Shipulski On Design

Posts Tagged ‘Learning’

I was invited to an important meeting.  Here’s how it went.

I was invited to an important meeting.  I want you to attend with me.

I was invited to an important meeting with my boss.  Will you join me?

I was invited to an important meeting but I cannot attend.  Will you go in my place?

I was invited to an important meeting but the company will be better served if you attend.

I heard you were invited to the meeting instead of me.  I think that’s great.

Here’s a presentation I put together.  I want to explain it to you.

Here’s a presentation I put together.  What does it say to you?

Here’s a presentation I put together.  What’s missing?

I want you to create a draft of a presentation which we’ll review together.

I want you to create the presentation.  I’ll review it if you want.

I want you to create the presentation and deliver it.

I heard you helped someone create an interesting presentation and it went over well.  I’m happy you did that.

This is the situation and this is what I want you to do.

This is the situation and this is what I think we should do.  What do you think?

This is the situation. What do you think we should do?

This is the situation.  What are you going to do?

What’s the situation?

What’s the situation and what will you do?

What was the situation and what did you do?

I heard you helped someone with their situation.  That made me smile.

Image credit — Bastian_Schmidt

To have something is better than to have nothing, and to focus on everything dilutes progress and leads to nothing. In that way, something can be better than everything.

What do you have and how might you put it to good use right now?

Everything has a history. What worked last time? What did not? What has changed?

What information do you have that you can use right now? And what’s the first bit of new information you need and what can you to do get it right now?

It is always a brown-field site and never a green-field.  You never start from scratch.

What do you have that you can build on right now? How might you use it to springboard into the future?

When it’s time to make a decision, there is always some knowledge about the current situation but the knowledge is always incomplete.

What knowledge do you have right now and how might you use it to advance the cause? What’s the next bit of knowledge you need and why aren’t you trying to acquire that knowledge right now?

You always have your intuition and your best judgment.  Those are both real things. They’re not nothing.

How can you use your intuition to make progress right now? How can you use your judgment to advance things right here and right now?

There’s a singular recipe in all this.

Look for what you have (and you always have something) and build on it right now.  Then look again and repeat.

Image credit – Jeffrey

When you have something special but don’t know it, the Universe is there to take it away from you so you can appreciate what you no longer have.  Seems backward, but the Universe knows how to be a good teacher.

When someone asks you to help them, but you know they are asking for the wrong thing, what do you do?  Do you feel pressure to maintain a good working relationship? Do you suggest something different?  Or do you simply decline to help?  What would the Universe do?  It would probably play the long game.

When a team does not follow good practice even though they have the tools, talent, and time, and then asks you to do that very work, what do you do?  Do you do the work they should have done? Do you suggest they allocate their resources to the problem? Do you ask them why they didn’t do the right work in the first place? What would the Universe do? Would do a little bit of everything. What would it want that team to learn?

When there’s disagreement on the approach, there can be no agreement on lower-level elements of the work.  What do you do?  Flip a coin? Arm wrestle? Yell at each other? I think the Universe would want to understand the design space in the most effective way, and I think it would try all the coherent approaches in a small way and see what happens.  Then, it would ask everyone to get back together to review the results and decide what to do next.

There are teaching moments every day.  But it’s never clear what to teach.  Does the urgency and significance of the moment mean that the immediate problem should be solved and the teaching should wait until the next time? Is the teaching that the higher-level systemic problem is so significant that the short-term pain must be experienced to create momentum around solving the systemic problem? Is the teaching that the team should be given help in a way that preserves their emotional well-being so they can finish the project in good spirits and help them elevate their work next time?

With teaching moments there are no right answers.  Sometimes you take the opportunity to teach and sometimes you look the other way.  Sometimes you hold people accountable and sometimes you soothe egos. Sometimes you withhold resources and sometimes you jump in with both feet.

And like the Universe, you get better at teaching the more you do it.

Image credit — Andrew Kuznetsov

If there is no problem, it is too soon for a solution.

But when there is consensus on a problem, it may be too late to solve it.

If a powerful protector of the Status Quo is to retire in a year, it may be too early to start work on the most important sacrilege.

But if the sacrilege can be done under cover, it may be time to start.

It may be too soon to put a young but talented person in a leadership position if the team is also green.

But it may be the right time to pair the younger person with a seasoned leader and move them both to the team.

When the business model is highly profitable, it may be too soon to demonstrate a more profitable business model that could obsolete the existing one.

But new business models take a long time to gestate and all business models have half-lives, so it may be time to demonstrate the new one.

If there is no budget for a project, it is too soon for the project.

But the budget may never come, so it is probably time to start the project on the smallest scale.

When the new technology becomes highly profitable, it may be too soon to demonstrate the new technology that makes it obsolete.

But like with business models, all technologies have half-lives, so it may be time to demonstrate the new technology.

The timing to do new work or make a change is never perfect.  But if the timing is wrong, wait.  But don’t wait too long.

If the timing isn’t right, adjust the approach to soften the conflict, e.g., pair a younger leader with a seasoned leader and move them both.

And if the timing is wrong but you think the new work cannot wait, start small.

And if the timing is horrifically wrong, start smaller.

When you demo something new, you make the technology real.  No longer can they say – that’s not possible.

When you demo something new, you help people see what it is and what it isn’t.  And that brings clarity.

When you demo something new, people take sides. And that says a lot about them.

When you demo something new, be prepared to demo it again. It takes time for people to internalize new concepts.

When someone asks you to repeat the demo so others can see it, it’s a sign there’s something interesting about the demo.  Repeat it.

When someone calls out fault with a minor element of the demo, they also reinforce the strength of the main elements.

When you demo something new and it works perfectly, you should have demo’d it sooner.

When the demo works perfectly, you’re not trying hard enough.

When you demo something new, there is no way to predict the action items spawned by the demo.  In fact, the reason to do the demo is to learn the next action items.

When you demo something new, make the demo short so the conversation can be long.

When you demo something new, shut your mouth and let the demo do the talking.

When you demo something new, keep track of the questions that arise.  Those questions will inform the next demo.

When you demo something new and it’s misunderstood, congratulations. You’ve helped the audience loosen their thinking.

If you want to change people’s thinking, do a demo.

Image credit – Ralf Steinberger

Doing what you did last works well, right up until it doesn’t.

When you put 100% effort into doing what you did last time and get 80% of the output of last time, it’s time to do something different next time.

If it worked last time, but the environment or competition has changed, chances are it won’t work this time.

You can never step in the same river twice, and it’s the same with best practices.

Doing what you did last time is predictable until it isn’t.

The cost of trying the same thing too often is the opportunity cost of unlearned learning, which only comes from doing new things in new ways.

Our accounting systems don’t know how to capture the lost value due to unlearned learning, but your competition does.

Doing what you did last time may be efficient, but that doesn’t matter when it becomes ineffective.

Without new learning, you have a tired business model that will give you less year on year.

If you do what you did last time, you slowly learn what no longer works, but that’s all.

The best practice isn’t best when the context is different.

It’s not okay to do what you did last time all the time.

If you always do what you did last time, you don’t grow as a person.

If you do what you did last time, there are no upside surprises but there may be downside surprises.

Doing what you did last time is bad for your brain and your business.

How much of your work is repeating what you did last time? And how do you feel about that?

If you are tired of doing what you did last time, what are you going to do about it?

Might you sneak in some harmless novelty when no one is looking?

Might you conspire to try something new without raising the suspicion of the Standard Work Police?

Might you run a small experiment where the investment is small but the learning could be important?

Might you propose trying something new in a small way, highlighting the potential benefit and the safe-to-fail nature of the approach?

Might you propose small experiments run in parallel to increase the learning rate?

Might you identify an important problem that has never been solved and try to solve it?

Might you come up with a new solution that radically grows company profits?

Might you create a solution that obsoletes your company’s most profitable offering?

Might you bring your whole self to your work and see what happens?

Image credit – Marc Dalmulder

Show them how the work is done.

Ask them what they saw.

Praise them for what they recognized and describe what they didn’t.

Repeat

Tell them how the work is done.

You do some and they watch you, and they do some and you watch them.

Ask them what they felt and what questions they have.

Praise them for their openness and answer their questions.

Repeat.

Ask them how the work should be done and listen.

Praise them for their insights and suggest alternative approaches for consideration.

Together, choose the approach and they do the work.  You check in as needed.

Ask them how they felt while doing the work and ask if they have questions.

Praise them for sharing; validate their feelings; and answer their questions.

Repeat.

Ask them to do the work.

They choose the approach and do the work.  You do something else but stay close.

If they ask questions, answer them.

Check in with them after the work is done, but they own the agenda.

Repeat

Ask them what work should be done next and listen.

Acknowledge their discomfort and tell them it’s supposed to feel like that.

They choose the work; they choose the approach; and you stay away.

If they ask questions, answer with more questions so they can work it out on their own.

Check in with them after the work is done, but make it a social visit because they’re pros now.

Image credit – skyseeker

When there’s a disagreement, listen before you talk.  And if that doesn’t work, listen more. With this approach, disagreement cannot blossom into a problem.

When there’s a decision to be made, make it.  There are problems with any decision you make, and you might as well learn them as soon as you can.

When there’s a change coming, get people together and talk about what’s coming. One thing to remember – the talking you do before the change is much more meaningful than the talking after the change causes problems.

When an important project is behind schedule, pause the project.  Nothing causes dialog, problem-solving, and movement of resources like pausing an important project.

When person A says one thing to person B and another to person C, call a meeting with A, B, and C and within fifteen minutes the source of the problem will be apparent to all.

When someone doesn’t do what they said they’d do, send them an email asking when they’ll do it.  Then, at the same time every week, “reply all” to your email and ask them when they’ll do it.  That way, they get to see the ever-growing, time-stamped record of their problematic non-performance.

When there’s no owner of the problem, there can be no solution.  And that’s a big problem.

When it’s your problem, solve it.

When someone tries to give you their problem, don’t take it.  Like any gift, if you don’t accept it, the would-be giver still owns it.

When there are no problems, there can be no learning.

Image credit — Rob Oo

There are natural limits to the amount of work that any one person or group can do.  And once that limit is reached, saying yes to more work does not increase the amount of work that gets done.  Sure, you kick the can down the road when you say yes to work that you know you can’t get done, but that’s not helpful.  Expectations are set inappropriately which secures future disappointment and more importantly binds or blocks other resources. When preparatory work is done for something that was never going to happen, that prep work is pure waste.  And when resources are allocated to a future project that was never going to happen, the results are misalignment, mistiming, and replanning, and opportunity cost carries the day.

But how to know if you the team has what it takes to get the work done?  The answer is a capacity model.  There are many types of capacity models, but they all require a list of the available resources (people, tools, machines), the list of work to be done (projects), and the amount of time (in hours, weeks, months) each project requires for each resource.  The best place to start is to create a simple spreadsheet where the leftmost column lists the names of the people and the resources (e.g., labs, machines, computers, tools).  Across the top row of the spreadsheet enter the names of the projects.  For the first project, go down the list of people and resources,  and for each person/resource required for the project, type an X in the column.  Repeat the process for the remainder of the projects.

While this spreadsheet is not a formal capacity model, as it does not capture the number of hours each project requires from the resources, it’s plenty good enough to help you understand if you have a problem.  If a person has only one X in their row, only one project requires their time and they can work full-time on that project for the whole year.  If another person has sixteen Xs in their row, that’s a big problem. If a machine has no Xs in its row, no projects require that machine, and its capacity can be allocated to other projects across the company. And if a machine has twenty Xs in its row, that’s a big problem.

This simple spreadsheet gives a one-page, visual description of the team’s capacity.  Held at arm’s length, the patterns made by the Xs tell the whole story.

To take this spreadsheet to the next level, the Xs can be replaced with numbers that represent the number of weeks each project requires from the people and resources.  Sit down with each person and for each X in their row, ask them how many weeks each project will consume.  For example, if they are supposed to support three projects, X1 is replaced with 15 (weeks), X2 is replaced with 5, and X3 is replaced with 5 for a total of 25 weeks (15 + 5 + 5).  This means the person’s capacity is about 50% consumed (25 weeks / 50 weeks per year) by the three projects.  For each resource, ask the resource owner how much time each project requires from the resource.  For a machine that is needed for ten projects where each project requires twenty weeks, the machine does not have enough capacity to support the projects.  The calculation says the project load requires 200 machine-weeks (10*20 = 200 weeks) and four machines (200 machine-weeks / 50 weeks per year = 4 machines) are required.

Creating a spreadsheet that lists all the projects is helpful in its own right.  And you’ll probably learn that there are far more projects than anyone realizes.  (Helpful hint: make sure you ask three times if all the projects are listed on the spreadsheet.)  And asking people how much time is required for each project is respectful of their knowledge and skillful because they know best how long the work will take. They’ll feel good about all that.  And quantifying the number of weeks (or hours) each project requires elevates the discussion from argument to analysis.

With this simple capacity model, the team can communicate clearly which projects can be supported and which cannot.  And, where there’s a shortfall, the team can make a list of the additional resources that would be needed to support the full project load.

Fight the natural urge to overcomplicate the first version of the capacity model.  Start with a simple project-people/resource spreadsheet and use the Xs.  And use the conversations to figure out how to improve it for next time.

It’s difficult to describe what an innovative company looks like, and there’s no singular recipe or direction that is right for all companies.  Here are some From: To: pairings that I hope will help you in your migration toward innovation.  You’re heading in the right direction as your company generates Tos and fewer Froms.

From:  No one is asking for that technology.

To:       What does this new technology stand for?

From:  How will the company benefit?

To:       How will the customer benefit?

From:  What’s the smallest improvement that will make a difference?

To:       How can we make the most significant difference?

From:  When will you be done?

To:       What will you learn?

From:  This might not work.

To:       How might this work?

From:  Start, Start, Continue.

To:       Stop, Start, Continue.

From: We’ve tried that before and it didn’t work.

To:      What’s changed since last time?

From:  What does perfect look like?

To:       How is the work done today and which elements can we improve?

From:  Defend and Defend the core.

To:       Extend and Defend the core.

From:  Define the idealized future state.

To:       Start with the work.

From:  That won’t work!

To:       Hey, watch this!

X: We need to decrease the time to market for our new products.

Me: So, you want to decrease the time it takes to go from an idea to a commercialized product?

X: Yes.

Me: Okay.  That’s pretty easy.  Here’s my idea.  Put some new stickers on the old product and relaunch it.  If we change the stickers every month, we can relaunch the product every month.  That will reduce the time to market to one month.  The metrics will go through the roof and you’ll get promoted.

X: That won’t work.  The customers will see right through that and we won’t sell more products and we won’t make more money.

Me: You never said anything about making more money.  You said you wanted to reduce the time to market.

X: We want to make more money by reducing time to market.

Me: Hmm.  So, you think reducing time to market is the best way to make more money?

X: Yes. Everyone knows that.

Me: Everyone?  That’s a lot of people.

X: Are you going to help us make more money by reducing time to market?

Me: I won’t help you with both.  If you had to choose between making more money and reducing time to market, which would you choose?

X: Making money, of course.

Me: Well, then why did you start this whole thing by asking me for help improving time to market?

X: I thought it was the best way to make more money.

Me: Can we agree that if we focus on making more money, we have a good chance of making more money?

X: Yes.

Me:  Okay.  Good.  Do you agree we make more money when more customers buy more products from us?

X: Everyone knows that.

Me:  Maybe not everyone, but let’s not split hairs because we’re on a roll here.  Do you agree we make more money when customers pay more for our products?

X: Of course.

Me: There you have it.  All we have to do is get more customers to buy more products and pay a higher price.

X: And you think that will work better than reducing time to market?

Me: Yes.

X: And you know how to do it?

Me: Sure do.  We create new products that solve our customers’ most important problems.

X: That’s totally different than reducing time to market.

Me: Thankfully, yes.  And far more profitable.

X: Will that also reduce the time to market?

Me: I thought you said you’d choose to make more money over reducing time to market. Why do you ask?

X: Well, my bonus is contingent on reducing time to market.

Me: Listen, if the previous new product development projects took two years, and you reduce the time to market to one and half years, there’s no way for you to decrease time to market by the end of the year to meet your year-end metrics and get your bonus.

X: So, the metrics for my bonus are wrong?

Me: Right.

X: What should I do?

Me: Let’s work together to launch products that solve important customer problems.

X:  And what about my bonus?

Me: Let’s not worry about the bonus.  Let’s worry about solving important customer problems, and the bonuses will take care of themselves.

Image credit — Quinn Dombrowski

X: Me: format stolen from @swardley.  Thank you, Simon.