Mike Lehr's Blog

It’s generally easier to understand what positive and negative reinforcements are than it is to understand their advantages and disadvantages. Tradeoffs exist. Generally, in terms of getting action positive reinforcements are better over the long run, negative over the short run. The table below explains:

Now, it’s important for us to understand and appreciate how these work together. After all, managers are likely to use both, not just one or the other. Therefore, here are two important ratios to remember:

Results Ratio: It generally takes five (5) positive reinforcements to do the work of one (1) negative one.

5:1

Relationship Ratio: It generally takes ten (10) positive reinforcements to overcome the negative feelings of one (1) negative one.

10:1

For instance, one could hold a gun to someone’s head and change his behavior very quickly, but the relational damage is immense. We don’t want to become overdrawn on our relational accounts because overreliance on negative reinforcements will reduce the effect of positive reinforcements. This will necessitate greater use of negative reinforcements and produce a synergistic spiral downward resulting in a compliant, uninspired workforce.

In problem solving, seeing the connection among disparate things helps. Recently, I drove home on a road that runs along a creek. People living along this road have driveways running over the creek connecting their houses to the road. The last two years has seen much intense flooding from rain, thus causing extreme damage to the bridges over which their driveways run.

On this particular day, I noticed how vastly improved these bridges have become. For instance, on one steel beams run where wood once did. Another was wider and more arced. Others just looked stronger; I’m sure a construction engineer could have told me why.

While seeing these bridges, muscles came into mind. Exercise tears down our muscles and cause them to return much stronger. Whether it’s a flood destroying a bridge or intense effort destroying our muscles, we experience the rebirth of something stronger. On a larger scale, we saw the destruction of the World Trade Towers compelling engineers to seek ways to make such structures stronger. Earthquakes in Haiti, floods in New Orleans and many other similar disasters produced similar outcomes.

So what is the problem-solving lesson? Perhaps it’s that we shouldn’t fear crises because in reality only they can make us stronger. If it’s true for bridges and muscles, perhaps it’s true for our spirit. Can we really become physically, mentally and emotionally stronger without crises? Can any training replicate the emotions of a real crisis? It’s similar to the difference between training and game day or practice and audition time.

The history of bridges tells us that their design is a product of crises. Perhaps that means our improvement as humans cannot occur without them either. If we were truly successful at eradicating all crises, perhaps we would stop becoming better.

Person A has solved a hundred problems while Person B has only solved five. Who’s the better problem solver? The answer is B, but the question is, “Why?”

Initially, people often say that Person B’s problems were tougher. However, I tell them that Person A also solved all of Person B’s problems in A’s hundred problems. Some say that B did a better or faster job. I tell them there was no difference in the solutions. Occasionally, someone gives this answer: B solved the problems on his own while someone taught A how to solve his.

I once told a friend that I thought someone was smart because of an idea she had. He asked me whether she had read it somewhere. I didn’t know the answer, but it eventually led me to create this puzzle about problem-solving capabilities. Yes, there are many correct answers; however, the one I seek is rarely given.

Consider any brainteaser. It’s more impressive if people hadn’t seen it before than if others had already shown them the solution. Yet, in everyday life, we don’t really care because as long as someone can give us good advice, we don’t question whether she learned it from someone else or discovered it on her own.

In fact, we tend to feel more comfortable with those who can show training and education rather than those who arrive at good solutions without them. Yet, it’s the latter group that has the talent to solve novel situations; the former can only learn from experience, theirs or others.

So, next time someone gives you advice, ask him how he derived it. After all, my math teachers always wanted me to see my work, not just the answer.

The Hot Spotters, by Atul Gawande in the January 24, 2011 issue of The New Yorker spoke primarily to minimizing medical costs but had much relevancy to my experiences in effecting change. It covered five tactics. This is the fifth and final part of that series.

Many times we teach people the change we want. We even repeat that training. However, we often don’t ask them to demonstrate the change at later times to see if they’ve learned from the training. Three important reasons exist for this.

First, we need to observe how they integrate the change with their other activities so we can advise them on prioritization. Frequently people say, “I don’t have enough time.” It’s only through observing them integrating the change that we will ways to save time on other aspects of their jobs.

Second, as any physical therapist will attest, people have difficulty doing therapy at home, alone. That’s why it’s important for the therapist to observe them doing the activities. This will ensure that the patient will pick up the habit correctly. Eventually, they won’t need the therapist.

Third, and more subtly, we emphasize the importance of the change by investing our time to ask for demonstrations of the change. The more we invest ourselves in encouraging the change, the more our people will see it as important. These interactions also give us the opportunity to resell the change and address any objections.

The key to making this work is ensuring we break the change down into small, simple observable steps. If we are experiencing difficulty with employees modeling the change, it will most likely be a result of not having the change broken down finely enough.

Other links in this series:

• Change Management – Tactic #1: Pick the Right Moment
• Change Management – Tactic #2: Strengthen Relationships
• Change Management – Tactic #3: Very Small, Simple Steps
• Change Management – Tactic #4: Repetitiveness

The Hot Spotters, by Atul Gawande in the January 24, 2011 issue of The New Yorker spoke primarily to minimizing medical costs but had much relevancy to my experiences in effecting change. It covered five tactics. This is the third of a five part series.

Tactic #3 involves breaking down and delivering change in very small, simple steps. For organization-wide change, every manager has responsibility for detailing this for every one of his employees. This is difficult.  Usually, there are two problems:

1. Failing to uncover some important details
2. Seeing only one step where there are two or more

Unfortunately, the difference between too little and too much detail isn’t clear. Generally, it’s better to err on the latter; while keeping in mind timing and the threat of over planning, and accepting that we will always overlook some details.

When we bring the change to the individual level, it’s extremely important that we break down the change into small bites and deliver them one at a time. Emotionally, the change is too daunting if we show someone all of it at once.

Often, the worse person to detail these steps is someone who performs them well because they come naturally to her. Thus, what she sees as one step could easily be five to ten. In these cases, someone with a project or process management orientation is helpful. He can observe and work with the model to detail the steps. If the change is dramatically new and lacks a model, he can jointly work with the expert on the new process and those affected employees to detail the new steps.

Once detailed, someone with a training attribute can help organize them into a developmental plan for the manager’s use with his employees.

Other links in this series:

• Change Management – Tactic #1: Pick the Right Moment
• Change Management – Tactic #2: Strengthen Relationships
• Change Management – Tactic #4: Repetitiveness
• Change Management – Tactic #5: Request Demonstration

Long ago I sat in on the reprimand of an employee by a manager. The manager concluded his discussion by asking the employee, “Do you understand what I’m saying?” The employee responded, “Yes.” It suddenly occurred to me how biased we are in thinking that education alone will correct behavior. In other words, we assume that if someone understands our argument and reasons they will adopt our point of view.

In this above situation, there was no follow up by the manager to explore whether the employee agreed with the manager’s alternative action or whether the employee was moved to act accordingly in future situations. Yes, he was aware of the consequences, but we tend to forget that sometimes people are willing to pay those consequences.

I refer to making this false assumption about “Do you understand?” as a cognitive bias; we tend to believe that reasons, logic and rationales are enough to win the day. This bias will tend to make us wrongly believe that we’ve done “our best.”

I also experience this in non-disciplinary situations in which anyone is trying to influence another person. This cognitive bias happens frequently with instructors trying to move participants to take action in such settings as business training. They will ask participants, “Do you understand what I’ve shown (said, did, etc.)?”

Therefore, in summary, I find four basic hurdles, represented by the following questions, that we need to negotiate and verify before we can have significant confidence that we’ve persuaded someone:

1. Do you hear me?
2. Do you understand me?
3. Do you agree with me?
4. Are you moved to take the recommended action (to act on this idea)?

I’m often asked to improve employees’ “social skills” especially those who are classified as “quiet” or “introverted.” When I work with them, I establish two things first:

1. You don’t have to talk much to be a good conversationalist.
2. When people talk, especially about themselves, 95% of the time (if not 99%) they won’t notice that you aren’t talking.

Here is the major technique I teach them:

Focus on asking people questions especially open-ended ones encouraging elaboration.

I stumbled across this one day during college while visiting my brother at his college. He wasn’t at his fraternity so a fraternity brother entertained me until his return. Having driven for over eight hours, I was tired and unenthusiastic about returning any conversation. Fortunately, the fraternity brother was very talkative and it only took a few of my questions to carry him for almost forty-five minutes. Later, he told my brother what a “great conversationalist” I was.

Initially, people are skeptical, so I have them practice in social situations. In one case, I had an IT employee practice on his wife. When he saw how she ran with the conversation from his questions and how much more she enjoyed their “conversations,” he began integrating it into his work.

Focusing on asking questions works extremely well with people who might have an expertise that we don’t. This happened at a party last week. By focusing on the other person’s work, he carried the conversation for the entire twenty minutes while we ate together. I also learned quite a bit. However, as my wife has come to learn, you will begin to notice how few questions people really ask of others in conversation.

Related post:

Related post:

• Become a Good (or Better) Conversationalist Overnight (Part II)

Here is another site with some other good conversational techniques:

• 14 Methods and Mindset Tricks to Make you a More Interesting Conversationalist

A question posted by Expat 21 asked for examples of patience in the workplace, especially those demonstrating a contrast between American and other cultures.

While I find non-American cultures more patient, the examples I have aren’t that distinguishable by cultures except in their acceptance of patience-oriented approaches and the rules under which they might apply them. However, these rules don’t alter the basic strategies and tactics behind the employment of patience; they will only make application of patience more or less accepted.

With that said, Rahm Emanuel’s well documented quote,  “You never want a serious crisis to go to waste. And what I mean by that is an opportunity to do things you think you could not do before,” summarizes the business implications of patience. However, this means partnering patience with our knowledge, experience or insight about the future that others lack; we are waiting for the “crisis” that we know is over the horizon.

For example, I worked on an IT project involving the rollout of client management software (CMS). From my experience, I pushed for certain functionality that I knew sales executives would want. However, the CMS team discounted the functionality, had other priorities and didn’t incorporate it. I could have pushed harder, irritated the team and achieved only a partial list of what was needed. Instead, I waited for the rollout because I knew sales managers would request the functionality. When they did, I had their entire support to get the team to do what I originally proposed and much more.

Another example for me was the reorganization of an 80 person call center. They had already gone through three reorganizations in four years. I had advised patience to the new executive because her people were “shell shocked” and hadn’t been able to establish sound interpersonal working relationships; they needed a period of stability. She went along with her reorganization anyway; she felt pressure to do something. However, the reorganization reinforced anxieties, undermined executive credibility and made achieving goals difficult. She left after only eighteen months.

“Management by walking around” and “teachable moments” are key general examples of techniques employing patience. People are more receptive to instruction when they approach us than when we approach them. We can encourage it by making ourselves accessible but we need patience to make this work.

Some macro-business applications of patience deal with such things as branding, investment, public relations, training and marketing. In each of these cases, patience is required to see a return. Often the urgency of the moment disrupts these initiatives before the return on our patience is realized. It’s personal discipline combined with the corporate and social culture that will determine how much patience is accepted; however, the basic strategies and tactics remain fundamentally the same across cultures. It’s similar to warfare; weapons, training and supplies might be different, but the basic principles remain the same no matter who is fighting.

Related Post: Blue Heron Instructs on Patience

Management by objective is basic expectations setting 101; people will tend to achieve the expectations we set for them. Yet, when it comes to training sessions, we often don’t worry about any expectations until there are “cheeks in the seats.” At that point, we set them. The problem is that expectations for the training have already been largely set; it’s uphill trying to change them.

By this time, attendees have already read some sort of description of the training. Most likely, they’ve already heard their managers’ rationales for attending the training. If someone has already attended the training, the “grapevine effect” is in full force. Just as politicians, coaches and promoters work hard to set expectations before elections, games and events, the same should be done for training.

Here are some pointers on what to do prior to the training:

• Invest more energy on the training’s title than on its description; make it marketable yet accurate
• Script what managers or promoters of the training should say about it, including FAQ’s
• Give trainers as much access as possible to potential attendees (i.e. emails, promotional information, links)
• Ensure logistics (i.e. hotel, travel, directions, instructions) run soundly and a helpline exists
• Send a detailed agenda at least a few days prior
• If the training is part of a multi-day event, create opportunities for trainers to socialize with attendees
• Ensure all communication channels (i.e. materials, websites, announcements) are under control and delivering a consistent message

In short, the more you treat the announcement of your training as a marketing effort, the more likely you are to succeed in ensuring the right expectations are set when attendees walk through the door or log in.

Intuitive approaches require the identification of emotional drivers in influencing and problem solving. They generally work better than cognitive approaches because emotional drivers tend to impact behaviors, thoughts and decisions far more than logic, reasons and rationales. Therefore, if we want to effectively identify these drivers, we need techniques to help us. Our word choice is one such technique.

Generally speaking we can uncover feelings by simply asking, “How do you feel about . . .” If we ask, “What do you think about . . .” we’ll tend to receive a heady response rather than a heartfelt one. The word “believe” gives us more of a middle-of-the-road response. We need the mid-range approach because some people do not like to be asked how they feel about things. I once asked a woman how she felt about something, and she replied, “I hate it when you ask that question.” Therefore, we need a mid-range approach for these folks.

Furthermore, we can incorporate these words into our discussion, not just our questions. The more we use the word “feel” the more likely our discussion will hover on an emotional plane. Conversely, the more “think” is used the more likely it will hover on a logical one. In order to avoid redundancy we can incorporate more feeling words like emotions, empathy and sympathy. Thinking words would include reasons, rationale and logic and keep the discussion on a heady level.

If you will be teaching others how to use these words, you need to be aware that some people don’t like to even use the word “feel.” If so, they will have difficulty using this technique.