management

More deliberate practice for managers, not less

by amiel · Apr 7, 2014

Professor Phil Rosenzweig of IMD thinks that deliberate practice—using feedback and correction to improve skills—can can help executives perform better. I couldn’t agree more.

However, he cautions against applying the laws of deliberate practice too widely. “We do ourselves a disservice,” he writes at strategy-business.com, “by implying that we can practice our way to success in all circumstances.”

I beg to differ.

The reality I see in organizations today is not too much deliberate practice, but too little. How many managers do you know who spend excessive amounts of time practicing new skills, asking others for feedback, and reflecting on how to improve? How many are applying the laws of deliberate practice to situations that don’t call for them and therefore producing negative business results?

These problems don’t exist in any of the organizations where I’ve spent time over the past twenty years. In these organizations, managers spend 99 percent of their time in performance mode. Intentionally practicing managerial skills, reflecting, and getting feedback are, at best, afterthoughts. [Read more…] about More deliberate practice for managers, not less

Why do books about talent ignore management?

by amiel · Dec 16, 2013

There is a big gap in the recent literature about developing talent through conscious practice: minimal attention on leadership or managerial skills. For example, Malcolm Gladwell’s Outliers describes how the Beatles and Bill Gates became extraordinary at their technical crafts by practicing repeatedly over time. The book popularized the 10,000 hour rule named by psychologist Anders Ericsson. Similarly, Daniel Coyle’s The Talent Code and Geoff Colvin’s Talent Is Overrated reveal the rules of deep practice and deliberate practice, respectively, mostly through the examples of athletes, musicians, and teachers. On an individual level, they talk about breaking skills into chunks, practicing the chunks slowly, and correcting mistakes along the way. On an organizational or cultural level, they talk about apprenticing young people to masters and igniting talent hotbeds that inspire them to commit to long-term deliberate practices.

This is exciting and powerful stuff. Unfortunately, none of these books talk in depth about how to apply deliberate talent practice to management or leadership. OK, I lied: the Epilogue to The Talent Code contains two pages on business, specifically Toyota’s use of kaizen events to continuously improve processes and create high quality products. But, other than this, there is very little about the skills of management. Why the gap? [Read more…] about Why do books about talent ignore management?

Accountability and reliable promises, pt. 3

by amiel · Dec 16, 2013

Part 3 in a 3-part series

In part 1 and part 2 of this series, we used the example of nurses filling foam canisters in hospitals (to increase the odds of hand washing that protects patients from infection) to demonstrate what it takes to build accountability in an organization. Accountability requires promises, which in turn require effective requests (or offers) and acceptance of those requests. If the goal is for everyone involved to follow a similar process, i.e. standardized work, then it’s important that they all explicitly promise to do this. But what do you do if a nurse isn’t following standardized work? According to Mark Graban, the first thing to do is to ask why. He proposes asking the following about a surgeon who fails to follow “universal protocol” before a surgical case, but the same applies to nurses who fail to refill canisters.

We can ask:

Is it a case where the person CAN’T do the work properly?
- Do they not know how? This might be a systemic training problem. The individual can’t be held accountable for that.
- Does the person not have the right resources? Maybe they WANT to do it right, but they just can’t. Leadership needs to help eliminate those barriers.
Is it a case where the person WON’T do the work properly?
- Is the situation one where the person truly has a choice and they made a bad choice?

Accountability and reliable promises, pt. 2

by amiel · Dec 16, 2013

Part 2 in a 3-part series

Read part 1

What does it mean to have accountability? As we observed in an earlier post, piggybacking off of Mark Graban, if a hospital manager expect nurses to be responsible for filling foam canisters to increase the odds of hand washing to protect patients, there needs to be an explicit promise between that manager and the nurses. Such a promise requires both a clear request (or offer) and an acceptance. Promise = Request + Acceptance.

Now, what can we say about the components of an effective request or offer? Let’s make explicit what was partly implicit in the above example. An effective request or offer consists of the following:

Clear conditions for satisfaction. There needs to be a shared understanding of what it means to restock a canister.
Clear timeframe or deadline. What days and what times of day will the nurse restock the canister—or at least check to see if it needs restocking?
A specific speaker. What do we mean by this? If a vague pronouncement comes out from “management” about who is responsible for restocking the canisters, there is not a specific speaker. The nurse doesn’t have anybody to respond to (by accepting, declining, counter-offering, or promising to promise). Another way that a speaker can be “missing” is if a manager holds uncommunicated expectations; they want the nurses to refill the canisters, and maybe even mention it in passing, but never actually make a request.
A specific listener. On the other hand, let’s say a particular manager makes the request but communicates it vaguely to a full team of nurses. Now, we have a specific speaker but not a specific listener.
A shared “background of obviousness.” This is a fancy way of saying that when the manager says “restock the canisters in the middle hallway”, both the manager and the nurse understand which canisters these are and which hallway is the middle hallway.