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Let’s look at
a simple system for addressing people-problems, a step-by-step procedure which avoids complex psychological models (which few
managers can/should handle) and which focuses upon tangible (and
so controllable) quantities.
This
technique is often referred to as Behavioural Modification
(BM). This technique is merely a method for analyzing your
influence to ensure that it is positive and to focus it to best
use.
In any group
of people there are bound to be problems - as a manager, you
have to solve or at least contain them. People often
describe problems in terms like: "Alex is just lazy" or "Linda
is a bad-tempered old has-been". On the one hand, such people
can poison the working environment; the other hand, these
descriptions are totally unhelpful.
The
underlying philosophy of BM is that you should concentrate upon
specific, tangible actions over which you have influence. For
instance "Alex is lazy" should be transformed into "Alex is
normally late with his monthly report and achieves less than
Nita does in any one week". Thus we have a starting point and
something which can be measured. No generalities; only
specific, observable behaviour.
Before
proceeding, it is worth checking that the problem is real. Some
"problems" are more appearance than substance, some are not
worth you time and effort.
So, stage
1 is to monitor the identified problem to check that it is
real and to seek simple explanations. For instance Alex might
still be helping someone in his former job.
Stage 2
is often missed - ask Alex for his solution. This sort of
interview can be quite difficult because you run the danger of
making personal criticism. Now you may feel that Alex deserves
criticism, but does it actually help? Your objective is to get
Alex to work well, not to indulge in personal tyranny. If you
make it personal, Alex will be defensive. He will either deny
the problem, blame someone else, blame the weather, the traffic,
tell you that he knows best or some combination of the these.
If, on the
other hand, you present the situation in terms of the specific
events, you can focus upon Alex's own view of the problem (why
is this happening?) and Alex's own solution (what can Alex do
about it - can you help?).
Stage 2 will
sometimes be sufficient. If Alex had not realized there was a
problem, he might act quickly to solve it. If he had thought his
behaviour would pass unnoticed, he now knows differently. By
giving Alex the responsibility for solving his own problem, you
can actually motivate him beyond the specific problem: he may
suggest on improved reporting system, or a short training course
to deal with a technical short-coming.
Finally, the
demonstration alone that you are interested in Alex's work may
be enough to make him improve. Never assume that you know
better, always ask first - then if no solution is forthcoming,
proceed to ...
Stage 3
is the analysis stage and is based upon a simple model of
behaviour: every action is preceded by a trigger, and is
followed by a consequence or payoff. Thus baby is hungry
(trigger), baby cries (action), baby gets fed (payoff); or the
report is due today (trigger), Alex goes for coffee break "to
think about it" (action), Alex has a relaxing afternoon
(payoff).
Sometimes,
good behaviour is blocked by negative payoffs. For instance, if
every time Ronald informs his boss Diana about a schedule
change (action), Diana vents her annoyance on Ronald (payoff),
then Ronald will be less inclined to approach Diana with
information in the future. One of the problems with
communication in Ancient Greece was that the bearer of bad news
was often executed.
Once you have
analyzed the problem, stage 4 is to find a solution. With
most people-problems at work, you will find that the "bad"
behaviour is reinforced by a payoff which that person finds
attractive.
There are two
solutions: 1) modify the payoff either by blocking it, or by
adding another consequence which is negative, or 2) create a
positive payoff for the alternative, desired "good" behaviour.
In the long
term, the latter is preferable since it is better for motivation
to offer encouragement rather than reprimand; optimally you
should implement both.
This is where
you have to be creative. BM provides a manageable focus and a
framework for analysis; you, as manager, must provide the
solution. It is best to work on one problem at a time because
this simplifies the analysis. Further, by addressing one, other
related problems are often affected also.
Let us
consider "late reporting". Firstly, add a negative consequence
to Alex's current behaviour. State explicitly that you need the
report by 3.30 on Friday (so that you can prepare your weekly
schedule update) - and, if this does not happen, summon Alex at
four o'clock to demand the report before he leaves for the
weekend. This will probably ruin his "hour before the weekend"
and he will wish to avoid it.
Secondly, if
Alex does get the report in by 3.30 make a habit of responding
to it on Monday morning: if there is an issue raised, help Alex
to solve it; if there is a schedule change, talk it over - but
make it clear (say it) that you are only able to do this
because you had time on Friday to read over his report.
Thus Alex learns that he will receive help and support IF he
gets the report in on time.
Stage 5
is necessary because such plans do not always work. You must
continue to monitor the problem and after a trial period, review
your progress. If the plan is working, continue; if the plan has
failed, devise a new one; if the plan has worked, look for a new
problem to solve.
Where to
Seek Solutions
The range of
problems is so large, that it is impossible to offer more than
generalities as advise. Each person is different, each situation
is different, so each solution must be carefully crafted. This
being said, here are a few ideas.
Look for
aspects of motivation - any problem which stems from lack of
commitment or interest can only successfully be addressed by
providing motivation.
Be flexible
with regards to personal problems. No parent is immune to the
"joys" of a new born baby, no one is unaffected by bereavement.
When circumstances and the human factor impinge upon your
ordered plans, adapt; since you cannot change it, work with it.
Focus upon the problem (say, schedule slippage) and deal with
that in the existing situation. For instance if you sanction
half a day's "sick-leave" to see a solicitor, you might save a
week's worry and distraction.
On a larger
scale, look carefully at the "systems" which exist in your team,
at those work practices which you and they follow through habit.
Some of these can work against you, and the team. For instance,
the way you hold team meetings may suppress contributions (at
17.00 o'clock on a Friday, say); the way you reward the
exceptional may demotivate those responsible for the mundane.
Take a long
term view. Constant pressure will eventually destroy your team
members. If you acknowledge that a relaxed yet engaged workforce
is (say) 10% more efficient than one which is over-stressed and
fretful, then you should realize that this amounts to half-a-day
per week.
So why not
devote half-a-day to: peer-group teaching, brainstorming on
enhanced efficiency, visits to customers (internal and
external), guest lectures on work tools, or all four on a
four-weekly cycle. You lose nothing if you gain a skilled,
committed, enthusiastic team.
Finally, look
carefully at how you behave and whether the current situation is
due to your previous inattention to the human factor: you might
be the problem, and the solution.
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