbound Air.

Consultants may be necessary and provide helpful direction, but a consultant will never lead you to the promised land.

The lower the capability of the team, the more consultants, the more tools will be purchased to offset. Those temporary measures can only be hurdled by building the capability of the team. Success can only be achieved with the right tools and guidance in the capable hands of your team. It has less to do with the guidance and tools and more to do with the capability of the team.

Integrated Competence

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To create a hierarchy of competence, we have to understand the nature of competence. “I will know it when I see it” is not really helpful. Elliott defined these four things as absolute requirements for success in a role, any role, no matter the discipline.

  • Capability
  • Skill
  • Interest, passion
  • Required behaviors

Competence is the integration of these four factors. If we want to build a hierarchy of competence, we have to understand each and what that integration looks like.

Capability and Skill
Competence is a combination of Capability and Skill. If I do not have the capability for the work, no amount of skills training (technical knowledge and practice) will be helpful. And, if I don’t have the skill, you will never see my capability. Competence is a combination of both.

Interest and Passion
Interest and passion for the work will influence the amount of time for practice. The more interested I am, the more time I will spend in practice. And if I don’t practice a skill, the skill goes away, competence goes away. Practice arrives with many qualities, frequency of practice, duration of practice, depth of practice, accuracy of practice.

Required Behaviors
Something as simple as showing up for work on time is a required behavior. I may have the capability, skill and passion, but if I don’t show up for work, competence is invisible.

Desperately Seeking Competence
Building a competence hierarchy begins at the individual level.  It’s a basic building block. Competence must be identified, selected, developed, improved and practiced. For competence to flourish, it must be placed within a hierarchy where the value, the energy and the flow is based on competence.

Your Assumption Might Be Wrong

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“I am pretty sure that Isaac is a Stratum I and that’s why he is having difficulty with his new responsibilities,” Nelson explained.

“Isaac’s not doing well?” I asked.

“No, I swear, I have explained things to him a dozen times. He always says that he understands, but when I look at the work, he is like a deer in the headlights. Definitely Stratum I.”

“And if you are wrong?”

“I might be wrong?” Nelson tilted.

“What if he is just not interested in the work he is assigned?”

“But that’s the work I gave him to do,” Nelson replied.

“Just because you gave it to him, doesn’t mean he places value on that work. And just because he underperforms, doesn’t mean he is a Stratum I. Your assumption may lead you down the wrong road. Here are some better questions that are more helpful.

  1. Does Isaac have the right skills for the assigned task? Is there some technical knowledge that he needs to know and has he practiced enough to gain the required skill?
  2. Is Isaac interested in the work? Does he place a high value on its completion?
  3. Has Isaac been effective in completing tasks with a similar Time Span?

Don’t Judge People

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From the Ask Tom mailbag –

Question:
It’s been at least four years since you spoke to my TEC group. I was chatting with one of my members yesterday and he asked me if I knew whether there was a profiling tool available that indicates a person’s capability related to stratum level?

Response:
I had the same question in 2002. The answer was and still is, no. There are some consultants who propose to have a profiling solution, but I would question its validity. Anecdotally, most profiling tools have about a .66 correlation with reality. You might say, well, that’s not too shabby until you understand the flipping a coin has a .50 correlation. So, even if there were a psychometric assessment, its validity would likely not be any better than the others.

I don’t judge people. I’m not very good at it. So, let me propose a much cleaner method. Focus on the work. I don’t judge people, but I do judge the work. Work is decision making and problem solving. Focus there.
Problem Solving Methodology

  • S-I – Trial and Error, substituting a single variable at a time until something works.
  • S-II – Cumulative diagnostics, experience, best practice. Solving a problem by connecting to a best practice.
  • S-III – Cause and effect, if-then, required for a single serial system or a single critical path, root cause analysis.
  • S-IV – Multi-system analysis, how one system impacts its neighboring system, based on outputs and inputs, or capacity mis-match.

Look at problem solving required in the work. Then look at the candidate. Is this person any good at solving problems at that level. If they are, that is a clue. Design a project with embedded problem solving, see how they do.

Don’t overthink this level-of-work stuff. It’s not that difficult.

Skill and Capability

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“I want to send this guy back to training,” Roger pursed his lips.

“Again?” I replied. “This would be the third time through.”

“I know, I know. But the mistakes he makes and the bone-headed decisions he makes, they just seem careless. If he would apply himself a little harder, he might have a break-through.”

“Roger, you have a classic managerial case of fixitis,” I replied. “You think you can fix people.”

Roger nodded. “Yes, I guess I do.”

“There is a big difference between skill and capability. You can train a skill, a skill can be learned. A skill can be practiced, honed and coached. But, you cannot teach capability. Capability is what it is. Please understand, capability grows and matures through a lifetime, but not from a two week training period.”

Measuring Complexity

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Lester had just returned, “That’s it boss, all done, what’s next?”

And with those innocent words, Lester has just defined the time-span for that specific task. Why is the time-span of a task so critical to the definition of that task? It is an attribute often overlooked. Time, hey, it takes what it takes.

For simple tasks, that take less than a day, or even 2-3 days, the importance of time-span is not so critical, but extend the time-span of a task (or a role) out to a week, out to a month, out to three months, and the dynamics become interesting.

What differences are there between a task that takes 3 days to complete and a task that takes 3 months to complete? In one word, predictability. Most of the elements required to complete a 3 day task are known, very specific, very concrete. Some of the elements required to complete a 3 month task may be unknown or may change prior to the completion of the task. This predictability (or unpredictability) is what makes one task more complex than another. “Yeah, so what’s the big deal about that?”

The “big deal” is that time-span, as an indicator for complexity, can become a discrete unit of measure for the complexity of any task. How complex is a task? If you can describe the time-span of the task, you have just described the complexity of the task. The importance of this measurement is that time-span can be described very specifically. I may not know how to specifically measure the “complexity” of a task or project, but using time-span, I can nail it to the wall: This project has a three-month time span with a deadline of February 15.

Questions:

  • If I can measure the complexity of a project using time-span, can I select a Project Manager using time-span?
  • If I can determine the maximum time-span of a person, can I determine suitability for a role in our company?
  • Can I test a person on the basis of time-span , as they grow and mature, to determine capability for more responsibility?

Hint: the answer is yes.

Moving From a Level of Competence

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“If James sees the world in a whole new way, not as a set of unbending rules, but rules in the context of reality, how competent is James at this new approach?” I asked.

Marie was quick to answer, “He’s terrible at it. He appears unsure, he questions, so the people around him question. I agree that it is a better idea to check the project status before we show up, but now what? His crew becomes disorganized, they don’t know what to do.”

“Do you think, with more experience, that James will get better at anticipating project delays and get better at deploying his crew in a different direction?”

“Of course,” Marie replied. “It’s just, that it’s a mess now.”

“When James showed up on schedule without regard for the project status, how far did he have to think in the future?” I asked.

“Not very far,” Marie observed. “It was easy, plan for the project schedule, whatever the schedule says, is what he planned for. He didn’t have to think that far into the future.”

“And, now that James checks project status before he shows up, how far does he have to think into the future?”

“It’s much different,” Marie replied. “He has to think ahead and create contingency plans so his team knows what to do in the event of a schedule change.”

“So, he is getting better at detecting a schedule change, AND, he is in learning mode in creating contingency plans. You’re his coach, you now have some direction on where he needs your help. What questions can you ask James, where he focuses a few more days in the future and confidently directs his team in a different direction? What you are observing in James is a maturation in timespan. Maturation doesn’t move from one level of competence to another level of competence. It moves from a level of competence (always abiding by the rules) to a level of awareness (the rules don’t always fit reality) that creates confusion and a bit of struggle. Help James through that struggle, he will become more competent, in due time.”