Leading the Call Center: Flavor of the Month Philosophies

Chinese CrisisHaving just completed a project that saw me leading a team in a call center, I want to make something clear; quick fixes and flavor of the month philosophies do not work.  I cannot stress this enough; yet, the practice continues to the detriment of call center employees and the organizations served by call centers.  Flavor of the month philosophies is the latest bestseller to fix the problems in business.  We have all seen these programs including, FISH, WAIT, Strengths Quest, and so much more.  These ideas are good ideas, and they possess value, but when changed monthly, these programs, never do more than briefly mark the surface intellect of the call center.  I am not disparaging these ideas in the least; let me elaborate as to why the flavor of the month idea fails.

The project previously mentioned when concluded saw the call center director very much converted to a program of definite value in and using one’s strengths entitled Strengths Quest as presented by Clifton, Anderson, and Schreiner (2006).  The culture of strength promotes unity, and by extension, organizational power, when combined intellectually, becomes the corporate culture.  Integration in business, especially in call center operations, remains crucial to bottom-line health.  The call center director invested a lot of organizational resources to capture everyone’s strengths, publish these advantages, and use this information to measure the call center.  The problem was the staff has no idea why they are investing company time in completing the “Clifton Strength’s FinderÒ (CSF),” and many completed this assignment while taking calls and distracted.  How verifiable is the data if the attention of the person completing the task is diverted?

My assignment, as a call center supervisor, included gauging the employees in the call center about their strengths.  Of the 10-employees in the call center, two had forgotten and blatantly said they do not care.  Three expressed a desire to retake the CSF to more fully focus on the task instead of completing it between calls.  Four employees asked why and what is the purpose of taking the CSF.  Finally, all the employees, when asked how they use the CSF data in their daily actions, expressed the same answer, I do not know.

Let’s be clear; there is nothing wrong with the latest flavor of the month programs to improve an organization, provided the leaders understand change, embrace change, train and teach “the what” and “the why,” and then remain committed long after the excitement over the bright new object fades.  I had the misfortune of working in a call center where the entire corporate culture was expected to change with every fresh flavor of leadership, and the organization is a mental mess.  What is a leader to do when each new flavor-of-the-month is presented as a potential fix for organizational dilemmas?  I suggest the following as a launching point for corporate discovery and leadership support.

  • If the organization is going to invest resources in a particular program, do not change for a set period, which includes pre- and post- measurement and evaluation. If the organization does not know where they start, they can never know what happened or where to go in the future.blue-money-burning
  • Organizational change must be more than surface polish or potential money (Blue Money) is lost, never to be recovered. Organizational change needs to fundamentally affect the organization and be allowed to produce measured results.  Does this mean that if something is not working, we keep at it?  No!  It means to provide sufficient time and measurement to gauge the application and the organizational change.  Many times beta-testing the proposed change can identify the processes, procedures, and other trouble points to be mindful of, or correct in beta-testing, to ensure full organizational change may occur with a higher chance for success.
  • Get everyone involved, enthused, and a willing advocate for the change. Getting everyone involved is not producing marketing materials and desk references.  Getting everyone involved requires explaining why and detailing what in the organizational change.  Getting everyone involved means there will be feedback, pushback, and rebellion.  Expect pushback, but never allow pushback to derail reform.  Pushback is a healthy activity that provides essential opportunities for the leader to explore solutions, answer questions, and evaluate the results.
  • Teach and train; train and teach. Learning should be a constant and desirable outcome of organizational change.  Teaching is not training, training is not teaching; but, both are critical skills needed for leaders and learners.  Teaching is helping someone else acquire knowledge.  Training is teaching a behavior or ability.  Teaching is usually one-way communication using measurement tools, e.g., tests to gauge knowledge learned and retained.  Training should be two-directional communication, is completed through experience in closely monitored environments, and includes 360-degree feedback to improve the training environment.  Never allow teaching and training to become the same confused term; while the words are closely related, they are not the same action.
  • When was the last time you discussed what you are reading with front-line employees? When was the last time you engaged a front-line worker about what they are reading, thinking, and ask for suggestions to improve?  When was the last time you asked to be trained on a process, procedure, or organizational action by those who do it all day?  If recently, did you ask why, a lot?  I promise you will be surprised when you have these conversations, especially since they open up opportunities to explain and expound, learn, change, adapt, and engage with those you lead.
  • Organizational change requires enthusiasm from all parties to begin to engage and deepen the shift from surface polish to fundamental culture adaptation. Enthusiasm takes many shapes, sizes, and colors, including the loyal opposition of followers, opinions, and feedback.  The leader must exemplify and honor, or support, the enthusiasm around them as a tool for succeeding in changing the organization.
  • Clarify intentions. Clarify processes.  Clarify procedures.  Clarify by asking follow-up questions and reflectively listen to obtain mutual understanding.  Clarification remains one of the most critical tasks in organizational change.  When confusion rears its ugly head, respond with explanation and follow-up, as detailed in two-directional communication.  When the comprehension is doubted, ask for feedback as an opportunity to increase clarification.  Clarification is both a tool and an opportunity; do not waste this opportunity and tool by neglecting those needing clarification.
  • Organizational change needs a mechanism for gathering data from many sources, including the employees affected, the vendors, the suppliers, and the customers. Open the valve for data to flow back.  One of the most horrific organizational changes it has been my displeasure to witness was increased because the leaders operated in a vacuum and never allowed data flow that was contradictory to the previously agreed upon results.  The leaders in this organization worked hard to refuse hard data, which contradicted their bias, and this ruined the business, the employees, and the customers.

I cannot guarantee following all these points will make organizational change succeed, roses bloom, bottom lines inflate, rainbows dance, and all of life fall into organized lines leading ever upward.  I can guarantee that without these points, organizational change that promotes an environment of learning will never be more than polish.  Consider the axiom, “Lipstick on a pig.”  The lipstick is not bad, the pig is not bad, but placing lipstick on a pig is out of place and does nothing to improve the pig.  Flavor-of-the-month changes are lipstick on a pig, not bad, but out of place until the entire organization is on board and enthusiastically supporting the move, and proper measurements are in place to gauge, measure, and report the change.

Business theorist Chris Argyris put forth a model, later discussed by Senge (1994) explaining our thinking process as we interact with the world.  This seven-step method is called the Ladder of Inference; according to this model, as we move up the ladder our beliefs affect what we infer about what we observe and therefore become part of how we experience our interaction with other people.  Organizational change can be plotted along the same model or ladder of inference.

Leadership LadderOrganizational change begins with information output; then collect data, preferably through listening and observation while doing the work; interpreting the data includes obtaining data, evaluating meaning, deciphering intent, and understanding value.  Please note, the assumptions should not be made in a vacuum and could be wrong; thus, always return to the data producers and ask questions to ensure mutual understanding.  Once conclusions are mutually understood, they become beliefs; but, don’t stop until beliefs become actions.

If a model is needed, please benchmark Quicken Loans and Southwest Airlines, both organizations are doing a tremendous job with the ladder steps, especially moving organizational beliefs into motivated organizational action.  Remember, one does not climb a ladder to view the horizon and scenery, they climb a ladder to begin working, carrying the tools needed to perform the work, and possessing certain knowledge that the work can be accomplished.  Climb the ladder of success with the intent to work, achieve, and move forward.

References

Clifton, D. O., Anderson “Chip,” E., & Schreiner, L. A. (2016). Strengths quest: Discover and develop your strengths in academics, career, and beyond (2nd ed.).

Senge. P. M. (1994). The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Currency Doubleday.

© 2017 M. Dave Salisbury

All Rights Reserved

The images used herein were obtained in the public domain, this author holds no copyright to the images displayed.

A Leadership Statement – Shifting the Political Paradigm for a Better America

As a leader, three basic principles drive leadership:  freedom, agency, and learning (Robinson, 1999; Rao, 2013; Tucker, 2001; and Ulrich, 2008).  Three inviolate laws are also present, these inviolate laws are: respect, engagement, and preparation; these laws are guided by the principles of freedom, agency, and learning.  Hand-in-hand, these three principles of leadership and the three inviolate laws govern society.  Image - MSM HandledWe are learning by sad experience that many, especially on college campuses and in professional sports arenas, consider respect to be a one-direction demand, where accountability is not enforced and where the hooligans and terrorists of thought, demand and punctuate their demands with violence. A person, who tries to curtail the thoughts of others with physical, verbal, or emotional abuse, has crossed the line into thought terrorism, and their voice is reduced to nothing, even though mainstream media (MSM) outlets provide these people a soapbox to reach a larger audience.  A person, who demands respect to flow to them and refuses to give respect to others, is abusing verbally and emotionally those they refuse to respect.

Leaders, who embrace the freedoms of their followers, allow them full possession of their individual freedoms, encourage them to employ individual agency, and allow them to be guided by a thirst for learning (Broskowski, 1984; Ekanayake, 2004; and Hoppe, 2006).  Image - John Wayne QuoteThe engaged learner prepares fully in a constant cycle of learn and teach and needs to be supported in this cycle in order to remain a learner preparing to teach and a teacher preparing to learn.  The leader has responsibility for teaching correct principles and embracing the need for the learner to govern himself or herself.  Thoughts and beliefs, opinions, and personal preferences cannot and should not be litigated, forced, or coerced.  Those, who choose to act in a manner not conducive to a quiet and orderly discussion, diminish themselves, harm themselves, and place themselves outside civilization, like the rabid dogs of the west.  The proper response by civilization for those placing themselves in this category, rabid dogs or wolves, remains the same:  permanent separation and removal.

The successful leader is morally obligated to embrace loyal opposition found in those being led and to take and give counsel and guidance to improve plans, implement ideas, and garner the individual buy-in from free agents ensuring integrity, responsibility, and accountability are not lost or forgotten.  The leader is a teacher and a teacher is a leader.  The cycle for learning and teaching does not become lost or less significant as rank is increased.  The inverse occurs. The greater the rank the higher the responsibility to remain engaged in the learning/teaching cycle (Kumle and Kelly, 2006; Maehr and Braskamp, 1986; Nibley, 1987).

Imperative to those with greater authority are the requirements to oversee those to whom authority has been delegated.  Image - Quote Poltics is DirtyWhen those possessing delegated authority use that authority to denigrate, deride, and destroy, that authority needs to be publically stripped, and the individual forced to make amends concurrent with the laws of the land and the expectations of society.  We have come to a point in the laws of America where those with money and powerful political connections (Anthony Weiner) can receive pitiful punishments for dangerous crimes, and those without powerful political friends and money receive far harsher sentences for crimes committed, where standard sentence guidelines include some portion of all of the following: 5-10 years in prison, registering as a sex offender, and fines starting at $50,000 (Lorang, McNiel, & Binder, 2016).

Consider the IRS Scandal, the VA Scandals, and the continuing news cycles where politicians make promises and renege on those promises before the ink is dry on the election result forms.  The staffs to whom authority has been delegated are being allowed to run rampant, and those selected to be leaders are doing nothing to curtail the abuse of power being inflicted upon the population (Perez, 2015).

America, President Trump is a leader, whereas many of the House and Senate are less than the poorest managers ever vested with delegated authority.  Consider Senators McCain, Feingold, and Collins, where Obamacare is concerned, they campaigned on repealing Obamacare, and they continue to actively thwart the legislative process for personal gain (Prokop, 2015).  Leaders, regardless of their field of endeavor and political environment, act, work, and their actions are logically tied to their work.  While one might disagree with the actions based upon personal opinion, the actions taken signify their leadership.  Managers, do not act, are not tied to their actions, and never are held accountable; whereas, the leader and their actions are inseparable.  Hence, while McCain, Feingold, and Collins, among others, will thwart the needs of America for personal gain, Trump will be held accountable for their inaction.  Image - Terrorism DefinedThe same is true for the inaction and legal quandary Obama created at the IRS and the VA, managers performed tasks that were incongruent with the law, were not held accountable, thus the president remains culpable.

Consider how many times “deals” have to be made just to get common sense, helpful, and proper legislation out of committee and in front of the current sitting president.  In real life, “deals” would be considered bribery, collusion, inducements, kickbacks, and blackmail; yet, the citizens accept these legislative maneuvers in the hopes of improving America through legislation.  We are told as children that politics is a dirty business; it has become a dirty business, because those in power and those with delegated power have refused to honor, sustain, and support the laws of the land, the expectations of the citizens they purport to represent, and the illegal use of tax money to conduct these bribes is reprehensible at best.

Currently, the solution remains in the hands of the voters re: stop electing the same old names over and over again.  Why have Senators McCain and Collins become so powerful; tenure in the Senate, McCain since 1981 to present and Murkowski since 2002, and Collins since 1996, they have been living off the public taxpayer for too long!  I am not advocating term limits.  I am advocating an informed and motivated electorate willing to be the leaders they wish to see in office, and holding those in power accountable for the power that has been delegated from “We the People” to those who temporarily hold elected office.  I am advocating for voters to make the election box more important than the TV box, the cubicle box, or the social media box.

I am advocating for the return of a highly charged and logically powered electorate to take back the reins of power from those currently in office, especially those who have continually proven they cannot handle our authority.  For example, Senator Collins has continually proven a weak link by taking positions anathema to her voters, but lacking a viable alternative, her voters return her to power every six-years.  In fact, having lived in her district, I know for a fact there are many of her voters who despise Senator Collins, and hold their nose and vote for her anyway.  Having lived in Senator McCain’s district, the same is said of him when voting every six years, no viable alternative, send the same old name back to power.

Much noise has been made about professional sports players and the refusal to stand for the Anthem and the American Flag.  Under the three principles of leadership and the three inviolate laws, these players do not deserve the jobs they hold, let alone a position of respect.  The reason is simple.  The flag covers all.  Standing for the flag means respect for all, honor for all, and will, regardless of the other person, stand for America as the last bastion of liberty, freedom, and a republican form of government.  The liberties demanded to allow you to sit are the same liberties you are rejecting every time you sit for the anthem and flag ceremony.  All kneeling sports players and flag burners should answer this question: “When you are in trouble, do you want American police, firefighters, EMT’s, and or the American Military personnel to help you?”  If so, why would you contemplate sitting when standing for the flag symbolizes you will help others and sitting proclaims you will not help others.  Since you will not help others, as signified by burning the flag and kneeling or sitting out the national anthem, where should help come from?

I cannot stress enough leadership is needed. Image - Eagle & Flag Leadership begins with those who selected their leaders demanding an accounting for the authority delegated to them.  Use the principles of leadership mentioned and the inviolate laws to correct yourself, your family, and then demand from society the same.  When we do this as a nation standing for liberty, we will succeed, and those naysayers and whiffle-whafflers will be held in eternal contempt because of their actions against us, the citizens of this Republic, the United States of America!

 

© 2017 M. Dave Salisbury

All Rights Reserved

The images used herein were obtained in the public domain, this author holds no copyright to the images displayed.

 

 

 

References

Broskowski, A. (1984). Organizational controls and leadership. Professional Psychology: Research and Practice, 15(5), 645-663. doi: http://dx.doi.org/10.1037/0735-7028.15.5.645

Dandira, M. (2012). Dysfunctional leadership: Organizational cancer. Business Strategy Series, 13(4), 187-192. doi: http://dx.doi.org/10.1108/17515631211246267

Ekanayake, S. (2004). Agency theory, national culture and management control systems. Journal of American Academy of Business, Cambridge, 4(1), 49-54. Retrieved from http://search.proquest.com/docview/222857814?accountid=35812

Hoppe, M. (2006). Active listening improves your ability to listen and lead. Greensboro, N.C.: Center for Creative Leadership.

Kumle, J., & Kelly, N. J. (2006). Leadership vs. management. SuperVision, 67(8), 11-13. Retrieved from http://search.proquest.com/docview/195598300?accountid=458

Lorang, M. R., McNiel, D. E., & Binder, R. L. (2016). Minors and sexting: Legal implications. Journal of the American Academy of Psychiatry and the Law, 44(1), 73-81.

Maehr, M. L. and Braskamp, L. A. (1986) The motivation factor: A theory of personal investment. Lexington Press, Lexington, MA.

Nibley, H. (1987). Management vs. leadership. Executive Excellence, 4(12), 9. Retrieved from http://search.proquest.com/docview/204630361?accountid=458

Perez, E. (2015, October 23). First on CNN: DOJ closes IRS investigation with no charges. CNN – Politics. Retrieved from http://www.cnn.com/2015/10/23/politics/lois-lerner-no-charges-doj-tea-party/index.html

Prokop, A. (2015, September 25). The GOP can’t quit Obamacare repeal because of their donors. VOX. Retrieved from https://www.vox.com/policy-and-politics/2017/9/25/16339336/graham-cassidy-republican-donors

Rao, M. S. (2013). Soft leadership: a new direction to leadership. Industrial and Commercial Training, 45(3), 143-149. doi: 10.1108/00197851311320559

Robinson, G. (1999). Leadership vs management. The British Journal of Administrative Management, 20-21. Retrieved from http://search.proquest.com/docview/224620071?accountid=458

Tucker, R. (2001). Innovation: The new core competency. Strategy & Leadership, 29(1), 11-14.

Ulrich, D., Smallwood, N., & Sweetman, K. (2008). The leadership code: Five rules to lead by. Boston, MA: Harvard Business Review Press.

 

14 Rules on Leadership – Gen. George Washington: Shifting the Leadership Paradigm

General George Washington wrote “Rules on Civility” (1887) and helped to mold and model a growing social environment in America.  These 110 rules for civility also encapsulate good advice to leaders applicable still today and fourteen of them are discussed below as they bear direct application to the current societal ills.  The hope remains that in pointing out these rules leaders may become more of an example, business improves, and American Society as a whole begins to lift itself up to a higher level of performance.

Rule 19:

Let your countenance be pleasant but in serious matters somewhat grave.

I worked with a manager who made the following statement about the director we both answered to, “I never know whether he is joking, jesting, or simply being serious.”  This is a failure of leadership and can cause disharmony, chaos, and no end to trouble.  Model and exemplify pleasant emotions.  Never try to confuse your audience, never adopt an emotion without a purpose, and never make your audience to think or wonder about your emotional state or demeanor.  More importantly, looking pleasant builds confidence in those around you to act with pleasantness and harmony; so smile, speak softly, and generate pleasantness.

Rule 25:

Superfluous compliments and all affectation[s] of ceremonies are to be avoided, yet where due they are not to be neglected.

This speaks to offering sincere praise, showing gratitude, and returning credit to the source for things that are progressing well and accepting failure when poorly.  I had the displeasure of working with an officer who gave insincere praise making a great ceremony out of giving that insincere praise and then laughing at the person being singled out for the praise for not knowing how to proceed correctly.  The morale of the unit was disastrous and deadly.  Several members of that group held a deep desire for a “friendly fire incident” involving this officer as the victim.  The same problems arise in business and if left to fester potential is wasted, and money follows lost potential.

Don’t forget to limit ceremony, pomp, and procession to the level needed to honor the awardee without allowing the ceremony, pomp, or procession to exceed the degree of the award or the awardee’s comfort level.  Know the audience and limit the service to the comfort of the audience.  Thus allowing those being awarded and those in attendance to celebrate in a manner conducive to the award and their individual comfort level.

Rule 35:

Let your discourse with men of business be short and comprehensive.

We have all heard, and many live by the axiom, “Time is money.”  This rule from Gen. Washington speaks to the need for comprehension, timeliness, and specificity.  Limit the words, tone down the tone, restrict the emotional content, and get to the point; thus saving the audience’s attention and exemplifying respect for the other person in the communication.

Rule 39:

In writing or speaking, give to every person his due title according to his degree and the customs of the place.

Did you work hard for your title, yes; thus, reflect the respect for your title to others.  I met two different people in authority, 180-degrees apart from each other that saw this principle from opposing extremes.  One manager refused to use titles calling the whole thing meaningless while demanding respect for their personal rank and title.  20-year employees who had obtained great honor and respect amongst their peers received no respect from the leader who demanded respect.  The other leader cared a great deal for their title because of those who had held that title before them and respected others who had earned titles for the same reason.  The second leader had higher morale, less behavioral problems, and loyal people who achieved greatness.  The first leader had nothing but trouble, never could reach goals and objectives, and passed the failures to produce onto others.

In our global working environment, knowing the culture where titles and showing respect is critical to creating success.  More importantly, if you as a leader have not already cultivated respect for titles, the ability to show genuine respect for those of titles will place you at a disadvantage and harm the businesses you represent.  Make time to learn and practice showing proper respect for those with titles.

Rule 44:

When a man does all he can, though it succeed[s] not well, blame not him that did it.

How many times has success been snatched from the hands of those trying and the leader then berates, castigates, and derides those who tried?  Since measuring individual effort is not possible, first presume everyone did their best, then promote a spirit of learning from failure and build people.  Even if the actions were thought to be malicious and vengeful, praise and support people, you never know and in not knowing, do not assume!  I would also interject the following thought, Juran’s Rule details that when problems arise, 90% of the time the process is failing and only 10% of the time are people failing.  Thus, look to the processes, the procedures, the methods of work for answers, employ training, and only blame people as the ultimate last resort; this includes blaming yourself.

Rule 45:

Being to advise or reprehend anyone, consider whether it ought to be done in public or in private, and presently or at some other time; in what terms to do it; and in reproving show no signs of cholar but do it with all sweetness and mildness.

(Please note, the term “cholar” has had a spelling update and is now spelled “choler” and is defined as showing irascibility, anger, wrath, or irritability.  From Latin is the origin cholera.)

There is great truth hidden here; this rule mimics another axiom, “Praise in public and reprimand in private.”  While speaking to timeliness, this rule allows the leader to select when and where praise and reprimand occurs.  Do not forget Rule 19 emotion is a leadership tool, not a weapon; tools guide and instruct, weapons destroy and demoralize.  Use emotion wisely or choose to not use emotion at all per the rule above, but make emotion a conscious choice!

Rule 48:

Wherein you reprove another be unblameable yourself, — for example is more prevalent than precepts.

During my military service, I had a mid-level officer that hated and punished severely those who slept on watch, for a good reason.  The problem, the officer regularly slept on watch.  The example was more prevalent than the precepts taught and destroyed morale.  Rules 19, 45, and 48, all discuss powerful leadership principles along with a general theme and should be considered both individually and collectively to make the lessons more powerful.  First, know yourself, then know those you aspire to lead, and finally lead well.

Rule 49:

Use no reproachful language against anyone; neither curse nor revile.

In the world today, many confuse reprimand (rebuke or admonition) with reproach (finding fault, upbraiding, blaming, censure, disgrace or discredit) and this has led to a lot of confusion in communication.  More to the point, the language of leaders has coarsened, hardened, and plasticized or transitioned into bluster and buffoonery instead of calm and controlled.  I know a brilliant person, photographic memory, incredible mental ability, no people skills, no technical expertise, and there is great pride in not having these skills.  This person was promoted to the level of senior officer in the US military.  Who, during an inspection, wept uncontrollably when the plan went to pieces, machinery broke down, and the inspection failed.  This brilliant person could not speak to inferiors without an attitude of superiority cursing and reproach everyone and anyone.  Leaders, especially those placed in command through rank, must understand this communication principle and the power of this principle for good and ill.  Failure to communicate remains the sole variable upon which organizational cancer metastasizes into a full-blown case of organizational chaos leading to destruction (Dandira, 2012).

Rule 58:

Let your conversation be without malice or envy, for ‘tis a sign of tractable and commendable nature, and in all causes of passion permit reason to govern.

The above “rule” is a choice, rather two options.  The first choice is choosing to speak without malice and envy as a sign of your personal nature.  The second choice is to restrict passion.  Leaders only show emotion as a tool, not a weapon.  Conversation requires restricted passion to convey to the audience logic and confidence in the leader.

Rule 59:

Never express anything unbecoming, nor act against the rules before your inferiors.

I used to think this was common sense, and then I met two Chief Petty Officers (CPO’s) in the US Navy and discovered that common sense is not very common.  These two CPO’s remarked upon everything they saw, verbally spewing whatever occurred between their two ears, and were always examples of what not to do and how not to act.  Feeling their rank and position secure, these CPO’s then punished those who did not act in their manner severely and those who replicated their actions were rewarded and protected from the consequences.  With the result being that the followers exceeded the examples displayed by the CPO’s with noticeable results for morale, good order, and discipline.

Rule 65:

Speak not injurious words neither in jest nor in earnest; scoff at none although they give occasion.

I worked with a brilliant and incredible person who took a little time to learn and was very clumsy.  Once the topic being taught was then known, this individual knew that task and performed it in an exemplary manner.  Because of the clumsiness and time, it took to learn, this person was always the butt of his command’s jokes, jibes, insults, and was on every single petty detail possible, and performed those tasks poorly.  When respected, honest and sincerely praised, this person performed incredible feats.  The difference amazed and shocked his command and division, but did not silence these voices of derision to the detriment of the quality of work performed.  Did my friend give occasion to be laughed at, certainly!  Did he deserve to be laughed at, certainly not!  Leaders need to be doing better at controlling themselves and exemplifying the behaviors they desire to see in others.

Rule 67:

Detract not from others, neither be excessive in commanding.

While much of this rule can be considered to be part of Rule 65, detracting from others goes beyond verbal haranguing of Rule 65.  Detract is to reduce in value usually with the intent of making yourself larger.  Managers detract from their workers by taking credit for all the good and passing off all the blame.  Leaders attract the blame and detract the praise to the source.

The final aspect of this rule is necessary to understand, excessive commanding.  Commanding with excessive commands is nothing more than dominating in an authoritarian manner to the destruction of others.  Even commanding without excessive commands but with an attitude of domination can destroy.  Commanding well is an attitude of servitude coupled with a desire to build, grow, and develop people to meet their individual potential and doesn’t generally need commands, but always needs guidance or if you prefer, coaching.  Consider the life of a tree planted in good level ground.  The tree spends the first 10-15 years of life with a guide wire to help the tree grow straight.  Not a command and forced growth, but a guided growth into growing straight and true.  People are like the tree; the leader is like the guide wire, build people through guidance or coaching, not commands.

Rule 73:

Think before you speak; pronounce not imperfectly, nor bring out your words too hastily, but orderly and distinctly.

I was raised in a home where pronunciation and annunciation were as critical to speaking as spelling, grammar is to writing well, and the rules included proper and logical thinking, before speaking.  The process of communication is aided and abetted by properly pronouncing and announcing your words when speaking, after carefully thinking and crafting your desires into coherent thoughts.  In the US Army, I did not have trouble with my upbringing interfering with communication.  In the US Navy, I had nothing but problems with how I was raised interfering with communications.  One day, I spent 45-minutes being verbally upbraided by a second-class petty officer that choose to speak with no regard for the rules of the English Language, no understanding of grammar, and no logic, where Ebonics were displayed as a symbol of pride intended to confuse the receiver.  I was then referred to the CPO for not listening and being disrespectful.  I explained I could not understand what was being said and was told that my understanding of language is not his understanding of language and that I am in the wrong for not working harder to show empathy to a higher-ranking person.  Remember, the second-class petty officer chose, while on duty, to speak in a manner that intentionally could not be understood and always spoke in an understandable style when off duty.  If placed into a position of authority, managerial or leadership, that role comes the expectation of communication using logic, common rules of English pronunciation and annunciation, and proper grammar to ensure mutual understanding has the potential to be achieved.  When confusion in language occurs, it is the leaders, or managers, job to then rephrase and change language to meet the understanding of the listener.

These rules as mentioned form the bedrock upon which long and fruitful careers of leadership are built upon.  If weak in a particular rule, choose to obtain training and counsel in how to improve.  Find people exemplifying these rules and support them in their good works.  Train and develop those not employing these rules into better people, and our entire society improves.

References

Dandira, M. (2012). Dysfunctional leadership: Organizational cancer. Business Strategy Series, 13(4), 187-192. doi: http://dx.doi.org/10.1108/17515631211246267

Washington, G. (2009). George Washington’s Rules of Civility (and decent behavior in company and conversation). Retrieved December 30, 2016, from http://www.digireads.com

© 2017 M. Dave Salisbury

All Rights Reserved

Psychology and Freud’s Fraud – Shifting the Paradigms on Freudian Value

As part of some recreational reading and additional inquiry for educational purposes, it has come to my attention there are some significant issues with Sigmund Freud, considered the father of modern psychology.  From the cocaine use to his deplorable methods of recording observations, from the religious cultism developed around Freudian thoughts to the lack of morals and responsibility inherent in Freud’s theories, Freud appears to me as a fraud.  I firmly believe that when psychology and all the attached sciences to psychology drop Freud into the dustbin of history, the science may finally advance.  Freud used solid marketing techniques to charm and bewilder the populations into accepting his ideals; but, as detailed by Kline (1984) due to a lack of viable alternatives, Freud became the default position to treat mental illness.

Psychotherapy, or for that matter any of the sciences of psychology, is dependent upon three key principles, the theories adopted by the therapist (Corbett, 2013), the intent of the patient/customer including the desire and the knowledge of the patient (American Psychological Association, 2012), and finally the relationship between the patient and the therapist (American Psychological Association, 2012).  Thus, trying to quantify or qualify psychotherapy remains amorphous due to the variables found in the foundational knowledge of the therapist, the human variable which remains volatile (Corbett, 2013), and the patient/therapist relationship. Two people can talk and never help each other; two people can talk and one can be manipulated by the other resulting in neither receiving advancement; and two people can talk and great strides in communication can achieve greatness, all depending upon the variables mentioned.

The American Psychoanalytic Association (2017) discusses how to manipulate the patient and influence the patient’s behavior stating categorically that manipulating the patient is “not necessarily negative (American Psychoanalytic Association, 2017).”  The following statistics are prevalent in the industry Freud built:

  • 40-50% of the patients seeking psychotherapy or psychological assistance receive no help by the therapy (Lilienfeld, 2007).
  • 10% of patients who sought psychological assistance were harmed, regardless of theories and theorists employed (Lilienfeld, 2007).
  • Smith (2012) suggests as many as 1/3 of the patients choosing or using pharmacological solutions to mental illness are improperly prescribed the medication and receive harm.
  • The rates of those harmed or who receive no help from psychology/psychotherapy has remained unchanged since tracking began.

Hossain and Karim (2013) provide another major aspect for consideration in understanding the confusion in psychosexuality and dysfunctional behavior, the plasticity of words employed by researchers and theorists.  Aleshire (2016) mentions this same problem, calling the problem one of “fluidity in terminology.”  For example, communication became ambiguous when the terms sex and gender became sufficiently muddled by community redefinition.  Words have meanings, and words should not be mutated, spindled, and torn from the bedrock foundation of their definitions.  Diamond (2002) provides simple definitions and reasoning for this discussion and a careful, and thorough understanding of the terminology is critical to communication.

Kline (1984) sets the stage for understanding psychoanalysis by defining psychoanalysis as, “… essentially the invention of Freud [pg. 1],” and Kline (1984) adds that psychoanalysis refers to a theoretical system of imagining the mind, recalling memories created through experience, and replaying those memories.  Conant (1947) stated conclusively the only reason Freud has not been rejected was because there was no viable alternative to Freudian theories (Kline, 1984, pg. 5).  Thus, concluding psychoanalytical perspective is left to the imagination of someone to create; more specifically, the industry Freud built was built upon Freud’s imagination, not actual science.

As an example of Freud’s fraudulent behavior, consider the following; from reading Hothersall (2015), it appears Freud is the first to confuse gender and sex, to make sex the ultimate pleasure, and project adult understandings of sex onto innocent children.  Diamond (2002) offers several definitions to aid the uninitiated in understanding sex, gender, and the current mess we are in with our current worldwide society and claims.  Sex is determined by either having gametes or receiving the same and is biologically tied.  Gender is the choice one makes to live as one determines in a socially diverse society, and this choice might or might not be tied to the traditional roles assigned by biology.  Hence, the stages of psychosexual development from Freud (Hothersall, 2015) are nullified by agency of the individual to progress, not a biological clock moving the individual through various ambiguous stages or levels of sexual identification.

Since gender depends upon societal roles and sex upon biology, I firmly disagree with Freud as applied to gender identity issues.  First and foremost, it appears that Freud was sexually frustrated and projected his adult views of behavior onto children and then tied pleasure to sex and perverted all types of thinking where child/adult relationships occur.  Second, gender identity is the choice of the individual in a society, if the society accepts multiple gender based roles.  That society then will deal with all the imaginations of the mind where gender choice is allowed and supported by legislation and social norms.

Finally, freedom to choose does not mean freedom from consequences, which cannot be chosen.  For example, I can choose to touch something hot, but cannot choose not to be burned.  How long I hold that hot item identifies how deeply the burn will be; thus, how long the hot item is held is a choice, but I cannot escape being burned by holding something hot.  There are always consequences for the choices made.

The significance of Freud on anything depends completely upon whether one believes Freud right or wrong.  Those, who consciously consider Freud to have value, will attempt to measure the content of cognitive thoughts, considered as remembrances from the world of illusion sometimes called dreams, apply a thin veneer of conscious thinking to the illusion, and attempt to draw out meaning.  For those who consider Freud a fraud, the entire discussion remains valueless and dreams are simply brain trash, images to entertain during rest, or some other fantasy to be disregarded by the conscious mind when awake.  This is a very real distinction as it forms the bias behind the conscious and subconscious value placed upon the argument.  Delanty & Strydom (2003) consider this argument crucial enough to include it in their discussion.  Freud (1920) realized his discussion regarding dreams and dream interpretation would not be valued by all, and in presenting this statement, Freud is prescient.

If dreams are pent up subconscious emotions (Freud, 1920, Chapter 1), one might try to increase one’s emotional intelligence to provide meaning and value.  Herein, Locke (2005) provides guidance on both the value of emotional intelligence and discusses mental processes in a manner worth understanding.  If Locke (2005) is correct, discussing these images, or pent up subconscious emotions, with another person (therapist, counselor, etc.), validates the other person’s emotional intelligence becoming a contributing factor in the valuation cycle of the dream, thus opening the door for misinterpretation due to the therapists personal bias’s and desire to make money.

Columbia College (2013), offers one final aspect to the fraudulent nature of Freud, namely, the removal of morals in decision-making and the inclusion of Darwin’s Theory.  Essentially, Freud claims that the mind holds ideas from the Stone Age, past lives, and aggressive and sexual desires are inherited traits that allowed man to move from the Stone Age to the Modern Age.  Hence, sexual behavior is nothing more than taking the God-like desires to lift and edify from man through procreation, replacing them with instinctual desires of a hunter/gatherer, and saying go forth without consequences, because your behaviors are not your own, but your distant relatives; to which I cannot help but proclaim, bunk!

I find myself wondering whether Freud required psychotherapy because he lacked the ability to tolerate disagreement with his theories and felt secure in creating religious cultism with his adherents, among many other traits and attributes arousing suspicion about his sanity and ability to think coherently.  Leading to a question regarding the religious and cult-like dogma of Freud, why is he still popular in the world of psychology?  Since Freud’s theories continue to be discounted as invalid, why is Freud taught in schools or referenced as a scientific thinker?  Freud is a fraud; it is time for him to be relegated to the trash heap of history!

References

Aleshire, M. E. (2016). Sexual orientation, gender identity, and gender expression: What are they? The Journal for Nurse Practitioners, 12(7), 329-330. doi: 10.1016/j.nurpra.2016.03.016

American Psychoanalytic Association. (2017). Psychoanalytic Theory & Approaches. Retrieved from http://www.apsa.org/content/psychoanalytic-theory-approaches

American Psychological Association. (2012, August). Recognition of psychotherapy effectiveness. Retrieved from http://www.apa.org/about/policy/resolution-psychotherapy.aspx

Columbia College. (2013). Historical Context for the Writings of Sigmund Freud. Retrieved from https://www.college.columbia.edu/core/content/writings-sigmund-freud/context

Corbett, L. (2013, December 17). Psychotherapy based on depth psychology is a superior approach [Video file]. Retrieved from https://youtu.be/e4JQamcq24c

Delanty, G., & Strydom, P. (Eds.). (2003). Philosophies of social science: The classic and contemporary readings. Philadelphia, PA: McGraw-Hill.

Diamond, M. (2002). Sex and gender are different: Sexual identity and gender identity are different. Clinical Child Psychology and Psychiatry, 7(3), 320-334. doi:10.1177/1359104502007003031

Freud, S. (1920). Dream psychology. New York, New York: The James a McCann Company.

Hossain, D. M., & Karim, M. M. S. (2013). Postmodernism: Issues and problems. Asian Journal of Social Sciences and Humanities, 2(2), 173-181. Retrieved from http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.2(2)/AJSSH2013(2.2-19).pdf

Hothersall, D. (2015). The history of clinical psychology and the development of psychoanalysis. In J. Hadley (Ed.), Psychoanalysis (pp. 2-53). New York, NY: McGraw-Hill. Available fromhttp://gcumedia.com/digital-resources/mcgraw-hill/2015/psychoanalysis-custom_ebook_1e.php

Kline, P. (1984).  Psychology and Freudian theory:  An introduction.  Routledge:  New Jersey.  (Kindle edition)

Lilienfeld, S. (2007). Psychological Treatments That Cause Harm. Perspectives on Psychological Science, 2(1), 53-70. Retrieved from http://www.jstor.org/stable/40212335

Locke, E. A. (2005). Why emotional intelligence is an invalid concept. Journal of Organizational Behavior, 26, 425-431. doi: 10.1002/job.318

Smith, B. L. (2012). Inappropriate prescribing. Monitor on Psychology, 43(6), 36. Retrieved from http://www.apa.org/monitor/2012/06/prescribing.aspx

© 2017 M. Dave Salisbury

All Rights Reserved

 

SMART Training –Shifting the Paradigm on Corporate Training

GearsCorporate training continues to be a difficult topic to describe, mainly because everyone seems to “know” what training is, but cannot understand what it is not, even when receiving inferior corporate training. As an adult educator, schooled and experienced in corporate training, let’s discuss corporate training, the principles, the need, and the student.

One aspect of organizational development needs to be considered at the outset, the difference between active and reflective listening. In active listening, the person not currently speaking pays attention to content and intent, engages in emotional meaning, focuses on removing barriers, and remains non-judgmental and empathetic. In reflective listening, the speaker and the listener take active listening and employ two-directional messaging to ensure mutual understanding. The central aim in reflective listening will always be the desire to achieve mutual understanding in communication.

The importance of understanding listening in training remains the utmost concern as the process of engaged, reflective listening producing the environment for the most potential positive training results. The needed 360-degree or two-directional communication to safely and more efficiently operate is critical in training and necessary in communication. Trainers must be able to gather anecdotal evidence and hard data to check for validity and veracity in training operations. Without a quality control mechanism that includes open and honest feedback, the trainer is operating in a vacuum and wasting corporate resources.

The majority of adult educators in the US today, and possibly much of the world, have become convinced of several untruths because the colleges teaching adult education seem fixated on teaching misleading concepts that ultimately do more harm than good. For example, ADDIE, as a methodology tool used to govern training, is useless without a quality control and a return and report function, both of which must be added to the basic ADDIE model; thus changing the design and interposing more personal opinion and bias into what became, with the addition of quality control and two-directional communication, an untested model. Colleges continue to press the ADDIE methodology as the only proper method for instructing adults, without changing or testing the basic ADDIE model. Other untruths include Maslow’s “Hierarchy of Needs,” which has been researched and found not entirely accurate, nor does it explain the natural needs and the current model of the world; thus, remaining just Maslow’s opinion.

By teaching untruths to the soon-to-be-adult educators, the adult educators go forth professionally to train other adults, using the same untruths. Thus fulfilling the axiom of GIGO, programmer’s aphorism meaning, “Garbage In results in Garbage Out.” Hence, the untruths are disseminated into future classrooms, and the company and the adult students lack proper training, resources are wasted, and the potential in training is lost.

Putting the value of training in dollars and cents is difficult, but the following will give an idea of the problem. Two kinds of money govern business, blue and green. Blue money is all about the potentblue-moneyial for good or ill to the bottom line of an action, process, tool, employee, etc. Green money is cold, hard, cash, and the food of bottom line health. What is the potential of cross-training employees? If done properly, incalculable positive results and consequences are forthcoming. If done incorrectly, immeasurable adverse effects and consequences will abound. Leading to a stunning observation; if enough blue money is burned, green money evaporates, and the business leaders have no idea how or why the bottom line is vanishing, and market share is shrinking. Since training is all about increasing an employee’s potential and runs the risk of the employee leaving the company, the potential costs and benefits remain difficult to quantify in dollars and cents.

As a newly hired operations manager, I made three expensive presumptions: 1. All the production employees were cross-trained. 2. The machine maintenance had been done properly, and the production machines were in top order. 3. The production employees knew the jobs they were being paid to accomplish. The presumptions cost a lot of blue and green money until rectified, which cost the plant valuable production time, temporary staff increased costs, and the need to perform the production floor manager’s position as well as the operations manager’s role until these three presumptions were corrected. Total cost from my hire date until resolved, 3-months of 50-hour weeks, and more than triple my annual salary in green money. With the total savings from higher potential after addressing the deficiencies, the annual salary of every employee in the plant multiplied by five.

Leading to how to increase potential, decrease blue money evaporation, and develop SMART Training, I have found the following ideas helpful to consider in creating hybrid solutions:

  1. Quantify and Qualify blue money loss. This sounds technical but is quite easy to implement.   I suggest the following principles for review and application:
    1. Respect those around you as potential superstars. Respecting includes employees or customers, vendors or shareholders, deemed less useful. Respect first, last, and always. People will always rise to the level of respect shown.
    2. Change your perception. How valuable or costly is a hammer when directly proportionate to the amount of training in the hands of the operator? If you, as the business leader, are not willing to change how you see the hammer, then it will be impossible to see the worker differently.
    3. Focus on people. Processes are how work is accomplished. Products and services support the company, but the people remain the variable requiring attention. Get out of the office, get onto the production floor, interact, ask questions, and know people.
    4. Freedom to act is a blue money saving principle. If the actions taken by individuals are rigidly controlled, the customer is not served, the problems multiply, and the result is wasted potential. Remember, for every dollar in potential money spent, five dollars in cash evaporates.
  2. Believe in cross training. It is said that Soldiers, Sailors, Airmen, and Marines love to train. They might grumble, moan, and complain, but the training helps lift the morale, empowers the individual, and enhances the individual self-image and self-worth. The same is true in business and every other human endeavor; embrace a love for training.
  3. In accordance with item two above, make sure that the training is valuable and SMART. Relevant training is a knowledge object that can be used immediately, often, and is easily recognized by other employees as something to aspire to obtain.
    1. SMART training is specific; if the employee is to be a cashier, do not include forklift training with cashier training.
    2. Measurable, can the employee feel they learned a job-ready skill. Attainable training is training that can be achieved. For example, not everyone needs to be a nuclear physicist to perform well in customer interactions. Scale the training to meet the tasks at hand. Yes, training should be tough, but attainable.
    3. Realistic training is directly applicable to daily tasks, not trying to cover 20-years of hypothetical nuance, but realistic to daily production goals.
    4. Timely training means to train the employee to the job standard, as it is designed currently, not 5-10 months down the road.
  4. Training has a shelf life; thus training must adapt and change as the business changes. Allow training to live and die as needed to meet the business needs. This also requires cognizant and purposeful planning for strategic and tactical goal realization. Nothing is worse than receiving training in a classroom, then needing to receive different training on the floor because the trainers do not know current operations.
  5. Organizational design. This topic seems peculiar to mention in an article regarding training, but please note, many times, the disconnect between training and operations is not the training or operations, but how the organization is designed. An example, during a project recently concluded, I saw this principle first hand; a common theme on the production floor was a feeling of disconnect between higher levels, e.g. director level and up leadership and senior manager level direction and down. Because of the perceived disconnect, e.g. front-line employees thinking and feeling the higher level leaders are not interested and engaged, and the real disconnect, e.g. the leaders changing methods of work without understanding the processes, procedures, and technology in the work performed, many problems on the floor were never discussed and resolved, simply Band-Aid solutions applied with the hope the core problem goes away, while complaining that the leaders did not have a clue. Use the following to improve organizational design concerns:
    1. Problems in organizational design are easy to spot and discern during process reviews; this is a valuable time; use it well. Thus, never let a process age beyond 18-months and always ensure each process has a single individual responsible for the shelf life of the process.
    2. Use the quarterly, semi-annual, and annual employee events to listen to employees, talk with staff, and take these thoughts back to strategic and tactical planning meetings to direct resources to qualify and quantify the comments from employees, then act promptly, and keep the employees in the communication loop.
    3. Stop the Band-Aid solutions. If the problem needs a Band-Aid, the problem is bad enough to invest actual time and resources in fixing properly. Communicate using reflective listening to achieve two-directional communication with mutual understanding.blue-money-burning
  6. The student in corporate training can be the customer, a shareholder, a vendor, another employee, etc. Training should be an ongoing topic looked forward to as an enabling event. Want to quickly see if the training is SMART? Listen to the comments made by employees when annual compliance training is announced. If there remains a monumental lack of enthusiasm, training is not SMART, not valuable, and blue money fire pits are raging, burning potential directly and green money by remote. Hence, the following tips should help in understanding the student more completely:
    1. Regardless of mode, make sure the student is known before training occurs. Knowing the student ensures the proper language is employed in offering training, and the trainer and the student can relate to each other and the topic under discussion.
    2. Know what the student expects to receive from the training and then adapt the training to meet the expectation. Even if the student does not know what they desire in post training, allow the student to vocalize and establish expectations.
    3. Confidence in training comes from trainers knowing who they are and what they offer. If teachers are not confident, students will never be confident and will have been taught how not to be confident in acting upon the training principles.
    4. “Enthusiasm,” per Henry Chester, “is the greatest asset in the world. Enthusiasm “beats money, power, and influence.” Enthusiasm is sourced in confidence and trust. Faith in the topic is acquired by being trained and trusting in the application and organizational design to support the issue being taught. Enthusiasm is easily taught; teach by example and others will follow!

Employ voice-of-the-customer (VoC) surveys more completely. Make a team of highly professional, and soon to be promoted to team leader, employees and have them administer the VoC program. Employ the VoC as a tool to improve the business processes, procedures, and organizational design. Possessing inputs for training topics, directing customer interaction resources for marketing, and understanding the role of potential (blue money) inherent in the business products and services, as well as the employees delivering on the company promise for customer interaction, improves the business processes, procedures, and organizational design. By employing seasoned employees, the VoC becomes an organizational tool worthy of the customer and the cost of collecting the customer’s input.

There remains a great need in business for SMART training, which includes realizing the potential in people and processes to influence for good or ill. Tooblue-money-burning-2 often the problem in lost bottom-line or dropping market share is not found in green money costs but in blue money waste. When costs need cutting, always look first for lost potential and save the potential first. If the potential waste is not stopped first, the blue money will continue to burn and will morph into different budget areas because the potential lost is a raging forest fire untended and burning green money.

© 2017 M. Dave Salisbury
All Rights Reserved
Copyright for images used is retained by the original creator and used under fair use.

Man’s Inhumanity Towards Man: Shifting the Leadership and Customer Service Paradigm

quote-mans-inhumanity

Recently, I was asked, “What does customer service mean to you?” The question continues to reverberate in my mind. Drawing upon several recent experiences, let’s discuss why customer service continues to be useless, debilitating, and demeaning. Finally, let’s imagine a way forward, a new paradigm for understanding the relationship between people as human beings, customers, and employees, who all deserve the best customer experience we, the professional customer-facers, can provide.

For the record, my wife considers the first example a genuine customer service success and remains a pleased customer. Since the first example concerns both of us, I see the customer service provided as a fail and will explain in greater detail below. According to my wife, this example is a win because of the treatment and ease of concluding her part in the customer service example. This separation of beliefs highlights another reason why voice-of-the-customer surveys (VoC) should not be a knowledge performance indicator (KPI) for service professionals. Service delivery is ambiguous, and as the disconnection between my wife and I represents, service value is in the eye of the beholder.

The first example begins with Amazon.com. The end user received their order for a product (the customer was served), which also contained two items not requested, not ordered, and not paid for (an additional hassle for the customer). The customer service department, at Amazon.com, was consulted and the agent informed the customer, “Since the cost to return the products did not justify shipping the products back to Amazon, the customer could keep the products” with Amazon’s blessing. This is not a good customer service experience for several reasons:

  1. The customer now has to dispose of new products not needed or wanted.
  2. The only justification for not returning the products was the cost, e.g. inconvenience, to Amazon.
  3. The underlying problem, receiving parts not requested, did not come with a solution that served the customer; nor, did the option to keep the parts improve the customer experience.

While the customer-facing agent was kind, considerate, and per the company guidelines acting in all good faith to the customer, in the interests of the company the customer was not served even though a solution was generated and the customer went away. Consider the person who was supposed to receive these parts. They will have to call and either receive a bill credit or the parts need to be shipped, thus delaying the other customer as well as not serving that customer by respecting their time, resources, and honoring the customer’s commitment to using the retailer Amazon.com. With both customers not being served, how can Amazon.com, or any business organization, dare refer to these customer interactions as “service.”

Regarding the next two examples, I am purposefully vague about the entities committing the customer “dis-service” at this moment, for a reason. I do not want distractions, e.g. reader bias, to interrupt or interfere with the focus upon the incidents by naming the organizations. The second example comes from an infamously poor government office that has a reputation for providing poor service to their customer base. The third example comes from a truly infamous retailer who is already struggling but generally has much better customer interactions. The second and third examples’ names will be provided later in this article.

While dealing with a large government entity, both in person and over the phone, three separate and divergent answers to the same problem were received over the period of five different opportunities to assist the customer. By stating this experience happened with a government entity, many people already are presuming the experience was bad. It was, and this is an acceptable and reasonable policy for bureaucrats to exemplify. I disagree most heartily that any government office can produce poor customer interactions and skate by blithely. Since all governments cannot operate without forced taxation, the government entity should be providing better, not worse, customer interactions than those found in the private sector and the need to hold the government to a higher standard is sorely lacking. More to the point, the original problem remains unresolved more than 15-days after the problem was promised a solution within 5-business days. What amazes me the most in this affair is the nonchalance, non-interest, and forthright noncommittal that government employees are allowed, nay encouraged, to get away with in customer interactions with those same taxpayers, who both need help and pay the taxes to keep the government employee employed.

Third, a recent example occurred during this now past holiday season; a customer approached a company representative for directions; the company representative did not have any pressing duties to occupy his/her time and can leave his/her assigned post to aid customers in improving the customer experience. I know this, as I checked with the manager and witnessed the customer service provider playing on a cell phone moments before being asked a question. The company representative gave a broad hand, and arm gestures yelled at the customer and appeared in all appearances to be inconvenienced by the customer’s request for directions. The company’s policy states the company representative is to walk the customer directly to their desired destination and await the customer’s pleasure to return to their original post as the only method to handle this type of service request. When this was brought to the manager’s attention, the manager acted shocked in front of the customer raising the complaint, and then took no action, as the additional action was deemed “not warranted” per the manager’s murmured comments to other employee’s in the vicinity. More to the point, the manager took the opportunity to bad mouth the customer raising the complaint and presented the complaint to other employees, who “snickered” at the language the manager used to describe those making complaints, while falsely thinking the customer who is raising the concerns was not paying attention.

Finally, a recent example from a major fast food franchise, while Burger King as a corporation should not be held accountable for the work the franchise performed, the customer service example remains priceless in showcasing the uselessness of serving the customer and the need for training customer interaction professionals. While using coupons, the customer became confused in the “legal print, ” and the order took longer to place and pay for than normal. The cashier at this point does three things: 1. Assumes the confused customer cannot hear; 2. Bad mouth the confused customer to the next three customers who were waiting patiently; and 3. Blames the customer for taking too long to order their food. Later, the cashier approached the confused customer, blamed the incident on him, offered a faux apology, and walked off muttering about stupid customers not understanding the reality of fast food restaurants.

In the third example, do not be distracted by the poor leadership being presented by the manager. Focus instead on the customer interactions: two different customer experiences, both deemed “acceptable customer service” by the powers that control the experiences. Neither customer was served nor was the problems solved. The first customer found a more helpful company representative who followed the company policy, and the second customer interaction with the manager only strengthened the customer’s resolve to continue to avoid the retailer. Two opportunities to grow a new relationship, enhance a new paradigm upon the customer, and promote goodwill and loyalty with the local customer base were missed. Customer interactions can and should be held to a higher standard, and the following defines my position that focusing solely on customer service is useless along with steps to improve.

Focusing solely on “serving the customer” is useless as all the customer receives is a meeting of their stated needs. In the third example, the customer received directions; thus, the customer’s need was met, and service was provided. In the first and second examples, the customer needed information and a plan of action to overcome the situation experienced. Even if the work resulted in the customer needing to take more action, the customer was “technically” served. In the fourth example, the confused customer received his food, was able to use a coupon, and was thus “served.” Is it apparent that merely serving the customer is useless?

The service to the customer, while technically meeting the customer’s needs, remains not just poor but pointless; all because the focus of the organization is honed to simply provide “service” or meet the customer’s stated need at the lowest cost, the fastest interaction, and the least amount of effort for the company and those employed to provide customer service. Sometimes all that is wanted by the customer is to resolve the problem quickly and efficiently and courteously and move forward with their lives. This is yet another reason why freedom is needed in customer interactions to serve as needed for each customer making contact. Customer facing professionals deserve better from their leadership than simply “providing service to customers.” Customer facing professionals need leadership, guidance, and freedom to develop the rapport necessary to shine their personal, professional pride into the customer interaction, all with the intent of not merely “serving a customer’s needs,” but providing opportunities for the customer to be motivated to brag about their unique customer experience.

In practice, the following steps should be the underlying governing principles to move from service to professional pride.

  1. No matter the method for customer interaction, make the time to show genuine interest in the customer. This will require making conversation, employing reflective listening techniques to ensure mutual understanding of the customer’s position, and representing the company with professional pride. For the customer-facing employees to show pride in the company the company leaders need to ensure the “What” and the “Why” is known to the employees’ so the employee can exemplify the “What” and the “Why” to customers. Leadership is key to communicating with a purpose and promoting the spirit of reflective listening in an organization. Make the connection of mutual understanding and most of the customer problems shrink in size.
    1. Active listening is good, but it doesn’t make the grade anymore.
    2. Reflective listening is all about making sure mutual understanding has been achieved.
    3. Mutual understanding provides one interaction resolution, goes beyond simple servicing needs, and displays the pride and professionalism of the company’s commitment to customer interactions.
    4. Reflective listening can be employed in voice, email, instant message, and face-to-face customer interactions and reflects an easily attained step up from only actively listening.
  2. Promote the customer experience by not differentiating between external and internal customers, treat them all as valuable customers deserving attention, focus, eye contact, and validation that their concern is justified and worthy of attention. Act in a manner that the customer deserves the best, and the spirit of customer interactions will infuse all the customers with a commonality of desire, hope, and professionalism. As a customer interaction professional, how much better do you offer superior interactions with customers when you, receive excellent customer interactions from the company you spend time representing?
  3. Remember to make the human connection in human interactions. Using reflective listening, focus on the clues, the body language, the tone of voice, and acknowledge these communication streams through competent action. For example, if the customer is perceived as stressed and is speaking in a clipped and hurried manner, respond kindly, but through accurate and speedy action acknowledging the customer’s stress and meeting the customer’s need by respecting their time. Human interactions are improved through human connections that reflect respect and that embody this principle in every human interaction, and the customer-facing employee becomes a customer’s hero. Using the information above, are we not all customer-facing employees; yes, we certainly are!
  4. Freedom to think and act in the interest of the customer, based upon sound critical thinking skills, is exemplified at the time of the interaction without second-guessing after the interaction. This happens more often in call centers, but every customer-facing employee has had this occur to them. At the moment, the decision appeared the best course of action, but after the interaction/interference of a manager or a quality assurance (QA) employee has second-guessed and provided “advice” that does not provide value to future customer interactions, doubt is planted removing confidence in acting appropriately in the future. Does this mean allowing poor judgment to survive? Absolutely not; it does mean that the “advice” needs to model and reflect value for future decisions, not cast aspersions upon the previous decisions.
  5. SMART Training. Everyone knows the axiom for SMART Goals; training should also embody the principles of and reflect SMART, “Specific, Measurable, Applicable, Realistic, and Timely.” If the training does not meet SMART levels, the training is not valuable to the persons receiving the training. Make the training SMART, and the potential for improving professionalism in customer interactions grows exponentially.
  6. Never stop learning, never stop reaching, and never stop growing. How often does training cease for employees after the new hire training concludes? How is a new employee supposed to meet the demands of a constantly changing customer population without ongoing training? More specifically, should managers, team leaders, directors, VP’s, and the C-Level leaders also continue to learn and receive training in their positions, roles, and company? If the front-line customer-facing employees need constant refresher training, then every customer-facing employee needs constant refresher training that meets the SMART training guidelines and provides value to the individual using that training.
  7. Stop wasting resources on unproductive goals, e.g., serving customers with excellence. Serving customers, even with “excellence,” remains a useless and wasteful activity; eradicate the term “customer service” from the company vernacular and memory. Begin by realizing the opportunity provided in customer interactions to grow the business, supporting customer interactions through reflective listening where mutual understanding is the goal, and by acting upon the mutual understanding achieved.

We, the professional customer-facing providers, can and should be able to onboard these principles and lead the eradication efforts to remove customer service from our focus and professional labels. The importance of not serving the customer, but elevating the customer interaction, cannot be understated. The customer experience needs to be elevated with reflective listening and prompt action to mutual understanding and a sense of mutual growth as partners in using the company’s products and services. The customer is too important to continue to waste resources only to serve. Make the opportunity to deliver and elevate, and the bottom-line will take care of itself abundantly. The organization in the second example is the Department of Veteran Affairs. The organization in the third example is Target.

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© 2017 M. Dave Salisbury
All Rights Reserved – Image Copyrights used under Fair Use and are not included in the authors copyrighted materials.  AZ Quotes retains image copyrights.

Employee Organization – Or “A Referendum on Knowing Societ[ies]”

Tribus (n.d.) discusses organizational change, the need for education, and the power of learning.  In ‘Changing the Corporate Culture: Some Rules and Tools,’ a principle relating to unintended consequences is discussed herein.  The principle is the difference between a ‘Learning Society’ and a ‘Knowing Society’ as discussed by Tribus (n.d.).  With the ‘Right to Control’ firmly embedded in an employer’s pocket of control, the unintended consequence is that every employee becomes a heavily guarded fortress of knowledge as a means to survive in a corporate organization.  Every employee must ‘know’ his job or risk losing that job.  This mindset has lead to terms like, ‘Group Think,’ ‘Knowledge Management,’ etc., and creates the legal arguments and problems swirling around ‘Intellectual Property.’

One term not found in Tribus (n.d.) is that which I have labeled as ‘Keystone Mentality.’  A keystone is found in architecture when building an arch.  The keystone is the center stone in an arch that provides the balance upon which the entire arch hinges.  A ‘Keystone Mentality’ is found in every business in the world where a single employee hoards knowledge, considers hoarding knowledge appropriate to ensure job security, and never gets sick or takes vacation, as they (the Keystone Mentality) erroneously perceive that the business will suddenly stop if they take a break.  ‘Keystone Mentalities’ gossip, rumormonger, betray fellow employees, and generally take ‘any means necessary’ to protect their position from intruders.  The ‘Keystone Mentality’ is the hallmark of a ‘Knowing Society’ created through employee churn, developed in the fires of adversity, and held in positions of power by those who refuse to learn because there is a ‘Keystone Mentality’ to take the slack or rely upon.  Quid pro quo is the least of the unethical behavior allowed when managers rely upon a ‘Keystone Mentality.’

Another aspect of a ‘Knowing Society’ is nobody learns anything.  Since the expectation is that everyone already knows, why share knowledge.  Where is the incentive to not be a ‘Keystone Mentality?’  Where is the incentive that encourages a person to bend, to be humble, teachable, or to learn?  Learning requires humility, compassion, empathy, and leadership of people.  A consequence from many “Knowing Societ[ies]” not mentioned by Tribus (n.d.) is that ‘Knowing Societ[ies]’ build psychopaths, sycophants, and pathological liars.  ‘Knowing Societ[ies]’ are managed by people, who, if they do not know something, bluff, ‘fake it until they make it,’ and the cloning of Neanderthals becomes accepted practice, this is often referred to as, ‘good corporate politics.’

Young students are instructed to never stop learning.  Why do graduates of high school, college, advanced degrees in business choose to stop learning every facet of the organization to which they are employed; the answer lies in the ‘Right to Control’ and the demands for ‘Knowing Societ[ies] in the places of employment.  Corporate training for a new position mostly entails discovering whom to turn to for answers.  It becomes a game of who do you know, that I know, that they do not know, so we can look good for another boss, who is pulling the same game in the chess match of corporate politics.  The larger the organization, the more frustrating this problem becomes.  Small business and even some mid-size businesses have one or two people, who have been with the company since inception, know everybody, have their fingers in all the pies, and feel all the pulses. Gossip from these people can make and break careers.  Being anathema to change, ‘Keystone Mentalities’ will always act first from a position of corporate survival, then from a position of power to receive quid pro quo, and then, maybe, for the good of the company.  The issues caused by and demonstrated as a result of current principles utilized by ‘Knowing Societ[ies]’ are unquestionably clear.

‘Learning Societ[ies]’ require leaders who know people and are humble enough to teach and be taught.  Learning remains a two-way street with responsibility and accountability flowing from teacher to student and back to teacher in a never-ending circle.  Leaders in a ‘Learning Society’ will ask questions, employees will ask question, the answers come from other leaders and employees, knowledge is shared so everyone wins.  The organizational health is sacrosanct, and when everyone wins, everyone prospers.

Shifting the employment paradigm requires organizations to embrace learning, encourage experimenting, and demand accountability for new learning being applied.  Until the ‘Right to Control’ resides in the individual’s power and not in the organization’s, a true shift from a ‘Knowing Society’ cannot occur.  Some organizations provide lip service to learning being key and crucial to success.  The Federal Government does lip service to reduce spending with the same affect.  Until the individual is free, accountability and responsibility in the workplace, in a society of professionals, and in our communities will continue to diminish.  These principles are not new; Tribus (n.d.) speaks of them, talks about them, and has been insisting this is the path to tread.  Nothing changes until the basic equation shifts.

The time is now for business leaders to encourage employees to become knowledge workers, contractors, and freelance consultants.  The time is now to begin and to embrace the path outlined by Tribus (n.d.); shift the paradigm in employment; and change, lead, and re-discover the power of education.

© 2012 M. Dave Salisbury

All Rights Reserved

Additional Reading:

Tribus, M. (n.d.). Changing the Corporate Culture Some Rules and Tools. Retrieved from: Changing the Corporate Culture Some Rules and Tools Web site: http://deming.eng.clemson.edu/den/change_cult.pdf