Powerful questions leaders can ask

I have been reading David Marquet's book "Turn the Ship Around" which is an interesting story of turning followers into leaders aboard the nuclear submarine Sante Fe. In the weeks before he took over as captain, he spent time with the crew asking them questions in order to understand the current state and possible areas for improvement. Here are some of the powerful questions he asked: (some questions modified slightly to reflect organizations instead of nuclear submarines...)

1. What are the things you are hoping I don't change?
2. What are the things you secretly hope I do change?
3. What are the good things we should build on?
4. If you were me, what would you do first?
5. Why aren't we doing better?
6. What are your personal goals in this organization?
7. What impediments do you have that keep you from doing your job?
8. What will be our biggest challenge moving forward?
9. What are your biggest frustrations about how this organization is currently run?
10. What's the best thing I can do for you?

I'm a big fan of powerful questions that help drive empathy and improvement and I think these questions do exactly that. This set reminds me of an earlier list of questions I wrote about to assess your current process. I've used those questions in a few organizations with great results.

Finally, remember that David began asking these questions at the beginning of his assignment, but had the long term goal of creating a leader-leader structure, and not a leader-follower structure. If you want to emulate what he has done, then eventually your whole organization should be asking these questions of each other.

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Commitment as a Facilitation Weapon?

I recently finished reading “Influence: The Psychology of Persuasion” by Cialdini. The six ‘weapons of influence’ that he describes in the book are fascinating and I found myself thinking about how any influence tool can be used for good or ill.

One of the principles that caught my attention with respect to the work that I do was the Commitment principle. Cialdini describes several ways that people can be influenced using this principle. For example, two groups of people participating in an experiment were asked to donate to a cancer charity. One of the groups donated more money than the other through a simple influence ‘trick’. A week before being asked to donate, that group was asked to wear a cancer awareness button - something simple that they could hardly say no to. However, the simple act of wearing the button for one week influenced their donation habits later on.

You may also recognize this principle in your own purchasing stories. For example, automotive dealerships will wait until you commit to purchasing your vehicle before talking about extended warranties, undercoating, or other extras. They know that asking for these extras after you commit to the larger purchase will increase the chance that you will spend a few more dollars.

However, not all uses of this principle need to be used to gain more sales dollars. I first came upon this principle when I was watching Linda Rising facilitate a retrospective for the planning team of Much Ado About Agile in 2010. She started the retrospective by reciting North Kerth’s Prime Directive and then asked each team member one by one if they would verbally agree to uphold this statement during the meeting. Later, she told me that this simple verbal agreement is an influencing strategy that helps set the right tone for the retrospective. As Cialdini notes, if people commit to an idea verbally, they are more likely to follow through on that commitment.

So, whether you are trying to increase sales, or just set a positive tone for your next meeting, give the commitment principle a try.

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A Systems Thinking Alternative to Performance Reviews

I tried something new based on the concerns and research around annual performance reviews. I'm not qualified enough to make categorical claims about the typical annual performance review process, but I can say that by trying something different I enjoyed the performance review process more than any other year and I had some great conversations with my co-workers. Here is a quick report of some of the concerns, what I tried, and what I learned.

The concerns:
 
W. Edwards Deming is often quoted when expressing concerns over annual performance reviews. Deming's 85-15 rule implies that 85% of any employee's performance is based on the system they are working in rather than their own individual actions. If this is true, then any significant performance increases or decreases are not under the employee's control but rather those who control the system (i.e. management). This means that if employees are under-performing we should look to the system first and not the individual.

As a parent, coach and change agent, I have noticed one consistent trend with respect to individual improvements. If I try to push improvements on people then they will tend to resist the change. However, if I try to pull improvements from them (ask them what they want to learn/improve) I encounter much less resistance and more actual improvements. How might this influence the annual performance review process?

The experiment:

Note: At Protegra we have a flat structure so we don't receive feedback from managers but rather from the people we've worked with over the last year. As a company we've tried various approaches and are still experimenting to uncover better ways. The experiment I tried this year was based on the concerns above and also conversations with co-workers. In the end I came up with five questions to augment my involvement in our yearly process. After receiving permission from each person, I sat down with them and had a conversation that centered around the following questions:

a) What are you proud of? (Pull)
b) What do you want to learn or improve this year? (Pull)
c) What part of our team's system is preventing you from doing your job better? What should we improve or change? (Systems Thinking)
d) How is the company enabling or inhibiting you from achieving your best? (Systems Thinking)
e) What do you need from me? How can I help? (Pull)

The results:

I had fantastic conversations with several of my fellow employees on what they love about their job, what they are proud of, and the things they are doing to try and make their work environment better. I discovered some common interests and swapped ideas for personal improvement and growth. I learned more about what makes each person 'tick' and how I can support that. In the conversations I had with each person I left feeling inspired, listened to, and encouraged. I think we all felt a greater sense of ownership over our improvement plans for the year.

Just as importantly, I learned more about the value of Deming's 85-15 rule and its impact on performance. We had discussions about our system and the things we could (and did) change. In more than one case it became clear how powerful a simple systems change could be. Our conversations were slanted towards being a performance review of the system instead of a performance review of the individual.

This experiment was a lot of fun and I plan on doing it again. In fact, I have added an item to my backlog to extend this conversation to other people on the team throughout the year.

Some final thoughts:
After reading this some of you may be asking questions like "how does this help us address those individuals that actually have 'performance' problems?", or "how does this help us set salary?". I'm not sure it does in the way you might like. For the former, please don't wait until the annual review to deal with the issue (short feedback loops please!) and make sure to look at the system first. For the latter I'll leave that to other experts to discuss (see the TLCLabs blog below for one example). However, I'd guess that taking this approach nudges a group of people towards having a better system, being a more effective team, and becoming a more effective organization.

System Thinking References
- Demings 85/15 rule
- If Ackoff had given a Ted Talk
- It's not a behavioural problem its the system

Performance Review References
- Why performance reviews don't improve performance
- Why we don't do forced ranking and performance reviews - TLCLabs
- The Elephant in the Room: Appraisals and Compensation - Mary Poppendieck
- Get Rid of the Performance Review! (and some info on Performance Previews)

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Celebrate Failure? [Part 2]

Earlier this year I wrote about Agile's perspective on failure. In that blog I indicated that my brother-in-law (a psychologist) sent me some of the latest research on failure. In particular, there were two fascinating studies that helped me understand why failure is indeed a cause for celebration. In the first part of this series I summarized the results of a study looking at the effects of failure and success in the orbital launch industry. In this blog post I'll look at some interesting research that examines the role of attitude when failure occurs.

Your attitude towards failure (and your organization's attitude) does matter.

A group of researchers led by Joel Albert Kahn set out to discover what the effect of failure norms - or attitudes towards failure would have on closing gaps in performance. Is failure enough incentive for an organization to find ways to improve or does their attitude towards that failure matter?

In an exploratory study they surveyed teams within an automotive manufacturer to look for teams that had both strong and weak "failure acceptance norms". A team with weak failure acceptance norms would be characterized by defensive attitudes when failure occurs. A team with strong failure acceptance norms would be characterized by team members that have an acceptance of failure as normal.

Using survey data they identified the teams with the strongest and weakest failure acceptance norms and then observed those teams over a two year period. What they found is that attitude mattered - the teams with the strongest failure acceptance norms were the teams that closed performance gaps the most effectively.

To those familiar with Carol Dweck's book "Mindset: The new Psychology of Success" or who have seen Linda Rising talk about her research, this should come as no surprise. According to this research, people generally find that they have one of two attitudes.

The first group of people believe that each person is either smart, or not smart - they have a fixed mindset. In this group failure is a strong indicator that you are not smart - they become defensive when failure occurs and gravitate towards easier tasks that allow them to be successful. This group has weak failure acceptance norms.

The second group of people believe that if you work hard you can improve and overcome problems - they have an agile mindset. In this group failure isn't an indicator of intelligence but rather a challenge to try again and work a little harder. This group has strong failure acceptance norms.

Interesting - Carol's research on individuals matches that of Kahn's research on organizations and teams.

One further note about Carol's research. She found that it was relatively simple to move people from the first group to the second. Our words can be powerful. When failure occurs, celebrate it as a learning opportunity!

To end this series I have a suggestion: The next time your team fails, promote an agile mindset and buy them a cake to celebrate:

Credit: www.cakewrecks.com

Further Reading:
- Linda's presentation on this topic
- Linda's keynote from Much Ado About Agile
- Carol's website: http://mindsetonline.com/
- A short video of Carol describing the effects of praise on children

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You can get the full research from your neighbourhood PhD student but here are a few more details on the studies mentioned above:

"Failure construction in organizations: Exploring the effects of failure norms - Kahn, Joel Albert, 1995, University of Michigan. School of Business Administration. 

Two exploratory studies were used in this research to develop an understanding of the effects of failure norms at an automotive manufacturer. Using the survey data, the two teams with the strongest and the three teams with the weakest failure acceptance norms were identified. These five teams were observed for two years and cause maps were collected from 31 members of the teams."

"Early models of organizations as rational systems assumed that a gap between what is expected of a performance and the performance as it actually occurs will stimulate a search for an alternative approach to a problem. An interpretive perspective, in which performance gaps are socially constructed, suggests that such a search is not the inevitable consequence of performance gaps. Instead, people interpret performance gaps defensively by retrospective rationalization and external attribution to avoid acknowledging failure. People will search for alternatives only when performance gaps are interpreted as failures and not when they are interpreted defensively. Whether or not people interpret performance gaps defensively is determined by norms that are communicated and enforced within an organization an that are considered binding within its teams. Thus, the central idea of this dissertation is that search is not an inevitable response to performance gaps as is often presumed. Instead, search is a response to failure only if people are encouraged to accept failure by strong acceptance norms. …it is the acceptance of failure (strong failure acceptance norms) that encourages the interpretation of performance gaps as failure."

Celebrate Failure? [Part 1]

Earlier this year I wrote about Agile's perspective on failure. In that blog I indicated that my brother-in-law (a psychologist) sent me some of the latest research on failure. In particular, there were two fascinating studies that helped me understand why failure is indeed a cause for celebration. This is the first in a two part series.

"We find that organizations learn more effectively from failures than successes" 

In a 2010 study (more details at the bottom of this post) on the effects of failure and success on organizational learning, a team of researchers found that failure was a crucial ingredient for longer term success.

In order to find suitable organizational data to support their research they searched for and found an ideal candidate - the Orbital Launch industry. This industry was ideal for the following factors:

• Every launch had a high incentive to succeed due to the high cost of failure.
• Placing objects in space is a relatively new activity so data is available for all launches ever attempted.
• Because it is a high profile industry the records were relatively easy to find.
• The sample data contained 4663 launch attempts, 443 failures, 36 organizations, and 9 countries. The data starts with the launch of Sputnik 1 on October 4, 1957 and ends March 2004.

(Note: The Orbital Launch industry is responsible for sending rockets into space to place a payload into orbit around the earth.)

As researchers their goal was to look at the causes of improved organizational performance. Did success drive improvements? What part did failure play in future success? Here are a few of their key findings:

1. Organizations learn more effectively from failures than from successes. Success causes organizations to be complacent in the belief that they have figured it all out. On the other hand, failure increases the desire to learn and challenge existing beliefs. Those organizations that fail end up being more successful in the end.
2. Success breeds complacency and overconfidence and reduces the incentive to learn. Organizations who regularly succeed may in fact suffer from this experience in the long term. 
3. Organizations learn more from large failures than from smaller ones. As part of a community that believes in failing (learning) fast, this one is the hardest for me. But at the least it supports the notion of celebrating failure when it occurs in the larger or the small.
4. Organizations should embrace failure so that they can learn from it. One response to failure is to punish those involved or hide the failure. Organizations that are open about their failures have an increased chance of learning and then improving because of it.

As many people like Luke have pointed out - failure isn't the goal. However, when it happens we can either run from it or celebrate it. The evidence from the Orbital Launch industry strongly suggests that celebrating failure is in order. For even more reason to celebrate, take a look at part 2.

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You can get the full research from your neighbourhood grad student or PhD but here are a few more details on the studies mentioned above:

Failing to Learn? The Effects of Failure and Success on Organizational Learning in the Global Orbital Launch Vehicle Industry

Abstract: "It is unclear whether the common finding of improved organizational performance with increasing organizational experience is driven by learning from success, learning from failure, or some combination of the two. We disaggregate these types of experience and address their relative (and interactive) effects on organizational performance in the orbital launch vehicle industry. We find that organizations learn more effectively from failures than successes, that knowledge from failure depreciates more slowly than knowledge from success, and that prior stocks of experience and the magnitude of failure influence how effectively organizations can learn from various forms of experience"

Discussion and Conclusion: "These findings do not imply that organizations that fail in period t are more likely to succeed in period t + 1 than are organizations that succeed in period t. But they do imply that organizations that fail in period t improve their own likelihood of succeeding in period t + 1 (relative to their likelihood of success in period t) more than do organizations that succeed in period t. Our definition of learning is inherently self-focused - change in organizational performance as a result of prior experience. ... Consequently, the result presented here suggest that experience with failure allows organizations to improve their performance relative to their own previous baseline, but that experience with success does not generate similar levels of improvement. 

Indeed, this study not only yielded strong evidence that organizations learn by observing their own and others' failures, but also failed to uncover evidence of significant learning from observation of their own or others' successes. In the full models, coefficients estimating the effect of success experience on future performance are indistinguishable from zero. We don not interpret these results as evidence that organizations cannot learn from success to improve performance. But the fact that launch vehicle organizations (which face significant incentives to learn from success as well as failure) did not experience demonstrable learning from success suggests that organizational learning from success is far from an automatic process."

Implications for Practice: "Failure is often difficult for organization members to cope with. Because failures - and those that appear to be involved in them - are often stigmatized, organization members frequently refuse to acknowledge failure, refrain from communicating about it, or redefine it as success (March et al., 1991). Indeed, in Vaughan's (1996, 2005) analyses of the Challenger and Columbia disasters, she noted that the most significant organizational antecedent to both tragedies was the institutionalized practice of ignoring failures. 

Nonetheless, given failure's central role in organizational learning shown here, organizations that stigmatize failure may be depriving themselves of major opportunities for improvement. Consequently, the most significant implication of this study of practice is that organization leaders should neither ignore failures nor stigmatize those involved with them; rather, leaders should treat failures as invaluable learning opportunities, encouraging the open sharing of information about them. Indeed, this suggestion dovetails with existing evidence that members of organization that treat failure nonpunitively report more errors, but experience fewer serious failures, than member of organizations that seek to assign blame for failures (Edmondson, 1999; Weick, Sutcliffe, & Obstfeld, 1999)."

Sea Star Wars: A lesson in organizational change

Sometimes in order to make a change happen, all you need to do is change the environment.

This summer I witnessed a great example of this in a small but fantastic aquarium in Ucluelet, BC. When you see a sea star in the ocean or at the aquarium, you rarely or if ever see them move. However, the staff at the aquarium instigated a sea star race by changing the environment. They put the feared Morning Sun Star in the same tank with other sea stars including the very large Sunflower Sea Star. Once the other sea stars detected the presence of the Morning Sun Star they all started to move away from it as fast as they could. The sudden reactions and speed of those sea stars was a sight to see – a turtle would have been proud!

If you have analysts, developers, testers and users who don’t communicate very well you can help encourage better communication by changing the environment. Create a co-located space and then have them all work in that space together. The environmental change forces them to acknowledge each other’s presence and begin working together. Instead of “Hey, there’s a dangerous Morning Sun Star in here and I have to run away before it eats me”, you should get reactions like “Hey – there’s a user in here, I guess I’ll show them the changes I’m making to this screen to get some feedback”.


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Making the undesirable desirable - a lesson from Tom Sawyer

Today's Google home page celebrates the birthday of Mark Twain with images that tell the story of Tom Sawyer convincing his friends to whitewash his fence for him. It is an example of making the undesirable desirable. You can read more about the story on wikipedia and here are some pictures of the story courtesy of google:

Tomorrow an article I wrote on Agile Adoption will be published by InfoQ. One of the strategies and patterns for change in that article is to "make the undesirable desirable". Here is an excerpt from the article:

"A colleague of mine recently experienced some resistance from his team when he asked them to try pair programming. Instead of forcing them to do it, he simply asked ”What would it take to get you to try it?” When they joked that they would gladly try it if they had a big screen TV to use for paired programming, he quickly obliged and the rest was history. The new behaviour became fun – it became desirable."

Although Tom used this strategy for selfish gain, this strategy can also be used to affect positive change in your organization. You can find more strategies and examples useful for your agile adoption in the InfoQ article.