Accommodating Disabilities

With guest blogger and my pal Sean Rea (

Once in a while, a topic seems to be begging to be written. A couple weeks ago, CBC’s The Nature of Things aired an episode called “The Brains Way of healing.” Last week, a discussion on policies for accommodating learning disabilities popped up in one of my professional networks and a few days later Sean asked me how the Canadian military deals with accommodations. Around the same time, friends of ours, who have a son with autism stopped in to watch the Nature of Things episode. Through all this, my own daughter who deals with disability and her quest for a career that will enable greater self-sufficiency weaved its way through the other discussions, trying it all together.

CaptureI contacted Brett due to my son’s interest in being a paramedic in the public sector or the military equivalent of medical technician. My son, next year, is entering in to his last year of high school making this a real issue. The main reason I reached out to Brett was to find out how the military deals with accommodation of learning disabilities in its occupations, as I couldn’t find any information on this. The college system in Canada is very clear on the process for students with learning disabilities, they are assessed and then college decides what the student needs to be successful. In my son’s case, he has several diagnosed disabilities including: a grapho-motor disability, ADHD, and mild dyslexia. These three combine to make it difficult for him to read and write. That being said, to the outside world, he comes across as a very intelligent and articulate 16 year old. His IQ is slightly above average, and he has a vocabulary several years above his grade level. From a learning accommodation perspective, if my son can have content presented and studied without reading (i.e. video or audio) and is tested orally or from a performance basis, he learns as well as his peers. His knowledge of his limitations draws him to kinesthetic types of fields for work, and not fields that would require him to read quickly to attain the information he would need to make a decision. For this reason, he has been attracted to the first responder’s field, or just the other night he mentioned maybe being a carpenter.

Within the military, the absence of a policy on how to address learning disabilities has left training facilities and supervisors in the workplace to deal with each individual as best they can. I experienced this personally as Chief Instructor of Acoustics from 2000 to 2002, having a number of students with learning difficulties including ADHD, ADD and others that I wasn’t privy to because they are medical problems that the students and the health system don’t have to share, causing a barrier in helping the student succeed. It was frustrating, but we did the best we could.

CaptureMy friend’s son with autism will be going into grade 7 next year. He is an awesome guy and makes me think of what a young Sheldon Cooper would be like. He likes things a certain way and when you say it’s time for hot-dogs, buddy you better have his dog on the plate ready to go. He is very high functioning and has strengths in math, memorization and organizing things. My daughter has disabilities to deal with as well. She’s 24, she completed a college program in visual. Thanks to support from her family and an employment counselor she has held down a part time job in a florist department in a market for several years. She shares an apartment with a friend and has made an incredible amount of progress towards her goal of becoming self-sufficient. Saying that, her desire to move into a more challenging and financially rewarding line of work has been a struggle.

I have been known to help myth bust learning styles pretty regularly. I just did it again last week in a webinar for the ISPI San Francisco Bay Chapter. The topic of accommodation got me to thinking about it, and I went back to check my notes to be sure I had the right message. When instructional designers are doing their bit for the greater good, it is a waste of time, effort and resources to use learning styles in the design of learning. Dr. Will Thalheimer provides a great top ten list of resources supporting this. It’s great advice and I agree 100%. Until you get to someone with a learning disability – and this is the difference. When designing training for the masses, learning styles are bad ju-ju. But what about addressing the needs of individuals that are placed into the learning environments designed for the masses?

CaptureAs a seasoned Instructional Designer (ID), I agree with Brett and Dr.Thalheimer regarding learning styles. At the end of the day, the learning activities chosen by the ID must be aligned with the learning/performance objectives. If the objective is to be able to do something (say build a widget,) then the learning activities must be kinesthetic (build the widget.) In instructional design 101, we teach that we must design our training to the lowest common denominator, or in other words, to the population having the biggest performance gap. Then we come up with other strategies to meet the needs of those having smaller gaps (staggered entry etc.) The question that Brett and I floated around was “as IDs to we need to include learning disabilities into our gap analysis and choice of learning activities?” In my opinion no, as they have a much wider difference in strengths and weaknesses in different learning abilities. Also, adults with diagnosed learning disabilities should be aware of their accommodation needs and can advocate for themselves in the learning environment. In the example of my son, he will struggle with learning activities that involve reading activities and written assessments. However, he excels when given hands-on, practical activity, auditory text and instructional video. So, in the example of paramedic training, if the chosen instructional technique for starting an IV line is through a text book, followed by simulation, he will struggle with text book learning, but once sees an instructor demonstrate the technique he will learn quickly. Or he might ask the instructor to recommend a video alternative to the text book (for example How to Insert an I.V.) In the case of Brett’s friend, typical accommodations for autism may include, the much heavier use of written media, visuals, pictures and graphic. They will often need to know the “why” of a lesson and they often learn best from whole to part (complex to simple.)

So with such a wide range of functioning and abilities seen across individuals diagnosed with a learning disability, it would be next to impossible to design for these individuals as the accommodation needs are individual.

That being said, society, businesses, and agencies need to play a bigger role in making sure these individuals are successful in their learning, performing in the workplace and making a positive contribution to society. I anticipate that this will be a greater concern as my son’s generation enters the workplace, considering almost half of every school classroom has students with Individual Education Plans (IEP.) Given the current Duty to Accommodate rules under the Canadian Human Rights act, we don’t have a choice but to provide accommodation, with the exception of undue hardship and occupations that have a valid reason to discriminate.

If we want these individuals to be successful, the learning and performance community is going to need to be flexible with these learners, but in my opinion it is on the delivery side and not the design side. A well designed course, following adult learning principles, and incorporating neuro-science principles such as those outlined by Brown, Roediger and McDaniel in Make It Stick (2014) will create an effective learning program that can be supplemented with alternative activities based on the learning needs of those individuals with disabilities. The good news is that Brett’s experience as an instructor who didn’t have access to this information on the students is changing. The fact is that today, children coming through the education system with an IEP are aware of their accommodation needs and can articulate them to the instructor. I could see it coming shortly that things like the pre-course survey would ask participants about any accommodation needs they have. No different than dietary/allergy factors we are asked on a regular basis. This would provide the instructor/facilitator the opportunity to open a dialogue on how to best help the learner succeed.

CaptureAs Sean noted above, there are Duty to Accommodate rules under the Canadian Human Rights that have been incorporated at the Provincial level as well. You can read more on Ontario and British Columbia’s  positions at the links. After I read these examples, I noted one common thread. The requirement to accommodate appears to be directed at employers. Reading between the lines, that means if I am disabled – I should not disclose my disability until after I have secured employment, as discussed here in Duty to accommodate mental health disability upheld by landmark Ontario Human Rights Decision. If you disclose your needs in a hiring interview, my gut tells me that any other candidate without a requirement for accommodation will get the nod. So where does that leave kids like ours? A little more digging reveals a real morass of services to wade through as shown on the inclusion BC website. When you look closer, the actual support to people with disabilities looking for employment, the available list for support gets short quickly.

The progress Sean describes in the (Ontario) education system is awesome. It still requires that the disability is recognized, properly diagnosed and then reported to the education system so it can be addressed. With my daughter, the full scope of her disabilities was not clear until she was almost finished high school. That was a set-back but we are thrilled to see the progress she continues to make.

With my performance technologist and MEGA-Planning view on the world, where If you are not adding value to our shared society, you have no assurance that you are not subtracting value (Kaufman, 2011), I still see a very large gap between when a child with an IEP leaves the education system and the transition to the workforce where they have an opportunity to add value to our shared society.

We’d love to hear YOUR thoughts. If you found this post worthwhile, please DO share it!


Kaufman, R. (2011). The manager’s pocket guide to mega thinking and planning. Amherst, MA, HRD Press Inc.

Brown, P et. al. (2014). Make it stick: the science of successful learning. Cambridge, MA, The Belknap Press of Harvard University Press


Multiple Generations in the Workplace

If you read my post on the Education Revolution, you will remember my question “Do students (of any age) prefer one form of media more than another for learning? Do we need e-Learning for children and chalkboards for Boomers?” My answer was “of course not!”

There has been more and more information shared about the multiple generations in the workplace and the need to treat each generational cohort differently. For example, the American Management Association (N.D.) says “Each group has its own distinct characteristics, values, and attitudes toward work, based on its generation’s life experiences. To successfully integrate these diverse generations into the workplace, companies will need to embrace radical changes in recruitment, benefits, and creating a corporate culture that actively demonstrates respect and inclusion for its multigenerational work force.” Do we really need to treat Millennials different than Boomers? Of course not! I’ll explain why in a moment. But first…

I am currently working my way through a business boot-camp provided by the Leeds Grenville Small Business Enterprise Center (LGSBEC). After a little more than a year of running my own business, I needed something to motivate me to get my business plan done and the LGSBEC has met that need! There were four days of face-to-face instruction provided by Karen McDonald of the Opportunity Group to walk my group of nine entrepreneurs through the ins and outs of business plan writing. Six of the nine will be awarded a grant to kick start their business. What a great program!

One of the entrepreneurs, Holly, had a daycare disruption in week two and had to bring her four-month old daughter Jillian to class with her. That’s Holly, Jillian and Karen looking at cash flows in the picture above. I believe that baby Jillian was pointing out an error with the formula that carried the cumulative cash-flow from the previous period into the worksheet for year two.

I have to say, Jillian is the BEST baby! Very quiet and happy. We hardly knew she was there. So, where am I going with this? These three got me thinking about the generational noise again. Recall that the AMA said “Each group has its own distinct characteristics, values, and attitudes toward work, based on its generation’s life experiences.” Let’s consider THAT.

First, we have to define what a generation is. The Center for Generational Kinesthetics uses this definition: A generation is a group of people born around the same time and raised around the same place. People in this “birth cohort” exhibit similar characteristics, preferences, and values over their lifetimes.”

There are reams of studies that have defined those “similar characteristics, preferences,” etc. The ones I use for arguments sake were published by (2005) Greg Hammill and adapted for use here to show a summary of personal, lifestyle and workplace characteristics by generational cohort.  Hopefully they aren’t too hard to read for you folks in the Veterans Generation. :-O



Did you take a moment to look at the charts? Do it! Look at “your generation” and see if you agree with the characteristics assigned to you. Do you agree? Are you 100% aligned? 80%? Do you feel like maybe you were born in the wrong era? (If you are having trouble reading these tables, right click and open the image in a new tab and you can zoom in to increase the font size).

We should also be aware that generational differences in attitudes toward the balance between work and other parts of life such as family may vary to some degree by gender. The charts above don’t take THAT into account.

And there’s the rub! There are glaring weaknesses in the generational research, especially with respect to the understanding of generational differences among people in the blue collar and service industry work forces, and with regard to people of lower socioeconomic status. That’s a lot of variables that keep me wondering about the validity of these categorizations of people by age.

Weiss (2003) notes that most attitudes and distinguishing characteristics attributed to the generations are identified during childhood and adolescence, but these characteristics may undergo adjustment as people experience life stage changes such as marriage, childbearing, and challenges of adulthood.

Hmmm, so as people age and experience “things,” they change? That seems pretty radical. Is it possible that all the Boomers didn’t always see work as an exciting adventure for their entire work lives?

Wellner (2003) acknowledges as well, that demographic projections are fallible since they are assumptions based on past behavior, and future behavior may or may not follow the same patterns. More concerns about validity. If you judged me on my past behaviour as a 20 year old in the Navy, you would never have predicted that I would be sitting here writing this! Maybe we do change…

The Center for Creative Leadership says, despite what is seen on television, heard on radio, and written in newspapers, magazine, books, the differences between generations are not as stark as we have been led to believe.

Here’s my favourite. Jennifer Deal, author of Retiring the Generation Gap (2008), argues that we all want essentially the same things at work. [My emphasis] Her assertion is based on seven years of research in which she surveyed more than 3,000 corporate leaders. Deal says that the conflicts have to do with influence and power—who has it and who wants it. And in some ways, the negative stereotypes about each generation are the byproducts of defense mechanisms used by the competing age groups.

So – it is definitely not recommended to make assumptions in the workplace OR in the training environment about any one individual based upon his/her membership in a chronological generational cohort or gender, age, learning style, personality characteristics or other factors.

Well then – what DO we do? Marcia Zidle provides a list of ten principles to “help you look past the stereotypes and become a more effective leader to people of all ages.

  1. All generations have similar values. In fact, they all value family, the most. They also attach importance to integrity, achievement, love and competence.
  2. Everyone wants respect – they just define it in the same way.
  3. Trust matters especially with the people you work directly with. Everyone wants to trust and want to be trusted.
  4. People of all generations want leaders who are credible and trustworthy. They also want them to listen well and be farsighted and encouraging.
  5. Office politics is an issue – no matter what your age. Most realize that political skills are a critical component in being able to move up and be effective.
  6. No one really likes change. Resistance to change has nothing to do with age; it is all about how much one has to gain or lose with the change.
  7. Loyalty depends on the context not on the generation. People stay or leave a company based on their boss, opportunities, stage of life and other factors.
  8. It’s as easy to retain a young person as it is to retain an older one. It depends on what’s important to them. Age defines a demographic not a person.
  9. People of all generations want to make sure they have the skills and resources necessary to do their jobs well. The ability and desire to learn continues throughout life.
  10. Everyone wants to know how they’re doing. Feedback is desired but no one likes only negative feedback; they also want positive as well.” THAT relates back to my last post!

Did you identify more strongly with Zidle’s ten principles or Hammill’s generational characteristics? To circle back to the boot-camp, which is what got me all fired up… There were five, probably six generations in the room with little Jillian. We all shared the entrepreneurial spirit, a common goal, clear and caring leadership from Karen and from what I could see, age was never a factor, except we all wanted to hold the baby!

In summary, you will get better results by (1) applying effective leadership and (2) creating a high performing work environment than you will by labeling people in your workforce by age, gender, personality or favourite colour!

If you liked the article, please feel free to share and/or leave a comment! Although WordPress gives some great stats on how many have visited… it only gives a number and a country. I’d love to hear from you!


American Management Association. (N.D.). Leading the Four Generations at Work [web log]. Retrieved from:

Deal, J. (2008). Retiring the Generation Gap: How Employees Young & Old Can Find Common Ground. Personnel Psychology, 61(1), 202-205.

Hammill, G. (2005) Mixing and Managing four generations of employees. FDU Magazine. [online, Winter/Spring 2005].

Weiss, M.J. (2003). To be about to be. American Demographics, 25(7), 29-36.

Wellner, A. S. (2003). The next 25 years. American Demographics, 25(3), 24-29.

Zidle, M. (2013) Working with different generations. [web log]. Retrieved from:

Feedback: It’s all it cracked up to be!

A lot has been said on the topic of feedback. Google will give you about 2,070,000,000 results in 0.82 seconds. There are different kinds and different definitions… my interest is in the realm of workplace performance which is defined as “the transmission of evaluative or corrective information about an action, event, or process to the original or controlling source; also :  the information so transmitted.” (Thanks Merriam-Webster)


I have been seeing more and more of the traffic signs that provide feedback on your actual speed popping up as of late and it has definitely affected MY behaviour every time I come into my sleepy little town. When approaching these 40 km/h zones, I now set my cruise control at 42 and breeze by the local constabulary with an ear to ear smile!

sid-roadside-speed-warning-sign-M23712On a recent visit to British Columbia, I saw more of these signs, with a little twist. Instead of just the hard data (your speed), a positive or negative reinforcing stimulus was also included in the form of a happy or sad face, similar to the image to the left.  Psychologists call this “operant conditioning” and these signs are an effective application of feedback and reinforcement. This video of my mom driving into Vancouver is a great example of the application and a successful outcome!

Reflecting on my own experience with these signs, I realized that the sign positioned by our elementary school on the north side of town, has had the desired effect while the ones on the east and west sides of town, haven’t. Initially, when the eastern and western signs went up, I complied. Now I am less likely to slow down as much as I do for the sign at the school. That got me wondering why. No kids. Less hazard??

There is (thankfully) more scientific data than a video of my mom and my own reflections. If you are so inclined, I have provided some references below (Ebrahim, Z. & Nikraz, H., 2013 and Shinar, D., 2017) that show an overall positive effect in the reduction of speeding and accidents in areas that used digital signs instead of standard signs. There are many other studies (Chhokar, 1983; Goldhacker et al., 2014; Pritchard et al., 2012; Park et al., 2011) that report the positive effects of feedback on performance.

A Transportation Alberta guideline for the placement of these signs notes that “permanent installations may lead to a proliferation of Driver Feedback Signs which could lessen the visual impact of the signs when they are needed most” and recommends that the signs be used in one location for no more than 30 days. This explains my declining compliance with some of the signs. All the signs in my town appear to be permanent and the two not situated by a school zone are losing their impact on me. I am sure this article will make it top of mind again for awhile! I suspect that the combination of the sign at the school coupled with the fact that the police are often parked on a side street contributes to me slowing down there more often.

Long story short, these signs got me thinking about feedback and how important it is in the workplace and any system. In the most basic sense, when a system output is measured, the result (positive or negative) can be fed back into the system to make adjustments as required to improve performance.


The measurement and change aspects often become the weak spots in the system, as determining what to measure isn’t always easy and, as M.W. Shelley said in Frankenstein, “Nothing is so painful to the human mind as a great and sudden change.”

When we think about performance in the workplace, it is helpful to look at it from different perspectives. I use the four listed below (Kaufman, 2006; Addison, Haig & Kearney, 2009):

  1. World (or societal impact from organizational outputs);
  2. Workplace (the organization as a whole);
  3. Work (processes and practice level); and
  4. Worker (teams and individuals).

How we measure outputs and apply changes to the system, based on the feedback received, will obviously be different depending on the perspective, the type of output and the change(s) required.

The frequency of feedback provided will also change depending on the factors involved. In an automated system such as a thermostat connected to a furnace, the frequency is almost continuous while feedback on employee performance should definitely not be continuous.

When I started out in the military, we had an annual performance feedback session which I felt wasn’t enough. Over time that changed to quarterly, which I also felt wasn’t always enough. When I was the Chief Instructor of Acoustics, our students got feedback at least weekly and more often if they had exams or had committed some horrible sin like letting their hair get too long or putting two creases in the sleeve of their shirt! For a poor performer it could be relentless. My instructors had a feedback session on a monthly basis which seemed about right.

Chhokar (1983) notes that “more [feedback] may not always be better” and finds that “the existence of some optimum frequency of feedback (not necessarily, the most frequent)” would result in a desirable level of performance. So how do you find that sweet spot? Is it the same for every performer? Is all feedback effective feedback?

Brethower (2006) cautions that “data dumps are not feedback” and “Intelligent value-adding performance is possible only with adequate feedback; defective feedback yields defective performance, always” (pg. 126). There are lots of ideas on how often feedback is required. I can’t find a study that says “X is the optimum frequency” likely because there isn’t one.

Of course, organizations must establish a minimum to ensure that feedback is being provided. Much like trying to address every individuals learning style when designing training, creating an individualized feedback system for every employee would be impossible.

The key is (1) appropriate feedback can increase performance, (2) too much won’t have that same positive effect and (3) when you are the person providing the feedback, asking your employee how much is enough could help you find that sweet spot!


Addison, R., Haig, C., & Kearney, L. (2009). Performance architecture. The art and science of improving organizations. San Francisco, CA: Pfieffer

Brethower, D. M. (2006). Systemic issues. In Pershing, J.A. (Ed) Handbook of human performance technology: Principles practices potential. (pp. 111-137). San Francisco: Pfieffer.

Chhokar, J. S. “The Effect of Feedback Frequency on Performance in Applied Behavior Analysis: a Field Study.” (1983). LSU Historical Dissertations and Theses. 3920. 

Ebrahim, Z. & Nikraz, H. (2013). Before and after studies to reduce the gap between road users and authorities. In Urban transport XIX, Volume 130 of WIT transactions on the built environment. WIT Press.

Goldhacker, M., Rosengarth, K., Plank, T., & Greenlee, M. W. (2014). The effect of feedback on performance and brain activation during perceptual learning. Vision Research, 99, 10, 99-110.

Kaufman, R. (2006). Change, Choices, and Consequences: A Guide to Mega Thinking and Planning. Amherst, MA. HRD Press Inc.

Park, J. H., Son, J. Y., Kim, S., & May, W. (2011). Effect of feedback from standardized patients on medical students’ performance and perceptions of the neurological examination. Medical Teacher, 33, 12, 1005-1010.

Pritchard, R. D. D., Weaver, S. J. J., & Ashwood, E. (2012). Evidence-Based Productivity Improvement: A Practical Guide to the Productivity Measurement and Enhancement System (ProMES). Hoboken: Taylor & Francis.

Shinar, D. (2017). Traffic safety and human behavior. Emerald Group Publishing

Why do we obey?

It’s Saturday night movie night and I was browsing Netflix for something stimulating popcorn-clipart-15(mentally). I stumbled across “Experimenter” a biography of Stanley Milgram. If you have done any psychology courses you probably already know of him.

If you haven’t heard of him or have ever wondered why German soldiers in WWII willingly participated in the concentration camps, why US Guards at Abu Ghraib abused prisoners or why people in your workplace will turn a blind eye to practices they know are wrong – this is a great introduction – in only 98 minutes!

There has been lots of controversy of his methods and Milgram’s work, along with a few notable others (Dr. Watson and Baby Albert, Stanford Prison Experiment by Dr Zimbardo) resulted in a much more ethical approach to experiments involving humans as time has progressed. I’ll let you decide if Milgram’s methods were unethical or not.

I would be curious to hear your thoughts on obedience in the workplace! Enjoy the movie!!


Expectations of the Workforce…

Expectations of the Workforce or “What do you really want me to do!?”

Have you ever started a new job or moved into a new position and thought “I don’t have a clue what I am supposed to be doing!?” How about the frazzled manager who gets the new hire and says “Here’s your desk… don’t worry – you’ll pick it up as you go.”

More than once in my career I have been transferred into a position where my “job Capture
description” consisted of a file folder full of printed e-mails, post-it notes and hand scratches on the back of a beer coaster. Frustrating when there are Human Resource (HR) policies and procedures that clearly outline requirements for job descriptions and performance reviews leading up to the annual performance assessment.

After becoming exposed to Performance Improvement and understanding the importance of the job description for setting expectations and the performance reviews as a feedback loop – in each successive position where I wasn’t provided a job description – I wrote my own – and presented it to my supervisor and asked “Is that what you want me to do?” It worked as a way to at least start a dialogue about expectations.

Feedback is the breakfast of champions.
~Ken Blanchard

In my most recent position where I had to manage others, I had one fella who had been bounced from job to job in the unit and didn’t seem to be getting a fair shake. When I took up the job, we sat down and reviewed my first attempt at his job description and made some tweaks, added some of his professional aspirations and away we went. We sat down twice in the year reviewing his progress, as well as at other intervals when more immediate feedback was needed. At the end of the year, I was able to base his performance assessment on all this and substantiate his higher than average rating amongst his peers. Easy when you use the system as it was designed.

A lot of people seemed to have “written off” this young man as needing too much care and supervision. I wondered – as we often do in our field – is it the performer or the work environment (which is the responsibility of management)?

Back in 2012, Guy Wallace (another one of my mentors and friends) and I wrote an article for eLearn Magazine that attempted to answer the question:

Where did the statement “80% of performance gaps are caused by other than Knowledge/skill deficits” come from?

To make a long story short, there was a consensus amongst the research and experts in the field that around 75-80 percent of the factors that influence performance are environmentally rather than individually based.

Now there are many (many many) environmental factors that can negatively impact performance. Some we can influence, some we can’t. In this case, simply setting clear expectations and providing regular feedback to show him how he was progressing created a real turn around.

One of the foundational models in Performance Improvement is Tom Gilbert’s Behaviour Engineering Model. Gilbert helps us see performance from both environmental and individual perspectives. A good topic to delve into next…


Mentors, Managers and Metrics

I recently learned that one of my mentors and good friend, Dr. Roger Chevalier, is going to become the latest Honourary Life Member of the International Society for Performance

roger and brett (2)
Roger and I at the 2012 ISPI Conference in Toronto

Improvement or ISPI. That has had me thinking about mentors, managers and metrics.

I met Roger through the Armed Forces Chapter of ISPI where he took me under his wing and I ended up following him into a leadership role in the Chapter. There is no better way of learning than by doing! Roger was a student of Ken Blanshard, Paul Hersey and Marshall Goldsmith – all leadership and management gurus in their own rights, so I feel very fortunate that we crossed paths and have remained in touch over the years.So that is the mentor in this story. My warmest congratulations to a tireless promoter of our craft!

The vast majority of books that I have read regarding performance improvement are very “text-booky” (my term) and/or aimed at consultants in the field. Roger has long believed that ISPI needs to focus more attention on managers – the folks on the front lines who have to make performance happen. This is a view I share! Roger published a book called A Manager’s Guide to Improving Workplace Performance in 2007 to help that management group understand how to apply performance improvement methods in their workplace. In 200 pages – he lays out a pretty straightforward prescription for helping work teams succeed. Now this is NOT an ad for Roger’s book, but I DO strongly recommend it for anyone in a managerial position. Don’t tell him – but I am hoping that his book sales will skyrocket and he will fly me out to Cali and take me for a ride in his ’64 Corvette convertible!

So where do metrics fit in? I recently did a project for a government organization [who shall remain nameless but you know who you are]. The aim of the project was to examine the training system and make recommendations on how it could be improved.

To give you some context, performance improvement is pretty straight forward. It kinda goes like this:

  • There is a problem (or someone thinks there is a problem)
  • You do some analysis… the organization, the environment it exists within etc to help understand the context
  • You ask the boss “If your problem was fixed, what would the world look like?” This is referred to as “The Desired Performance Statement.” Some folks call it the “To-Be” state
  • Then you ask “What is actually happening right now?” This is the “As-Is” state or the “Current Performance Statement”
  • Comparing the As-Is to the To-Be is called the “Gap Analysis”
  • Then you look for the reasons why you are stuck in the As-Is when you really want to get to To-Be. This is called “Cause Analysis”
  • Once you know the cause(s) [There is normally more than one] you can look at all the potential ways to reduce or remove those causes… the “interventions”
  • Then you select the intervention(s) that will give you the biggest bang for the buck, figure out how to best implement them and do it!
  • All throughout this process you should be evaluating what you have done so far and consider change management requirements

Click HERE to see ISPI’s Performance Improvement Model

Easy peasy right? What if there aren’t any metrics or the wrong things are being measured? Roger’s book has a great quote at the start of Chapter 6 “Defining the Performance Gap” that has always stuck with me (and been repeated in different forms by many people.)

“I can’t improve it if I can’t measure it”
~William Thompson, Lord Kelvin

So – back to that project I was doing. There are metrics, but they are all about the output of the training system ~ graduates. That’s a good metric but it doesn’t tell the whole story! There is nothing in place to measure the work going on within the system itself! For example… how long does it take to define the job, write the performance standards, design and develop the training? No idea. If they did the training this way or that way – what is the cost difference? What are the resource implications? There is some data, but not enough to see how the system is working. Now in fairness, they are developing those metrics and hopefully someday soon they will have that figured out.

Metrics then, are tied to organizational goals and the expectations of your workforce. If you are missing any of these three factors, chances are that your organization is underperforming.

That’s it! Stay tuned for next time… expectations of the workforce is in the batter’s box!