Risks of Playing No Games and Being Off the Board

Critical Factors of Innovative Organisations No. 3

It is raining at the moment, and I like to share a story about the rain.

Once, I was having high tea at the Mandarin Singapore, which is along Orchard Road, when heavy rain clouds began rolling very quickly into the shopping belt. The restaurant was situated at level two of the hotel and the events on the street could be clearly seen from the windows. I saw three types of shopper behaviours on the street that Sunday.

The most obvious were the ones hurrying along, crossing the streets before the green man, rushing from shop to shop trying to complete their sightseeing and gift buying. There were those who just stopped their shopping and hopped into their cabs for home in anticipation of the rain. Finally, there were those who were oblivious of the weather condition, the darkening sky, rustling of the trees, and small whirlwinds of fallen leaves, and went on to walk pass the hotel.

I pointed these observations to my friend, and he told me that those who were calmed and poised were those who had found a risk mitigating instrument and, therefore, were not affected by the impeding weather change. The others, because they didn’t have such an instrument, either chose to risk the rain shopping or gave it up entirely.

‘So, what is this risk mitigating instrument?’, I asked curiously.

‘The umbrella and cab’, he replied, and went back to his bowl of noodles.

‘I see’, I concluded as I looked back towards the street as the clouds passed by without releasing a single drop of rain.

That may explains the phenomenal I saw on the street, and perhaps about life.

In the case of the umbrella bearers, the rain did not matter to them since they were safe. So, they continued their shopping calmly as if nothing was going to happen. They were not playing everyone’s game of hurrying along even though they were on the game board. They did nothing more and nothing less.

Those who decided to hop into their cabs also found their risk mitigation instrument. Just that they took themselves off the board, and went into the deficit behaviour of cursing the weather.

Only those who hurried about played the game fully by taking all the risks of the impending rain, lived their lives to the fullest.

We make decisions, which is an act of considering all options and deciding on the one that has the most risk mitigating instruments that return us the least amount of negative consequences. It is this need for such instruments that we never really make choices in life. As we fear the consequences we will never really live our lives on such a game board.

Innovative organisations lived their lives to the fullest and they encourage their employees to be the same as well.

Here are the links for the other critical factors of innovative organisations:

• No 1. Purpose Driven Organisation

• No 2. Understanding the Demonic Nature of Vision

• No 4. Fearless Organisation Environment

• No 5. Openness is in the Eradication of Fantasies

• No 6. System of Authentic Sharing

• No 7. Human Resource Investment Is Not About Spending But Creating Opportunities for Learning

• No 8. Stun-gunning Your Organisation into Inventiveness

• No 9. Focus on the True Purpose of Celebrating Success and Contribution

• No 10. Fully Appreciating the True Meaning of an Innovative Team

This article was 1st written on 23 Feb 2007 and updated in 1 Mar 2010
Copyright 2007 and 2010. Anthony Mok. All Rights Reserved

Understanding the Demonic Nature of Vision

Critical Factor of Innovative Organisations No. 2

So, what is vision?

Vision is:

• A clear and detailed picture of what should be achieved. www.booksites.net/download/chadwickbeech/Glossary.htm

• A powerful vision that provides everyone in the organisation with a shared mental framework that gives form to an often abstract future. An effective vision describes what the organisation intends to become ultimately - this may happen five, ten, or fifteen years into the future. This description should not be abstract - it should contain as concrete a picture of the desired state as possible, which creates the basis for formulating strategies and objectives. www.balancedscorecard.biz/Glossary.html

It sounds like vision is good for individuals, communities, enterprises, and nations at large.

However, there is a demonic aspect to vision.

Vision is:

• Undemocratic, as it rejects all other competing but equally compelling visions.
• Dimensional, since it disables the seer beyond its boundaries.
• Harmonious, which sanctions alternative discourses.
• Unidirectional, which produces herding instincts.
• A fallacy in today’s uncertain time, space and location.

I am not saying that we throw vision out of the window. It does help to align the thinking, resourcing and actions to create a game plan to win in a specific scenario.

However, when the vision restricts an individual, community, enterprise, and nation to other possibilities, innovation can be affected.

Innovative organisations are those which understand that there is another face to vision. Innovative organisations encourage their people to challenge their own visions and allow them to create manifestations of vision other than their dominant ones.

Here are the links for the other critical factors of innovative organisations:

• No 1. Purpose Driven Organisation

• No 3. Risks of Playing No Games & Being Off the Board

• No 4. Fearless Organisation Environment

• No 5. Openness is in the Eradication of Fantasies

• No 6. System of Authentic Sharing

• No 7. Human Resource Investment Is Not About Spending But Creating Opportunities for Learning

• No 8. Stun-gunning Your Organisation into Inventiveness

• No 9. Focus on the True Purpose of Celebrating Success and Contribution

• No 10. Fully Appreciating the True Meaning of an Innovative Team

This article was first written on 15 Feb 2007 and updated on 9 Feb 2010.

Copyright 2007 and 2010. Anthony Mok. All Rights Reserved.

Measuring Training Effectiveness - Looking Beyond 'Impression Management'

A few years back, on a wet and cold December afternoon, someone asked me a question, "Anthony, is asking the participants how they feel about the facilitator, ambience of the venue, quality of the refreshments, and delivery of the contents, a good way to help me determine whether I should continue running the programme with a particular vendor?"

Without a thought, I said yes. "Afterall, isn't this how the industry reports on the 'Returns of Investment' of the workshops, training courses and development programmes it conducts for its clients?"

A month later, I was not so sure.

I think there is another way to do this - a way where we could look beyond the 'impression management' and focus on performance; less about blaming the trainers for a failed programme to looking at the failure holistically and examining the role the organisation has to play in enabling transference of learning.

So, in another wet and cold afternoon, I pulled my enquirer aside and told him that "You have to ask if specific physical takeaways, psychological outcomes and quick-wins had been delivered at the end of the workshop.", and I provided examples to expound on the concept of 'Quality of Outcomes':

In Physical Takeaways, I, as a participant in a programme, ask if the programme delivered the intended breakthroughs. Breakthroughs are defined as tangible (being physical) outcomes (the takeaways) brought about from applying innovative approaches learnt during the programme that create solutions that overcome my current problems.

In Psychological Takeaways, I try to reflect if my mindset and psyche have been changed because of the programme. The programme should impact me in such a way that I have become cognitively, affectively, and psychomotorcally positive about the skill set learnt and knowledge acquired during my engagement with the trainer.

In Quick-wins, I explore if the WIPs could be used elsewhere. I could have created or developed initial but unintented creative ideas and innovative solutions during the programme. I call these 'work-in-progress' or 'WIPs', which are additional outputs to the physical takeaways. These quick-wins could be used as solutions for other problems.

As I was developing these concepts, I was also studying Dr. Donald Kirkpatrick's four levels of evaluating training and found it to be a useful addition to my framework. His approach suggests that there is a positive relationship between the time and strength of the competency.

In Reaction, I, as a Training Manager, want to know the initial reactions participants have of the programme.

In Learning, I wish to uncover the extent to which participants change their attitudes as a result of a change in their body of knowledge and skills set.

In Behaviour, I like to observe the extent to which the participants change their behaviour at their workplace.

In Results, I wish to know the final outcome that occurs as a result of the changes in the participants' attitudes and behaviours at their workplace.

By embedding Kirkpatrick's Four Levels of Evaluation to my three Categories of Performance in the Quality of Outcomes in Training, I produced a 3 x 4 = 12-grid Model of Measuring Returns on Training Investment, which helps me to focus my thinking on the kinds of evidence I should be collecting over time to determine if the programme has delivered the intended value to the organisation.

These 12 grids are:

Expectation – Collect evidence to determine the difference between the expectations participants brought to the programme and what they actually received at the end of the engagement.

Sample Question: How much the skill sets and knowledge that I have acquired immediately after the programme meet what I expected of it after reading its promotional materials and its programme outlines?

Inquisition – Collect evidence to gauge how 'hungry' the participants want to learn more about the skill sets and knowledge taught in the programme.

Sample Question: Am I keen to find out more about the topics covered in the programme?

Opportunistic - Collect evidence to determine if the participants have been thinking about the application of the skill sets and knowledge covered in the programme.

Sample Question: Have I been thinking of where at my workplace I could apply the skill sets and knowledge I have obtained from the programme?

Discovery – Collect evidence to measure the amount of awareness and insights the participants obtained from the programme.

Sample Question: How much of awareness I have gathered and what is the quantity of the insights I have gained by the end of the programme?

Exploration – Collect evidence to find out if the participants have some ideas where to apply the skill sets and knowledge learnt.

Sample Question: Do I have an idea or two about where I could apply the skill sets and knowledge acquired at the programme?

Set-up – Collect evidence to determine if the participants have been using the skill sets and knowledge at the workplace or at home even before the programme ends.

Sample Question: Am I able to kick-start the application of the skill sets and knowledge at the workplace or at home even before the programme comes to an end?

Instrumentation – Collect evidence on the frequency the skill sets and knowledge is used at the workplace.

Sample Question: How often are and how much of the skill sets and knowledge I acquired from the programme are deployed at my workplace?

Subconscious – Collect evidence to uncover how conscious the participants are when they are applying the skill sets and knowledge at the workplace.

Sample Question: Am I aware that I was applying the skill sets and knowledge that I acquired at the programme at the workplace?

Success – Collect evidence to identify the kinds of initial successes and failures arising from the application of the acquired skill sets and knowledge at the workplace.

Sample Question: Are there initial success I can report after reaching the first two milestones of a task I am doing where the skill sets and knowledge were applied?

Performance – Collect evidence that could identify the outcomes of a task to the participants who attended the programme.

Sample Question: Could my footprints be found in the performance of the organisation which I belong because of the awareness and insights gained from the programme I attended?

Advocating – Collect evidence that shows that the participants, who had attended the programme, are now going around 'marketing' the usefulness of the programme and the skill sets learnt.

Sample Question: Have I been sharing the skills and imparting the knowledge to my superiors, peers, and subordinates?

Adaptation - Collect evidence to uncover the number of bigger successes arising from other tasks after the initial successes at the beginning of the original tasks.

Sample Question: Have a number of these successes snowballed into bigger projects with more management support?

"Of course, you have to talk to your trainers/facilitators and get the 'reaction' and 'learning' requirements worked out before the delivery of the programme. You also have to take care of the supervisors and managers who sent the participants to the training. They need to know how to deploy and support them after the programme so that they could reach their 'behaviour' and 'result' levels at their workplace.

It is because of these concerns that I have also developed the idea called IMPACTs or Information Management for Performance in Action System in 2005 to measure the performance level of my partners more holistically.

There are three components in IMPACTs. Besides incorporating Quality of Outcomes into IMPACTs, there are:

Quality of Delivery is the efforts in placing the essential elements (or Key Success Factors) to support learning throughout the learning duration.

What is 'essential' is contextual but the following example provides a good way of visualising the kinds of statement to be created and included in this segment of the evaluation:

For a simple workshop to help teams create innovation solutions:

• Before the workshop - Conduct a Team Management Profile to determine if the team has all the required task preferences to perform innovatively. In addition, the team is checked for its current stage of Team Development to identify potential challenges its dynamics have on learning at the training programme (An example of a Quality of Delivery statement: Has the training vendor identified challenges in learning potentially faced by the participants?).

• During the workshop - Conduct a series of small team building activities to create relatedness and to bring the team to the performing stage (An example of a Quality of Delivery statement: Has the training vendor conducted team development activities to sustain the performance level of its members?).

• After the workshop - Participants' managers and supervisors monitor the participant's roadmap and milestones for implementing learning obtained at the training course (An example of a Quality of Delivery statement: Are the participants armed with a skill transference roadmap and related milestones to support the application of the knowledge and skill set at the workplace?).

In addition to Quality of Delivery, I have also introduced a measurement to determine the Quality of the Partnership I have with my long term supplier/partners. In here, I consider the following to help me decide if I want to continue working with them again in the future:

• Level of Involvement - The amount of effort the partner contributes more than what is specified in the contract.

• Degree of Accommodation - The amount of stretch the partner has achieved to increase the value of the contract vis-a-vis your contractual dollar.

• Willingness of Collaborate - The amount of effort the partner introduces to strengthen the propensity of producing successful outcomes for you.

• Preparedness to Share - The amount of new intellectual capital created and shared with your stakeholders.

• Commitment to Co-exist - The degree the partner’s operations is locked into your business system.

Your suppliers/partners may struggle with you as this is a very radical approach in measuring returns in training but you have to work consistently with them to see this through. I had faced resistance when I first introduced these ideas in 2004 when I was the Manager at the MINDEF Innovation and Transformation Office. "But they eventually understand the importance of measuring training effectiveness", I added at the conclusion of that conversation on that wet and cold afternoon.

This article was first written on 2 May 2007 and

subsequently updated on 10 May & 11 Nov 2008 and revised on 26 Mar 2009.

Copyright 2007, 2008 and 2009. Anthony Mok. All rights reserved

Purpose Driven Organisation

Critical Factor of Innovative Organisations No. 1

I have worked with many organisations on innovation for many years and there are a number of critical factors organisations must have in order to be innovative. Here is one of the ten factors I have identified.

Purpose Driven Organisation

What is she fighting for?

Who is she fighting for?

What she is fighting with?

These are questions an organisation must find answers for before she seeks to be innovative.

Why?

Because, in the eyes of her people, the answers give meaning to the organisation . The answers also provide a sense of purpose for her people.

With these, an overriding urge for being that purpose, of having the outcomes, and of doing with intent is borned. This is the urge of PASSION. People, who is touched, moved, and inspired, will look passionately at how these questions are asked, and how their answers are manifested for the:

continued existence and survival of the organisation,

for without, the last question cannot be answered

meaningful contribution to the higher cause by the individual,

for without, nothing will be ignited

Passion Is Power

It is on this fabric that creativity, innovation and entrepreneurship comes into existance......

Here are the links for the other critical factors of innovative organisations:

There is a total of ten such factors and here is a list of the nine:

• No 2. Understanding the Demonic Nature of Vision

• No 3. Risks of Playing No Games & Being Off the Board

• No 4. Fearless Organisation Environment

• No 5. Openness is in the Eradication of Fantasies

• No 6. System of Authentic Sharing

• No 7. Human Resource Investment Is Not About Spending But Creating Opportunities for Learning

• No 8. Stun-gunning Your Organisation into Inventiveness

• No 9. Focus on the True Purpose of Celebrating Success and Contribution

• No 10. Fully Appreciating the True Meaning of an Innovative Team

This entry was 1st created on 2 Feb 2007 and updated on 19 Jan 2010.

Copyright 2007 and 2010. Anthony Mok. All Rights Reserved.