Don’t Put Off Problem-Solving

As I looked at my friend Al Koehler, we gave each other that “oh boy” look. We were knee-deep in receiving too much unproductive attention.

Koehler and I were Army lieutenants and each of us was responsible for a battery of six howitzers, a type of cannon. We shared the same problems with accuracy for our howitzers. This was critical given that we were firing at targets up to 10 miles away. After eliminating the possibility of human error, we decided to test the alignment of the sight with the bore of the howitzer.

This was an involved process requiring a large hanger, a plum line suspended from the ceiling and great attention to detail. When we tested the alignment, we found that 10 out of 12 howitzers had problems. Little did we know the host of other problems that would come our way that day.

Koehler and I contacted our battery commanders and explained what we found. Shortly thereafter my commander, Captain Nick Perkins, arrived at our location. After asking several questions and evaluating the conduct of the tests, Perkins notified our battalion commander of the test results. From that point on, we had too many high-ranking officers scrutinizing our process.

They examined every minor detail, repeatedly, with little attention focused on the real problem – that the howitzers were out of alignment. During this process, Perkins interjected himself into the discussion, championing the core problem. However, the higher-ups persisted in their efforts to focus on fixing accountability. After watching the discussion go around in circles, Perkins informed me that he would be available by phone and left.

Finally, the problem was identified: the alignment needed to be corrected. While we were packing up to leave, Koehler and I were directed not to test all the howitzers at the same time. Our test results had negative repercussions for readiness evaluation purposes and following such a schedule would minimize the impact of this problem.

Upon returning to the motor park, I informed Perkins of the decision to stagger future tests. He turned his head, sighed and then uttered an expletive in his drawn-out Southern accent. Perkins went on to explain that it was stupid, as it wasn’t solving the problem and conducting the test in this manner would require too much time. He shared that the problem was readily apparent and that too much effort was expended trying to avoid blame.

I learned a valuable lesson that day. When a problem comes up, focus on solving the problem first. Get it working. Then, if holding someone accountable is prudent, do that after the solution is in motion. I also learned that by using this approach, more problems were surfaced sooner.

Our howitzers were aligned properly by the support folks and delivered accurate artillery fire. Perkins retired many years later as a major general. I’m confident he continued to focus on solving the problem first and didn’t shy away from adding emphasis with his Southern accent.

Walking on Egg Shells

Many years ago I began handing out tootsie pops at work.  It was interesting to watch people’s reactions when I presented a box of tootsie pops and invited them to take one.  While there was initial surprise, with a little encouragement pretty much everyone said yes and sometimes asked for a specific flavor.  Inevitably when savoring the lollipop a smile would appear.  

I started handing out tootsie pops many years ago because of Stover James.

James was our boss and there were ten of us Army officers and NCOs working in the office with him.  While James could be approachable at times, the smallest things could set him off.  His face would turn bright red.  He would kick the trash can and pound the table.  Everyone would get rattled and a tense atmosphere would be created waiting for the next explosion.  On a fluke, I brought in a box of tootsie pops to cheer folks up after a James’ eruption.

Since then, I’ve encountered similar situations where employees have been required to work with a volatile employee or worse yet, a boss acting in the same manner.  When people recalled their association with such a person, their reactions were predictable – an overwhelming sense of dread while they vividly relived the experience.

Working with a volatile coworker or boss has several consequences.  One is the decline in morale.  Another consequence is the development of a way to work around the difficult employee or boss.  These responses hinder productivity.  The most severe consequence of dealing with a volatile coworker or boss is when a good employee decides to leave.  The combination of these consequences can be very detrimental to an organization.   

Just like in James’ case, many times these negative behaviors are well known and tolerated.  An all too common response when bosses are made aware of this behavior is to ignore it.  Frequently this response is a reflection of the boss’ personal need to avoid conflict.  Avoidance is not a solution.

Everyone deserves to have good coworkers.  Requiring employees to work with an emotionally immature person is especially demoralizing.  This sense of dread is amped up when people feel the boss doesn’t care enough to resolve the issue.

When a volatile employee or boss’s behavior is checked or they leave, a great sense of relief is felt by everyone associated with the disruptive employee.  Transferring the employee within the company can be a sign of avoidance.

The vast majority of employees want to do a good job.  To help them do this they need coworkers and a boss they can interact without fear of repercussions.  It is the responsibility of the boss to make sure that happens.

When I hand out tootsie pops, I can still picture Master Sergeant Romero, a veteran of two tours in Vietnam, leaning back in his chair with a big grin on his face while savoring a lollipop. 

Leadership's Golden Rule

"Ph D in leadership, short course.  Make a list of all things done to you that you abhorred.  Don't do them to others, ever. Make another list of things done to you that you loved.  Do them to others,   

always."

 Dee Hock

Don't Confuse Busy with Being Productive

“We trained hard, but it seemed every time we were beginning to form up into teams, we would be reorganized.  I was to learn later in life that we tend to meet any new situation by reorganizing and a wonderful method it can be for creating the illusion of progress while producing confusion, inefficiency and demoralization.”

Petronius Arbiter

Greek Navy

210 B.C.

The Leadership Void

I had the chance to observe a lot of folks during the recent county fair.  As I watched the people, I noticed several different types groups.  Among the groups were families, teenagers and couples.  Besides enjoying the fair, the groups all had one thing in common – a leader.

Some of the leaders were readily identifiable.  The parent could be seen and heard guiding family members.  For the teenagers, the leader was usually the person who was more vocal and animated in trying to coax the group.  For some of the couples, the leader could be seen gesturing.

Leaders are necessary for the group to function.  For the family, the parent keeps the group physically together, reminds family members of the rules and makes decisions for the family.  The leader for the group of teenagers helps to identify what the group wants to do next and works toward maintaining group cohesion.   

Without a leader to accomplish these types of critical tasks, the group will have difficulty in serving its intended purpose.  The group will lose its way and cohesion will be in jeopardy.  Ultimately, the ability of the group to function will deteriorate.  This absence of leadership creates a void. 

Having a leadership void in a group can have a disastrous affect.  Symptoms of such a  void include a lack of critical decision making and significant problems not being addressed.  Another indicator of a leadership void is a lot of squabbling with the resulting increased tension. 

Left unchecked, these types of behaviors can lead to declining morale which in turn can generate personnel turnover and lower productivity.  Trust wanes as confidence in leadership declines.  No one wants to works in this type of environment, including the boss.

If these types of behaviors are occurring, then the boss needs to figure out what they need to do differently and strap it on.   This is not an easy task as change can be daunting.  Chances are mistakes will be made.  Trying to be a better leader, even if it is not overly successful will be seen as a positive. 

The informal groups at the fair were having fun.  With effective leadership, the work place can be a positive experience which in turn leads to greater morale and enhanced productivity.

Effective leadership is rooted in developing habits

http://www.tekara.com/road-london2012-willpower-overrated/

Focusing on people leads to many dividends

A Lesson in Leadership

The discipline which makes the soldiers of a free country reliable in battle is not to be gained by harsh or tyrannical treatment. On the contrary, such treatment is far more likely to destroy than to make an army. It is possible to impart instruction and to give commands in such a manner and such a tone of voice to inspire in the soldier no feeling but an intense desire to obey, while the opposite manner and tone of voice cannot fail to excite strong resentment and a desire to disobey. The one mode or the other of dealing with subordinates springs from a corresponding spirit in the breast of the commander. He who feels the respect which is due to others cannot fail to inspire in them regard for himself, while he who feels, and hence manifests, disrespect toward others, especially his inferiors, cannot fail to inspire hatred against himself.

Major General John M. Schofield
August 11, 1879

Trust Required to Avoid Doing Something Stupid       

One of the common worries for leaders can be doing something stupid.  Taking a course of action that squanders resources or doesn’t accomplish its intended purpose can mean a loss of face and potentially credibility for the leader.  To help avoid this pitfall someone in the company needs to come forward and point out to the leader that something won’t work.  One such person who helped me avoid doing something stupid was Terry Lynch.

Terry was the Warehouse Coordinator for Missoula County Public Schools.  His responsibilities included orchestrating the daily delivery requirements for 20+ locations.  This service was the ‘life line’ to the schools for all supplies, payroll, distribution, printing, equipment and furniture.  He worked with the drivers and they did a superb job of keeping the schools supplied. 

In 2001, the school district needed to reduce expenses so the idea was put on the table to eliminate one of the two delivery driver positions.  This required a drastic change in service and placed the onus of all deliveries on one driver.  We came up with a delivery schedule that would allow one driver to service all the locations.

Before making the final decision to eliminate the delivery vehicle driver position, we conducted a trial run of the new schedule and planned on running it for five days.  At the end of the second day Terry came to see me.  He explained that the loading dock was being maxed out as items stockpiled waiting for delivery.  As a result, each time the driver came to take a load it required a lot of heavy lifting.  The consistent heavy lifting requirements were taking a toll on the driver as he had little time to physically recover between each delivery.  

Terry expressed concern that while the driver would continue to try to make this new schedule work, eventually the physical requirement would catch up with him and he would have an accident.   

Terry was right.  I should’ve anticipated this problem and if the change had gone into effect we would have had an accident.  Terry helped avoid doing something stupid.  Shortly thereafter, the remainder of the trial was cancelled and the elimination of a delivery driver position was removed from the budget discussions.

For this type of feedback to come forward several conditions have to be in place.  Mutual trust has to be present, otherwise the feedback won’t come and skepticism about the feedback can creep in.  The leader has to be willing to listen to the comments and be prepared to act on them even though the comments sting.  There must be a common expectation that when the situation calls for feedback, the person is going to come forward and the leader is going to receive the comments gracefully and with appreciation.

This is easier said than done.  It takes commitment and openness to develop trust. The leader must be genuinely receptive to negative feedback.   By taking these actions, the leader can get help to avoid doing something stupid.

I worked with Terry an additional nine years and deeply appreciated the feedback he provided and the trust he placed in me.

Leadership requires a winning attitude

When the Leadership Path Gets Steep                 

I was breathing hard after 20 minutes on the mountain trail.  It was my first hike of the season and the long winter lay-off was catching up with me.  As I continued to struggle up the path I found myself looking only at my feet, taking one step after another.

Forced to stop in order to catch my breath, I looked around and took in the beauty of the forest with the sunny filtering between the trees and the wild flowers in bloom.  This observation diverted my focus away from my physical struggles and helped to renew me.

After my break I headed up the trail but this time I focused on my surroundings instead of my feet.  For some reason the path was easier even though it was still steep. 

At times, leaders are caught up in the moment when facing a big challenge.  When this occurs they may dwell exclusively on the problem.  While this may help to resolve the problem, it can also burden the leader unnecessarily as the big picture fades into the background and a true perspective of the significance of the problem is lost.

When a problem arises it is important to stop and take a look at the big picture.  Notice the positive things that are occurring - such as a great team, positive culture or individual commitment.  By stepping back from the problem the leader is able to gauge the true impact of the problem.  As a result, the problem can be handled in a manner that reflects its real significance.

Leaders Need to be Brave

I have a favorite coffee mug.  When I use it, I am reminded of a brave leader, Linda Samel. 

Our paths crossed about 10 years ago when Linda took over the food service program for the school district.  It was mid-year and she was moving from running a single school food service operation to managing the district’s food service program consisting of 20 schools.

Linda was a humble and quiet person who always thought the best of people.  She was uncomfortable being in the spotlight and always gave credit to others when the light shined her way.

The new position was a leap for Linda.  It required managing a complex two million dollar enterprise operation, leading 90 food service employees, forecasting a program a year in advance and understanding the complex needs of the school district.

These challenges were significant but the biggest one for Linda was making the tough decisions that involved food service staff and their livelihoods. Linda had come up through the food service program and knew many of these employees personally.  She identified with them, a difficult position for a leader.

In spite of her trepidation, Linda faced all of the challenges without hesitation.  She gathered information, talked to the staff and then moved resolutely toward decision making.  Linda delivered bad news in person. Given her nature, it was difficult for her to make the decisions affecting staffing but she knew it was what her job required and she didn’t shy from the responsibility.  Linda was a brave leader.

As I worked with Linda I appreciated her deep concern for students she had developed during her career in food service.  Linda was committed to helping children be successful by giving them good food to eat, both appetizing and nutritious.  She knew that school meals were keeping some students from going hungry. Linda’s concern for students was her motivation to help overcome any personal challenges she faced.

Linda made the decision to leave school food service.  She left on her own terms and without any reservation about her commitment to the students.  We were also sorry to see her go but we felt we were better at our jobs for having the opportunity to serve with her. 

Leaders need to do what is right, not what is easy.  Members of the group or employees expect leaders to be brave.  This is not an option if the leader wants to foster credibility and trust.  Leaders need to have the courage to make the tough call; to be like a rock in the river when the current is pushing hard.  

Linda was brave when facing her last and final challenge. She gave me the coffee mug as on office present one year for Christmas.  Every time I use the mug I draw inspiration from Linda’s example. 

To Be a Better Leader Takes Practice

Several years ago, my daughter became engaged. After getting over the initial shock, my wife shared with me that we should take ballroom dance lessons to prepare for the father – daughter dance. My immediate reaction was to run away from this as fast as I could. My wife let it rest for a while but she brought it up again. To avoid dance lessons I developed a list of demands - private lessons, Monday evening & not expensive. I thought I had dodged this idea again.

I had a little bit of a reprieve until my wife found a dance teacher who met all my requirements. I was trapped. I had to go, but at least I wasn’t obligated to continue after the first lesson. At the initial dance lesson my biggest fears materialized. I couldn’t dance and I felt incredibility awkward. I was about to tell my wife that I wasn't going back when she preempted me by telling me that our daughter was very excited to hear about the dance lessons. The next time she was home she wanted to practice. I was stuck. There was no way I was going to disappoint our daughter on her special day.

The next lesson was worst than first because my apprehension about taking lessons had turned into reality. However, my wife was patient and the teacher knew how to coach me – build my confidence, get the simple steps going, let me fail and learn from my mistakes. After developing a bit more confidence and starting to be almost comfortable, the teacher told me it was time to get on the dance floor with other dancers and encouraged us to go to a dance. How do I avoid this?

There is a parallel between this story and trying to enhance leadership skills. At some point a manager is going to realize that they need to improve their skill set in order to deal more effectively with the challenges they face. With such an epiphany many of us are taken back. Denial and avoidance can set in as we try to work around the deficient skill. We are reminded over and over of this shortfall in our leadership skill set. It won’t go away.

At some point we may resign ourselves to addressing the need. We seek advice or read a book. But despite this preparation we remain hesitant to take the next step and put it into action. Why? Our reluctance to put into practice the new skill is partially attributable to the anxiety of doing something unfamiliar, the sense of awkwardness and the fear of failure.

It can be helpful to gather information and seek suggestions. However, to learn the new skills, you have to practice it in your work setting - you have to ‘get on the dance floor’. Eventually you muster enough courage to overcome those obstacles and try the new skill. There you feel insecure and conspicuous with a strong desire to flee. Most likely the initial attempts will be met with a sense of failure. Only through repetitive practice in the work setting do we acquire a new skill.

There are multiple requirements to achieving a change in your leadership skills – having a feedback system, understanding the mechanics, including coworkers in your efforts. All of these are important. The critical step to improving a skill is practice until the awkwardness dissipates and the skill is acquired.

One last note, we continue to take dance lessons. Our teacher wants us to learn how to tango. I’m not worried about it.