Yesterday’s nugget (see blog #108) for our staff meeting was a demonstration of the spectacular 80″ flat screen in our new technology center. Our tech guy used a program that allowed the screen to turn into a plain white board, or have a calendar or graph outlines as background that he could “write” on, or project the computer image onto the screen and have the ability to write over that or do any number of amazing things. The picture was crystal clear; the sound was theatre quality; you could print in color directly from the board — and we were all wide-eyed thinking about the possibilities of using this new space…
once we actually got started seeing the demonstration. The first 10 minutes were spent watching the tech guy try to show how his wireless worked from his iPad to project on the screen (it never did) or to do several other things that he was unable to actually show us.
Later in the day, I was in another meeting where the wireless would not connect to the computer. We called audio visual support who suggested that we reboot the computer “because the same thing happened with that machine earlier.” After an additional ten minutes wasted of fiddling around and trying multiple things, someone had the great idea of unhooking the Ethernet cord from the fancy new phone and hooking it into the computer — and then it worked. The meeting began as if this was the natural order of events.
Why do people have such a high tolerance (or is it expectation) that technology may not perform as planned? On one hand, if I was a teacher, I would be enamored with the new equipment as a curriculum enhancement. But could I depend on it? The professional tech support people were involved in both of my examples, and they were unable to assist in a timely manner. For every presentation or lesson plan, do we really need to spend the time and resources having a Plan B ready?
Young people seem to have built-in expectations that using technology is a problem-solving experiment. If one thing doesn’t work, it is intuitively natural for them to try something else and continue with options until it is functional. I think they are satisfied with the process as long as it works in the end. Younger and younger people expect to have ubiquitous technology; thus older and older people need to become adept at its use.
Having a reliable technological infrastructure is going to become (is already?) as essential as a consistent electrical system. When you flip the switch or turn on a lamp, you never expect to tinker to achieve functionality. You don’t hear excuses about the grid being overloaded or the switch not being compatible with the lamp you are trying to power. You expect mindless operation of electricity everywhere. As a citizenry, as well as in our organizations, we need to invest in achieving pervasive technological performance in the same way.
— beth triplett
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Month: October 2012
#131 the foot
I wrote my master’s thesis on conflict and its resolution. My premise was that there are three main sources of conflict: role ambiguity, interdependence and scarce resources.
While it was a study of student organizations, the key principles are applicable for most organizations (and relationships) today:
“Role conflict becomes an organizational problem when two or more people interpret or perceive the same situation differently and their interpretation results from different sets of concepts, values and attitudes; or when they attach different sets of expectations to a given role.”*
More specifically in my professional experience, conflict grows when it is unclear as to who has the ultimate authority to make a decision. Without a clear distinction of who can “put their foot down”, disagreeing parties continue the debate and frustration mounts as the issue festers. The marketing staff wants one design, but the client prefers another. They go back and forth; who has the foot to end the debate? One staff member wants to use vendor A while another parallel staff member prefers B. Who ultimately makes the call? One director wants the facilities area to work on project 1 while another director believes project 2 is more important. Who decides? The boss is going out of town and says the remaining staff should work together if something comes up. Usually collegiality will prevail, but who has the foot to make a decision if push does come to shove?
So much of organizational life today is interdependent — and most of the time that is great. But outlining a clear ultimate decision maker in the beginning can save much angst down the road. In my five years in my current job, I have only had to “use the foot” once in a conflict between my departments where the directors couldn’t work things out. At that point I had to weigh whether I should choose a decision I favored or support who I thought had the ultimate responsibility to make the call (not the same thing). I made a choice and we all got back to work. Things are not so clean or clear in interdepartmental conflicts where no one is sure who really does decide. Many hours of productivity are lost and morale can degenerate quickly when “moving on” is not an option because the problem lingers.
At the start of your next project, try to be clear as to who holds the trump card — and then work incredibly hard in such a way so that no one has to play it.
— beth triplett
leadershipdots.blogspot.com
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* J.D. Lawson, L.J. Griffin, and F.D. Donant: Leadership is Everybody’s Business, 1976, p. 193.
#130 in your own words
We are preparing to have an all-staff meeting as a way to acclimate the many new staff that I have hired this summer. As part of this event, I created a list of terminology that new people will want to know in order to follow the conversation. When I first had this idea, I thought it would include a dozen or so terms. Then I asked some of my staff for contributions and had to cut it off at 48!
Several years ago I made a perpetual calendar for my family of sayings that we use — 365 things that we have said over and over so many times that they have concrete meaning for us even if outsiders have no idea what we are talking about. I also received a gift from former colleagues who created the “beth triplett dictionary” full of words and phrases that I used.
So I shouldn’t have been surprised when number entries that staff suggested that are things that I say. I guess it’s like a toddler parroting her parents; the mom and dad don’t realize they say things until someone repeats it back to them.
Three examples:
> “Noted” — This has long been a staple phrase of mine, used when I want to acknowledge that I heard the person but we can’t discuss/I can’t act on it right now. Translated, it means “I’ve got it; let’s move on.”
> “Put it in a bubble” — My conversations and meetings, and as is often the case with this blog, often connect two seemingly disparate topics together. I use the “put it in a bubble” phrase to have people hold one thought separately while I explain the other before coming back to it and (hopefully) showing how it connects.
> “Stuck in the mud” — meaning that if someone else or a project isn’t making much forward progress, you should move on and focus your time and attention on something else that will produce results. As Kenny Rogers’ Gambler song preaches: “You’ve got to know when to hold ’em, know when to fold ’em”. Walk away when someone isn’t willing or able after you have made your pitch.
Every “tribe” has its own language and ways of conveying meaning. Take the time to help the new members of your group feel as if they belong by teaching them the colloquialisms and the inherent philosophies you are conveying with your own phrases. Language is a powerful connector; don’t exclude someone by using insider words.
— beth triplett
leadershipdots.blogspot.com
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#129 discovery
When I was in school, I was taught that Columbus discovered America. You may remember the rhyme: “In 14 hundred and 92, Columbus sailed the ocean blue…”. Apparently that “fact” is now disputed, but not to the extent that the second Monday in October has been rescinded as a federal holiday! So I think about Columbus and his journey today.
Whether he was first or not, he was a navigator and explorer. The conditions under which he travelled are incomprehensible by modern times. And to think that he set out with such false and incomplete information; he had estimated that the distance from Europe to Asia was only one-fourth of what it actually was. It reminds me of Lewis and Clark who set out for the Pacific Ocean thinking that their trip would be entirely by water — they did not know that the Rocky Mountains existed. Yet both persevered and completed their journey despite the overwhelming odds.
I was in Seville, Spain several years ago and saw the spot where Christopher Columbus docked after returning from his trip to points West. It was a simple spot devoid of any fanfare. Sites with far, far less historical significance in America are commercialized and surrounded with souvenirs and visitor centers, but the Columbus site in Seville has nothing more than a simple plaque. I couldn’t find as much as a postcard about it.
Your cubicle or studio or simple desk at home may be as unpretentious as Columbus’ port and your journey as unknown. But hopefully you are also able to be a navigator and explorer — to travel uncharted territory in your work and find new understandings that are not yet discovered. Whether Columbus was first or not, today I hope that you celebrate and renew your commitment to persistence — to the perseverance it takes to keep trudging forward when the path ahead is far harder and longer than anticipated and the rewards so uncertain.
— beth triplett
leadershipdots.blogspot.com
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#128 memories
Because I don’t remember much that I don’t make a note of, I am always in awe of those with a fantastic memory. Two examples come to mind:
One is Carlos, a high school student who is a waiter at my favorite Mexican restaurant. My friend and I always order the same thing, albeit with quirks and special requests. Carlos knows our order the moment we walk in and has drinks waiting before we sit down. He remembers every last detail, down to the steak knife to cut the quesadilla, without so much as a word. I hope that Carlos won’t spend his life waiting tables because I am confident that memory such as his would take him far in an academic setting, but for now, it makes for a truly pleasant dining experience.
When I think of an amazing memory, I also think of Andy, an ex-admissions staffer, now development officer. The same gifts that allowed him to develop relationships with prospective students are helping him to make friends with donors. By remembering the little details and showing people that he truly has distinguished them as an individual, he sets himself apart from those appealing for other worthy causes. He listens to what donors are passionate about and matches it with what he heard on campus about the institution’s needs. He has a long and prosperous career ahead of him in the advancement field.
I have a terrible memory, and so have devised my own systems as a way to remember details. (Let’s just say that it involves putting everything in writing!). What traits are true gifts for you and how can you match them with aspects of your career? And conversely, in what ways can you compensate for your shortcomings? We all can’t have the memory of Carlos and Andy, but we are all great at something. Find your greatness and let it shine.
— beth triplett
leadershipdots.blogspot.com
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#127 managerial observations
Yesterday I was interviewed by two students in a management class whose assignment was to understand some of my perspectives as a manager. One of the questions they asked was whether I have had any negative experiences as a manager and how I handled them.
I wanted to just refer them to yesterday’s blog post, but as my mind flooded with examples of the not-so-fun-side of supervision I realized that personnel problems often fall into two main categories.
One is like “eating the couch” (see #126) where an employee knows the expectations, but fails to meet them. Often a good person does a singular act that results in firing. Those situations require a significant and swift response in managerial action.
More often than not, managers are dealing with more subtle and on-going performance issues. The employee may not understand the expectations, or may not have the skill or motivation to meet them. This requires very different tactics from the manager, including repeated coaching, performance plans in writing, frequent feedback and monitoring. There is nothing quick about this process; but, unlike scenario one where the result almost always ends with an employee departure, I have had much success in coaching employees and helping them become productive and successful members of my team.
The students asked me advice that I would give them should they become managers, and my answer is the same whether you are a manager, colleague, family member or part of any relationship. Learn to give feedback without drama. Cultivate the skill of being able to point out where someone is not meeting your expectations in a way that is timely, direct, brief and without a swell of emotion around it. You’ll have much more success if you calmly help your staff know what great looks like for you.
— beth triplett
leadershipdots.blogspot.com
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#126 a mess
I came home from work to discover that my dogs (ages 15 months and 7 months) had eaten the end of the arm off my couch. Yes, it was de-stuffed right down to the wood foundation and my living room looked like there had been a pillow fight.
I am sometimes on better behavior in the office than at home, so when I am really upset I try to act with my 4-legged “children” the way I would respond if they were employees. So I didn’t yell or scream; instead I put the dogs into their crates, locked the doors, and went to my desk to find the silver lining lesson in all of this so I could write about it.
At first, I didn’t believe that anything equivalent to this had ever happened at work. But when I really thought about it, I realized that in fact I recently had an employee “eat my couch”. It was an isolated incident, but serious and we needed to take action quickly and calmly. Yelling wasn’t involved; blame wasn’t involved. There was an egregious action and swift consequences for it.
We have all made errors: in calculations, in judgment or in risk assessment. When something happens that is outside of the acceptable norm, I believe that you quietly and calmly clean up the mess and learn from it. And then you quickly move on. Spending the evening stewing about the mess caused by my hounds is no more productive than dwelling on what could have/should have been with my employee. A mess only remains a mess until you take action to move beyond it.
— beth triplett
leadershipdots.blogspot.com
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#125 short sightedness
I am all for good budget stewardship, but I saw two cases this week where I think prudence outweighed good sense.
At Homecoming, we had an “alumni tent”; a place for alums to gather and socialize during the afternoon. It is a great idea and the tent was filled with people sharing happy memories of their alma mater. And, instead of our providing a healthy dose of hospitality with the facility, we proceeded to charge our alums a dollar for water or pop; five dollars if they wanted nachos and, of course, more cash for the beer. What were we thinking? Wouldn’t it have been better to welcome alums with a free drink ticket or two? Or give free beer in exchange for a contribution to the school. Or at least have the nachos on the house. These are our most engaged alumni; they travelled back to campus and are participating at the events and we ask them to pull out their wallet for trivial expenses. The old saying of “penny wise and pound foolish” comes into my mind.
And then it happened again with the “appreciation day” for city volunteers and committee members. The city owns the golf course, but still charged $5 for participants to play a round. Why? Couldn’t they have truly said thank you by absorbing the five bucks? Forgo the hamburger at the end if you have to, but taking money from the one you are trying to thank and putting it back into your revenue stream sounds to me more like a sale instead of a recognition event.
I am confident that both sets of organizers had good intentions and were trying to work within budget constraints. I propose that they would have been better of with a focus on the long term benefits of those dollars rather than just the short-term expense of them. You want your invitees to say “wow”, but not in the context of “wow, are they really making me pay for this?”
— beth triplett
leadershipdots.blogspot.com
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#124 repeat
One more comment from Alton Brown’s lecture. After he gave his speech full of humor and cooking tips and ways for collegians to eat well with little cash (ie: crash a potluck, learn to appreciate art and go to openings for the free food, Dumpster diving at fine restaurants, etc.), he offered a serious bonus nugget guaranteed to ensure the students’ success. His advice: “Read, Research, Write, Repeat.”
It sounds a lot like the advice I received from my doctoral advisor. In addition to the above, his mantra was: “Butt to Seat.” Dr. Andes believed that everyone who got into graduate school was smart enough to get out of it; the only distinguishing factor between those who left with “initials after their name” was the degree to which they applied his advice. If you applied the discipline to actually sit at the computer or microfiche machine in the library (hey, I’m old!), then you would plod along and eventually write that dissertation.
So much of success is grunt work, and not the sexy stuff. It revolves around that key word “repeat”. The discipline of putting one foot after another, over and over and over again, until you are conditioned enough to run that marathon. Writing one word after another, until you are on Blog #124 and then #1124. Traveling to one state capitol then two then three until you have seen all 50. Someone once said: “The key to excellence is consistency. It is doing what you do well over and over again.”
Life is like shampoo instructions. You lather up the good bubbles, you rinse out the bad stuff and you repeat it again tomorrow. Have the discipline to stay on task for the important things — and repeat.
— beth triplett
leadershipdots.blogspot.com
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#123 personal responsibility
Part of what allowed Alton Brown the flexibility to stay for his two hours of book signings (see #122 from yesterday) was that he flew into town on his private plane. No chance of cutting people off because he had “a plane to catch”; he was the pilot and could set his own schedule.
Mr. Brown did not always know how to fly a plane. His first book came out in 2001, and just after the attacks of 9-11 he was scheduled for a 20+ city tour to promote it. Post-9-11 flying was grueling, and he knew that he could not continue to endure such stress over the long haul. So after his first tour, he committed to learn how to fly so he would not have to put up with commercial aviation’s harassment and delays. He now pilots his own plane and has much less stress and much more latitude in how his tour functions. Personal responsibility seems to be an ingredient in his recipe for success.
Contrast that with a local business owner who runs a Greek restaurant. I went to dine there this weekend, but was greeted with a handwritten sign at the register which read “No Lettuce”. Their Aegean salad is their signature item and they ran out of lettuce. What?! It is not as if lettuce is a unique and hard to obtain item; the dish boy could have run to the local market and picked up a few heads and they would have been all set. But, unlike Mr. Brown, this entrepreneur didn’t take personal responsibility for ensuring his success. He left his short-term destiny in the hands of external forces.
Which type of person are you — the one who takes ownership of the situation and learns to fly, or the one who puts up a “no lettuce” sign and waits until the next delivery comes? Challenge yourself to take lessons from Alton Brown and think of ways to solve your problem yourself instead of accepting the limitations others impose.
— beth triplett
leadershipdots.blogspot.com
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