This exclamation is most famously attributed to the ancient Greek scholar Archimedes who reportedly proclaimed “Eureka!” when he stepped into a bath and noticed that the water level rose. He suddenly realised that the volume of water displaced must be equal to the volume of the part of his body he had submerged but this was not why he was allegedly so delighted: he had been trying to solve a problem posed by Hiero of Syracuse who needed to know the purity of gold in an irregular shaped votive crown. Hiero suspected that his goldsmith was diluting the pure gold with silver and Archimedes  knew that the density of pure gold was different from gold-silver alloy and he suddenly realised that he could now measure the volume of the crown and with the weight he could calculate the density – without damaging the crown.

The story may or may not be true, but the message is important – new understanding often  appears in a “flash of insight” when a conscious experience unblocks an unconscious conflict. Reality provides the nudge.

Improvement means change, change means learning, and learning means new understanding.  So facilitating improvement boils down to us a series of reality nudges that change our understanding step-by-step.

The problem is that reality is messy and complicated and noisy. There are reality nudges coming at us from all directions and all the time - and to avoid being overwhelmed we filter most of them out – the ones we do not understand.  This unconscious habit of discounting the unknown creates the state of blissful ignorance but has the downside of preventing us from learning and therefore preventing us from improving.

Occasionally a REALLY BIG REALITY NUDGE comes along and we are forced to take notice - this is called a smack – and it is painful and has the downside of creating an angry backlash.

The famous scientist Louis Pasteur is reported to have said “Chance favours the prepared mind” which means that when conditions are right (the prepared mind) a small, random nudge (chance) can trigger a Eureka effect.  What he is saying is that to rely on chance to improve we must prepare the context first.

The way of doing this is called structured reality – deliberately creating a context so the reality nudge has maximum effect.  So to learn and improve and at the same time avoid painful smacks we need to structure the reality so that small nudges are effective – and that is done using carefully designed reality immersion experiences.

The effect is remarkable – it is called the Eureka effect – and it is a repeatable and predictable phenomenon.

This is how the skills of Improvement Science are spread. Facilitators do not do it by delivering a lecture; or by distributing the theory in papers and books; or by demonstrating their results as case studies; or by dictating the actions of others.  Instead they create the context for learning and, if reality does not oblige, at just the right time and place they apply the nudge and …. Eureka!

The critical-to-success factor is creating the context – and that requires an effective design – it cannot be left to chance. 

Improvements need to be sustained - but not forever. They should be worthwhile on their own and provide a foundation for future improvement. Improvement flows and it does so down the path of least resistance. Improvement will not flow easily up the path of most resistance. Resistance to flow is the result of a constraint.

 Many things flow - water, energy, money, data, ideas, knowledge, influence - the list is endless - so the list of possible constraints is similarly endless.  But not all constraints are the same: a constraint that limits the flow of water – a dam for instance – does not limit the flow of ideas.

The flows and their constraints can be arranged on a contiuum with one end labelled ”Physics” and the other end labelled “Paradigms”.  Physical flows are constrained by the Laws of the Universe which are absolute and stable. Philosophical flows are constrained by beliefs which are arbitrary and mutable.

This spectrum is often viewed as a hierarchy – with Paradigms at the top and Physics at the bottom – and between these limits there is a contiuum of constraints.  The Paradigm is completely abstract and intangible and is made actual through Policy, guided by Politics, and enforced by Police.  The root of all these words is ”poli” which means “many” and implies the collective of people. So, a Policy is an arbitrary constraint that limits what is and what is not allowed. It is the social white line that indicates what behaviours the collective expect from the individual.  A Policy is implemented as a Process.

What actually happens is constrained by the Physics. Irrespective of the Paradigm, Policy and Process – if the Laws of Physics say something is impossible then it does not happen. It is impossible to squeeze, store or reverse time. It is impossible to do something that requires 30 mins of time in 5 minutes; it is impossible to store time to use later; it is impossible to rewind time go back to a previous point in time.

From the perspective of reality our hierarchy of constraints is upside down – Physics dictates what is possible irrespective of what the Paradigm indicates is believable.  What is believable may not be possible; and what is possible may not be believed.

Improvement Science is the art of the possible – of what the Laws of Physics do not forbid – a wide vista of opportunity.  It is now that our Paradigm acts as the constraint – and Improvement Science is the ability to challenge our Paradigm.  Only then can we create the Policy and the Process that will deliver actual, valuable and sustainable improvement.

Some parts of our Paradigm are necessary to provide explanation and meaning. Other parts are not needed – they are our “belief baggage” – the assumptions that we have picked up along the way; the mumbo-jumbo that obscures the true message. When we focus on the mumbo-jumbo we miss the message and we open the door to cynicism and distrust.

Our challenge is to separate the two – the wheat from the chaff; the diamond from the dross and the pearl-of-wisdom hidden in the ocean-of-data.  What do we actively include? What do we actively exclude? What do we actively remove? What do we actively improve?  We need to monitor all four parts of our Paradigm and that task is what The 4N Chart® was designed to help us do.

Click here get The 4N Chart template and here to get The 4N Chart instructions.

The late Steve Jobs created a world class company called Apple – which is now the largest and most successful technology company – eclipsing Microsoft.  The secret of the success of Apple is laid out in Steve Jobs biography – and can be stated in one word. Design.

Apple designs, develops and delivers great products and services  - ones that people want to own and to use.  That makes them cool. What is even more impressive is that Steve Jobs has done this in more than once and has reinvented more than one market: Apple Computers and the graphical personal computer;  Pixar and animated films; and Apple again with digital music, electronic publishing; and mobile phones.

The common themes are digital technology and end-to-end seamless integrated design of chips, devices, software, services and shops. Full vertical integration rather like Henry Ford’s verically integrated iron-ore to finished cars production line.  The Steve Jobs design paradigm is simplicity. It is much more difficult to design simplicity than to evolve complexity and his reputation was formidable. He was a uncompromising perfectionist who sacrificed feelings on the alter of design perfection. His view of the world was binary – it was either great or crap – meaning it was either moving towards perfection or away from it.

What Steve Jobs created was a design stream out of which must-have products and services flowed – and he did it by seeing all the steps as part of one system and aligned with one purpose.  He did not allow physical or psychological silos to form and he did this by challenging anything and everything.  Many could not work in this environment and left, many others thrived and delivered far beyond what they believed they could do.

Other companies were swamps. Toxic emotional waste swamps of silos, politics and turf wars.  Apple computers itself when through a phase when Steve Jobs was “ejected” and without its spiritual leader the company slipped downhill. He was enticed back and Apple was reborn and went on to create the iMac, iPod, iTunes, iPhone, iPad and now iCloud. Revolutioning the world of digital commnication.

The image above is a satellite view of a delta – a complex network of interconnected streams created by a river making its way to the sea through a swamp.  The structure of the delta is constantly changing and evolving so it is easy to get lost it in, to get caught in a dead-end, or stuck in the mud. Only travel by small boat is possible and that is often both ineffective and inefficient.  

Many organistions are improvement science swamps. The stream of innovative ideas gets fragmented by the myriad of everchanging channels; caught in political dead-ends; and stuck in the mud of bureaucracy.  Only small, skillfully steered ideas will trickle  through – but this trickle is not enough to keep the swamp from silting up. Eventually the resistance to change reaches a critical level and the improvement stream is forced to change course – diverting the flow of change away from the swamp – and marooning the stick-in-the-muds to slowly sink and expire in the bureaucratic gloop that they spawned.

Steve Jobs’ legacy to us is a lesson. To create a system that continues to deliver and delight we need to start by learning how to design the steps, then to design the streams of steps to link seamlessly, and finally to design the system of streams to synergise as sophisticated simplicity.

Improvement cannot be left to chance in the blind hope that excellence will evolve spontaneously. Evolution is both ineffective and inefficient and is more likely to lead to dissipated and extravagant complexity than aligned and elegant simplicity.

Improvement is a science that sits at the cross-roads of humanity and technology.

 

Long, long ago in a land far, far away there were two kings who ruled neighbouring kingdoms.

King Bore liked things to be completely predictable and risk free. His subjects were happy with his Laws, there was no fear, and nothing ever changed. Everyday was as it had always been for as long as anyone could remember.

King Ran was the opposite – he liked things to be unpredictable and risky. His subjects were happy with his Laws, there was always excitement, and nothing ever stayed the same. Everyday was never the same as anyone could remember.

The kingdoms were named after the two rulers - Boredom and Random.

A fence marked the boundary between their domains – and despite their different cultures, most of the citizens lived near the Fence and spent much of their time sitting on it and debating what lay on either side. Their debates lasted for generations.

The Boredoms argued for doing everything the same as before; while the Randoms argued for doing everything different.

The fence was not fixed – it was continually being removed and rebuilt. Sometimes the Randoms brought news of exciting new discoveries and shared it during their Fence debates. Those who were convinced by the evidence would vote to incorporate the new knowledge and move the fence towards the Random reward. At other times the Randoms shared news of catastrophes and the Fence Sitters would voted to move the fence away from the Random Risk. Everyone could choose to live where the balance of stability and instability felt most comfortable for them. Everyone was happy.

One day a Great and Unexpected Storm arrived and devastated both kingdoms.

When the storm has passed the surviors emerged from their shelters and surveyed the damage.  Most of Boredom had been blown or washed away because its inhabitants were unable to react to the unexpected threat. Random was always changing anyway so the storm appeared to have little effect but there were many who had also been blown or washed away.

The survivors were those who had sheltered closest to the Fence – but the Fence had been smashed – so the survivors rebuilt the Fence - and continued to live as before – debating the next move – not knowing when the next storm might arrive – but feeling more confident that at least some of them would survive.

After each Storm the populations of Boredom and Random were reduced – those who preferred to live furthest from the Fence were less likely to survive - and after each storm the Kingdom of Random gained ground. The survivors were those most able to balance conservative with creative.

Between the Storms new discoveries became incorporated and ossified as dogma and the Kingdom of Boredom gained ground as the balance shifted – until a Storm would once again smash the complacency and force a rebuilding.

It appeared that the key to survival was to learn how to both sit on the Fence and to keep a foot on both sides and to be ready to jump one way or the other to shelter from the Storm.

 

It is surprising how often we do nothing until we have run out of options to prevaricate and only when our backs are against the wall do we act positively, decisively and effectively.  What is the reason we did not act earlier? Did we not see the way forward? Were there to many options to choose from? Or was the most effective option the least comfortable?  We have a bad habit of putting off decisions and actions until the last minute of the eleventh hour. Perhaps we just hope that the problem will go away without us having to get out of our comfort zones.

In reality few escape the back-to-the-wall scenario: most are caught, killed and eaten.  Turkeys unwittingly voting for Christmas by doing nothing.

 It is a better survival strategy to avoid the backs-to-the-wall scenario. 

So, what are the symptoms of the earlier prevarication stage? What behaviours do we exhibit? And what can we do? 

One is blindness/deafness - otherwise known as denial. We see the message but we do not acknowledge it because to do so means we have signalled that we are aware of it. Painfully aware perhaps.

One is bending/dodging – otherwise known as distortion. We see the problem and we are forced to acknowledge it because someone up the tree makes it our problem and monitors our performance. They set a target and attach some form of motivator to it – either a carrot or a stick – it matters not.  It is surprising how creative people can be when caught between a rock and a hard place!

One is burying/deceiving – otherwise known as deletion.  We delete the bad news completely so the performance looks better than it really is and thereby try to evade the persecutor by not attracting attention.  This is our last option because we know if we are found out then we will be for the chop.

Our final option, when our backs are against the wall and the spot light is on us – is to face the problem and solve it – and surprise ourselves that we can, and in fact always could have done.

So to avoid the back-to-the-wall experience it is necessary to be alert to the early symptoms. The deafening silence that follows someone prepared to talk about the problem; the frantic activity required to bend the rules and distort the system; and the furtive looks of those who are deliberately hiding the awful reality.  If any of these symptoms are detected we need to add the magic ingredients - confidence and competence. The confidence to raise the issues and the competence to dissolve their root causes.

Confidence follows from competence; and competence follows from practice; and practice follows from know how; and know how follows from learning; and learning follows from asking.

Ask to See One - Do Some – Teach Many.

Cuthbert Simpson is reputed to be the first person to be “stretched” during the reign of Mary I - pulled in more than one direction at the same time while trying, in vain, to satisfy the simultaneous demands of his three interrogators.

Being a middle manager in a large organisation feels rather like this – pulled in many directions trying to satisfy the insatiable appetites for improvement of Governance (quality), Operations (delivery) and Finance (productivity).

The critical-to-survival skill for the over-stretched middle manager is the ability to influence others - or rather three complementary influencing styles.

One dimension is vertical and strategic-tactical and requires using the organisational strategy to influence operational tactics; and to use front line feedback to influence future strategic decisions. This influencing dimension requires two complementary styles of behaviour: followership and leadership.  

One dimension is horizontal and operational and requires influencing peer-middle-managers in other departpments. This requires yet a different style of leadership: collaboration.

The successful middle manager is able to switch influencing style as effortlessly as changing gear when driving. Select the wrong style at the wrong time and there is an unpleasant grating of teeth and possibly a painful career-grinding-to-a-halt experience.

So what do these three styles have to do with Improvement Science?

Taking the last point first.  Middle managers are the lynch-pin on which whole system improvement depends.  Whole system improvement is impossible without their commitment – just as a car without a working gearbox is just a heap of near useless junk.  Whole system improvement needs middle managers who are skilled in the three styles of behaviour.

The most important style is collaboration – the ability to influence peers - because that is the key to the other two.  Let us consider a small socioeconomic system that we all have experience of – the family. How difficult is it to manage children when the parent-figures do not get on with each other and who broadcast confusingly mixed messages? Almost impossible. The children learn quickly to play one off against the other and sit back and enjoy the spectacle.  And as a child how difficult it is to manage the parent-figures when you are always fighting and arguing with your siblings and peers and competing with each other for attention? Almost impossible again. Children are much more effective in getting what they want when they learn how to work together.

The same is true in organisations. When influencing from-middle-to-strategic it is more effective to influence your peers and then work together to make the collective case; and when influencing from-middle-to-tactical it is more effective to influence your peers and then work together to set a clear and unambiguous expectations.

The key survival skill is the ability to influence your peers effectively and that means respect for their opinion, their knowledge, their skill and their time – and setting the same expectation of them. Collaboration requires trust; and trust requires respect; and respect is earned by example.

PS. It also helps a lot to be able to answer the question “Can you show us how?”

This is a picture of one of the vast Antarctic ice shelves breaking up and fracturing into huge icebergs that then float northwards and melt. This happens every Antarctic summer as the frozen surface of the sea thaws. It refreezes in the winter and completes a natural cycle that is driven by the rotation of the Earth around the Sun.  Clever as we see ourselves we have no influence at the solar scale. The Earth has been circling the Sun for 4.5 billion years so what is the issue?

The issue is that the ice shelves are getting smaller each year.

When they refreeze in winter they do not freeze as far; and when they thaw in the summer the melting edge creeps ever closer to the dry and barren land. This has immediate, direct and dire implications for the life that finds its food in the well-stocked acquatic larder under the ice.  It has delayed, indirect, yet equally dire implications for life that does not live there – and that includes us. 

As each iceberg melts the liberated water has to go somewhere – into the sea - so the average sea level rises a fraction. If enough volume of polar ice melts then the sea level may rise enough to flood low-lying land and displace the people who make their living there. Is there enough ice in the melting shelf to do this? No. That isn’t the problem. The problem is that the ice shelf does something else – it acts as a “plug” that holds back the vast ice sheet that covers the Antarctic continent. And there is a lot of it – about 5 million square miles with an average depth of 1 mile; that is about 5 million cubic miles of  water-in-progress (WIP). The surface area of our oceans is around 140 million square miles – so if  all the Antarctic ice slid down the hill into the sea, broke off as icebergs, floated north and melted then the sea level would rise by 5/140 ths of a mile which is 63 yards or 188 feet.  Oh dear! A large proportion of our most densely populated areas lie below that new sea level.

But let us not not worry about that too much – it won’t happen in the next ten or twenty years. The idealistic-optimist-academics can always hope that Science will come to the rescue and provide innovative solutions that will avert the disaster. That is what we pay our scientists to do after all. The realistic-pessimist-pragmatists have a Plan B: we will just up sticks and move as the waters rise slowly higher. We could do with some new beach side real estate opportunities anyway!  We just need to plot the 60 yard contour line and stake our claim on it early! What is all the fuss about?

It is not only the rising level of water that we need to worry about – it is something else – something that is much less tangible. We need to worry about the rising level of expectation.  And we need to worry because it happens over a much short time scale and by a much greater degree.

On the global scale we have short lives and even shorter memories.  We see what others have and we want the same: we want e-quality and we want it now. In the affluent countries we expect universal health, education and welfare almost as a right – in the less afflunet these are all luxuries. Those we assign the power to make it happen, our elected politicians, have the same expectations – so they get what they want. As we race to grow our economies, anyone who cannot keep up is labelled as a loser.  Flat economic growth is perceived as a warning sign; and a shrinking economy is treated as a failure. The growth-at-any-cost merchants fuel the national fear with emotionally charged words such as “recession”, ”depression” and “disaster”.  We are brainwashed to believe that the only way to meet rising expectation is to grow bigger BUT we are doing it by squandering our future needs to satisfy our immediate wants. We are borrowing our future wealth and spending it now – with no coherent plan for settling the loan.  We are living in hope and in denial. Greece, Italy and Ireland are tangible examples. 

This is not sustainable: there is economic chaos that threatens to drown Europe in a rising tide of national structural debt, doubt, confusion and legally enforced austerity measures. It takes a brave person to stand up and say – this is not sustainable.

If feels as though we are at a crossroads and we appear to  have only three choices:

1. Discount the issue; huddle to gether for security on our melting iceberg and hope that someone or something comes to our rescue;

2. Panic and adopt the every-man-for-himself approach, leap into the sea and swim off in all directions in the hope that some of use find unknown dry land before we drown;

3. Learn to preserve what we have and to search for new paradigms that are sustainable into the future. Learn to grow better rather than bigger and learn to meet rising expectation within the limits of the finite global resources. Learn how to improve.

Option 3 gets my vote!

This is the image of an infamous headline printed on May 4th 1982 in a well known UK newspaper.  It refers to the sinking of the General Belgrano in the Falklands war.

It is the clarion call of revenge – the payback for past grievances.

The full title is NIGYYSOB which stands for Now I Gotcha You Son Ofa B**** and is the name of one of Eric Berne’s Games that People Play.  In this case it is a Level 4 Game – played out on the global stage by the armed forces of the protagonists and resulting in both destruction and death.

The NIGYYSOB game is played out much more frequently at Level 1 – in the everyday interactions between people – people who believe that revenge has a sweet taste. 

The reason this is important to the world of Improvement Science is because sometimes a well-intentioned improvement can get unintentionally entangled in a game of NIGYYSOB.  Here is how the drama unfolds.

Someone complains frequently about something that is not working, a Niggle, that they believe that they are powerless to solve. Their complaints are either ignored, discounted or not acted upon because the person with the assumed authority to resolve it cannot do so because they do not know how and will not admit that.  This stalemate can fester for a long time and can build up a Reservoir of Resentment. The Niggle persists and keeps irritating the emotional wound which remains an open sore.  It is not unusual for a well-intentioned third party to intervene to resolve the standoff but as they too are unable to resolve the underlying problem all that results is either meddling or diktat which can actually make the problem worse. The outcome is a festering three-way stalemate with a history of failed expectations and a deepening Well of Cynicism. 

Then someone with an understanding of Improvement Science appears on the scene - and the stage is set for a new chapter of the drama because they risk of being “hooked” into The Game.  The newcomer knows how to resolve the problem and, with the grudging consent of the three protagonists, as if by magic, the Niggle is dissolved.  Wow!   The walls of the deep Wells of Cynicism are breached by the new reality and the three protagonists suddenly realise that they may need to radically re-evaluate their worldviews.  That was not expected. 

What can happen next is an emotional backlash - rather like a tight elastic band being released at one end. Twang! Snap! Ouch!

We all have a the same psychological reaction to a sudden and surprising change in our reality – be it for the better or for the worse. It takes us all time to adjust to a new worldview and that transition phase is both fragile and unstable; so there is a risk of going off course and experience teaches us that it does not take much to knock the tentative improvement over.

 The application of Improvement Science will generate transitions that need to be anticipated and proactively managed because if this is not done there is a risk that the emotional backlash will upset the whole improvement apple-cart.

What appears to occur is: after reality shows that the improvement has worked then the realisation dawns that the festering problem was always solvable, and so the chronic emotional pain was avoidable. This comes as a psychological shock that can trigger a reflex emotional response called anger: the emotion that signals the unconscious perception of sudden loss of the old, familiar, worldview. The anger is often directed externally and at the perceived obstruction that blocked the improvement; the person who “should” have known what to do; often the “boss”.  This backlash, the emotional payoff, carries the implied message of “You are not OK because: you hold the power; and you could not solve this; and you were too arrogant to ask for help and now I have proved you wrong and that I was right all the time!”  Sweet-tasting revenge?

Unfortunately not. The problem is that this emotional backlash damages the fragile, emerging, respectful relationship and can effectively scupper any future tentative inclinations to improve. The chronic emotoional pain returns even worse than before; the Well of Cynicism deepens; and the walls are strengthened and become less pervious so the improvement is not maintained. I dies of neglect.

The reality of the situation was that none of the three protagonists actually knew what to do – hence the stalemate – and the only way out of that situation is for them all to recognise and accept the reality of their collective ignorance – and then to learn together.

Managing the improvement transition is something that an experienced facilitator needs to understand. If there is a them-and-us cultural context; a frustrated standoff; a high pressure store of accumulated bad feeling; and a deep well of cynicism then that emotional abscess needs to diagnosed, exposed and defused before any attempt at sustained improvement can be made. If you apply direct pressure on an emotional abscess then it is likely to rupture and squirt you with emotional toxin; or worse still force the emotional toxin back into the organisation and poison the whole system. ( Email is a common path-of-low-resistance for emotional toxic waste!)  One solution is to appreciate that the toxic emotional pressure needs to be released in a safe and controlled way before the emotional abscess can be drained and before the healing process can start.  Most of the pain goes away as soon as the abscess is lanced – the rest dissipates as the healing process engages.

One model that is helpful in proactively managing this is the Elizabeth Kubler-Ross model of grief which describes the five stages: denial, anger, bargaining, depression, and acceptance.  Grief is the normal emotional reaction to a sudden change in reality – such as the of a loved one – and the same psychological process operates for all emotionally significant changes.  The facilitator just needs to provide a game-free and constructive way to manage the anger by reinvesting the passion into the next cycle of improvement.  A more recent framework for this is the Lewis-Parker model which has seven stages:

  1. Immobilisation – Shock. Overwhelmed mismatch: expectations vs reality.
  2. Denial of Change – Temporary retreat. False competence.
  3. Incompetence – Awareness and frustration.
  4. Acceptance of Reality – ‘Letting go’.
  5. Testing – New ways to deal with new reality.
  6. Search for Meaning – Internalisation and seeking to understand.
  7. Integration – Incorporation of meanings within behaviours.

An effective tool for getting the emotional rollercoaster moving is The 4N Chart® – it allows the emotional pressure and pain to be released in a safe way. The complementary tool for diagnosing and treating the cultural abscess is called AFPS (Argument Free Problem Solving). The two are part of the rational framework called 6M Design® which in turn is a rational, learnable, applicable and teachable manifestation of Improvement Science.

 

 

The pushmepullyu is a fictional animal immortalised in the 1960′s film Dr Dolittle featuring Rex Harrison who learned from a parrot how to talk to animals.  The pushmepullyu was a rare, mysterious animal that was never captured and displayed in zoos. It had a sharp-horned head at both ends and while one head slept the other stayed awake so it was impossible to sneak up on and capture.

The spirit of the pushmepullyu lives on in Improvement Science as Push-Pull and remains equally mysterious and difficult to understand and explain. It is confusing terminology. So what does Push-Pull acually mean?

To decode the terminology we need to first understand a critical metric of any process – the constraint cycle time (CCT) – and to do that we need to define what the terms constraint and cycle time mean.

Consider a process that comprises a series of steps that must be completed in sequence.  If we put one task through the process we can measure how long each step takes to complete its contribution to the whole task.  This is the touch time of the step and if the resource is immediately available to start the next task this is also the cycle time of the step.

If we now start two tasks at the same time then we will observe when an upstream step has a longer cycle time than the next step downstream because it will shadow the downstream step. In contrast, if the upstream step has a shorter cycle time than the next step down stream then it will expose the downstream step. The differences in the cycle times of the steps will determine the behaviour of the process.

Confused? Probably.  The description above is correct BUT hard to understand because we learn better from reality than from rhetoric; and we find pictures work better than words.  Pragmatic comes before academic; reality before theory.  We need a realistic example to learn from.

Suppose we have a process that we are told has three steps in sequence, and when one task is put through it takes 30 mins to complete.  This is called the lead time and is an important process output metric. We now know it is possible to complete the work in 30 mins so we can set this as our lead time expectation.  

Suppose we plot a chart of lead times in the order that the tasks start and record the start time and lead time for each one – and we get a chart that looks like this. It is called a lead time run chart.  The first six tasks complete in 30 mins as expected – then it all goes pear-shaped. But why?  The run chart does not tell  us the reason – it just alerts us to dig deeper. 

The clue is in the run chart but we need to know what to look for.  We do not know how to do that yet so we need to ask for some more data.

We are given this run chart – which is a count of the number of tasks being worked on recorded at 5 minute intervals. It is the work in progress run chart.

We know that we have a three step process and three separate resources – one for each step. So we know that that if there is a WIP of less than 3 we must have idle resources; and if there is a WIP of more than 3 we must have queues of tasks waiting.

We can see that the WIP run chart looks a bit like the lead time run chart.  But it still does not tell us what is causing the unstable behaviour.

In fact we do already have all the data we need to work it out but it is not intuitively obvious how to do it. We feel we need to dig deeper.

 We decide to go and see for ourselves and to observe exactly what happens to each of the twelve tasks and each of the three resources. We use these observations to draw a Gantt chart.

Now we can see what is happening.

We can see that the cycle time of Step 1 (green) is 10 mins; the cycle time for Step 2 (amber) is 15 mins; and the cycle time for Step 3 (blue) is 5 mins.

 

This explains why the minimum lead time was 30 mins: 10+15+5 = 30 mins. OK – that makes sense now.

Red means tasks waiting and we can see that a lead time longer than 30 mins is associated with waiting – which means one or more queues.  We can see that there are two queues – the first between Step 1 and Step 2 which starts to form at Task G and then grows; and the second before Step 1 which first appears for Task J  and then grows. So what changes at Task G and Task J?

Looking at the chart we can see that the slope of the left hand edge is changing – it is getting steeper – which means tasks are arriving faster and faster. We look at the interval between the start times and it confirms our suspicion. This data was the clue in the original lead time run chart. 

Looking more closely at the differences between the start times we can see that the first three arrive at one every 20 mins; the next three at one every 15 mins; the next three at one every 10 mins and the last three at one every 5 mins.

Ah ha!

Tasks are being pushed  into the process at an increasing rate that is independent of the rate at which the process can work.     

When we compare the rate of arrival with the cycle time of each step in a process we find that one step will be most exposed – it is called the constraint step and it is the step that controls the flow in the whole process. The constraint cycle time is therefore the critical metric that determines the maximum flow in the whole process – irrespective of how many steps it has or where the constraint step is situated.

If we push tasks into the process slower than the constraint cycle time then all the steps in the process will be able to keep up and no queues will form – but all the resources will be under-utilised. Tasks A to C;

If we push tasks into the process faster than the cycle time of any step then queues will grow upstream of these multiple constraint steps – and those queues will grow bigger, take up space and take up time, and will progressively clog up the resources upstream of the constraints while starving those downstream of work. Tasks G to L.

The optimum is when the work arrives at the same rate as the cycle time of the constraint - this is called pull and it means that the constraint is as the pacemaker and used to pull the work into the process. Tasks D to F.

With this new understanding we can see that the correct rate to load this process is one task every 15 mins – the cycle time of Step 2.

We can use a Gantt chart to predict what would happen.

The waiting is eliminated, the lead time is stable and meeting our expectation, and when task B arrives thw WIP is 2 and stays stable.

In this example we can see that there is now spare capacity at the end for another task – we could increase our productivity; and we can see that we need less space to store the queue which also improves our productivity.  Everyone wins. This is called pull scheduling.  Pull is a more productive design than push. 

To improve process productivity it is necessary to measure the sequence and cycle time of every step in the process.  Without that information it is impossible to understand and rationally improve our process.     

BUT in reality we have to deal with variation – in everything - so imagine how hard it is to predict how a multi-step process will behave when work is being pumped into it at a variable rate and resources come and go! No wonder so many processes feel unpredictable, chaotic, unstable, out-of-control and impossible to both understand and predict!

This feeling is an illusion because by learning and using the tools and techniques of Improvement Science it is possible to design and predict-within-limits how these complex systems will behave.  Improvement Science can unravel this Gordian knot!  And it is not intuitively obvious. If it were we would be doing it.

Several years ago I read an inspirational book called Fish! which recounts the tale of a manager who is given the task of “sorting out” the worst department in her organisation - a department that everyone hated to deal with and that everyone hated to work in. The nickname was The Toxic Energy Dump.

The story retells how, by chance, she stumbled across help in the unlikeliest of places – the Pike Place fish market in Seattle.  There she learned four principles that transformed her department and her worklife:

1. Work Made Fun Gets Done
2. Make Someone’s Day
3. Be Fully Present
4. Choose Your Attitude

 The take home lesson from Fish! is that we make our work miserable by the way we behave towards each other.   So if we are unhappy at work and we do nothing about our behaviour then our misery will continue.

This means we can choose to make work enjoyable – and it is the responsibility of leaders at all levels to create the context for this to happen.  Miserable staff = poor leadership.  And leadership starts with the leader.  

  • Effective leadership is inspiring others to achieve through example.
  • Leadership does not work without trust. 
  • Play is more than an activity – it is creative energy – and requires a culture of trust not a culture of fear. 
  • To make someone’s day all you need to so is show them how much you appreciate them. 
  • The attitude and behaviour of a leader has a powerful effect on those that they lead.
  • Effective leaders know what they stand for and ask others to hold them to account.

FISH has another meaning – it stands for Foundations of Improvement Science for Health – and it is the core set of skills needed to create a SELF – a Safe Environment for Learning and Fun.  The necessary context for culture change. It is more than that though – FISH also includes the skills to design more productive processes - releasing valuable lifetime and energy to invest in creative fun.  

Fish are immersed in their environment - and so are people. We learn by immersion in reality. Rhetoric – be it thinking, talking or writing – is a much less effective teacher.

So all we have to do is co-create a context for improvement and then immerse ourselves in it. The improvement that results is an inevitable consequence of th design. We design our system for improvement and it improves itself.

To learn more about Foundations of Improvement Science for Health (FISH)  click: here 

In the pursuit of improvement it must be remembered that the system must remain viable: better but dead is not the intended outcome.  Viability of socioeconomic systems implies that money is flowing to where it is needed, when it is needed and in the amounts that are needed.

Money is like energy - it only does worthwhile work when it is moving: so the design of more effective money-streams is a critical part of socioeconomic system improvement.

But this is not easy or obvious because the devil is in the detail and complexity grows quicklyand obscures the picture. This lack of clear picture creates the temptation to clean, analyse, simplify and conceptualise and very often leads to analysis-paralysis and then over-simplification.

There is a useful metaphor for this challenge.

Biological systems use energy rather than money and the process of improvement has a different name – it is called evolution. Each of us is an evolution experiment. The viability requirement is the same though - the success of the experiment is measured by our viability. Do our genes and memes survive after we have gone?

It is only in recent times that the mechanism of this biological system has become better understood. It was not until the 19th Century that we realised that complex organisms were made of reproducing cells; and later that there were rules that governed how inherited characteristics passed from generation to generation; and that the vehicle of transmission was a chemical code molecule called DNA that is present in every copy of every cell capable of reproduction.

We learned that our chemical blueprint is stored in the nucleus of every cell (the dark spots in the picture of cells) and this led to the concept that the nucleus worked like a “brain” that issues chemical orders to the cell in the form of a very similar molecule called RNA.  This cellular command-and-control model is unfortunately more a projection of the rhetoric of society than the reality of the situation. The nucleus is not a “brain” - it is a gonad. The “brain” of a cell is the surface membrane - the sensitive interface between outside and inside; where the “sensor” molecules in the outer cell membrane connect to “effector” molecules on the inside.  Cells think with their skin – and their behaviour is guided by their  internal content and external context. Nature and nurture working as a system.

Cells have evolved to collaborate. Rogue cells that become “mentally” unstable and that break away, start to divide, and spread in an uncollaborative and selfish fashion threaten the viability of the whole: they are called malignant. The threat of malignant behaviour to long term viability is so great that we have evolved sophisticated mechanisms to detect and correct malignant behaviour. The fact that cancer is still a problem is because our malignancy defense mechanisms are not 100% effective. 

This realisation of the importance of the cell has led to a focus of medical research on understand how individual cells “sense”, “think”, “act” and “communicate” and has led to great leaps in our understanding of how multi-celled systems called animals and plants work; how they can go awry; and what can be done to prevent and correct these cellular niggles.  We are even learning how to “fix” bits of the the chemical blueprint to correct our chemical software glitches. We are no where near being able to design a cell from scratch though. We simply do not understand enough about how it works.

In comparison, the “single-sell” in an economic system could be considered to be a step in a process – the point where the stream and the silo meet – where expenses are converted to revenue for example.  I will wantonly bend the rules of grammar and use the word “sell” to distinguish it visually from “cell”. So before trying to understand the complex emergent behaviour of a multi-selled economic system we first need to understand better one sell works. How does work flow and time flow and money flow combined at the single sell?

When we do so we learn that the “economic mechanism” of a single sell can be described completely because it is a manfestation of the Laws of Physics – just as the mechanism of the weather can be describe using a small number of equations that combine to describe the flow, pressure, density, temperature etc of the atmospheric gases.  Our simplest single-selled economic system is described by a set of equations - there are about twenty of them in fact.

So, trying to work out in our heads how even a single sell in an economic system will behave amounts to mentally managing twenty simultanous equations – which is a bit of a problem because we’re not very good at that mental maths trick. The best we can do is to learn the patterns in the interdependent behaviour of the outputs of the equations; to recognise what they imply; and then how to use that understanding to craft wiser decisions.

No wonder the design of a viable socioeconomic multi-selled system seems to be eluding even the brightest economic minds at the moment!  It is a complicated system which exhibits complex behaviour.  Is there a better approach?  Our vastly more complex biological counterparts called “organisms” seem to have discovered one. So what can we learn from them?

One lesson might be that is is a good design to detect and correct malignant behaviour early; the unilateral, selfish, uncollaborative behaviour that multiplies, spreads, and becomes painful, incurable then lethal.

First we need to raise awareness and recognition of it … only then can we challenge and contain its toxic legacy.   

How do we remember the vast amount of information that we seem to be capable of?

Our brains are comprised of billions of cells most of which are actually inactive and just there to support the active brain cells – the neurons.

Suppose that the active brain cell part is 50% and our brain has a volume of about 1.2 litres or 1,200 cu.cm or 1,200,000 cu.mm. We know from looking down a microscope that each neuron is about 20/1,000 mm x 20/1,000 mm  x 20/1,000 mm which gives a volume of 8/1,000,000 cu.mm or 125,000 neurons for every cu.mm. The population of a medium sized town in a grain of salt!  This is a concept we can just about grasp. And with these two facts we estimate that there are in the order of 140,000,000,000 neurons in a human brain - 140 billion – about 20 times the population of the whole World. Wow!

But even that huge number is less than the size of the memory on the hard disc of the computer I am writing this blog on – which has 200 gigabytes which is 1,600 gigabits which is 1,600 billion bits. Ten times as many memory cells as there are neurons in a human brain. 

But our brains are not just for storing data – they do all the data processing too – it is an integrated processor-and-memory design completely unlike the separate processor-or-memory design of a digital computer.  Each of our brains is remarkable in its capability, adaptability, and agility – its ability to cope with change – its ability to learn and to change its behaviour while still working.  So how does our biological memory work?

Well not like a digital computer where the zeros and ones, the binary digits (bits) are stored in regular structure of memory cells – a static structural memory - a data prison.  Our biological memory works in a completely different way – it is a temporal memory – it is time dependent. Our memories are not “recalled” like getting a book out of an indexed slot on a numbered in a massive library; are memories are replayed like a recording or rebuilt from a recipe. Time is the critical factor and this concept of temporal memory is a feature of all systems.

And that is not all – the temporal memory is not a library of video tapes - it is the simultaneous collective action of many parts of the system that create the illusion of the temporal memory – we have a parallel-distributed-temporal-memory. More like a video hologram. And it means we cannot point to the “memory” part of our brains - it is distributed throughout the system – and this means that the connections between the parts are as critical a part of the design and the parts themselves. It is a tricky concept to grasp and none of the billions of digital computers that co-inhabit this planet operate this way. They are feeble and fragile in comparison. An inferior design.

The terms distributed-temporal or systemic-memory are a bit cumbersome though so we need a new label – let us call it a systemory.  The properties of a systemory are remarkable – for example it still works when a bit of the systemory is removed.  When a bit of your brain is removed you don’t “forget” a bit of your name or lose the left ear on the mental picture of your friends face – as would happen with a computer.  A systemory is resilient to damage which is a necessary design-for-survival. It also implies that we can build our systemory with imperfect parts and incomplete connections. In a digital computer this would not work: the localised-static or silo-memory has to be perfect because if a single bit gets flipped or a single wire gets fractured it can render the whole computer inoperative useless junk.

Another design-for-survival property of a systemory is that it still works even when it is being changed – it is continuously adaptable and updateable.  Not so a computer – to change the operating system the computer has to be stopped, the old program overwritten by the new one, then the new one started. In fact computers are designed to prevent programs modifying themselves – because it a sure recipe for a critical system failure – the dreaded blue screen!

So if we map our systemory concept across from person to population and we replace neurons with people then we get an inkling of how a society can have a collective memory, a collective intelligence, a collective consciousness even – a social systemory. We might call that property the culture.  We can also see that the relationships that link the people are as critical as the people themselves and that both can be imperfect yet we get stable and reliable behaviour. We can also see that influencing the relationships between people has as much effect on the system behaviour as how the people themselves perform – because the properties of the systemory are emergent. Culture is an output not an input.

So in the World – the development of global communication systems means that all 7 billion people in the global social systemory can, in principle, connect to each other and can collectively learn and change faster and faster as the technology to connect more widely and more quickly develops. The rate of culture change is no longer governed by physical constraints such as geographic location, orand temporal constraints such as how long a letter takes to be delivered.

Perhaps the most challenging implication is that a systemory does not have a “point of control” – there is no librarian who acts as a gatekeeper to the data bank, no guard on the data prison.  The concept of “control” in a systemory is different – it is global not local – and it is influence not control.  The rapid development of mobile communication technology and social networking gives ample evidence – we would now rather communicate with a familar on the other side of the world than with a stranger standing next to us in the lunch queue. We have become tweeting and texting daemons.  Our emotional relationships are more important than our geographical ones. And if enough people can connect to each other they can act in a collective, coordinated, adaptive and agile way that no command-and-control system can either command or control. The recent events in the Middle East are ample evidence of the emergent effectiveness of a social systemory.

Our insight exposes a weakness of a social systemory – it is possible to adversely affect the whole by introducing a behavioural toxin that acts at the social connection level - on the relationships between people. The behavioural toxin needs only to have a weak and apparently harmless effect but when disseminated globally the cumulative effect creates cultural dysfunction.  It is rather like the effect of alcohol and other recreational chemical substances on the brain – it cause a temporary systemory dysfunction - but one that in an over-stressed psychological system paradoxically results in pleasure; or rather stress release. Hence the self-reinforcing nature of the addiction.  

Effective leaders are intuitively aware that just their behaviour can be a tonic or a toxin for the whole system: organisations are the the same emotional boat as their leader.

Effective leaders use their behaviour to steer the systemory of the organisation along a path of improvement and their behaviour is the output of their personal systemory.

Leaders have to be the change that they want their organisations to achieve.

 An important difference between Leaders and Managers is their perception of SpaceTime. 

Leaders observe from a greater strategic distance so they have a wider horizon and they see more pattern and less detail. They see the forest rather than the trees.  Managers observe from a closer tactical vantage so they have a narrower horizon and see less context but they see more detail. Both maps are needed – broad brush and fine detail – but the map need to match the task and the person: sometimes the detail is critical; sometimes the detail is confusing.  

The same is the case for both Space and Time. Strategic space is global – tactical space is local. Strategic time is proactive – tactical time is reactive. Leaders Inspire and Plan the Work – Managers Perspire and Work the Plan.

It is interesting to observe what can happen when the same tool is applied in a strategic and in a tactical context. An  example is the RAG (Red Amber Green) method for reporting status.  The principle is that the colour indicates what to do: Green = Relax;  Amber = Alert; Red = React. 

Sounds easy enough so what is the problem?

The RAG method is designed to indicate our current status but status of what?  Our current position or our current course? Our course is given by a series of positions recorded over time on a chart – as a picture – and we use that to help us navigate - to plan an effective and efficient course to our intended destination.  Unexpected things can happen though – we can get swept and blown off course and we may come across an unexpected or unpredictable obstacles on our intended course. So we need to be able to navigate our way to our original destination by a new route. So imagine what could happen if we were only able to compare our current position with our target position and we only work to stay on target. We would be unable to adapt to a dynamically changing or unpredictable strategic context – we would be unwise to go off position because we would get lost.

So if we do not want to lose our way then we must ensure we know what our RAG is telling us – our position or our course. 

 

There is always more than one way to look at something and each perspective is complementary to the others.

Improvement Science has three faces: the first is the Process Face; the second is the People face and the third is the System face - and is represented in the logo with a different colour for each face.

The process face is the easiest to start with because it is logical, objective and absolute.  It describes the process; the what, where, when and how. It is the combination of the hardware and the software; the structure and the function – and it is constrained by the Laws of Physics.

The people face is emotional, subjective and relative.  It describes the people and their perceptions and their purposes. Each person interacts both with the process and with each other and their individual beliefs and behaviours drive the web of relationships. This is the world of psychology and politics.

The system face is neither logical nor emotional – it has characteristics that are easy to describe but difficult to define. Characteritics such a self-organisation; emergent behaviour; and complexity.  Our brains do not appear to be able to comprehend systems as easily and intuitively and we might like to believe. This is one reason why systems often feel counter-intuitive, unpredictable and mysterious. We discover that we are unable to make intuitive decisions that result in whole system improvement  because our intuition tricks us.

Gaining confidence and capability in the practical application of Improvement Science requires starting from our zone of relative strength – our conscious, logical, rational, explanable, teachable, learnable, objective dependency on the physical world. From this solid foundation we can explore our zone of self-control – our internal unconscious, psychological and emotional world; and from there to our zone of relative weakness –  the systemic world of multiple interdependencies that, over time, determine our individual and collective fate.

The good news is that the knowledge and skills we need to handle the rational physical process face are easy and quick to learn.  It can be done with only a short period of focussed, learning-by-doing.  With that foundation in place we can then explore the more difficult areas of people and systems.

 

 

There are two directions from which we can approach an improvement challenge. From the bottom up – starting with the real details and distilling the principle later; and from the top down - starting with the conceptual principle and doing the detail later.  Neither is better than the other – both are needed.

As individuals we have an innate preference for real detail or conceptual principle - and our preference is manifest by the way we think, talk and behave - it is part of our personality.  It is useful to have insight into our own personality and to recognise that when other people approach a problem in a different way then we may experience a difference of opinion, a conflict of styles, and possibly arguments.  

One very well established model of personality type was proposed by Carl Gustav Jung who was a psychologist and who approached the subject from the perspective of understanding psychological “illness”.  Jung’s ”Psychological Types” was used as the foundation of the life-work of Isabel Briggs Myers who was not a psychologist and who was looking from the direction of understanding psychological “normality”. In her book Gifts Differing – Understanding Personality Type (ISBN 978-0891-060741) she demonstrates using empirical data that there is not one normal or ideal type that we are all deviate from – rather that there is a set of stable types that each represents a “different gift”. By this she means that different personality types are suited to different tasks and when the type resonantes with the task it results in high-performance and is seen an asset or “strength” and when it does not it results in low performance and is seen as a liability or “weakness”.

One of the multiple dimensions of the Jungian and Myers-Briggs personality type model is the Sensor – iNtuitor dimension the S-N dimension. This dimension represents where we hold our reference model that provides us with data – data that we convert to information – and informationa the we use to derive decisions and actions.

A person who is naturally inclined to the Sensor end of the S-N dimension prefers to use Reality and Actuality as their reference - and they access it via their senses – sight, sound, touch, smell and taste. They are often detail and data focussed; they trust their senses and their conscious awareness; and they are more comfortable with routine and structure.  

A person who is naturally inclined to the iNtuitor end of the S-N dimension prefers to use Rhetoric and Possibility as their reference and their internal conceptual model that they access via their intuition. They are often principle and concept focussed and discount what their senses tell them in favour their intuition. Intuitors feel uncomfortable with routine and structure which they see as barriers to improvement.  

So when a Sensor and an iNtuitor are working together to solve a problem they are approaching it from two different directions and even when they have a common purpose, common values and a common objective it is very likely that conflict will occur if they are unaware of their different gifts

Gaining this awareness is a key to success because the synergy of the two approaches is greater than either working alone – the sum is greater than the parts – but only if there is awareness and mutual respect for the different gifts.  If there is no awareness and low mutual respect then the sum will be less than the parts and the problem will not be dissolvable.

In her research, Isabel Briggs Myers found that about 60% of high school students have a preference for S and 40% have a preference for N – but when the “academic high flyers”  were surveyed the ratio was S=17%  and N=83% – and there was no difference between males and females.  When she looked at the S-N distribution in different training courses she discovered that there were a higher proportion of S-types in Administrators (59%), Police (80%), and Finance (72%) and a higher proportion of N-types in Liberal Arts (59%), Engineering (65%), Science (83%), Fine Arts (91%), Occupational Therapy (66%), Art Education (87%), Counselor Education (85%), and Law (59%).  Her observation suggested that individuals select subjects based on their ”different gifts“ and this throws an interesting light on why traditional professions may come into conflict and perhaps why large organisations tend to form departments of “like-minded individuals”.  Departments with names like Finance, Operations and Governance  – or FOG.

This insight also offers an explanation for the conflict between “strategists” who tend to be N-types and who naturally gravitate to the “manager” part of an organisation and the “tacticians” who tend to be S-types and who naturally gravitate to the “worker” part of the same organisation.

It  has also been shown that conventional “intelligence tests” favour the N-types over the S-types and suggests why highly intelligent academics my perform very poorly when asked to apply their concepts and principles in the real world. Effective action requires pragmatists – but academics tend to congregate in academic instituitions – often disrespectfully labelled by pragmatists as “Ivory Towers”.      

Unfortunately this innate tendency to seek-like-types is counter-productive because it re-inforces the differences, exacerbates the communication barriers,  and leads to “tribal” and “disrespectful” and “trust eroding” behaviour, and to the “organisational silos” that are often evident.

Complex real-world problems cannot be solved this way because they require the synergy of the gifts - each part playing to its strength when the time is right.

The first step to know-how is self-awareness.

If you would like to know your Jungian/MBTI® type you can do so by getting the app: HERE

The world seems to is getting itself into a real flap at the moment.

The global economy is showing signs of faltering – the perfect dream of eternal financial growth seems to be showing cracks and is increasingly looking tarnished.

The doom mongers are surprisingly quiet – perhaps because they do not have any new ideas either.

It feels like the system is heading for a big flop and that is not a great feeling.

Last week I posed the Argument-Free-Problem-Solving challenge – and some were curious enough to have a go. It seems that the challenge needs more explanation of how it works to create enough engagement to climb the skepticism barrier.

At the heart of the AFPS method is The 4N Chart® – a simple, effective and efficient way to get a balanced perspective of the emotional contours of the change terrain.  The improvement process boils down to recognising, celebrating, and maintaining the Nuggets, flipping the Niggles into NooNoos and reinvesting the currencies that are releaed into converting NiceIfs into more Nuggets. 

The trick is the flip.

To perform a flip we have to make our assumptions explicit – which means we have to use external reality to challenge our internal rhetoric.  We need real data – presented in an easily digestable format – as a picture – and in context which converts the data into information that we can then ingest and use to grow our knowledge and broaden our understanding.

To convert knowledge into understanding we must ask a question: “Is our assumption a generalisation?”

For example – it is generally assumed that high utilisation is associated with high productivity – and we want high productivity so we push for high utilisation. If we look at reality we can easily find evidence to support our assumption. If I have under-utilised fixed-cost resources and I push more work into the process, I see an increase the flow in the stream, and an increase in utilisation, and an increase in revenue, and no increase in cost – outcome: higher productivity.

But if we look more carefully we can also find examples that seem to disprove our assumption. I have under-utilised resources and I push more work into the process, and the flow increases initially then falls dramatically, the revenue falls, productivity falls and when I look at all my resources they are fully utilised. The system has become gridlocked – and when I investigate is discover that the resource I need to unlock the flow is tied up somewhere else in the process with more urgent work. My system does not have an anti-deadlock design. 

Our rhetoric of generalisation has been challenged by the reality of specifics – and it only takes one example. The Devil is in the detail. One black swan will disprove the generalisation  that all swans are white.

We now know we need to flip the “general assumption” into “specific evidence” – changing the words “all”, “always”, “none” and “never” into “some” and “sometimes”.

In our example we flip our assumption into “sometimes utilisation and productivity go up together, and sometimes they do not”. This flip reveals a new hidden door in the invisible wall that limits the breadth of our understanding and that unconsciously hinders our progress. To open that door we must learn how to tell one specific from another and opening that door will lead to a path of discovery, more knowledge, broader understanding, deeper wisdom, better decisions, more effective actions and sustained improvement.

Flap-Flop-Flip.


This week has seen the loss of one of the greatest Improvement Scientists – Steve Jobs – creator of Apple - who put the essence of Improvement Science into words more elequently than anyone in his 2005 address at Stanford University.

“Your time is limited, so don’t waste it living someone else’s life. Don’t be trapped by dogma – which is living with the results of other people’s thinking. Don’t let the noise of other’s opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition. They somehow already know what you truly want to become. Everything else is secondary.” Steve Jobs (1955-2011).

And with a lifetime of experience of leading an organisation that epitomises quality by design Steve Jobs had the most credibility of any person on the planet when it comes to management of improvement. In his own words …

 

I used to be puzzled when I reflected on the observation that we seem to be able to solve problems as individuals much more quickly and with greater certainty than we could as groups.

I used to believe that having many different perspectives of a problem would be an asset - but in reality it seems to be more of a liability.

Now when I receive an invitation to a meeting to discuss an issue of urgent importance my little heart sinks as I recall the endless hours of my limited life-time wasted in worthless, unproductive discussion.

But, not to be one to wallow in despair I have been busy applying the principles of Improvement Science to this ubiquitous and persistent niggle.  And I have discovered something called Argument Free Problem Solving (AFPS) – or rather that is my name for it because it does what it says on the tin – it solves problems without arguments.

The trick was to treat problem-solving as a process; to understand how we solve problems as individuals; what are the worthwhile bits; and how we scupper the process when we add-in more than one person; and then how to design-to-align the  problem-solving workflow so that it …. flows. So that it is effective and efficient.

The result is AFPS and I’ve been testing it out. Wow! Does it work or what!

I have also discovered that we do not need to create an artificial set of Rules or a Special Jargon - we can  apply the recipe to any situation in a very natural and unobtrusive way.  Just this week I have seen it work like magic several times: once in defusing what was looking like a big bust up looming; once t0 resolve a small niggle that had been magnified into a huge monster and a big battle – the smoke of which was obscuring the real win-win-win opportunity; and once in a collaborative process improvement exercise that demonstrated a 2000% improvement in system productivity - yes – two thousand percent!

So AFPS  has been added to the  Improvement Science treasure chest and (because I like to tease and have fun) I have hidden the key in cyberspace at coordinates  http://www.saasoft.com/moodle

Mwah ha ha ha – me hearties! 

We are in now in cost cake cutting times! We are being forced by financial reality to tighten the fiscal belt until our eyeballs water – and then more so.

The cost cake is a mixture of three ingredients – the worthwhile, the necessary, and the rest – the stuff that is worthless and not wanted - the worthless stuff, the unhealthy stuff, the waste.  But it costs just as much per morsel as the rest. And there is a problem – all three ingredients are mixed up together and our weighing scales can not say how much of each is in there – it just tells us the total weight and cost.

If we are forced to cut the cost of the cake we have to cut all three. Our cake gets smaller - not better - which means that we all go a bit hungrier. Or as is more likely – the hand that weilds the knife will cut themselves a full slice and someone else will starve.

Would it not be better if we could separate out the ingredients and see them for what the are – worthy (green), necessary (yellow) and the worthless waste (red) – and then use the knife to slice off the waste?  Then we could mix up what is left and share out a smaller but healthier meal.  We might even re-invest our savings in buying more of the better ingredients and bake ourselves a healthier cake. We would have a choice. 

If we translate this culinary metaphor into the real world then we will see the need for a way of separating and counting the cost of time spent on worthy, necessary and worthless work. If we can do that then we can remove just the worthless stuff and either reduce the cost or  reinvest the resource in something more worthwhile.

The problem we find when we try to do this is that our financial accounting systems do not work this way.

The closed door to a healthier future is staring us in the face – it is barn-door obvious - we just need to design our accounting methods so that they can do what we need them to do.

What are we waiting for?  Let us work together to find a way to open that closed door. It is in all of our interests! 

 

Previously we have explored “costs” associated with processes and systems – costs that could be avoided through the effective application of Improvement Science. The Cost of Errors. The Cost of Queues. The Cost of Variation.

These costs are large, additive and cumulative and yet they pale into insignificance when compared with the most potent source of cost. The Cost of Distrust.

The picture is of Sue Sheridan and the link below is to a video of Sue telling her story of betrayed trust: in a health care system.  She describes the tragic consequences of trust-eroding health care system behaviour.  Sue is not bitter though – she remains hopeful that her story will bring everyone to the table of Safety Improvement

View the Video

The symptoms of distrust are easy to find. They are written on the faces of the people; broadcast in the way they behave with each other; heard in what they say; and felt in how they say it. The clues are also in what they do not do and what they do not say. What is missing is as important as what is present.

There are also tangible signs of distrust too – checklists, application-for-permission forms, authorisation protocols, exception logs, risk registers, investigation reports, guidelines, policies, directives, contracts and all the other machinery of the Bureaucracy of Distrust. 

The intangible symptoms of distrust and the tangible signs of distrust both have an impact on the flow of work. The untrustworthy behaviour creates dissatisfaction, demotivation and conflict; the bureaucracy creates handoffs, delays and queues.  All  are potent sources of more errors, delays and waste.

The Cost of Distrust is is counted on all three dimensions - emotional, temporal and financial.

It may appear impossible to assign a finanical cost of distrust because of the complex interactions between the three dimensions in a real system; so one way to approach it is to estimate the cost of a high-trust system.  A system in which the trustworthy behaviour is explicit and trust eroding behaviour is promptly and respectfully challenged.

Picture such a system and consider these questions:

  • How would it feel to work in a high-trust  system where you know that trust-eroding-behaviour will be challenged with respect?
  • How would it feel to be the customer of a high-trust system?
               
  • What would be the cost of a system that did not need the Bureaucracy of Distrust to deliver safety and quality?

Trust eroding behaviours are not reduced by decree, threat, exhortation, name-shame-blame, or pleading because all these behaviours are based on the assumption of distrust and say ”I do not trust you to do this without my external motivation”. These attitudes behaviours give away the ”I am OK but You are Not OK” belief.

Trust eroding behaviours are most effectively reduced by a collective charter which is when a group of people state what behaviours they do not expect and individually commit to avoiding and challenging. The charter is the tangible sign of the peer support that empowers everyone to challenge with respect because they have collective authority to do so. Authority that is made explicit through the collective charter: ”We the undersigned commit to respectfully challenge the following trust eroding behaviours …”.

It requires confidence and competence to open a conversation about distrust with someone else and that confidence comes from insight, instruction and practice. The easiest person to practice with is ourselves - it takes courage to do and it is worth the investment - which is asking and answering two questions:

Q1: What behaviours would erode my trust in someone else?

Make a list and rank on order with the most trust-eroding at the top. 

Q2: Do I ever exhibit any of the behaviours I have just listed?

Choose just one  from your list that you feel you can commit to - and make a promose to yourself – every time you demonstrate the behaviour make a mental note of:

  • When it happened?
  • Where it happened?
  • Who was present?
  • What just happened?
  • How did you feel?

You do not need to actively challange your motives,  or to actively change your behaviour - you just need to connect up your own emotional feedback loop.  The change will happen as if by magic!

Most of our thinking happens out of awareness – it is unconscious. Most of the data that pours in through our senses never reaches awareness either – but that does not mean it does not have an impact on what we remember, how we feel and what we decide and do in the future. It does.

Improvement Science is the knowledge of how to achieve sustained change for the better; and doing that requires an ability to unlearn unconscious knowledge that blocks our path to improvement - and to unlearn selectively.

So how can we do that if it is unconscious? Well, there are  at least two ways:

1. Bring the unconscious knowledge to the surface so it can be examined, sorted, kept or discarded. This is done through the social process of debate and discussion. It does work though it can be a slow and difficult process.

2. Do the unlearning at the unconscious level – and we can do that by using reality rather than rhetoric. The easiest way to connect ourselves to reality is to go out there and try doing things.

When we deliberately do things  we are learning unconsciously because most of our sensory data never reaches awareness.  When we are just thinking the unconscious is relatively unaffected: talking and thinking are the same conscious process. Discussion and dialog operate at the conscious level but differ in style – discussion is more competitive while dialog is more collaborative. 

The door to the unconscious is controlled by emotions - and it appears that learning happens more effectively and more efficiently in certain emotional states. Some emotional states can impair learning; such as depression, frustration and anxiety. Strong emotional states associated with dramatic experiences can result in profound but unselective learning – the emotionally vivid memories that are often associated with unpleasant events.  Sometimes the conscious memory so emotionally charged and unpleasant that it is suppressed – but the unconscious memory is not so easily erased – so it contionues to operate out of awareness. The same is true for pleasant emotional experiences – they can create just as profound a learning experience - and that conscious memory may be called an inspirationla or “eureka” moment – a sudden emotional shift for the better. It too is unselective and difficult to erase.   

An emotionally safe environment for doing new things and having fun comes close to the ideal. In such an enviroment we learn apparently without effort. It does not feel like work – yet we know we have done work because we feel tired afterwards.  And if we were to record the way that we behave and talk before the doing; and again afterwards then we can measure a change - but we will not necessarily notice the change ourselves. Other people may notice before we do - particularly if the change is profound – or if they only interact with us occasionally.

It is for this reason that keeping a personal journal is an effective way to capture our change over time.  

The Jungian model of personality types states that there are three dimensions to personality (Isabel Briggs Myers added a fourth later to create the MBTI®).

One dimension describes where we prefer to go for input data - sensors (S) use external reality as their reference – intuitors (N) use their internal rhetoric.

Another dimension is how we make decisions -  thinkers (T) prefer a conscious, logical, rational, sequential process while feelers (F) favour an unconscious, emotional, irrational, parallel process.

The third dimension is where we direct the output of our decisions - extraverts (E) direct it outwards into the outside world while intraverts (I) direct it inwards to their inner world.

Irrespective of our individual preferences, experience suggests that an effective learning sequence starts with S – our experience of reality – and depending how emotionally loaded it is (F) we may then internalise the message as a general concept (N) or a specific construct (T).

The implication of this is that to learn effectively and efficiently we need to be able to access all four modes of thinking and that we could design our teaching methods to resonate with this natural learning sequence, focussing on creating surprisingly positive emotional experiences. And we must be mindful that if we skip steps or create too many emotionally negative experiences we we may unintentionally impair the effectivenes of the learning process.

A carefully designed practical exercise that takes just a few minutes to complete can be a much more effective and efficient way to teach a profound principle than to read libraries of books or to listen to hours of rhetoric.  Indeed some of the most dramatic shifts in our understanding of the Universe have been facilitated by easily repeatable experiments. We all know how our intuition and our feelings can trick us so doing our way to new thinking is a rational and logical improvement strategy.