Tag Archives: competence

Muddling

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“Given your intuitive sense of competence, an understanding of your current limits of success, and what it might take to overcome those limits in the future, how does that translate to your team?” I asked.

“To run a marathon, I need to train,” Naomi replied, “I get that. But, my team appears to see things differently. If you gave me a challenge to run a marathon, and I agreed this was something I wanted to do, then I would engage in the necessary training at that distance. When I give my team a challenge, beyond their current ability to perform, they seem to shy away, avoid, make excuses, find something else to busy themselves with.”

“So, first they would have to agree that it was something they wanted to do?” I confirmed.

“In many cases, they don’t have a choice,” Naomi smiled. “If we are changing a process that requires additional technical skills, we are going to change the process, no choice. It’s similar to the question, how long do you give a child to learn to walk? There is no choice.”

“So, as a leader, you make it necessary?” I nodded.

“People will just muddle through, if you let them. If we install a new process, there is no muddle. I have to make it necessary.”

Intuition of Capability

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“How do you know if you are able to do it, unless you try?” I asked.

Naomi looked skeptical in her contemplation. “I think I have a pretty good understanding of my own competence, what I am able to do and what I am not very good at.”

“And, how did you come to that intuitive sense of your ability?” I pressed.

“I guess it’s just self-observing over a lifetime of trials and tribulations,” she replied.

“So, given a new set of circumstances, given a new challenge, you have an existing insight of whether or not you will be successful?”

“More than that,” Naomi countered, “I have a sense of where my failure points would be and what I would have to do to overcome those obstacles. Let’s say I was to try to run a marathon, 26.2 miles this afternoon. I am a runner, but my intuition would be that I would fail. My failure point would be in the lack of conditioning for that distance. But, I also know that if I were to train that distance over a period of 12 weeks, I would most likely be successful.”

“I assume your initial intuition and subsequent analysis is correct,” I nodded. “So, in your role as a leader, how does this self-observation apply to your team members as they are faced with new challenges for which they are not competent?”

Not a Communication Problem

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Thinking about competence, we begin with individual competence. Ultimately, however, we have to think about organizational competence. It not just great output from a single performer, but the output of the organization as people work together.

Organizational structure is simply the way we define the working relationships between people. We represent this on a piece of paper called an organizational chart. We have both vertical working relationships and horizontal working relationships. How well these relationships work will determine the quantity and quality of organizational output.

And, this is where the trouble begins. On the org chart, we draw lines between people, up, down and sideways. We think we understand what those lines mean, but until we specifically define the lines, we will experience organizational friction.

Working relationships are defined by two things, accountability and authority. Most organizational friction looks like a communication problem or a personality conflict, but that’s just a symptom. Underneath, we have a structural problem where we have failed to define, in that working relationship, where and what is the accountability. And, in that working relationship, who has the authority to make what decisions.

People tell me they have a communication problem. I don’t think so. I think you have an accountability and authority problem. Because you failed to define it.

Play at the Highest Game

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Skill is made up of two elements, technical knowledge and practiced performance. If the skill is to throw a ball, there is some technical knowledge you need to know about the ball. Does the ball have seams, round or oblong, fingers around the ball or inside the ball, underhand or overhand. You see, there’s some technical knowledge you need to know about the ball.

But if you really want to get good at throwing the ball, you also have to practice. When I interview a candidate, not only will I interview them for their technical knowledge, I will also interview them for their practice. What is your frequency of practice, depth of practice, duration of practice, accuracy of practice? Because if you don’t practice a skill, what happens to the skill?

And, so it also works with challenge. For a person to be happy in their job, they have to be challenged, at least for some material duration of time, to their highest level of competence. This may be as small as ten percent, maybe 40 percent, but some material duration of time. Without challenge, we get bored. Of course, we can complete the mundane portions of our tasks, but without challenge, we go home empty. We completed the checklist, but completed nothing of significance.

As we design roles for people to play, we have to adjust those roles so people play at their highest game, at least for a portion of each day. Because if we don’t practice a skill, the skill goes away.

Competence Distorted

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How we fool ourselves. It’s not a question, it’s an observation. Each of us has a sense of our own competence. And, we have a version we keep tucked inside and a version we portray to the world. Woe to the person whose versions get too far apart.

Others can listen to your version of competence and in short order observe the difference in your story and reality. They may accept a slight space of difference, chalk it up to braggadocios. Or are willing to keep quiet about the distortion as a quid pro quo to their own sense of exaggerated competence.

The competent individual knows exactly what they are capable of and where they underperform or fail. The competent individual needs no distortion because their underperformance is not permanent. Each day, they make moves toward mastery, inch by inch, with a firm grasp of capability in hand, a fixed vision of the goal and the willingness to proceed in the face of failure. The competent individual, most importantly, possesses the competence of learning.

The competent organization, most importantly, possesses the competence of a learning organization.

Dimensions of Organizational Competence

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We watch sports on television to give us meaning. It’s an odd statement. Why do the Olympics attract such a large audience? We do not gather around our screens to witness mediocre performance. We can do that at our local park, where there are no throngs of spectators. Without competence, life is half-hearted. Competence is the spark that drives full throated experience.

Individual competence is a delight to watch. It is about repetition, training, discipline. Team performance brings new dimensions of coordination, sacrifice, humility, selflessness, celebration. Those are the elements of team competence, the competent organization.

Teams and Competence

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What does it mean to be a team player? This is not cliché. Most companies eventually find a great salesperson (or other important role) who makes rain, head and shoulders above the others, but simultaneously creates havoc within the team. They are a great individual performer, given leeway, slack, permission to dance around the rules, yet in the end are destructive to the organization.

You cannot build an organization solely focused on individual performers. The way the team works together becomes more important than any individual on the team. Yes, you need Steph Curry to drain a shot from downtown, but someone has to inbound and pass him the ball.

Building a competent organization goes beyond individual competence.

Individual performers have their own vision of the way the world works and how they intend to make their mark on the world. How do you capture that attention to get those individuals to work as a team? A dramatic shift occurs when we invert our understanding how goals drive behavior. It is not that a person has a goal, but that a goal has the person. It is not that the team has a goal, but that the goal has the team. It attracts the team, pulls them together in coordinated synchronicity.

We give short shrift to mission statements, vision statements, with flowery language. What is a marriage if it is only two individual performers under the same roof? Its mission must be more or the marriage will underperform. What is an organization if it is only a set of individual performers collected in the same room? Its mission must be more or the organization will underperform.

Without an ironclad focus, it will never become a competent organization. This is not a goal the team has. This is a goal that has the team.

Are You Lucky?

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In 1995, Red Scott asked me if I was lucky. “Luckier than most,” I said.

Call it luck, call it fate, call it inevitable. Luck happens, good luck and bad luck. The real question, will you be prepared to handle luck when it comes your way, or will you squander it because you were not ready?  You cannot manage luck, you can only manage yourself in relation to luck.

Some people handle luck with ease, effortlessly navigating the twists and turns. It wasn’t because they were lucky. It was because they were prepared. Preparedness goes hand in hand with competence.

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.

Hierarchy of Competence

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Hierarchy, of anything, is based on a defined value. In a proper organization, hierarchy is based on competence.

Competence in relation to what? Competence in relation to the work.
Work, defined as decision making and problem solving. Competence begins with the potent combination of capability and skill. A competent person must possess the necessary cognitive capability and the skill to exercise that capability. Skill is a potent combination of technical knowledge and practiced performance. Practiced performance is the expression, the application of competence.

The first question in organizational structure is, who should be the manager? Hierarchy in an organization is based on a value of competence.