Where should a leader focus their attention?

This podcast explores the challenges that leaders face of where to focus their attention. In a crisis situation, leadership time is required to make fundamental day to day decisions, that generally would be taken elsewhere. Finding a balance between getting stuck in and keeping the wider view is one all leaders and managers face.

Rob and Rich suggest that time needs be split between Growing, Running and Protecting the business, and how the need to protect (in the current COVID Crisis) and run (with key staff on furlough) may cause leaders to lose focus on moving their business forward.

This podcast was recorded while we are in the middle of lockdown. Like most people, we are working from home, making do and still looking to answer the questions that are getting in the way.

Photo by Jonathan Farber on Unsplash

Why are some teams more engaged in what they do?

Some teams just get it, they immerse themselves in the work or activities of the team to deliver amazing results. What is it that they have, that other teams don’t?
In this podcast, Paul proposes that this is down to a connection to the higher purpose, and along with Graham they explore what that means.

This podcast is part of a short series on productivity, where we are exploring how you can Sell More, Save More and Do More, both personally and for your team.

Tracking performance from home

Think about how you track your team’s performance in the office: if everyone’s hard at work at their desks from nine to five, and you can see (almost feel) that everything’s getting done, then that’s a success, right?

If you’ve already started working from home in the last couple of weeks, I’m sure it’s become clear that keeping track of your team like that is impossible when working remotely. The issue is that most managers are unconsciously accustomed to tracking their teams’ inputs. That is, so long as they can see time and effort being put into the job, meetings are happening and people are staying behind to finish up things, then they’re not too concerned with what comes out the other end.  

That might feel a little shocking, but ask yourself, when was the last time you really checked that the work you and your team were doing was really the greatest contribution you could make?

In the world of remote working, most of the methods you had of tracking inputs have gone. As a manager, you’re isolated from your staff and can’t tell if they’re really at their desks during regular office hours, or if they’re off having a nap, or catching up on Netflix.

Here’s what you need to realise: that doesn’t matter!

It’s time to reassess your measures of success, so you focus on the quality of what is being achieved (the outputs), not the way the work is done (the inputs). That way you won’t find yourself doubting your team unnecessarily. Either the work is being done, or it isn’t. There are some roles that still require specific tasks in a certain order. However these days most things can be achieved in a multitude of different ways, and your way, even if it is the best for you, may not be the best for everyone else (especially now that most of are working in unfamiliar ways and places)

Instead of hounding your employees several times a day to make sure everyone’s at their computer, take stock of the work that’s being produced. Is everything being completed on schedule, and to the same quality as you’d expect in the office (or near enough, as people need time to adapt to remote working)? Are your clients or key stakeholders happy with how everything is being handled? Are they getting what they need, when they need it?

If yes, then your team is still working well, despite being at home. They don’t always need to be at their desks at the same times as they would in the office, because we all adapt to remote work in different ways, best suited to our own personal situations. What matters is that their performance hasn’t dipped. The more control they feel about how they can organise their time, and make it work with the other pressures in their life, the more focused, engaged and resilient they will be.

When you find yourself saying no to these questions, that’s when you go back and look at the inputs. Make sure that there is a clear understanding of what is expected, and that they have the belief that this is still possible now that their working conditions have changed.  You may need to spend some time rebuilding clarity and belief, as the current situation and changes in how we work can easily create wobbles.  I

It is worth remembering though, that in the short term at least, it is likely that the change to remote working might be the only factor causing the dip, which can only be resolved through support (probably a mix of psychological, managerial and technological!) and allowing employees the time to adjust.

The key to tracking performance remotely is to redefine what ‘success’ means to you and your team. Previously, unconsciously, you might have related it to inputs and how long your people spend on tasks. Be wary of this, as it can lead to (very ineffectual) presenteeism, where the only focus for your team is putting enough face time in with you to appear busy.

Define success in terms of output-driven KPIs, that connect the work your team do with your team’s purpose. The purpose of a team or business unit is not measured in numbers of meetings,  reports delivered on time, or how many calls made; these are just inputs designed to help you hit your goal. 

By defining measures around what you want to achieve and not how you think it needs to be done, you can allow the team to find their own way. So, no matter when, where, or how your team chooses to work, you can be confident that they’ll perform as well outside the office as in it.

What is psychological safety and why is it important?

Psychological Saftey has become popular in business thinking, but what is it and is it just another fad, or something that adds real value to teams and businesses?
Ricky asks Paul to explain it and they dig into why psychological safety has such a big impact on performance.

This podcast is part of a short series on productivity, where we are exploring how you can Sell More, Save More and Do More, both personally and for your team.

What is the power of a goal?

Business coaches and trainers recommend goals, but why? What special power does a goal have that makes it worth taking time and effort to define.

Ricky asks Rob to explain why goals are powerful and how they impact our attention when done correctly.

This podcast is part of a short series on productivity, where we are exploring how you can Sell More, Save More and Do More, both personally and for your team.

Why do people with the longest lists get the least done?

Do the people with the biggest to-do lists get the most done?  Are multitaskers really more effective.

Graham and Paul explore the dangers of aiming to do much, and the compromises that cause us to make to our own productivity.

This podcast is part of a short series on productivity, where we are exploring how you can Sell More, Save More and Do More, both personally and for your team.

Why should we involve people who don’t think like us?

We are all predisposed to work with and spend time with people who are like us, but this lack of diversity can be limiting in business decisions, reinforcing assumptions and creating cultures that miss opportunities.  One area where this can have a massive impact is sales teams, who often ignore other perspectives as they appear to create obstacles.

Richard and Graham explore how diversity of thought can be achieved just by including colleagues in different roles, to help you see the world from different perspectives, and create better solutions.

This podcast is part of a short series on productivity, where we are exploring how you can Sell More, Save More and Do More, both personally and for your team

How do we create permission?

Managers are often frustrated by the lack of initiative taken by the people in their teams, while the team members are frustrated by the perception that they are not allowed to get on with what needs to be done.

Rob and Ricky explore how this common misunderstanding happens and look at how managers can create the sense of permission that their team members need to move forward.

This podcast is part of a short series on productivity, where we are exploring how you can Sell More, Save More and Do More, both personally and for your team.

Why do we hesitate to pick what we actually want to do?

We some many options available to us, it feels like it should be easy to work out what it is we need to, or which goals we should focus on.  However, this wealth of choice can be overwhelming and sometimes leads to people hesitant to focus down on any specific area.

In this episode, Rob and Paul look at some of the causes and discuss strategies for getting momentum on the few things that will have the biggest impact.

This podcast is part of a short series on productivity, where we are exploring how you can Sell More, Save More and Do More, both personally and for your team.

Social learning and the 70:20:10 model

Social learning is about the way we learn, while the 70:20:10 model concerns where we get our learning from. Both are linked and relevant, we think, to the work that we do at Thinking Focus, so we thought we’d take a closer look at them.

The social learning theory first formulated by Albert Bandura in 1977 shows that we learn best by imitating the behaviour and actions of others. It’s all about people learning from each other; picking up new skills, ideas, opinions and experiences from those around them.

This applies equally to learning in the workplace. Think about it: where do you feel you have learnt most of what you know? During formal education? Or from your own experience and the insights of your colleagues?

Social learning in the workplace is about interacting with others through good communication, knowledge sharing, discussion, collaboration, and being transparent about what you’re doing and why. Colleagues can help each other, either explicitly or tacitly, to understand ideas, experiences, systems, methods and processes. Yet most of us come into work with the rules set that tells us to do exactly the opposite, work it out on your own, don’t share, don’t copy other people’s work. These are the learning rules that schools operate by.

Most L&D professionals are familiar with the 70:20:10 model proposed by Charles Jennings. In fact, it has become a standard part of discussion regarding learning and development processes in the workplace. The model evolved from a report in the 1980s which analysed a survey of 200 senior managers. It found that they reported that 70% of what they knew had been learnt on the job or through experience, 20% had come from social interaction with other people, and just 10% had been learnt through formal education.

Although there’s been some criticism of the 70:20:10 model, some of which we agree with, we nevertheless think it’s useful in showing the rough proportions of experience, social interaction and education needed for learning. It does broadly tell us is that, to meaningfully and effectively learn new things, your experience and the input and experience of people around you is the most important thing. Social learning does tend to fit into 90 per cent of this model.

It’s all a great starting point for reflecting on how individuals within your workforce learn and what the best ways therefore might be for their personal development. It can be used as the basis for a wider L&D strategy that can have far reaching effects on the culture and mindset of the organisation as a whole.

At Thinking Focus, we recognise that we essentially offer the 10 per cent ‘formalised learning’ part of the Jennings model, but we do so as the basis for encouraging people to behave in the 20 per cent of the Jennings model by interacting with people, and to share the 70 per cent, their experience and knowledge.

In our coaching sessions and training workshops, and through our learning resources such as the Strategy Wall and our management development board game What Would You Do?, we are encouraging behaviours that enhance social learning. We create environments where the group learn from other and teach each other, generating conversations and giving people the tools to go and do the 20 per cent in real life. We are highlighting the untapped knowledge and experience that people could access from their colleagues.

We encourage meaningful face-to-face discussion and debate. We offer formalised learning elements and use them to highlight, encourage and create social learning by developing skills and behaviours that cause peer-based learning and self-reflection.