John’s Corner – Insert – 21 June 2017

On June 21, 2017, in Uncategorized, by George Loyer

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Last time we looked at the Thinking step of MindSet change, leaving us with the Talking and Doing steps.

What’s a Rozer and what the devil is slipping it into Snide?  That is not the point.  If something is even a little bit complex, telling a person to do it and expecting immediate success is hallucinatory.  This brings us to the Talking step of MindSet change.

If the change is complex (which is the case for a lot of training) people also must talk about it.  The key things to talk about include, but are not limited to:

  • What is this training all about?
  • Why do we need to do it?
  • What will our job look like after the training has taken place?
  • What are our goals relative to this training?  How are we going to achieve them?
  • What are the new roles or changed roles of everyone involved in the training?  What are our new accountabilities?  What new skills will we acquire?
  • Because of the training, what do we need to measure?   How will we measure it?  What is the best way to give (and get) feedback?
  • What do we need to communicate?  How are we going to communicate it?

How you implement the Thinking and Talking of MindSet change is driven by the nature and complexity of the training.  If, for example, your people are trained often and are comfortable with changing their behavior from time to time, then the Thinking and Talking can be as simple as saying, “The Engineering Department has found a more efficient way to slip the Rozer in Snide.  Let’s take a look at how that’s done.”  Then implement the training interactively.

On the other hand, if the people don’t even know what a Rozer is and / or have never heard of slipping anything into Snide, the Talking step is essential.  One of our clients, for example, changed its approach to manufacturing from Piece Work, that is each hourly worker individually produced a sub-component with functionally no interaction with other Piece Workers, to Production Cells.  In the Production Cells a newly formed team was responsible for producing the finished product as a team.  In this case, the Thinking and Talking were structured events that spanned a period of six months.

Next time we’ll wrap up our look MindSet change.



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Here’s a pop quiz:  If someone could make you sit in the corner, and said to you, “I want you to sit in the corner for five minutes and, whatever you do, DO NOT think about elephants,” what do you guess you’d thing you’d about first?  That’s right, elephants.

Last time we introduced the process of MindSet change.  The three steps of MindSet change are: Thinking, Talking, Doing.  The example above points out, in a humorous, almost sarcastic way the importance of Thinking.

So, today we’ll start to look at the steps of MindSet change in order, starting with Thinking.

One of the main reasons training fails is the learner’s MindSet cannot accept it.  Unless and until people start to Think about the training and its impact on them, their MindSet often can’t accept the “need” for the training.  Whenever training is implemented, especially if the people are not frequently trained and / or are not overtly told what the purpose of the training is all about, they may assume the training is sponsored by some failure on their part.  When this happens, the training will be ineffective, not might be ineffective, will be!

So, if people are told up-front what the training is all about, why it is important and how it fits into the overall scheme of things, they almost have to Think about it.  (Remember the elephant above?)

If they do not Think about the training, there is a very high probability they will not change their MindSet and, therefore, they will not change their behavior.  This lack of MindSet change is why people often resist changing their behavior.

Next time we’ll look at the Talking step of MindSet change.


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John’s Corner – Insert – 7 June 2017

On June 7, 2017, in Uncategorized, by George Loyer

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John’s Corner – Insert – 24 May 2017

On May 31, 2017, in Uncategorized, by George Loyer

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A Truth about Human Behavior:  MindSet drives behavior.  If you want someone to change their behavior, you need to make sure they change their MindSet first.

Now, why do we train people?  Is it one, for fun?  Is it two, because we don’t have anything better to do with them?  Or is it three, because we want them to do something new or to do things they are currently doing differently, that is, to change their behavior?  I’ll bet you answered three.

New topic:  Why does so much training fail?  We see a clear need for people to do things differently, we develop (or purchase) superior training that gives them every little step-by-step behavior they need to change and do a great job of delivering the training.  Yet, when the training is over, they don’t do things differently, they don’t change their behavior.  Did you ever think it’s because you either didn’t know you had to or forgot to help them change their MindSet either before or as part of the training?  I’ll bet not.

Here’s the good news!  The process of MindSet change is a very straight forward, three step process.  The three steps are: Thinking, Talking, Doing.  And, that’s all there is to is.  No magic.  Nothing obscure.  Nothing hard to master.  But, if helping people change their MindSet is left out, chances are your training won’t be as effective as you’d like, or it will outright fail!

So, next time we’ll start to look at the steps of MindSet change in order.


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If training fixes everything, how does it explain that lazy Head Receiving Clerk that absolutely, positively knows how, why and when to do the job but doesn’t.  How do you know that Head Receiving Clerk absolutely, positively knows how to do the job?  Because that Head Receiving Clerk has trained all new workers in that job for the last 10 years and each and every one of them has done the job on time, right from the first time and they do it right every time to this day!

Here’s a cold, hard fact.  Training is the remedy for just one thing.  The person expected to do the job does not know how to do the job, or in some cases why or when to do the job.  Training “fixes” a lack of knowledge.  And that’s it, period!

So, will training “fix” that Head Receiving Clerk?  If you said yes, then there is no hope for YOU! In the situation above it is very clear the issue with that Head Receiving Clerk is not a lack skill or of knowledge.  It has something to do with the Performance System within which that Head Receiving Clerk works.

In other cases, it is not that clear cut.  So, how do you determine if you have a training issue or a Performance System issue? Ask the four questions below:

  • What is not getting done that should be?
  • What is getting done that should not be?
  • What do you want to see more of?
  • What do you want to see less of?

These questions identify the areas where an assessment is needed.

Determine if the person/people in question have the skill and knowledge to do the job.  If not, it is a training issue.

If the person/people do have the required skill and knowledge it is a Performance System issue, not a training issue.

If you do not get an answer to at least one of the above questions you do not have a Performance System issue.  But, does that mean there is no issue?  No, it just means that it is not a Performance System issue.

In some cases, it may mean that you do not “like” the person in question.  If this is the case then it is your Performance System that needs attention.

Tip of the day:  Only train people who have a lack of skill or knowledge.

Test of the day:  Why is training people who already know how, why and when to do the job worse than doing nothing?  Because it makes you look like a fool.  Only a fool would train a person who already knows how, why and when to do the job!




John’s Corner – Insert – 10 May 2017

On May 10, 2017, in Uncategorized, by George Loyer

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Insert – John’s Corner – 26 April 2017

On April 26, 2017, in Uncategorized, by George Loyer

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Now the air is clear

On April 26, 2017, in Uncategorized, by George Loyer

During the last 4 posts, we looked at a serious contamination problem at a Pharmaceutical Company we’ve called Pharmco.  Not to beat a dead horse, but I’ll say it again.  Before we got on the scene, they were shot-gunning causes.  They blamed everything from the operators, to the product itself, to the production equipment.  They had even, as I said in an earlier post, flown technicians from Germany in to “fix” the equipment.

Once we had Gathered, Sorted and Organized the information available all of the above Likely Causes were summarily dismissed.  Below is the Deviation Analysis Information we developed:

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When we define a Deviation, one of the things we ask is, “Given the information available, would a knowledgeable person, or group of people, be able to find the cause of this Deviation?”  So, that’s exactly what we did, we gave the above to their technical experts.

Here’s what they determined:

  • When the old storage room was converted to a clean-up room, the air lock was no longer needed, so they eliminated it.  This, combined with the fact that Production Rooms 507 & 508 were at the other end of that old air lock, and that 507 & 508 had their own HVAC, and that when no one was working in 507 & 508 the exhaust fan was turned on (running the exhaust fan as opposed to the HVAC when no one was working in a production room was company policy).
  • Considering that industrial HVAC systems draw “make-up” air from the outside, there is a slight positive pressure in all areas with HVAC.  When running an exhaust fan, that space has a slight negative pressure.
  • Putting it all together, they determined when the doors to both 507 & 508 and the clean-up room were open during non-production or clean-up times, the pressure differential between the two rooms allowed Dydramat dust to migrate from the clean-up room to 507 & 508.  When the doors to 507 & 508 were closed, the dust settled evenly over everything in the room.

And, that was all there was to it!

Next time we’ll look at a new topic.




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