Horizon Point Consulting

Category: Skills Improvement

We all need a little personal development mixed in with our professional and career development. Read blogs in this category for personal skills improvement.

  • Does Your Team Talk in Metaphors?

    Does Your Team Talk in Metaphors?

    One of my favorite things to do for companies is to help them understand what distinguishes high performers from average and/or low performers in their organization. The purpose of this could be for a variety of reasons, but oftentimes, it is to help companies create a profile and tools to select the right talent.

    We ask the clients to provide us with the opportunity to talk to high, mid and low performers.  We ask them a series of job analysis questions and watch them work for a bit.  While we watch them work, we ask them questions about what they are doing, why they are doing it and ask them to explain what is going on in their head to understand what mental processes they are engaging in to complete their work.

    Recently, we’ve been working on this type of project for a client.  And we’ve uncovered one of the most interesting things I think I’ve seen so far in doing this kind of work.

    Overwhelmingly, the high performers talk in metaphors.  They explain things, often complex things, through metaphors instead of direct or literal language.

    For example: “So, when we do this, it is like we are headed out on a trip from here to Nashville, and we decide half way through that we need to change our tires and our oil.”  This was used to explain how poor planning hurts the company.

    Another way this came out was high performers using song lyrics to describe what they were doing, how they were doing it, or why.

    In this particular example as well as in other workplaces, people who talk in metaphors seem to be better teachers. (Think Jesus, arguably, regardless of your religion, one of the best teachers ever.  How did he usually talk to his followers?  In parables, which is simply another word for metaphor.)

    Metaphors help us:

    1. Make more than one point with less language. There is often the points and THE POINT that can only be expressed through metaphors instead of specific or descriptive dialogue.
    2. Describe often complex things in simple terms.
    3. Commit things to memory. We remember the song lyrices or the analogy more than we remember the work instructions.

    In this instance, the behavior of talking in metaphors will be related to the overall competency of teaching.  Teaching will be one of three to four competencies we will design selection criteria and assessment around for this client.  The ability to teach in order share knowledge across employees is a critical competitive advantage for this organization.

    So how can we assess for teaching ability?  Well one way is to see if candidates talk in metaphors. Do candidates engage in the behavior that the high performers use?

    To do this we will train hiring managers to pay attention to these things:

    1. In interviews, using “tell me about a time” questions, does the candidate explain things or answer the questions and use metaphors to describe?
    2. In interviews, ask them to explain the last time they described how to solve a problem to someone. Ask them to actually walk through the description.  Are metaphors or analogies present?
    3. In a work sample, we will ask candidates to teach someone how to do something. We will score this work sample, among other things, to see whether using metaphors was present.

    Another way to look at metaphors is to more broadly see if people tell stories to explain things instead of simply describing what is.   Assess if storytelling is present in your candidates.

    Is your workplace full of metaphors?  If so, your organization may be better at teaching than others.

     

     

     

  • Bullying Doesn’t Just Happen at School: Workplace Bullying

    Bullying Doesn’t Just Happen at School: Workplace Bullying

    I recently saw an article about a nine year old boy in Denver who took his own life after being bullied during his first four days of school. My youngest son is eight and I can’t imagine him ever feeling like his only choice is suicide.

    When my oldest was in elementary school he was bullied by another child at his daycare. While he has always been a very headstrong child, the bullying continued to the point where he had put up with enough. Together we sat down with his martial arts instructor, who is phenomenal at working with children to tackle such hard issues, and he helped us to formulate a game plan on how to handle it. With his help, my son was able to show his bully that his words weren’t having the effect he was aiming for, and eventually the two actually became friends.

    Bullying isn’t limited to children. A survey sponsored by the Workplace Bullying Institute in 2017 showed that a staggering number of U.S. workers experienced bullying in the workplace.

    • 5 million U.S. workers reported experiencing bullying in the workplace
    • Women experience bullying, from both women and men, at a much higher rate with 65% of male bullies targeting women and 67% of female bullies targeting women
    • 61% reported that they were bullied by a boss
    • 25% reported that their employer did nothing while 46% reported that their employer conducted a “sham” investigation

    Bullying in the workplace has an impact on the organization as well, including increased turnover, loss of valuable talent, decreased productivity, increased absenteeism, and even the risk of litigation. So how can employers minimize these risks?

    1. Have a well-defined Harassment Policy. Workplace bullying is a form of harassment. While most bullying may not be illegal, that doesn’t make it okay. Make sure your Harassment Policy includes workplace bullying. Train your leadership on what bullying is, how to conduct themselves to set the example, and how to handle it if an employee reports bullying. Review your Harassment Policy with all new hires, and annually with all staff.
    2. Have and follow a formal investigation process. Your policy should include information on how reports will be handled. Determine who will conduct the investigation, how it will be conducted, and make sure your findings are well documented. Do not ignore reports of bullying and do not put off investigating those reports.
    3. Take proper action to eliminate the behavior. Once you have completed a thorough investigation, determine what action needs to be taken to make the bullying behavior cease. That could be anything from a documented verbal conversation with the accused up to termination. If the accused is not terminated, monitor the situation to ensure that the actions have in fact ceased. Do not assume that it has and let it go.
    4. Promote a workplace that welcomes diversity, inclusion, and a difference of opinions. Work hard to promote an organization that encourages teamwork, uniqueness, and freedom to communicate- even when what an employee has to say may go against the grain. Pay attention to where there may be breakdowns in this and work to build them up. Host company functions that encourage employees to get to know each other. Provide new employees with mentors who can help guide them and integrate them into the organization. And have an open door, where employees feel comfortable voicing concerns or issues. And again, take those concerns or issues seriously because not doing so leads to a breakdown of trust.
    5. When needed, provide employees with outside resources to help them cope. I’m a huge proponent of Employee Assistance Programs. If you have one, make sure both the accused and the accuser are provided with that resource. If you don’t have an EAP, there are other resources available to employees that may help them. You never really know why someone bullies, or what is going on in the mind of someone who is being bullied. Sometimes it takes a trained professional to assist them.

    60.5 million is a staggering and unacceptable number. Bullying is not an inherent trait, it is a learned behavior. Just as I aim to teach my children acceptance and kindness, employers can aim to promote those values in throughout their organization as well.

    Below are some additional resources on bullying:

    www.stopbullying.gov

    https://www.apaexcellence.org/resources/special-topics/workplace-bullying

    https://www.employmentattorneyla.com/blog/2016/05/workplace-bullying-online-anti-bullying-resources-for-employees.shtml

  • Forget the 401K Plan, Does Benefit Package Address Getting Rid of Debt?

    Forget the 401K Plan, Does Benefit Package Address Getting Rid of Debt?

    “According to Make Lemonade, there are more than 44 million borrowers who collectively owe $1.5 trillion in student loan debt in the U.S. alone. The average student in the Class of 2016 has $37,172 in student loan debt,” sites a June 2018 Forbes article.

    Furthermore, check out the consumer debt picture (this is separate from student loan debt) in America from Business Insider:

    The debt issue is a problem on so many levels, but for employers, it is impacting thoughts and decisions about what a desirable benefits package looks like in order to recruit and retain employees.

    Is the savings piece of your benefits plan, most likely in the form of a 401K, even desirable anymore?  Can your employees even think about saving if they don’t ever see a way out of debt?

    In addition, the financial stress your employees face is costing you money.   According to Forbes:,   “Across all generations — Millennials, Gen X, and Baby Boomers — financial matters were the top cause of stress. Forty-six percent of workers spend three hours or more during the work week thinking about or dealing with financial issues, and 47 percent said their finance-related stress has increased over the last 12 months. And according to a new survey from Bankrate, which interviewed 1,003 adults earlier this year, 57 percent of Americans don’t have enough cash to cover a $500 expense.”

    So what should you do?  There are three routes/benefits I would suggest you consider to address the debt equation in your overall benefit plan:

    1. Student Loan Repayment.   Offer your employees the benefit of paying off their student loans. Some companies do this as a simple benefit with no strings attached, but most require some length of service requirement in order to be eligible to receive this benefit.

    Here is a list of some companies that are doing it and how they are doing it: Nerd Wallet.

    A company that facilitates this benefit for employers and that I have heard good things about is gradifi.

     

    2. Acting a money lender/payday advance.   Companies are cropping up that help employers act as lenders to their employees through payroll advances and other arrangements.  Some arrangements charge the employee a flat fee while others charge an interest rate on the money borrowed.

    Wal-Mart is advancing employee’s wages in this way through a company called PayActiv.

    More on this subject from the Wall Street Journal can be found here.

     

    3. Offering Financial Wellbeing Training.  While the first two options are designed to offer access to capital to pay off debt, many employers are focusing on training employees to be better managers of their finances in order to reduce and eliminate debt.  This seeks to solve the problem in the long run by changing behavior instead of putting a band-aid on it.

    If this interests you, check with banks and/or credit unions in your area. Many offer free classes. In addition many employers offer the popular Dave Ramsey Financial Peace training to their employees at no charge.

     

    How can you improve your benefit offerings to address the debt issue?

  • Explain Your Why. Don’t Assume Why.

    Explain Your Why. Don’t Assume Why.

    After a particularly long doctor’s appointment with our seven-year-old, the topic of his prescription (he has epilepsy and takes a medicine to control his seizures) came up.

    The nurse practitioner came back in to say she had sent it to the pharmacy electronically.

    My husband said, “We need it written in 500mL increments.”

    She looked at him like who do you think you are, trying to tell me how to write a prescription.

    I looked at my husband and tried to telepathically tell him, “Explain to her why you are making that request.”  I may or may not have also thought “You idiot” too, but that’s beside the point.

    You see, I knew why he was making this request. His request had good intentions, not meant to serve his ego, but to serve others. We get his medicine from the community pharmacy where my husband works. He’s in administration at the hospital. The medicine comes to the pharmacy in 250mL bottles. The way our son’s prescription was written last time required bottles to be split which is a real pain for the pharmacy staff. The dosage is so close to 500mL for a three-month supply (450mL I think) that, in his mind, it was easy and made logical sense to write the prescription at 500mL. It would save everyone time.

    The nurse knew none of this.

    But once he started to explain that really all he was trying to do was make life easier for the people he works with, her face relaxed and she simply said, “Sure, we can do that.”

    If we had explained our why before we made the request, things would have been easier. It was fortunate that we could explain our way out of what looked like an ego trip.

    On the flip side of this, the nurse only knew what she knew as well, and that was our request. Her defensive response was totally natural. It is what most of us do. Our brain goes into defense mode when we don’t have all the inputs we need to understand a situation.

    However, what often derails us is making assumptions about people’s motives (i.e. my husband was on a power or control trip) when we don’t have the full context for communication or behaviors towards us. We don’t naturally respond by seeing people in a positive light as our first reaction (i.e. my husband is trying to help someone else out) when we don’t have all the information needed to understand a situation.

    So the next time you make a request of someone, explain to them why you are making that request. If you are the recipient of a request without all the details, don’t assume the worst of the person or the situation. Ask clarifying questions to gain mutual understanding.

    How do you explain the why and not assume the why?

  • The next activity you need to do with your leaders: What needs to start, stop or stay?

    The next activity you need to do with your leaders: What needs to start, stop or stay?

    “The first responsibility of a leader is to define reality.” Max DePree

    Feedback is a critical to any successful performance management and development process.  With trends in feedback moving leaders towards less formal mechanisms of feedback and away from a formal performance appraisal, we still need to be thinking about how to define the current state of someone’s behavior and performance in order to direct what we want to see.

    And sometimes we can formalize things and still make them feel “casual”.   A way to do this is to have a 1. Start 2. Stop 3.  Stay session.

    To do this:

    1. Get your team together.

    2. Give everyone a sheet of flip chart paper and different colored markers​.

    3. Ask them to write their name on the top of their sheet.

    4. Get each participant to create three columns labeled START, STOP, STAY.

    5. Get everyone to hang their flip chart piece on the wall​.

    6. Ask everyone to walk around the room indicating one behavior or action in each column on everyone’s paper.  Let participants know that if an item is already on the wall that they want to write down, to go ahead and write it down again.   Note:  This requires that everyone in the room know and interact with each other enough to have valid input.  If this isn’t the case, you may want to consider splitting the group up or telling people if they don’t know someone well enough to skip them.

    7. Get everyone to take their notepad down and review it. Prompt people to review in a way that:

    • Identifies patterns or trends. Are people saying the same things?
    • Checks
    • for self-awareness. Are they surprised, not surprised, upset, or glad to see what they are seeing?
    • Leads them to see if there are any clarifying questions they’d like to ask about their feedback. For example, (see a chart for me below done in a group training with a client) one person wrote I needed to start “090” them.  I didn’t know what this meant. Turns out it means to go back to the basics, or the remedial course (not the 100 level course) with them. This was such good feedback because it validated some of the puzzled looks I was getting at times in training when I assumed people knew what I was talking about but they didn’t.  I was thinking their looks meant they disagreed with me, but it meant they didn’t understand.

    8. Wrap up the exercise by asking each participant to commit to start, stop or staying on one thing on their list that they think will help them the most and get them to share what they are committing to with another person in the group for accountability.

     

    I find some people are really hesitant to do this in a group setting.  They think it won’t go over well because either 1.  People won’t be honest or 2.  People will get their feelings hurt and get upset.   Both of which can make the exercise counterproductive.

     However, I’ve actually found the opposite to be the case.  Facilitating this with clients has been one of the most positive efforts in performance development I have witnessed.  It leads to great dialogue and changed behaviors. Try it.  If it bombs, you can blame me.

    If you want a safer route, you can start by doing it one-on-one.   Ask people first for them to make a list of things you need to start, stop and stay.  Then reciprocate by providing them and list and talking one-on-one about it. 

     

    What are your go-to methods for getting and giving great feedback?