Accelerated learning and Rites of passage

The words 'Accelerated Learning' appear in my current business title. This gives me an 'excuse' ('obligation' !) to think about the methods that can be used to accelerate the learning process in organizations - at individual and group levels. I must also mention that I have dabbled in the field of Anthropology and one of things that struck me (in Anthropology; see here and here for other examples) is the very useful role that 'rituals'/'ceremonies' and ‘rites of passage’ play in tribal societies. Somehow, these themes ‘fused’ in my mind and this post is the result of that fusion.

To ensure that all of us are on the same plane of understanding, let us begin by defining the two key terms - ‘learning’ and ‘rites of passage’. Of course, these are just 'working definitions' - for the limited purpose of our discussion here.

Learning: Learning is said to occur when there is a relatively permanent change in a person’s behavior. So we are using a ‘behavioral’ definition for learning, as opposed to a definition that talks merely about ‘gaining knowledge’. We will focus mainly on learning at an individual level that happens through experience.

Rites of passage: A rite of passage is a ‘ritual’ that facilitates and marks a change in a person’s status. Hence we are using a broad definition for ‘rite of passage’ that includes ‘facilitating the change’ in addition to ‘marking the change’ in a person’s status. Also, the word ‘status’ that we are using here covers not only the ‘social status’ but also the ‘psychological status’ (or state of mind or mindset).

This post explores two main themes - the importance/value of rituals in accelerating the learning process in organizations and usefulness of the 'rites of passage concept' in facilitating & accelerating role transitions in organizations.

Now, let us come back to our definition of learning. If learning happens through experience, then some of the ways to to accelerate learning should be

(a) to provide a larger amount of experience and/or

(b) to provide experiences with a larger learning potential and/or

(c) to help the person to derive more learning from the experience

Another important aspect here is to 'make the learning stick' - that is to facilitate transfer of learning/application of the learning in the workplace. I feel that 'rituals' can be very useful - for helping a person to derive meaning from experience and for making the learning stick.

Rituals can increase the mindfulness of the learner. Rituals can also increase importance/value of the learning experiences in the mind of the learner. Rituals are especially important when the learning/new behavior requires a significantly different way of functioning. Rituals can signify a break from the old way of functioning and the beginning of the new way of functioning. So in our efforts to be rational and lean, if we remove rituals from learning initiatives, we might be adversely impacting their learning potential!

Now let us come back to 'rites of passage'. A rite of passage marks and enables a leap forward in maturity. They can also indicate initiations into specialized groups. Most of the cultures in the world have rituals associated with the passage from childhood to adulthood. Growing physically into adulthood happens naturally. But the psychological transition to adulthood does not always take place automatically along with the physical transition. The objective of the rites of passage is to enable the psychological transition. The rite of passage also serves as a clear signal/statement - to the people in transition and also to the community/group they belong to - that the transition has taken place. Again, it serves as an acknowledgement from the group regarding the new status of the individual. Rites of passage are not restricted to the transition to adulthood. They are also applicable in the case of other major changes/transitions in life - like marriage, divorce, death/loss of a loved one and retirement.

It has been observed that many of the tribal societies use rites of passage to accelerate key transitions in life (e.g. the transition from childhood to adulthood). Tribal societies that have very limited resources (and hence require everyone to contribute for the survival of the tribe) can't afford a situation where many of its members are stuck in a transition state for an extended period of time where they (the members in transition) don't contribute much to the tribe. Thus, these societies have a critical need to accelerate the life transitions. There is an obvious parallel between this situation and that in many business organizations today, where it is critical for the organizations to ensure that employees making role transitions become fully productive in their new roles as early as possible (e.g. they can't afford to have a situation where a new manager takes a couple of years to discover the manager in him/her !).

Thus, I feel that rites of passage are relevant in the case of transitions in organizational life including career/role transitions. As mentioned above, an excellent candidate here is the transition from an individual contributor role to a people manager role. I think that this transition is not just a matter of developing some additional skills/capabilities. It also requires a change in the state of mind/mindset - a psychological transition. I am not saying that managers are a 'higher form of evolution' (or are 'superior') as compared to individual contributors. My point is just that the manager role requires a different state of mind/mindset.

In most of the organizations we are likely to find examples of managers who have 'become managers' without having made made the psychological transition to 'being a manager' - making life difficult - for themselves and the people around them - especially the people they manage. I feel that designing suitable rites of passage that are appropriate in the particular organization context & culture(in addition to the necessary skill building initiatives) can help the managers in making this psychological transition faster and more effectively and hence in bridging the gap between 'becoming' and 'being' that we have seen above.

Now that we have seen the 'business case' for using rituals to increase the effectiveness of learning initiatives and for using the 'rites of passage' framework to facilitate career and role transitions, let us look at more pragmatic issues. What kind of rituals can be used to increase the effectiveness of learning programs? How exactly should one go about designing rites of passage to facilitate role transitions? After all, we are talking about implementing these in 21st century business organizations where esoteric rituals and rituals might not be appropriate. Complete treatment of these issues will require a much longer discussion than what is possible within the scope of this post. So let me provide some pointers - for the time being.

If we look closely, we are likely to find that rites and rituals are very much present in 21st century business organizations. It is just that these rites and rituals look very different from their counterparts in tribal contexts.

Let us begin by looking at some of the rituals that can increase the effectiveness of learning initiatives/accelerate the learning process. As we have seen earlier, to make this work the rituals should - increase the perceived value/importance of the learning initiative, make the learners more mindful and help them to derive more learning from the experience faster. So any ritual that meets the above requirements (and that is appropriate in the particular organization/ program context) should be useful.

Hence these can include 'nominating rituals' (e.g. in terms of an in-depth interaction between the employee and his/her manager before the program that will help the employee to better appreciate the value of the program to her/him and the investment the organization is making for her/him and to be more mindful of what can be learned from the program and how it can be applied on the job), 'opening rituals' (e.g. a senior leader doing the program launch to signify the importance that the organization is placing on the program and the participants) , 'experience assimilation rituals' (structuring the learning experience and reflection on the learning experience to increase mindfulness, learning and assimilation of experience), 'action planning rituals' and 'program closing rituals'. In a way, there is nothing really new/esoteric about these activities (they are part of most of the well-designed learning initiatives). The idea is just to put ceremony/rituals (back) into these activities to enhance their learning potential.

Now, let us examine how the elements of rites of passage can be used to facilitate the psychological transition associated with role changes. If we analyze the rites of passage, we will see that there are some common elements/phases (even though the rites might look very different from one another) - separation, transition and and re-incorporation.

The key requirement for the first phase is to detach/separate from the current status/position in the social structure and from the current identity/self. The transition phase is the in-between state where one has separated from the previous state but hasn't yet 'reached' the desired new state. The key requirement here is to remain in this state of uncertainty (without regressing into the previous state) so that the self has an opportunity to reconfigure itself in a manner that is appropriate for the desired new state. The objective of the re-incorporation phase is to re-enter the group/society with the new status/identity. Let us examine how these elements can be built into a new manager orientation program.

Conducting the manager orientation program at a site away from the office has a lot of value. The physical separation from the previous state (previous role in the office) can help in the psychological separation also. Having the space and time where one can reconfigure the mindset (not being burdened by the demands/activities of the previous state) - in the company of people who are undergoing a similar transition - that too under expert facilitation/help - can be very useful in psychologically tuning into the new role. Performing 'difficult' tasks - tasks that can't be accomplished with the previous mindset/task that require the new mindset can also be of immense value here (as they drive home the point that the previous mindset is not effective in the new role and as they help the participant to discover the mindset that is required to be effective in the new role). The key is to create an environment in which deep learning can occur and in which shared experience contributes to the creation of a new identity. Ceremonies to mark the successful completion of the program ('graduation rituals'), especially if they are witnessed by the senior leaders (and hence signifying their acknowledgement/recognition of the new status/state of the individual) can help in re-incorporation to the organization - in the new role. By the way, new manager orientation sessions (like rites of transition) also provide an opportunity for cultural indoctrination, where company values/leadership traits/ perspective/ 'world view' can be made very explicit ('Who we are and what do we stand for as an organization', 'How do we do things around here', 'What does it mean to be a manager in this company etc.).

It is important to get the 'positioning' of these programs exactly correct. There requirement is to help the participants separate from their previous role (and mindset) and tune into their new role (develop the new mindset) without making them feel that they are an 'elite class'/'superior to the people who are doing roles that they were doing previously'. So while branding this program is very useful, the essential signal/message to the participants should be that "You have made a very significant and valuable transition and have become more suitable for your new role; but this does not necessarily mean that you are superior to the people you manage" !

Any comments/suggestions/ideas?

Links : Carnival of HR - March 3, 2010, Career Development & Sublimation, Career Planning & the Myth of Sisyphus

Choosing a leader - the 'battle scars' way

There is a huge amount of literature on the characteristics of a good leader. What is not so certain is whether this extensive body of knowledge is leveraged when organizations actually choose leaders. In this context, I remember a story that I had heard a long time ago. It is about an 'ancient method' for choosing leaders. I am not sure if this story is a real one/based on facts. But, as I have mentioned earlier, there can be some things that are too true to be real.

The story says that in some ancient societies, there was an interesting method for choosing the leaders. The procedure was rather simple - count the number of battle scars on the bodies of the candidates. The candidate with the highest number of battle scars gets selected as the leader.

Though this method appears to be rather 'weird', there is an interesting logic behind it. If one has too few battle scars, it means that one hasn't taken enough risks in one's life. Of course, if one took too many risks, he/she would have got killed already, and hence he/she won't even land up for the leader selection process! Hence the candidate with the highest number of battle scars qualifies as the leader.

This makes me wonder if this 'weird' selection principle has any relevance in today's organizations. If we look at the story carefully, we can see that the underlying assumption of the selection process (described in the story) is that 'the ability to take an optimum amount of risk (or the ability to pick and choose one's 'battles')is the key success factor for a leader'. This is true to a large extent even today, though there are many other factors that make an effective leader.

Since the battles in corporate world are no longer 'physical battles' (leaving aside the studies on 'workplace violence' - for the time being !) , 'battle scars on the body' is no longer a valid indicator (even if we assume that there won't be any fudging - say by 'manufacturing' battle scars through cosmetic surgery!). But 'less physical equivalents' of battle scars (say ambitious projects that have failed) can still be found. It can also be argued that if someone takes too many risks and/or 'wild' risks it is likely that it would lead to 'too many too bad failures' in his/her career, which in turn would mean that he/she is unlikely to 'survive long enough'/reach a senior enough position in an organization to be a leadership candidate. So this principle could still have some relevance - at least on the dimension of risk taking!

Actually, if this principle gets widely adopted, it can lead to many interesting situations. For example, job candidates will include a section in their CVs titled 'My key failures' (that list the ambitious moves/projects that have failed, learnings from them & how they have helped in becoming a better leader) in addition to the usual section titled 'my key achievements ' !!!

What do you think?

Truths stretched too far - Part I : Blame it on the managers

These days HR practices are supposed to be 'research based'. As HR professionals, when we recommend/implement a particular practice/policy in the people domain, we want to substantiate it with 'solid research findings'. There could be many problems with this. The first is the validity of the research findings in contexts other than that in which the research was conducted. The second problem occurs when there is a 'chain of reasoning' (and sometimes even an 'inferential leap') involved between the actual research finding and assumption(s) underlying the HR practice in question. It is also possible that other factors (other than the dimension covered in the research) that have an impact on the outcome gets ignored (In the people domain, and in life in general, most important things are 'overdetermined' - i.e. they have more than one cause). Of course, there is also the ever present danger of confusing between 'correlation' and 'causation'. In this series of blog posts, we would look at some of those research findings ('truths') that tend to get misinterpreted when they get stretched too far.

In this post (which is the first one in this series) let us look at the very popular research finding "People leave managers and not organizations". I think that there a lot of truth in this finding. The immediate supervisor is a key influencing factor in employee engagement and retention. The problem happens when other factors that influence employee engagement and retention are ignored and the entire responsibility(or even blame) is put on the managers. Often there are other significant factors involved (e.g. the basic nature of the job, 'Rewards' strategy, work environment, lack of career advancement opportunities etc.) over which first level managers don't have much influence. So when the attrition level goes high, the tendency is to respond with 'training the managers on engaging and energising teams'.

This response also suits HR admirably. The factors like basic nature of the job, 'Rewards' strategy, work environment, career advancement opportunities etc. are more difficult influence as compared to 'sending the poor managers for training'. While this gives HR the satisfaction of having 'responded quickly to the business challenge of attrition', unfortunately this does not solve the problem adequately. It also leaves the managers (who are already facing the consequences of attrition in their teams) more confused and frustrated. Hence we come back to the point that 'system level issues' have to be addressed at the system level (and no amount of manager training can obviate this need).

Related Links: Next post in this series , related post

Of competencies and carbohydrates

Today I saw an e-mail message from one of my previous bosses. Actually, this person was my first boss in my career in HR. This mail brought back vivid memories of the 'interesting' interactions that we have had during my first year at work. While some of these interactions were 'not so peaceful' (because of the differences in opinion), almost all the interactions were very much intellectually stimulating. He was a person who could stretch me in areas that I am good at. Over the years, I have realized that I produce the highest quality work (also learn/enjoy the work most) when I am challenged in areas that I am good at.

While there are many interactions that I remember quite vividly, the one that comes to my mind first is the interaction on the approach for assessing behavioral competencies. Before I went to XLRI for my MBA, I was trained to be (and working as) a scientist. Thus, I was trained to question everything and to discuss/argue technical points comprehensively with all the people involved regardless of the level/position. While this worked fine in the area of physical science(where there is one correct answer/best solution for most problems), this habit got me into quite a bit of difficulties in a relatively 'fuzzy' field of human resources management(where there could be multiple 'acceptable'/'logical' solutions to the same problem - often based on different assumptions that can't be verified). It took me quite a bit of time to figure out the best modus operandi for me (that integrates my personal style with the nature of the filed) and this interaction happened before I made that transition.

We were discussing the different approaches to assess behavioral competencies for a group of people. Competencies are defined as a combination of knowledge, skills and attitudes that lead to superior performance on a particular job. The approach that was being followed was to list out the knowledge, skill and attitude elements of each competency and to give an assessment on each of the elements. I was very new to the organization and I had joined the project mid-way. I felt that something was wrong with the approach though I could not articulate it well enough initially. Then it came to me in a flash. Competencies are like carbohydrates!. They are a combination of knowledge, skills and attitudes. The key word here is 'combination'. The properties of a combination/compound (as opposed to that of a mixture) can't be explained in terms of the properties of its constituent elements (e.g. properties of carbohydrates can't be explained in terms of the properties of carbon, hydrogen and oxygen). Thus, we can't assess a competency just in terms of the assessments on its knowledge, skill and attitude elements. We have to look at the behavior that emerges from the combination of these elements and assess that behavior directly.

I still remember staying back late in the office and sending of an e-mail to the entire project team (including the boss) making this point in a rather colorful fashion. The mail had the subject line as 'Of competencies and carbohydrates...'. For rhetoric purposes, I had used a quotation from 'Through the Looking -Glass' (by Lewis Carroll) as the buildup to my argument. The lines I had quoted were

"The time has come," the Walrus said,
"To talk of many things:
Of shoes--and ships--and sealing-wax--
Of cabbages--and kings--

and I then added 'Of competencies and-- Carbohydrates--' as the next line.

On hindsight, I realized that while this mail was logically sound, it was a quite tactless. The boss could have reprimanded me for sending such an e-mail. However, he did not do that. He actually wrote a mail back with the subject 'Why pigs have wings' (adapted from the same source , this particular line appears one line after 'Of cabbages-- and kings--' in the original text) providing another perspective on this issue. This lead to a good discussion and the issue was settled to the satisfaction of all the parties involved(For the curious - the solution was to assess only the behavior in the Assessment Centre and to but leverage the Knowledge-Skill-Attitude matrix as an input while facilitating the creation of Individual Development Plans to develop the competencies).

At that time, I did not fully understand the quality of his response (beyond the technical/ rhetorical merit of the argument, which I understood immediately). I came to appreciate the real quality of the response (in the overall context of the situation) only much later - when I was more experienced and I had started managing people (especially people similar to 'Prasad at the beginning of his career' ).