Canada’s favourite coffee – why the shift?

On the 22nd of October 2017, MSN Money reported that McDonald’s McCafe Coffee is now Canada’s favourite coffee chain. Tim Horton’s, which I think most people would assume to be the front runner in this contest was FOURTH! Second Cup and Starbucks were second and third respectively. In 2014, Canadian Business reported that Timmies was #1 for coffee and the Tim Horton’s brand was rated #2. I came up empty handed for 2015/2016 results, but the slide from 1st to 4th in three years is dramatic for the franchise that is really a Canadian cliché.

Having grabbed a lunch at Tim Horton’s just the day prior, this got me thinking about WHY? I thought it was proper to do some quick data collection on the product itself. I stuck to just looking at the medium size as I already drink way too much coffee and to keep my physician happy I drink half-decaf now. As I suspected, size, price, and rewards, Mikkie D’s edges out Tim’s.

McDonalds Tim Hortons
Size (medium) 442 ml 425 ml
Price $1.75 $1.79
Taste Awesome Meh*
Recyclable cup? No No
Recyclable lid Yes Yes
Cup construction Double wall Single Wall
Lid Construction Easier to open/stays open Lid doesn’t stay open consistently (for me)
Loyalty program Yes (Buy 7 get 1 free) No
Rewards Monopoly Roll up the Rim

*Yes – taste is totally subjective

I was a faithful Timmies drinker until around 2010 when I was on a trip to New Brunswick (Yes – Gagetown for the military folks) and McDonald’s had one of their free coffee giveaways for the entire two weeks I was there. Being a frugal fella, my mates and I picked up our free coffees every morning and discovered that the new McDonald’s bean was pretty darn good. But that wasn’t all.

cup1There is a human factors engineering aspect to this too! It’s all about the CUP and the LID. Props to Timmie’s for the Canadian hockey logos at the bottom (Go ‘nucks).

For whatever reason, my fingers have always been pretty sensitive to heat and I need to let a Tim Horton’s coffee sit for five minutes or so before I can comfortably hold it. Those little cardboard sleeves help – but they fall off all the time and are generally a pain. Poor engineering. The McDonald’s cup on the other hand has TWO walls and doesn’t toast my tender fingertips. Far superior engineering. Human Factors Engineering which is one of the components performance analysts consider when looking at workplace performance problems. Even though the ml of coffee is only different by 17 (just a few drips) the McDonald’s cup LOOKS a lot bigger too eh!?

Now, the lid. The Timmies lid is left, McDonald’s right. I have always had troublecup2 tearing open the Tim’s lid and getting it to stay open with that little bump thing in the middle. It never seems to work quite right. The McDonald’s lid just flips back and sticks – every single time. Again, better engineering. Added bonus, the double walled cup seems to keep the coffee hot longer. I haven’t measured this – so that’s anecdotal. So we have looked at the product, the design… let’s consider service and the value proposition. Remember when I was in New Brunswick in 2010? Tim Horton’s was king of coffee. Even with the free give away at McDonald’s, cars were lined around the block for a double-double. My pals and I couldn’t figure it out, but we were happy our line was short. Did I mention it was free? Oh yeah – I did.

I have noticed over time that the service at Tim Horton’s has declined somewhat. Again – no science here – this is just my experience. Yesterday – they gave my sandwich to someone else and after three people behind me got served I asked where my meal was… they had no idea, but there was this crispy chicken sandwich that no one wanted – no doubt belonging to the fella that scooped my ham and cheese. Disappointing. Then there are those lines! I am always amazed at how long the lines are at the Tim’s drive thru compared to McDonald’s (anecdotal). I know both chains study this stuff and they time loyaltyeverything. I would love to see the data from both to see who is ahead. I think I know the answer.

Finally, let’s consider the value proposition. 442ml for $1.75 vs 425ml for $1.79 – but you also get the 8th cup free at McDonald’s. That drops the price per cup to $1.53 (if you collect those stickers – and I do.) See. Only one to go.

In summary, less expensive, more coffee, better cup, better lid, cool fingers and a taste I like better. I know – taste is subjective. The rest of it though is quantitative. If service is slipping like I have experienced personally (anecdotal) then that is just further exacerbating the issue. That’s my back of the napkin analysis.

If you found some value in this post – please feel free to “like” and “share!”

 

 

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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

Gen1

Gen2.png

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!

References

American Management Association. (N.D.). Leading the Four Generations at Work [web log]. Retrieved from: http://www.amanet.org/training/articles/leading-the-four-generations-at-work.aspx

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: https://managementhelp.org/blogs/supervision/2013/08/22/working-with-different-generations/

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)

100

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.

BLOCK DIAGRAM

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!

References

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.
http://digitalcommons.lsu.edu/gradschool_disstheses/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

Knowledge Management – or the worn path in the grass

I was walking into my current client’s building from the parking lot the other day and this path got me thinking about why everyone takes the shortcut across the grass. That got me thinking about the movie a few good men and the scene where Corporal Jeffrey Owen Barnes was cross examined by Captain Barnes… if you haven’t seen the movie or don’t recall the scene, you can watch it on YouTube.

Captain Barnes (Kevin Bacon) was trying to make a point that if something isn’t written down as policy it doesn’t exist. Lt. Daniel Kaffe (Tom Cruise) crushes the prosecution’s strategy when he asks the Corporal to show him where in the book it tells you how to get to the mess hall. I always loved that scene.

That connection made me think that knowledge management is kind of like that path and knowing where the mess hall is in ‘gitmo.” The reason this worn path exists is because parking behind the clients building is limited, but there is free parking a half block away (a rare thing in Ottawa.) Now on my first day I was there, I didn’t know about this and my client had to explain to me how to get to the free parking spot and then to the building via the worn path. It’s not written down anywhere but everyone knows – after a day or so.

As with any term these days, there are a hockey sock full of definitions. I like the one in Wikipedia because it has withstood the review of many experts.

Knowledge management (KM) is the process of creating, sharing, using and managing the knowledge and information of an organization. It refers to a multi-disciplinary approach to achieving organizational objectives by making the best use of knowledge.

Knowledge Management is relatively new having only arrived on the scene in the early 1990’s. I had the opportunity to become a certified knowledge manager back in 2010. One of the things that always stuck with me from that course was when someone asked what knowledge we should focus on creating, sharing, using and managing… the response was “if you got hit by a bus today what would the person coming in behind you need to know to do your job.”

Clearly – where the free parking is doesn’t fall into that category. But it gives you and idea where your KM requirements should start!

 

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!!

 

Needs Assessment or Needs Analysis?

Words are important. I hate to admit it – but they are. There are some folks who love to sit argueand debate from dawn until dusk about the best verb to use in a performance objective statement. I am 180 degrees opposite and want to get the verb that the majority agree on and move on! In my experience, the subject matter experts are pretty good at choosing a verb that works.

There are two terms that continue to get used interchangeably, Needs Assessment and Needs Analysis. Even worse is the fact that both can get shortened to “NA” by practitioners which can lead to even more confusion. Want to get crazy? Add in Training Needs Analysis (TNA) which is also often described as the “NA.”

If you want to find “the” explanation of NA and NA, be prepared for an arduous search through the Internet and many many texts where authors have put their own spin, tweak, massage and a coat of rust-o-leum paint on the definitions. I say “the” because there is no single definitive explanation.

While analyzing a previous client’s training system, the NA and NA terms were being used in very interesting but not necessarily accurate ways. To help clarify how the terms are related (but different) I headed to NeedsAssessment.org to do my own research. Watkins, Meiers and Visser’s (2012) FREE book A guide to assessing needs: Essential tools for collecting information, making decisions and achieving development results is an exceptional resource which helped me to develop the first version of this diagram:

na v na2
Needs Assessment vs. Analysis Concept Map

With some feedback from my colleagues John Egan and Julie Maiilé (merci mes amis), the diagram was tweaked, spun and massaged into the picture above which tells this story:

A performance problem or new opportunity starts with a Needs Assessment. When you do a Needs Assessment you will (should?) use both needs analysis and performance analysis. The results of the Needs Assessment works to improve results through the implementation of non-training and/or training interventions.

If a training intervention is required, then you will have to do a Training Needs Analysis. The TNA uses task analysis to determine what has to be trained and what doesn’t.

One of the big ah-hah’s in this client’s situation was that the Needs Assessment function resides within the training system and was being done by training specialists. How many non-training interventions do you think get recommended?

This is a very macro view of Needs Assessment aimed at making us all a little wiser about when we should use NA or NA… or maybe never use the acronym at all? If you want to learn more, go get that book! Did I mention it’s free!?

References

Watkins, R., Meiers, M.W., & Visser, Y.L. (2012). A guide to assessing needs: Essential tools for collecting information, making decisions and achieving development results. Washington, DC: The World Bank.

 

Experiential Learning Vs. Learning from Experience

We are adding a garage onto the front of our house. Being a telecommuter, and with warmer weather starting to appear off and on, I have been keeping the front door open and as such, I catch the occasional discussion going on between my good friend Phil aka Da Boss and Lanny, his trusty sidekick.

20160429_112610
Phil providing some just in time training on loading a nail gun

Last week, they were starting to close in the walls and Lanny was happily tapping away with the nail gun making that shhht-thunk noise when Phil hollered “Lanny! There’s no nails in that gun!” I wondered how Phil knew that when they were working at opposite sides of the “site.” Lanny looked puzzled because he had just loaded the gun and had no idea why the nails weren’t coming out. A quick bit of troubleshooting by Phil determined that an adjustment of the thingymajiggy had to be made because he was using longer nails. Phil showed Lanny the fine art of thingymajiggy adjustments – rapidly tapped three nails into the top plate and passed the gun back (which is when I snapped the shutter.)

That brief exchange set me off thinking about experiential learning vs on-the-job training (OJT), apprenticeships and the likes and my own preference for learning by doing. If I spent a tenth of my green fees on golf lessons and half the time I spend on a course at the driving range instead of just whacking that darn ball, I could probably break 90.

Tell me and I forget, teach me and I remember, involve me and I will learn.
~ Benjamin Franklin

Experiential Learning has been around for a long time. Kolb (1984) proposed a four stage learning cycle, shown below. Simply put, it’s learning that is designed so that students are directly involved in the learning experience. Korth & Levya-Gardner (2006) note that while the model was designed for educators (read – in the classroom), it  has also “been applied to a variety of professional, organizational and managerial situations” (pg. 1124).  These different applications are represented by the different groups in the center of the model below.

Experiential_Learning_cycle
From Multi-Stakeholder Partnerships Knowledge Portal. http://www.mspguide.org/tool/experiential-learning-cycle

When Kolb’s theory is applied, the learner starts by (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to test hypothesis in future situations, resulting in new experiences.

So this has been a bit of an epiphany if you like big(ger) words – or an ah-hah moment if you prefer the shorter ones. I have been misusing the term experiential learning for quite awhile. My scenario with Phil and Lanny is not an example of experiential learning. Lanny did not have the opportunity to reflect on his experience with the nail gun thingymajiggy and definitely did not conduct any analysis or arrive at any conclusions to test hypothesis in the future. I have been incorrectly attributed learning from any life experience as experiential learning. My bad!

References

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs. NJ: Prentice Hall

Korth, S. J. & Levya-Gardner (2006). Rapid reflection throughout the performance-improvement process. In Pershing, J. A. (Ed.), Handbook of Human Performance Technology (1122-1146). San Francisco: Wiley.

Where is the Performance Issue?

An old shipmate of mine shared this video on Facebook due to the “wow factor.” So after I watched it – my first thought was “boy are those two in troouubblle!” Then I caught myself. That’s my OLD thinking. Take 90 seconds and watch the video (just click the image) and then lets consider a different way of viewing the issue!

 Capturehttps://www.youtube.com/watch?v=-2jAG58dnmg

The firefighters were fortunate that the car didn’t go through the guardrail or hit something else (car, house, person) and create even more damage!

As I alluded to above, the old Navy Chief and Father in me immediately thought “what were they thinking? Why didn’t they secure the scene first??” It’s hard to re-wire your brain to approach everything in a systematic fashion, but I keep trying!

When I am being analytical (vice emotional) I generally start with Chevalier’s (2003) Updated Behavior Engineering Model in Table 1 below to consider a problem.

Without having access to the performers or their organization it is still reasonable to look at the model below and consider environmental and individual factors to start looking at. This analysis often leads to other interesting things!

As noted in Expectations of the Workforce… 75-80 percent of the factors that influence performance are environmentally rather than individually based. So that is where we start and after watching the video I wondered what the National Fire Protection Association standards say about this type of situation. Given the extensive list of NFPA standards, I think I would need some help from a subject matter expert to narrow it down! That covers the Environment: Information column.

If there is a standard, next up is to check and see if it has been translated into the fire department’s procedures and there are directions to the firefighters to secure a burning vehicle before putting out the fire. Let’s assume that so far we are all good and the standards and procedures are in place.

BEM

Table 1: The Updated BEM (Chevalier, 2003). Reprinted with Permission

Now I would be asking to see the truck and have one of the firefighters show me where the equipment is that could be used to secure that car. There should be a few different options. Two that spring to mind are steel chocks or a steel cable with a “come-along” that could be attached to the truck and the car. Maybe attaching a burning car to a fire truck is bad juju… I’m not sure – but the experts would be quick to tell me if I am thinking crazy!

That takes care of the Environment: Resources column. If we are still ticking the YES Box at this point and have discovered nothing else in the workers environment, it is time to start looking at the firefighters.

The first place to look is at the training program. If the training program has the required procedure included, then we want to see if the firefighters on scene actually received that training. That is the Individual: Knowledge/Skills column. Really – this is still an organizational factor as it is up to the organization to provide the training and assign qualified people to work in certain positions. If this is all still correct – it might be time for someone to put the “Chief” hat on and kick some heiny!

Okay – not really. It has also been proven that generally – heiny kicking isn’t helpful. At this point we need to look at the capacity and motives of the individuals involved.

It is more than likely (75-80% chance?) that there is an information or resource issue at the root of this video. Rectifying that would probably lead to some changes to standards, policies, procedures, equipment fit on the trucks and maybe even some training.

Learning Organizations have a process for capturing these types of scenarios so that they don’t happen again… sounds like a great topic for down the road!

References

Chevalier, R. (2003). Updating the behavior engineering model. Performance Improvement, 42(5). Silver Spring, MD: International Society for Performance Improvement.

A Rusty Navy

Headache-photo-259x300Note – I started writing this two weeks before the Government tabled it’s new budget and the story has continued to evolve…

One of the courses I have taught at Boise State’s Organizational Performance and Workplace Learning Program is Thinking in Systems. Looking at the world with a systems perspective gives me a migraine sometimes. Other times I want to poke my head in the sand because systems are messy. Yet other times I get fired up and want to figure out why a certain system is functioning (or not) they way it is intended to.

I came across this article “A conversation with the commander of the navy” about ten days before the Liberal Government announced it’s budget. I have been pondering Vice-Admiral Norman’s comments on procurement, particularly as I have sailed on three classes of Canadian Warships that were purchased (time for fun with my thesaurus… appropriated, wrangled, secured, prevailed upon) at three different times in the history of the Royal Canadian Navy (RCN). Since retiring from the Navy, working from the inside of the military industrial complex gives me a new perspective on the procurement system too!

In the article, Admiral Norman said “I think in terms of the relative priority of the big-ticket items, that’s a tough space and ultimately the armed forces recommends large or major capital programs to government based on how we interpret the equipment needs to deliver on what it is we think government wants us to do.” (My emphasis)

The orange text is what really caught my eye and it had me reflecting back on an excellent movie from 1998 called The Pentagon Wars, starring Kelsey Grammer. If you haven’t seen it, Matthew Gault provides a great synopsis of the movie, a story of scope creep of magnificent proportions. The ability of personalities to influence major decisions (procurement in this case) regardless of facts and common sense is something that has always astounded me.

So what does this all have to do with performance improvement? Based on the ISPI HPT Model one of the first things we check is the organization vision mission and values. What is it that the Government of Canada wants the Canadian Forces and then the Navy to do? Well, that is spelled out in the Canada First Defence Strategy which was published in 2008 (Berthiaume, 2015) Check! But wait…

“Defence officials quietly declared [the Canada First Defence Strategy] unaffordable in 2011, only three years into what was supposed to be a 20-year run. Troublesome procurement projects have also largely hollowed it out, with plans to purchase new planes and other equipment postponed or cancelled” (Berthiaume, 2015).

So it would appear while there was a plan and some goals, the “gizintas” (you know.. 2 gzinta 4 two times) weren’t done very well. The mission goals are now eight years old and in desperate need of a refresh.

Another contributing factor might be that the Canadian Forces isn’t the master of it’s own destiny when it comes to buying stuff. Well, not exactly true.. if they are buying pens, or toilet paper they are masters. Ships? Forget about it. Enter Public Works and Government Services Canada (PWGSC). If the military wants to buy anything over a certain dollar figure (depending on if it is a good or a service being purchased and what the current rules are) they have to go through PWGSC. It gets worse of course as the $$$ figure goes up.

Prior to the release of the budget, this article from the Globe shows how complicated “financial planning” for purchasing big ticket items is. The long lead times in planning and procurement enmeshed with the lightning fast changes in technology and shifting political landscape inside and outside of the military make it very chaotic.

Now that the budget is out Global and CTV reported that the government will “delay $3.7 billion in planned defence purchases – ships, planes and vehicles – indefinitely.” There was quite an uproar within my circle of friends that are retired and/or still in the military.

What got my attention in the CTV article was Morneau’s comment that the Liberals need a year to figure out Canada’s defence priorities. If we consider that the Canada First Defence Strategy is in need of review, wouldn’t it make sense to take a deep breath – pause – and craft a new plan before finalizing plans for major equipment?

 

Admiral Norman said in his article “We have a structure today that we have inherited over time. More by default than by design. That structure allows us to do a whole bunch of really important things…We can change that structure if need be, but we need to know what we’re changing it for.”

It sounds to me like the Government might be doing just that

References

Berthiaume, L. (2015). No new defence strategy, four years after original declared unaffordable. Ottawa Citizen.

Learning Anytime Anywhere

ADHDA while back I said that my next musings would be around Dr. Tom Gilbert and the Behaviour Engineering Model (B.E.M). but I keep running into other things that catch my attention! I will  tie the BEM into the story at the end.

Last weekend we hosted a friend of my daughter’s who recently arrived at CFB Kingston to start his training as an Intelligence Operator (INT OP) in the Canadian Armed Forces (CAF). One of my first two projects as a Training Development Officer (TDO) was to convert the first forty hours of training for this course from Face-to-Face (F2F) to self-directed online learning. That was ten years ago… wow time flies!

2006 was “the year of the social network” (R. Macnus, 2006). Phones were getting smarter and the 3G network was here! Important to the CAF was the increased stability of its Learning Management System (LMS) “DNDLearn” which at the time was provided by Desire2Learn or D2L. Since then, the CAF has moved onto SABA and D2L created Brightspace. My point here is that with respect to Distance Learning (DL), the CAF was really at the beginning of a major shift when I was assigned the project.

When I took over the DL project, the school had already thought through a lot of the logistics and access issues. There was real (valid) concern that the learners might not have a computer, reliable Internet access or the support of their supervisors to commit the time required to complete the DL portion of the training. To address these issues, laptops, headsets and hard shipping cases were purchased to send to each student so everyone started at the same level with respect to technology. An instructor was available every day to support the learners. Learning contracts were developed that the instructor, the learner and the learner’s supervisor at the “home unit” had to sign.

This learning contract is really key to the story. The CAF is – understanding its culture – pretty particular about where it’s people are and what they are doing. The more junior you are, the more this applies! The staff at CFSMI were not about to let these new INT OPs run willy nilly all over the country unsupervised while they did this training! The instructional staff and I had some passionate debates about learner centricity and giving the learner responsibility. A tall order for an organization that is so control oriented.

Fast forward to last weekend. Matt and I were talking about his upcoming training and given my history with the initial attempt, I was naturally curious about what had changed! I wasn’t disappointed. The DL curriculum has expanded from 40 to 72 hours (9 training days) which is a pretty solid demonstration of success, but the change that really got me was that Matt has already headed back to Victoria while he completes his DL phase of training. The Chief Instructor’s directions were (in Matt’s words) “I don’t care where you do it, as long as you get it done on time and you don’t get hurt.” Quite a different contract from 2006.

Of course, logistics and access have changed quite a bit in the past ten years and the Defence Learning Network (DLN) has matured. More importantly, connectivity is not the issue it was and we are almost all connected. Internet access by individuals jumped from 67.9% in 2005 to 80.3% in 2009 (Statistics Canada, 2010). I couldn’t find more recent stats, but I think it is safe to say that access has surpassed 2009 levels and mobile technology keeps getting better.

So how does this story about learning relate to workplace performance? As  noted in Expectations of the Workforce, there is a consensus amongst  research and experts in the field of performance improvement that around 75-80 percent of the factors that influence performance are environmentally rather than individually based. The top row of Chevalier’s Improved Behaviour Engineering Model in Table 1 below helps focus the analyst’s attention here first.

 

BEM

Table 1: Updated BEM (Chevalier, 2003). Reprinted with permission.

The expectations “I don’t care where you do it, as long as you get it done on time and you don’t get hurt” are pretty clear! The maturity of the DNDLearn system ensures that guides, materials and tools are in place and support performance. The biggest change to me in this environment is the level of trust displayed by the leadership in allowing young Matt to really learn anywhere anytime, within the allotted timeframe of course. A truly incentivized environment!

My hat is off to the School of Military Intelligence and I trust Matt is enjoying being at home with friends and family while taking this first step in his journey to becoming an Intelligence Operator.

References

Macnus, R. (2006). 2006 Web Technology Trends. readwrite. Retrieved from http://readwrite.com/2006/12/11/2006_web_technology_trends, 09 Mar 2016.

Statistics Canada (2010). Internet use by individuals, by location of access, by province. Retrieved from http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/comm36a-eng.htm 09 Mar 2016.

Chevalier, R. (2003). Updating the Behavior Engineering Model, Performance Improvement, 42(4), 8-13. Retrieved from www.aboutiwp.com