Individual Strategic Planning

Hand-Me-Downs

Hand-Me-Downs

Have you ever worn “hand-me-downs”? Has someone that you know? Typically, hand-me-downs refer to “gently” worn items that one family member gives to another – often times it is a parent who passes on an item to a child or from one sibling to another.

Some people look with disdain on this practice as it may be associated with poverty, but it needn’t be. Perhaps, this practice could be re-branded to indicate that we are “green” – recycling clothing, accessories, heirlooms, and other items that are being passed on.

There is another application for this notion of hand-me-downs. Hand-me-down applies to appropriating the thinking associated with another – a parent, teacher, coach, mentor, friend, clergy, media as well as other sources and making it our own. Some of us have arrived at a stage in life where we find ourselves saying things to our children that our parents said to us or our teacher, etc. said to us. We may even repeat something that we read in a book or heard on television to others.

Hand-me-down Thinking

A key consideration to thoughts that are passed on is whether or not the recipient passively or actively adopted the thinking from its “source”. Passively adopted thoughts may surface unexpectedly, such as in comments regarding a stereotype held by family or friends that you grew up with or lived/worked around. On the other hand, actively adopted hand-me-down thinking may surface in a more positive light as the thinking was found to be desirable or useful at the time of adoption.

One of the benefits of having watched children grow up is the observance of behaviors and ideas which the child(ren) imitated. A problem with imitation is that – by adding an “L”, we get limitation. We may take on the limitations of those we learn from. Or those that learn from us may take on our limitations.

Statement of Beliefs

Let’s take the things that we believe to be true or fear to be true and break them up into categories, such as intrapersonal and interpersonal; institutions and systems; living things, eco-systems, etc. Or, we could use other categories, such as family, career, education, health, spiritual, community, social, etc. to begin to examine our beliefs about each category. We would then ask what the origin/ source of our thoughts about that category is. Also ask is this “adopted” belief positively or negatively impacting my life?

We are capable of independent thought about virtually anything, but it is so much easier, at times, to ingest the “pabulum” of others’ thoughts.

Generally speaking, we will experience numerous opportunities to adopt hand-me-down thinking at work, school, or at home – we should be on the look out for positive contributions to our “body of beliefs”.

Our “body of beliefs” impinges upon our forecasts – business and personal as well as our resolutions and the results that we obtain – all emanate from our beliefs. Many of our beliefs were handed down to us from a variety of sources? We must ask ourselves, are we comfortable with and confident in the texture of and content of those beliefs? If not, we will explore how to change those belief(s) in a future post.

Resolutions

Let’s play a game of word association. I say resolutions, you say New Years or promises or resolve or failure, etc., etc., etc. Whether or not the word “failure” is at the top of (our) minds or not - it is often evoked by the routine of making and breaking New Years’ resolutions.

In a recent blog post on failure, I mentioned the recognition of failure patterns as a way to overcome critical failure factors (cff). However, the recognition of cffs is not a practice or exercise that we typically engage in, especially during the “positive” experience of making and resolving to keep our New Years’ resolutions. But, simply mentioning resolutions can create a sense of dread as we begin thinking about previous failures that resulted from past resolutions.

Why do we, universally, “suck” at making and keeping New Years’ Resolutions? And, is there a better way? The answer to the first question is discussed in my book, “How to Succeed at Personal Planning and Goal-Setting Workbook”. Briefly, that answer entails recognizing that succeeding entails knowing what to do and how to do it. Because, if you know what to do and how to do it, then failure can be described as:

"Not realizing what you want is a problem of knowledge.
Not pursuing what you want is a problem of motivation.
Not achieving what you want is a problem of persistence"
John C. Maxwell - "Failing Forward"

The answer to the second question could easily become another book. But, in the most straightforward way, we must:

            Write down what we intend to accomplish. That written statement or question (questions as goals will be discussed at another time) – to be complete - will have the element of time, detailed. For example, one would list the start or commencement time for the resolution, possible duration (if known), and intended completion time.

            List degrees of success for the resolution - on at least three levels, e.g. ambitious (more than is required); a satisfactory outcome or result; and the minimum result, which would motivate you to continue or try, again (to attain the satisfactory or ambitious levels of success).

            Include “the respite” or break in the pursuit of the resolution. Some breaks are common sense, such as the cessation of running after straining a muscle or spraining an ankle until the injury heals. The pursuit of a resolution may entail “momentum robbers” or sometimes emergency situations that require our undivided or extra attention. By codifying a “respite” in the resolution, you give yourself permission to catch your breath and pick up the pursuit of the resolution, at a later (written) time.

        Put in writing a “mothballing” or abandonment plan for the situations that require that you give up the pursuit of a resolution. At a minimum, this mothballing plan allows for the orderly non-completion of the resolution. It will detail lessons learned from the pursuit of the resolution. Mothballing includes the reason(s) for “quitting” or giving up on the resolution. It may also list new strategies, timing or scenarios for the next time – if one chooses to re-engage the resolution.

In my next book, I will detail my concept of Year Round Resolutions, which will give each of us multiple opportunities throughout the year to commence and complete resolutions.

A Problem-Solving Framework - Part 3

The 5 Whys – System 3

 

The 5 Whys can also be used to solve the problems outlined in #7, above, as well as a wide variety of personal and group problems.

 

Level Of A Problem                             Corresponding Level Of Improvement

 

There is a puddle of oil on the shop floor                       Clean up the oil

 

WHY?

 

Because the machine is leaking oil                                 ---

 

WHY?

 

Because the gasket is deteriorating                               Replace the gasket

 

WHY?                  

Because we bought gaskets made of inferior                Buy better gaskets

material 

 

WHY?

 

Because we got a good deal on them                               ---       

 

WHY?

 

Because the purchasing agent gets evaluated             Change the policy

on the basis of savings over normal price tags

 

It bears repeating that there are other examples of the use of the foregoing problem-

solving model, i.e.:

 

• Choosing a neighborhood and home to move to
• Creating and implementing nutritional, exercise, and stress reduction programs
• Changing careers
• And many more…

 

My Message to Youth

 

My message to youth is to get connected. It appears that many young people are connected to family, teachers, coaches, clergy or other trusted and experienced adults who can help them navigate tricky situations and relationships. Each young person must choose that mentor(s) or helper(s). For many of us, a valuable help can also be a trusted member of the community of therapists – psychologists and psychiatrists or clergy. These professionals can customize ways to solve specific problems that those of us in business or academia may overlook in our generalist approach to problem-solving.

 

By the way, no one is going it alone. We all depend on one another to some degree. However, if we have issues about learning to trust or rebuilding trust, it is a sign of strength and intelligence to ask for help from family, school, church, or a therapist.

 

Finally, I cannot think of a better way to engage another person than to sincerely ask for help. We each have an idea who that person is or those persons are who are likely to welcome our request. If not your parents, your grandparents, an aunt or uncle, teacher, etc. – just ask!

Needs & Wants

Abraham Maslow’s Needs Hierarchy is an esteemed treatment of what needs matter to people. However, many people have never read Maslow. And some who have read Maslow or other seminal authors – still are not able to distinguish needs from wants. Or, they may not prioritize, effectively, their needs and wants.

 

In my book, I have included a Goal Discovery and Distillation Process, which I used and taught others to use since 1994.

My Book on Amazon.com: http://www.amazon.com/Succeed-Personal-Planning-Workbook-ebook/dp/B005LVUXJQ/ref=ntt_at_ep_dpt_1

My Book on Barnes & Noble: http://search.barnesandnoble.com/How-to-Succeed-at-Personal-Planning-and-Goal-Setting-Workbook/James-Gordon/e/2940013267619#MeetTheWriter

 

Conclusion

 

The errors discussed above may cause people to miss the mark in terms of solving a given problem. By using one or more of the three methods of problem solving in this article, most people will be able to minimize or eliminate the errors and solve the problem, at hand.

 

We all pay a high price of tuition in the school of hard knocks until we learn to meet and solve the never ending stream of problems we all seem to face. There are not-so-effective choices, e.g. trial and error or opiates. And there are the tried and true systems outlined, above.

 

Those of us who have charge of young people or have children of our own can teach these children to “fish”, and thereby increase their chances of success in developing positive and effective decision alternatives.

A Problem-Solving Framework - Part 2

Problem Solving and Decision-Making Scenario - System 2

 

This method follows the contours of the methods of Kleindorfer et al and Anderson et al as it combines the best features of each.

Empty-nesters, Mr. and Mrs. Smith have decided that they wanted to relocate to a Mid-Western or Southern city to live and work. The following problem-solving scenario tracks the joint decision making steps that they used to reach their decision.

 

Step 1:  Identify and Define the Problem

 

• Problem Identification:  Process of becoming aware that a problem exists.

 After the Smith’s youngest child moved out, they began to question whether the decisions which led them to settle down in City A were still valid. Their answer was “no”. And with that realization began the incipient dissatisfaction that they now feel. Mrs. Smith, also, wanted to move closer to her family, which was about 1500 miles away.

 

• Problem Acceptance:  Attention focused on changing a situation which is not as it is desired or intentioned (versus ignoring it) – consensus or agreement may occur.

 

The Smiths discussed quality of life issues which were not being met. They talked about other locations wherein additional opportunities to mitigate their growing discontent might be found. As they had often traveled throughout the Mid-west and South, cities in these states had more appeal to them.

 

• Problem Representation:  Situation requiring a decision is linked to an outcome or outcomes which, potentially, remedy(ies) the “accepted” problem state. This representation can be as simple as a verbal statement, a written report, picture, etc.

Although these representations were solely in verbal form, the Smiths began to search the Internet and talk with friends and family in the locations they were interested in. These talks were followed up by obtaining brochures, collecting web site photos, employment data, and more from locations listed, below.

 

Step 2:  Determine the Set Of Alternative Solutions.

The Smiths’ “short” list of alternative locations included the following cities: Madison, WI; Indianapolis, IN; Columbus, OH, Nashville, TN; Des Moines, IA; and Knoxville, TN

 

Step 3:  Determine the Criterion or Criteria That Will Be Used To Evaluate the   Alternatives

• Single-criterion decision problems [high-paying job or close to family or retirement destination, etc.]
• Multi-criteria decision problems [combination of pay and location and status and recreation, etc.]  

 

The Smiths’ Quality of Life Indicators:

 

I. HIGH PRIORITY

1. CPI
2. Housing 
3. Transportation 
4. Communications  
5. Infrastructure 
6. Medical Services 
7. Low Crime

 

II. MEDIUM PRIORITY

1. University or College Town 
2. Social Services Support Network 
3. Entertainment 
4. Shopping 
5. Weather

 

III. LOW PRIORITY

1. Business Support Services 
2. Recreation 
3. Progressive Media

 

Step 4:  Evaluate The Alternatives

• Rate the criterion(ia): 1-5, excellent-to-poor, acceptable or unacceptable, etc.

 

Each of the Smiths’ selection of cities was given a “ranking” based on the priorities listed in step 3, above. The actual rankings chart, ranked the indicators from 1-14. One could use a side-by-side comparison of each feature in a table or a variety of ways to display or represent the foregoing data.

 

Step 5:  Choose An Alternative

• This is the decision.

 

The Smiths’ rankings were, Nashville, Indianapolis, and Columbus as only 6 points separated these cities. One may elect to have a back-up or Plan B or Plan C in case option one does not work as planned. One might even consider re-ranking the finalists – using the same or additional criteria.

Step 6:  Implement the Selected Alternative

For some decisions, the exercise of going through steps 1-5 may yield a choice of “none of the above”, which is OK. Since a city was chosen, initial steps might include requesting information from the area’s Realtors. Obtaining the SMSA (Standard Metropolitan Statistical Area) report could provide good data on the population and resources of the city/locale.

Step 7:  Evaluate the Results To Determine Whether A Satisfactory Solution Has Been Obtained

 

Satisfaction is in the eyes of the beholder – so to speak

 

Steps 1-5 are referred to as decision-making and steps 1-7 are referred to as the problem-solving process – a process that includes decision-making.

 

Other examples of the use of the foregoing problem-solving model include:

 

• Helping an individual, couple, or business discover why checks are bouncing
• Assisting an individual, couple, organization purchase a car(s)
• Choosing a college or degree program
• Deciding on an entrepreneurial venture
• And many other individual or group problem-solving endeavors

A Problem-Solving Framework - Part 1

Problem-Solving “Framework”

 Introduction

 

Without a problem-solving methodology/system, people will likely make more mistakes or repeat (some) mistakes, again and again. The methods contained herein reduce the likelihood of the occurrence of either of the foregoing outcomes, but they will not eliminate all negative outcomes. However, the more you practice one (or more) of the three methods outlined in this article, the better your prospects of obtaining the results you desire. Alternatively, there are a couple of not-so-effective problem-solving methods that are used by many people, they are 1) trial and error 2) opiates like alcohol and drugs.

 

It appears that “trial and error” is a common method of “problem-solving”. My experience in observing people who use this method is summed up in the words “I want to make my own mistakes”. Unfortunately, life may not be long enough to solve (successfully) all the problems we face using this perspective on life.

 

The widespread use of “opiates” may be another less-than-optimal way to solve problems as it seems to create a new “cluster” of problems including physical or psychological dependence; criminal justice entanglements; family upheavals; and reduced productivity – just to name a few interrelated or problem clusters.

 

One of the aims of this article is to feature viable problem-solving and decision-making alternatives so that readers can learn and teach others to learn the lessons of problem-solving and decision-making, vicariously, i.e. through someone else’s experience or training. The three featured problem – solving methods are not panaceas or fool-proof. However, these methods have been tested by academia and/or business and each is worth a closer look.

 

Sources

 The source of the three problem-solving methods [Systems 1-3] in this article are:

 

1. Kleindorfer, P. R. K., Howard, C.; Schoemaker, P.J.H. (1993).

Decision Sciences - An Integrative Perspective. Cambridge, United Kingdom, Cambridge University Press.

       2.  Anderson, D. R. S., Dennis, J.; Williams, T. A. (2000).  An Introduction to Management Science - Quantitative Approaches to Decision Making. Cincinnati, South-Western College Publishing.

       3.  Scholtes, P. R. (1998). The Leader's Handbook. New York, McGraw-Hill.

 

In the Kleindorfer et al book, we find a list of three types of errors that are common to the problem-solving process, they are:

1. Type I Error: Detecting a problem when there isn’t one.
2. Type II Error: Not detecting a problem when there is one.
3. Type III Error: Solving the wrong problem.

 

A solution to these errors, can be found in the following “abridged” version of the much more detailed system outlined in the book, it is:

 

Problem-Solving and Decision-Making Steps – System 1

 

Problem finding may seem like a no-brainer to many people, but finding the problem is just part of the process as once a problem is found or identified, other steps are required to resolve the problem. Below, is a three step process that may best be used by an individual or group with some experience in problem-solving. If you have little or no experience in a formal process to resolve problems, systems 2 and 3, below, may work better.

 

Problem Identification ***

• Individual
• Group (two or more people)

 

Identifying a problem or problem finding might entail determining what is wrong, what went wrong, or what might go wrong. Sometimes, it is more complex and might require engaging an expert’s help as with many medical, legal, tax, electrical, or automotive problems, etc.

 

Obtaining agreement or consensus within a group may be a problem unto itself depending on the group process skills of the members.

 

Problem Acceptance ***

• Individual
• Group

 

Acceptance entails agreeing that the problem that has been identified is indeed the “real” problem. In a group, one typically sees either an autocratic or democratic process of identifying and “accepting” the problem. You might hear someone say “it’s my way or the highway” or “because I said so” in an autocratic or I’m the boss environment. But, in a democratic environment, one might find more “trouble-shooting” or brainstorming at each step – criticism of another’s input is minimized or non-existent.

 

Problem Representation ***

• Individual
• Group

 *** This process applies to organizations and to society

 

Representation means putting the accepted problem in terms that will communicate the real problem to another person. Some people will use words, some will use pictures or a combination of both, and some people will use kinesthetic or touch / motion to communicate the problem. Often times it is best to represent the problem in different ways in order to bring someone on board that has a different learning style than you.

 

Other Possible Errors

 

Perhaps, the following observations can be placed under the category of “heuristics” as they are based on 30 years of professional experience and even more years of personal and family experience. There are at least two additional types of errors.

Type IV Error: Failure to execute the solution (or decision alternative) – due to:

 

• Lack of time
• Lack of resources - money, car, tools, computer, home, etc.
• Lack of will – fear or threats may contribute to this situation. There is the potential for or actual “blowback” – blowback entails real or imaged negative consequences from pursuing a given course of action

 

Type V Error: Problem Nesting / Clusters. Typically, these are multi-faceted or complex problems. For example, some of the social services clients that I provided job search training for faced problem clusters, e.g.

 

• loss of job and a divorce…
• substance abuse and a criminal record…
• lack of GED and no work experience…
• illness or disability and job obsolescence…
• permutations of the foregoing problems…

 

On the surface, Type V errors can best be met with an intervention by professionals in social services and/or health services. And to some extent Type IV errors may also benefit from a third party – friend, family, or professional.

R.I.P. Time Management - Part 2

 

The Nuts & Bolts of the Activity Management System

 

The Activity Management System contains seven types of time / activities. Each of these seven “times” is listed, below, along with keywords to distinguish it from other types of time and with the respective definitions, and examples of its use:

1. *Result Time

Keyword = PARTICIPANT

Definition:  Our focus is on the desired outcome or end result of an activityor series of activities rather than on how long it takes to achieve the outcome. Each of these activities entails a physical, emotional, psychological, or financial investment of an individual in the desired outcome – the individual is looking for a specific result(s). The focus is on our participation in the activity versus watching others act. For example:

 

1. a job interview
2. a first date
3. picking up your kids from school
4. your anniversary celebration
5. a doctor visit

 

2. *Event Time

Keyword = SPECTATOR

Definition:  The individual’s role is typically passive – others play an active role while the individual observes the “action”. The time spent in the activity often has a known time commitment or schedule for the spectator, e.g.:

1.  Going to a movie or watching a movie
2. Watching a sporting event
3. Attending someone else’s wedding

 

 3. *Emergency Time

Keyword = SUPPLANT or DISPLACE

Definition:  An incident or situation which invokes a sense of urgency – it may preclude or displace other activities that were [initially] scheduled or planned or are currently being engaged in, e.g.:

1. House fire
2. Death in the family or friend / co-worker
3. Major illness or injury
4. Act of God, i.e. earthquake, flood, tornado, hurricane, etc.
5. Irate Customer
6. Sudden loss of a co-worker [who quit or was fired]     

 

4. *Found Time

Keywords = FREED UP

Definition:  Time that is freed up due to the cessation of time spent “elsewhere”, e.g. with Result Time, Emergency Time, or Amorphous Time.

For example:

1.  Upon completion of a degree program, the graduate will gain the 10-20+ hours a week, that was devoted to studying, for other activities.
2. After the death or recovery of a loved one or friend there is a “re-allotment” of time for the care-giver.
3. Losing your job – how do you now spend the 40-60 hours a week that were devoted to your former job?

 

5. *Amorphous Time

Keyword = INCREMENTS

Definition:  There are activities or a series of activities for which an accurate prediction of time needed for completion cannot be easily ascertained. Nevertheless, one must take steps to attain the desired outcome either using a given schedule or a “time available” model, e.g.:

1.  finding a new job
2. getting well again
3. finding a mate
4. learning a language
5. potty training a child

 

6. *Unstructured Time

Keyword = UNCOMMITTED

Definition:  Going into a block of time with no commitments, plans, or desire to do or schedule any given activity. This time differs from “Found Time” in that it was not committed in any way. In Found Time there is another activity which has ended or that has been pre-empted – thus freeing you up to do something else.

 

7. *Transition Time

Keywords = CHANGING STATES

Definition:  Moving from one “time” or “state” to the next wherein processing, transitioning, or shifting of gears occurs. People often need time to “wind down” or decompress after a tough day at work. Other people need time to “psych up” before going to work, school, or participate in an athletic competition, etc.

 

 Time Waster Mythology

 

All time is spent or used. Wasting time is a judgment that takes place before, during, and/or after an activity is completed. Sometimes the judgment comes from another, e.g. family, friend, boss, or co-worker. And, sometimes it is the result of a self-assessment.

 

In the workshops that I have attended or conducted, there is a general consensus around the topic of procrastination as a time waster. However, Dr. Neil Fiore of Cal-Berkeley sees procrastination as a problem-solving or coping mechanism – a way to handle one’s problems – i.e. putting off other decision alternatives. Let’s look closer at a few more “time wasters” after a brief discussion of the nesting of time concepts.

 

Nesting of Time Concepts

If you own Tupperware or Rubbermaid storage containers, you have likely seen the type of containers that are stored one inside of another - from the smallest containers to the largest ones. This phenomenon is known as nesting. And in our Activity Management System one type of time can be nested in another. For example, in examining the so-called time waster of a phone call, we observe the following.

             Sara:  Jim, this is Sara in Graphics, we received your PowerPoint presentation, but

             we will not be able to meet your 72-hour turnaround for completion.

             Jim:    Sara, I’m sorry to hear that. So, what are my options?

             Sara:  We have had good success with a local firm that will take this type of

             job, 24/7. Shall I contact them for you?

             Jim:    Please do. Sara, is there a surcharge or rush fee? If so, how much?

             Sara: It is about 20%, but it will come out of our budget not yours.

             Jim:    Thanks, again. By the way, I saw you and your daughter at the recital

             last night. Your daughter looks like she is ready for Carnegie Hall.

             Sara:  Funny you should mention that, she just received a letter from Julliard…

 

Jim was “interrupted” from his “work” by the call from Sara. However, Sara was calling him about an important business matter. Under the Activity Management System, this call would be categorized as a result time activity. However, within this context came the “nesting” effect of/by transitioning to the recollection of or “re-living” of the event time spent at the recital the previous evening. The interruption was not a time waster – neither was it solely a result-oriented activity nor an event-oriented activity – it was a nested activity within the meaning of the new overlay of Activity Management.

 

If you found yourself in a waiting room for a doctor’s appointment [a result time activity] and your appendix burst – you would transition from result time to emergency time wherein a new result was nested, i.e. removing the appendix. Your recovery time is best described as amorphous time as no one can predict how long it will take. But within the context of recovery or amorphous time, you may be able to achieve given results related to family, work, or school.

 

There is a chance that the two parties involved in a first date may have different judgments regarding the nature of the time spent on the date. The female might see the date as a result in terms of making a new friend (and more). The male might see 1) a nested event – leading to… 2) an amorphous – finding a mate activity 3) an emergency.

 

The nesting of time can take place in meetings or with drop-in visitors or in a host of other scenarios. Nesting of time takes place in personal matters as well.

 

I believe it prudent to withhold judgment about time wasting as there is another way to look at our time usage. Furthermore, why feel guilty about or make others feel guilty about their usage of time?

 

Time Management Epitaph

 

I’m not ready to write such an epitaph on time management systems, because, on the whole, my experiences have been positive. I have even taught others to use the techniques in these systems. I believe that both systems can co-exist. However, the more important question is the nexus of a suitable planning system to link the Activity Management or Time Management system to. The reason for this is [the pursuit of] worthwhile goals and objectives populate the time logs and assessments that people make in auditing or gauging their progress towards their goals.

 

Conclusion

 

Time Management principles have permeated every work environment that I have been a part of for 30 years as well as grad schools, church, and fraternal activities, too. These principles have helped me personally to arrive at a point where I can make a contribution to the body of knowledge on time management.

 

Activity Management describes the activities that we engage in – in terms that appear less threatening to some. Its terms and definitions may also describe a wider range of scenarios than one’s present time management system. To use a trite phrase - only time will tell.

R.I.P. Time Management - Part 1

R.I.P. - Time Management

 An Introduction to the Activity Management System

If everyone has twenty-four hours a day, why do some people achieve so much more than others? Thirty years ago, I sought an answer to that question along with the following questions by exploring various time management resources:

1. Can time be managed – if so, by whom?
2. Can time be wasted? Says Who? Why? How? When?
3. Are time-wasters “transferable” from one person to the next? …from one situation to the next?
4. Is there a better way to accomplish desired outcomes?

Although, there were other questions, these questions persisted over the years. And my answers came via attempting to and / or applying these principles outlined herein for myself. This article will detail just how I benefitted from my time management training. And, perhaps, you will also obtain answers to these questions.

Giving Credit…

Despite the following criticism, I consider myself a beneficiary of several pre-eminent Time Management authors and the systems that they marketed. For example:

• Dr. Robert Rutherford – Caltech’s Industrial Relations Center
• Bill Oncken’s - “Managing Management Time”
• Alan Lakein, - “How to Get Control of Your Time and Your Life”
• Dr. Alec MacKenzie, - “The Time Trap”.

These men have developed time management systems that have helped millions of people around the world. And they have helped me, personally. However, with all of the foregoing training along with the other books and articles that I have read on Time Management – I’m struck by an irony that has persisted over the past three decades – we [Americans] have become more time-pressured rather than less so – despite the surfeit of time management information available to all of us.

Another irony or aspect of the foregoing irony is - I have run into many people who don’t believe that they have the time to make the “required” or desired changes in their lives. And for those who do have the time, some do not have the tools to make desired changes happen. These ironies coupled with the fact that we cannot actually manage time, led me to develop a system of activity management, which may overcome some of the shortcomings of prior systems.

 Time Logs

Before we consign Time Management to the proverbial scrapheap of history, let’s preserve its best elements as there is no need to re-invent the wheel when useful tools exist. The most useful tool of the time management systems that I have studied is the Time Log. A Time Log is a tool, which helps us to record the various activities that we engage in each day. Some people will record activities in 15-min. intervals, others in 30-min. intervals, and still others in 60-min. intervals. As a rule of thumb, the busier your day is, in terms of the number of activities that you engage in – the more likely you will need a shorter interval of time.

By the way, there is another method that I find useful for recording one’s time - the “Time Journal”. A Time Journal has no delineations as to minutes spent on a given task or intervals. What one does is to record her or his activities on a legal pad or blank sheet of paper (or lab book) in the sequence that these activities occur. One even has the liberty to write a retrospective on each day’s activities – at the end of each day. An alternative to this approach is to use a digital voice recorder to catalog the days’ activities and the time that they occur throughout one’s day. At the end of the day or the next day you can transcribe the recording - this process is also considered a Time Journal.

There are a few variations of the standard Time Log, which uses 15 minute intervals and a five day a week framework, they are:

1. A six or seven day format – your choice as some individuals work week-ends and nights. 15 min., 30 min., 60 min., or 3-4 hour blocks of time are also acceptable intervals for the time logs.
2. A twenty-four hour day rather than an eighteen hour day – a twelve-hour day is also acceptable.
3. Some individuals like an open format, i.e. Morning, Afternoon, and Evening or Night rather than standard intervals – expressed in minutes.

How Long Should I Keep Track of My Time?

My experience and training indicate that recording one’s time for 5 days works well. However, I am not aware of any research on an optimal amount of time to keep track of one’s time. It appears that the more days that you engage in recording your time usage - the more diverse (or alike in some cases) your days may become. If possible or practical for you, include weekends and evenings, if you work a Monday-Friday schedule. And, if you work nights and/or weekends, please record your daytime and week day activities. I, also, encourage you to use Time Logs, periodically, to re-evaluate or audit your time usage.

Activity Management System

Our discussion of time management now shifts towards activity management or managing the respective activities that we choose to engage in each day. Activity Management is something that is within our control. However, slowing down or speeding up the progression of the hands of a clock is not something that we can control. Once you have the time log in hand, we begin the process of moving from classical time management training into the realm of activity management.

 The 24-hour Day

This is a constant – we cannot change our allotment of time each day. So, we must work with this “budget” of time each day. In fact, we can liken this allotment of time to a “chart of accounts”, which details the elements of expenses (and revenue) for a business or household, i.e. mortgage or rent; utilities; taxes; insurance; savings; etc. As we total up the expenses, they should match (or approximate in some cases) our revenue. The financial budget has its analog in activity management as the 24-hour day is analogous to our revenue and our activities are analogous to our expenses. By re-framing the activities in the new lexicon of activity management, we will begin to acquire a new insight into the purpose(s) of the various activities that we engage in each day. And we will gain an insight into how we can focus on activities that lead us to more productivity and remuneration, more happiness, and a more rewarding leisure experience.

The Case for Failure - Part 2

Some of the areas where you can find these patterns are listed, below. They are:

• Cognitive elements – an observer might see evidence of speech or thinking which we call self-talk or self-speak (things said aloud) of successful people. The use of positive affirmations is an example of this success clue. Self-deprecation, on the other hand, may be an indicator of other patterns.

•  Affective elements – in general people are aware of the “moods” or emotions of people in their lives. Personal development authors often write about the necessity of controlling how we re-act to stimuli around us. Successful people also react to the stimuli, but, with less ‘”negativity” or with action designed to mitigate, negate, or prevent the recurrence of a perceived negative situation.

• Behavioral elements – these success clues can be as simple as offering a warm smile to the people one meets, maintaining eye contact with those one speaks to, giving positive feedback to others, or a host of other behaviors designed to entrain (bring into accord with) the aspirant with those she chooses to be like. The absence of these success behaviors may be another indicator of patterns that may be “undesirable”.

• Physical or environmental elements – what kind of artifacts, toys, or personal belongings would one expect to see during a visit with a successful person? Although there is no hard and fast rule, one might find a well-selected office space, information on competition or thought leaders in the relevant field, possibly awards or testimonials from satisfied clients, and sometimes evidence of an upscale lifestyle.

•  Models / systems – often times a successful person will codify her path to success, perhaps she will have written books, articles or had them written about her. Her mentors, systems, tools, networks, and methods may all be detailed for the benefit of customers or the public – who wish to replicate her success.

•  Explicit knowledge – the objective information that exists in the discipline – in the form of books, audio-visual materials, web pages, articles, press releases, court records, and other materials – public and private.

•  Thought Leaders – There are women and men who stand out in success literature or personal development literature as the embodiment of the techniques and principles which they teach. A Professional Interest Community can position itself to de-stigmatize failure and teach others the role of failure in all of our lives as it appears as a constant companion for most (all) people – even students.

 

To Champion Failure

Failure has its “champions”, too. The following list of thought leaders is preliminary. Only one work from each author is listed - though some have multiple contributions to the body of knowledge.

1. Drs. Mark Cannon  and Amy Edmondson– “Failing to learn and learning to fail (intelligently): How great organizations put failure to work to improve and innovate”
2. Dr. Sidney Finkelstein – “Why Smart Executives Fail”
3. Drs. Richard George and John Stanton– “Success Leaves Clues”
4. Mr. Robert Latino – “Root Cause Analysis”
5. Dr. Charles Manz – “The Power of Failure”
6. Dr. John Maxwell – “Failing Forward”
7. Dr. Paul Nutt – “Half of Business Decisions Fail…”
8. Mr. Tony Robbins – “Ultimate Power”
9. Mr. Philip Schultz – “Failure”
10. Mr. Lou Tice – “Investment in Excellence for the 90s”

 

My Current Interests

Each of us will stake out areas of failure analysis and management that resonate with our interests and abilities. My interests include:

1. The Continuum of Practices, i.e. best practices, good practices, and worst practices - attributes and applications of each.
   
   
2. Strategic Injection Points - points in a process, method, or system that are susceptible to (or appropriate for) the advent of failure, success, or knowledge.
   
   
3. Reversal points - a hypothetical moment wherein one (begins to) turns lemons into lemonade or “pulls failure out of the jaws of success”.
   
   
4. Critical Failure Factors - attributes or conditions that promote or are conducive to failure occurring.
   
   
5. The decomposition of solutions into problems.
   
   
6. The lexicon of failure and the impact of its use, if any.
   
   
7. The genesis of failure - incipient failure.

       8.  Viral failure…thresholds / metrics…recognition of clues to…

      9. The problem-solving and decision-making nexus to failure analysis and management.

     10. How success subsumes failure and/or how failure subsumes success.

 

How Does One Get Started?

You can begin by reading the books, articles, and obtaining the resources listed under the heading ‘To Champion Failure’, above. You can also locate the thought leaders web sites [via an Internet search engine] to explore their work in more detail. These materials will represent your tool box of failure analysis and management knowledge, which can serve as a tremendous aid in navigating your way to even greater successes. However, there is more you can do in terms of beginning to recognize failure patterns. It would be helpful to have a writing pad in front of you to make a few lists:

• Reflect on the esteemed leaders in your field. Using the Pattern Recognition information, above, list the cognitive patterns, then the affective patterns, then the behavioral patterns, etc. that you can ascertain from your knowledge of the person(s) or you may use biographical information.

•  Now reflect on an individual who has had a public failure or a private case that you are familiar with. Continue to use the Pattern Recognition info and list the patterns that are apparent to you.

• Finally, reflect on the traits and behaviors you have. List patterns you have in each category – first successes and then failures. An interesting adjunct to this activity is to obtain feedback from a family member or best friend regarding your patterns - cognitive, affective, behavioral, etc.

 

Concluding Remarks

The time is near when failing will no longer be marginalized and subject to professional and personal quarantine by those around the unfortunate soul who, in all likelihood, was making progress towards a worthwhile goal.

Identifying and studying the clues of success and of failure will enrich the lives of all who strive to have more, to be more, to do more, and to share more of themselves. The envisioned CoP will be an important tool in bringing thought leaders together to map out the learning and knowledge requirements for this noble endeavor.

With our metaphorical sonar and radar gleaned from failure analysis and management, we can boldly navigate the waters of success – until our success ship safely docks – bearing its gifts for you.

 

The Case for Failure - Part 1

Introduction

Recently, I began contacting thought leaders in the field of human failure analysis and management to promote the idea of forming a Community of Practice (CoP) based on the subject of humans and failure. I suggested a project for this CoP, i.e. developing a Failure Management Book of Knowledge (FMBOK). The Project Management Book of Knowledge (PMBOK) is a useful model of what this document might look like.

My desire to help others achieve success had its genesis in the workshops that I designed and conducted for clients of local social service agencies during the late 1980s and 90s. Those 3-4 day workshops covered topics, e.g. self-image, self-esteem, and self-efficacy; communication; motivation; job search techniques; networking; and more.

The social services agencies helped the unemployed – both short-term and long-term, displaced homemakers, long-term welfare recipients, ex-offenders, youth, and people in major life transitions. Many of the participants who came to or were directed to our workshops appeared to lack basic knowledge, skills, and sometimes the attitude necessary to getting and keeping a job. Once acquired, the skills, knowledge, and the success-oriented attitude could be transferred to other areas of the participants’ lives. Generally, the areas that we concentrated on to help participants included:

1. Scenario Planning – the interview is an area in which participants learn to do advance planning [as opposed to making it up as one goes]- by practicing how to answer and ask questions during the interview – from the comfort of a workshop. The participants also learned “how to” information to prepare for the interview as well as how to follow-up after the interview.
2. Entry Strategies – most people can insinuate themselves into activities or groups that they want to be a part of, but there may have been a more optimal “entry” strategy than the one that they chose. Youth, also, benefit from the knowledge of entry strategies by learning how to initiate associations with healthy groups and activities.
3. Operational Strategies – once inside the new group or activity – what then? Operational strategies can be or should be an extension of the scenario planning, above.
4. Exit Strategies – no good plan lacks an exit strategy. There usually are a number of options for extrication – if planned for, in advance – preferably along with the planned entry strategy. Youth as well as adults find themselves “trapped” in associations and relationships that are not conducive to their well-being – an exit strategy can help the user to map the way out of the association, relationship, or activity – safely, happily, and easily – in advance of aligning with or joining the group or activity.
5. Debriefing Strategies – whether or not one’s plan is successful, one needs to learn from it. Successful strategies and tactics become a part of one’s tacit knowledge base for use, personally or interpersonally. And, if one is not successful, that failure represents an opportunity to learn the lessons of that endeavor and become better prepared the next time.
6. Problem-Solving and Decision-Making Strategies – to learn more about problem-solving and decision-making one can take a week-long training program from a company like Kepner-Tregoe or read a text book by Professors Anderson, Sweeney, and Williams, i.e. An Introduction to Management Science or read Decision Sciences by Kleindorfer et al. Many major corporations use enterprise software for large-scale problem solving and Decision Analysis.

We do not have to become experts in the areas, above – it should suffice to become conversant in the application of the principles of failure analysis and management and of problem solving and decision-making.

What about Failure?

There are many authors and speakers who write about and speak on how to become successful or financially independent. And that information is useful, in most cases. But for the people who were not able to benefit from the “success formula” contained in the book, lecture, or workshop, more information was needed to help them.

The missing element that appeared to be needed by those success aspirants was a metaphorical sonar and/or radar to chart their way around and through the obstacles along the way. This sonar would “spot” or “chart” the wreckage of other vessels which had passed that way before. Noting pitfalls in terms of previous failures will aid each of us in navigating around and through those known failures and potential hazards in our success journey. The codification of knowledge on failure provides the road maps to success around and through its charted obstacles.

A Note on Critical Success Factors

The term “critical success factors” is discussed at length in strategic planning or project planning activities. Unbeknown to many is the term “critical failure factors”, which also play a role in the strategic planning process – with or without the planners’ knowledge. Failure to acknowledge or understand critical failure factors will not eliminate or mitigate the effects of these critical failure factors. Critical failure factors are attributes or conditions that promote or are conducive to failure occurring, e.g. conditioning, conflict, deception, error, falsity, lack of leadership or vision, wrong or inappropriate metrics, inadequate funding, and a host of other possibilities.

Pattern Recognition

Although there is an abundance of evidence regarding systemic failure in terms of business and government failures, most of us are interested in individual failure – its causes and remedies. Whether we are discussing instances of failure in organizations or with individuals, each entails the recognition of patterns. Personal development guru, Tony Robbins, says that “Success Leaves Clues” – clues to the traits and behaviors necessary to replicate the success that is being modeled. Drs. Stanton and George of Saint Joseph’s University state that “Failure Leaves Clues” in their book, Success Leaves Clues.

Some of the aforementioned patterns become evident on closer examination of a given activity – using a forensic assessment or a “what went wrong” analysis. In general, these theoretical patterns will need more research to be “discovered” or to have theories developed to explain and predict the range and depth of human failure experiences. Some of the areas where you can find these patterns are listed, below. They are:

Introduction to Failure

I have recently published a book entitled “How to Succeed at Personal Planning and Goal-Setting Workbook”. This book can be found on Amazon.com – the URL is: http://www.amazon.com/Succeed-Personal-Planning-Workbook-ebook/dp/B005LVUXJQ/ref=ntt_at_ep_dpt_1 . And the link to my author’s page is: http://www.amazon.com/Jim-Gordon/e/B0034PAAP8/ref=ntt_dp_epwbk_0 .

With my professional experience, education, and book I make a case for my “credentials” in helping people succeed at establishing and obtaining “goals”. Now, the twist – from the forgoing corpus of information, I also make a case for my “credentials” in analyzing and managing FAILURE – first in my own life, but more importantly in the lives of others.

I have made my pitch to others – who can help – to bring (human) failure and its analysis and (self) management out of the darkness and into the light of being a standalone (social science) discipline. An analog to what I envision can be found in the physical sciences wherein scientists and engineers analyze materials, products, and systems to explain and predict the likelihood of failure – to save lives and money. These scientists and engineers work with failure analysis, root cause analysis, and root cause failure analysis – under well established methods. And, there are professional associations that have helped members to codify the knowledge gained from these diverse groups.

I will make my (actual written) pitch available to readers of my blog in two to three parts - due to its length – starting next week. In the meanwhile, I would like your input regarding the nexus or relationship between failure and success – feel free to add hyperlinks to sites that you have found useful on either or both of these topics.

Think of this excursion or discussion in terms of me offering to teach you how to fail at everything that you attempt – then asking you what would be the value of learning these lessons?

Thank you,
Jim