Learning moments

Positive reinforcement has long been touted as an effective behaviour management strategy and also a method of increasing work performance. We all feel great when we receive this don’t we? Well not everyone does according to Gerson & Gerson (2006) in their article Effort Management they state that for some people who base their identity on certain traits ( being smart, efficient, productive etc) praising the result of their efforts alone may actually increase the pressure, stress and fear of failure. They state it is necessary to praise the effort as well as the achievement to overcome this obstacle.

They cite the example of  a child learning to walk. We don’t save our praise until the goal is achieved and they can now walk without stumbling we praise every faltering step and subsequent fall along the way. They equate this proces to that of skill acquisition in the work place and propose that what is needed is to ‘reinforce the attempt to learn’ in praising the effort exerted as well as the result. By aligning effort (or lack of) to the outcome workers are able to identify what is required to achieve goals and are more likely to attempt to improve in this manner

What feedback methods do you use? Think back to times when you have given feedback that you thought was positive but the reaction from the learner was not what you expected? Can you think why this may have occurred?

The Change Guiders

Have just received a copy of  ‘My Iceberg is Melting’  (2006) by John Kotter  and Holger Rathgeber. The book is about change management and is presented in a really novel way. It tells the story of Fred a penguin in Antarctica who after much study realises that the iceberg that he lives on is in grave danger. Through melting and re freezing he determines that the iceberg will eventually break up and be destroyed. Fred has no power within the penguin colony, he is seen as a rather quiet but strange penguin. He  approaches Alice, a member of the Leadership Council who is known for ‘getting things done’ and with her help they slowly connvince other key figures. With the help of this team of penguins that have begun to believe Fred’s ideas, they slowly but surely  bring about the necessary changes. 

Each member of the team has their own idea of how they should go about this project and it is not until Louis tells each penguin in the team to close their eyes and all point east, (when they opened their eyes they were all pointing in different directions) that they recognise the need for a united approach. The analogy of working together as a team to catch squid is enacted (apparently this is the only ways penguins can  catch the squid) and in this way they realise that it is possible to work together as a team toward a common goal.

The book describes Kotter’s eight steps toward successful change management in similar ways.

Kotter and Rathgeber have used fable to turn these eight steps –

1. Create a sense of urgency and deal with difficult problems
2. Put a carefully selected group in charge of guiding change
3. Found a sensible vision of a better future
4. Communicate the vision so others can understand and accept
5. Remove as many obstacles to action as practical
6. Create some sort of success quickly
7. Never let up until a new way of life is firmly established
8. Ensure that changes are not overcome by stubborn hard to die tradition

into an entertaining and interesting tale. As you live through the sometimes funny, sometimes frustrating and eventually successful adventures of the penguins you find yourself becoming aware of parallels in your own workplace. We have all met characters like Fred,  Alice,  Louis,  Buddy, the Professor and NoNo , and we’ve all seen attempts at change fail because not enough attention was paid to each of the above steps.

How many books have you read on leadership, management and change that after you put them down little is remembered?     When you have finished this book you will remember Fred and Alice, Louis and the Professor, Buddy and of course NoNo. After reading this book when we think of those eight steps we see Fred and his team and align each character with one from our own lives. We smile to ourselves and say yes that is Fred or Alice or…  When you think of projects at work you will be able to identify some of the eight steps. When you consider some of the projects that have failed you might find yourself thinking… maybe that was because we missed this step or … maybe our program didn’t work because we didn’t have a Louis or … we forgot to include an Alice in our team or … our Fred didn’t go about it in the same way as Fred did in the story. 

Like a favourite movie you will remember and talk about this book and maybe… just maybe you’ll put into action these concepts and develop a mechanism for change that will really work!

An article on the Department of Trade and Industry website in the United Kingdom titled ‘People Development and Teamwork’ (www.dti.gov.uk/quality/people) lists the advantages of teamwork as:

• A greater variety of complex issues can be tackled by pooling expertise and resources.
• Problems are exposed to a greater diversity of knowledge, skill and experience.
• The approach boosts morale and ownership through participative decision making.
• Improvement opportunities that cross departmental or functional boundaries can be more easily addressed.
• The recommendations are more likely to be implemented that if they come from an individual

These are all processes that can be enhanced through the use of blogs and wikis. Teamwork is about collaboratively working toward group goals the teams involved can be large or small depending on the project. Group roles may be fulfilled by people from a wide geographical area when these tools are successfully implemented. Each member contributes and the possibilites for success expand. Interdependence is cited as ‘critical for continuing improvement and problem solving’. The article recommends the Myer Briggs Type Indicator .­myersbriggs.­org/­my-­mbti-­personality-­type/­mbti-­basicswww  to determine individual personalities in an effort to recognise and value peoples difference.  In order to create an effective there are there are a variety of roles that need to be fulfilled. An understanding of people’s behavioural preferences using the MBTI helps to ensure that appropriate people fill each role. The MBTIcreates an understanding that difference does not mean one is right or wrong. Awareness of difference can be seen as a  strength rather than an impediment to an effective team allowing team members to operate effectively in their own way working toward the team goals.

There are 4 scales within the MBTI these are:

• Extroversion – Introversion = how we prefer to give / receive energy or focus our attention
• Sensing – Intuition = how we prefer to gather information
• Thinking – Feeling = how we prefer to make decsions
• Judging – Perceiving = how we prefer to handle the outer world

For more detail on how to determine your preferences go the Myer Briggs Foundation by clicking on the Myer Briggs Indicator link above.

Dr Meredith Belbin identified eight roles within teams that give the bet chance of success. Listed below are these roles with a simple explanation taken from the Department of Trade and Industry website in the UK:

•  The Co-ordinator  clarifies the group objectives, sets the agenda, establishes priorities, selects problems, sums up and is decisive, but does not dominate discussions.
• The Shaper  gives shape to the team effort, looking for pattern in discussions and practical considerations regarding the feasability of the project. Can steamroller the team, and gets results.
• The Plant is the source of original ideas, suggestions and proposals that are usually original and radical.
• The Monitor  Evaluator contibutes a measured and dispassioate analysis and, through objectibity, stops the team committing itself to a misguided task.
• The implementerturns decisions and strategies into defined and manageable tasks, sorting out objectives and persuing them logically.
• The Resoure Investigatorgoes outside the team to bring in ideas, information and developments to it. They are the team’s saleperson, diplomat, liaison officer and explorer.
• The Team Worker operates against division and disruption in the team, like cement, particularly in times of stress and pressure.
• The Finisher maintains a permanent sense of urgency with relentless follow- through.

All of these roles within a team are valuable sometimes people assume more than one role. They also state that analysing teams, performance and behaviour using these roles can lead to improvements.

Looking at the teams you are involved in what roles do you play? Can you identify the roles for each member of your team? Click on the link and look at the Myer Briggs Type Indicator and let me know what type you are and which role you fulfill within your team.

The DTI website also describes stages that if gone through successfully lead to effective teams. Qualities of an effective team are listed as:

• Clear objectives and agreed performance gols
• Openness and confrontation
• Support and trust
• Co-operation and conflict
• Good decision making
• Appropriate leadership
• Review of the team process
• Sound inter-group relationships
• Individual development opportunities

They describe models for teamwork and functions of certain roles within the team. Training is highlighted as an essential requirement for team members this is seen as investment rather than a cost. They discuss the National Standard for training and development of people in order to achieve business goals. An interesting point as often we see learning as a means of workers being able to successfully fulfill their roles but ignore the fact that in achieving this goal we also achieve the business goals of the organisation and ensure that we remain a viable concern.

In 2008 Berwyn Clayton, Thea Fisher, Roger Harris, Andrea Bateman, and Mike Brown examined 5 cases within the TAFE system where culture and structure were adapted. There were common elements within the key elements in all five case studies even though the cultures and structures  adapted were not always the same. When they looked at principles the most important aspect was to have a clear vision that is communicated to all. Good communication to all parties is essential if changes are to be successful, to ensure that everyone is moving in the same direction. ‘To develop a curriculum in line with the needs and expectations of the industry’ was also seen as imperative and at the same time making sure that the organisation’s mission was one that  ‘respected and encouraged collaboration’ was also seen as  integral.

How are we doing this in our organisation. Our mission and vision is stated clearly on all our literature e.g. the monthly newsletter, the folder handed out at orientation and on posters on the walls. Whenever possible examples of the practical implementation of the mission / vision that are relevant to the area being studied are incorporated o our education sessions. Within the Learning and Development group itself the blog and wiki have been created to encourage more effective communication and collaboration.

The case studies highlight that an investment in the people of the organisation will assist with the way forward with an emphasis on ‘leadership rather than management’. A leadership program based on ‘Emotional Intelligence’ is encoraged to identify the most suitable person for each role. Professional development is also central to this theme, and again our wiki and blog are examples of some of the ways this can be carried out. Through both of these tools we can work toward creating communities of practice where and enhance our skills and knowledge by learning from each other. This includes not only groups within the organisation but external groups. It was also interesting to note that Clayton and co highlighted job security as important with one example cited at William Angliss Institute of TAFE where all contracted teachers were put onto permanent tenure after 12 months. People were seen as an investment not a cost and at TAFE Tasmania 2% of salaries is made to professional development. Capturing the learning that regularly occurs was also identified as a step toward changing cultures and structures. This was also identified by our manager and a recommendation made that we purchase a video camera in order to record the enormous amount of knowledge that already exists within our staff to develop others.

These case studies provide a guide to others when contemplation cultural and structural cahnge.  I was able to identify ways of improving the way we go about change in our organisation from comparing the key elements discussed with our own application.

Individual incentives were seen as form of encouragement and ‘modelling by people in senior positions was seen as way to signal that collaboration was a priority’ in US higher education institutions. This is one of the most effective tools for changing cultures. If the behaviour of people in senior positions does not model that which we wish to see throughout the organisation then the endeavour is doomed to failure. It will be interpreted that those in senior positions do not really believe in what they are preaching if they do not exhibit these traits themselves.

Suppport doc 2 Study in difference organisational structure and cultureIn 2008 Clayton, Fisher, Harris, Bateman and Brown conducted a review of the literature surrounding organisational structure and culture titled A Study in Difference: A review of the Literature http://74.125.153.132/custom?q=cache:4idQjYNWoccJ:www.ncver.edu.au/research/proj/nr4025ra4_s2.doc+organisational+structures+and+cultures&cd=17&hl=en&ct=clnk&client=google-coop-np. It looks at how the concept of culture was developed then links this concept to organisational structure. They cite Mintzberg (1979; 1989)stating ‘significant links between an organisation’s age, size, strategy, technology, environment culture and structure’. They look at ‘the degree of centralization of decision – making, formalization of rules, authority, communication, and compensation, standardization of work processes and skills…’ They define structure and the  forms of differentiation, then levels of integration, formalization, centralization, standardization etc.

When reading this review I recognized the structures within our organization and how they impact on the culture of the organization. The organisation has been operating within the aged care arena for at least 40years.  Our structure is formal with centralisation becoming an increasing focus. Although belonging to the largest aged care provider in the state up until 2005 we operated autonomously in the Newcastle area. However since then we have become regionalized and the executive team at state level is growing while our ability to operate autonomously is diminishing. All major projects and strategies are now developed at state level then implemented in all regions across the state. Regional representatives contribute to working parties involved in the development process but very little is now decided in individual regions. We now run an electronic resident management program statewide. This incorporates, assessments, care plans, progress notes, incident reports, admissions, and many other features. There is a statewide electronic program now being implemented for payroll and regional pay offices have now been disbanded. Our information technology department is also centralised  with IT staff in each region now performing only very limited roles. Incorporated in our pay roll system is an electronic rostering system for staff.

The formal structure of Uniting Care Ageing is ‘communicated via organizational charts, policies, procedures, committee terms of reference, designated roles and responsibilities as well as people’s behaviour’ as identified by Hunter (2002 p.xii). There are also informal structures in Uniting Care Ageing and again as Hunter points out these appear to be ‘the result of social and political networks and relationships that evolve as people work together but are also an outcome of flaws and inefficiencies in the formal structure’.

At present each educator is assigned certain facilities to teach and although this has tended to be an efficient way to manage our time it has recently been determine that ‘horizontal differentiation’ (Clayton, Fisher, Harris, Bateman and Brown 2008) or teaching by subject area would be a more effective method to address needs. It is intended that we develop each educator ‘high levels of expertise in a narrow field’ and liaise with the Service Managers and the Clinical Practice and Performance to provide a comprehensive and effective learning program.

Spatial differentiation is also present in our organisation as regions spread over a wide geographical area each with their own learning and development unit can be likened to Clayton and Co’s example of RTOs that support a number of campuses across a state.

Hodge 1996 cites ‘direct supervision, standardisation of work processes, … standardisation of skills and negotiation and collaboration on projects’ as elements of integration and these can also be seen within Uniting Care Ageing.

I found this review of the literature by Clayton and Co to be informative and Comprehensive. It has given me a better understanding of the structures within our organisation and some of the flaws associated with these structures.

Whenever we are wanting creativity we should start with exercises to improve the connections between right and left brain. One of the methods for acheiving this is called Brain Gym. There are some excellent resources for this (many coming from the Primary school arena where this is quite normal!) I also have a book called “learning to :earn which gives some excellent examples.

Recently I wrote a post asking the question ‘How can we use our wiki? We came up with a few ideas but it’s always good to have a look and see what others are doing. Wikispaces has written about Bosco an organisation that uses wiki’s to give the people  in Northern Uganda the oppportunity to communicate through the online community. Interesting and inspiring to see how others use this technology. Collaboration is all about helping each other and this is one very good example of how that can happen. I have placed the link below so that you can have a look for yourself. http://blog.wikispaces.com/2009/09/using-wikis-to-rebuild-cultures-in-northern-uganda.html

What happens when you know of a great innovation that would benefit your organisation but you don’t really have the power to make it happen? How can you influence those with the power to implement this change?  There is an identified need for innovation and flexible methods of learning but how  can we convince the powers that be of the changes that need to happen in order to provide an environment where these concepts can thrive? 

Change is often initiated and facilitated in many informal ways. According to Fisher (2000) much change is brought about by individuals who influence rather than have the power or authority to make that change happen. It boils down to individuals having faith that they do have the ability to initiate change but they just have to think differently in terms of how to go about it. Fisher states there are 3 steps to the process:

1. Vision
2. Opportunity
3. Tenacity

Discuss the vision whenever and where ever possible (ibid). This means taking advantage of opportunities that arise. An example of this may be the HR Manager pops by your desk for a chat on the way to see your manager about something and you casually drop into the conversation some of the benefits of your new idea. These little snippets of information that you informally pass on can prove very valuable in the long term. Of course there are formal ways that you can get your project discussed e.g. placing it on the agenda at meetings, submitting a Change Management Plan, and of course,  you also need to go through these channels as well.

An awareness of who you need to influence to bring about these changes and ideas of ways to approach them both formally and informally is also essential. Use every opportunity that you can! Be creative in the way you approach people and in the way that you present your information. However you must always balance this with an awareness of what is appropriate in each circumstance.  Remember that tackling an obstacle head on is not always the best approach –  think laterally. Keep people informed of what is happening and highlight the positive aspects to generate interest in the project. A vision communicated to others both formally and informally taking advantage of every opportunity employing patience and tenacity balanced with tact and diplomacy Fisher states are effective tools to influence change when you don’t personally have the authority to implement the change yourself.

I found this chapter of Fisher’s book especially pertinent. Often the informal ways of influencing change are overlooked and we focus on the formal but not always the most successful ways of bringing about change. It’s as much about planting ideas like seeds to germinate and grow as it is about complying with formal procedures. Nothing grows without a seed first being planted then carefully nurtured till it matures.  

Fisher, Kimball. Leading Self Directed Work Teams: Guide to Developing New Team Leadership Skills. McGaw Hill. 2000. Chapter 22

Evidence based practice is a term we hear a lot of in the aged care industry at the moment. When I ask people out there working in residential facilities what this is there seems to be some confusion. I recently read a discussion in a group on Linkedin that talked about the difference between ‘evidence based’ and ‘research based’ that may clarify this for us.

Even in this group of professionals there seemed to be differing opinions on what constituted each term. Some people thought there was no difference while others stated that although there were similarities between the two each had specific criteria that separated them from the other. The general consensus was that evidence based can be anecdotal while research based has particular systems and structures to be adhered to in order to ‘observe and question’  it sometimes does not discover all the relevent information necessary and therefore  results of research may simply be (and often is) that more research is required. Evidenced based looks at outcomes and why they occurred, from this (as is the case in our industry) are drawn conclusions or strategies that inform practice. Evidence based can become ‘a starting point for further research’. Do you have any other ideas as to what the differences are?