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3-step method for learning anything

“See one, do one, teach one.” ← That’s the method.

First: See one

Watch how the task is done. Have somebody who knows what they’re doing show you how. Take notes. Ask questions. Notice the materials, tools, techniques used.

Second: Do one

Get some first-hand experience. Bring your expert along. They’ll speak up with encouragement or suggestions. Take your time and do it right. Figure out what makes it complicated (there’s always some damn thing).

Third: Teach one

Show somebody else how to do the task. You know how, and you know all the little things they’ll need to know or have on hand to get the job done. They’ll learn just by seeing you work.

You’re done!

This learning model originated ~130 years ago, usually attributed to William Stewart Halsted’s surgery dept. at Johns Hopkins University. “See one, do one, teach one” is still used in medical training. It works. In more recent decades, because we can’t have med students slinging a knife and “doing one” on patients anymore, the model has been updated a bit. What happens in medicine today is more like “see many, do many with supervision, teach many.” In other words, they’ve slowed the learning method down for patient safety, but not changed the progression in any basic way.

For knowledge work

Guess what? “See one, do one, teach one” is a GREAT fit for knowledge and service work, because there is so much tacit knowledge embedded in the work.

All that little, vitally important stuff like:

  • “It won’t let you pull the report unless you sort data by these headings, for some reason.”
  • “Even though form A is first, it’s easier to start with form C since that asks the same questions in a better order.”
  • “The Spanish language brochures are out of date, make sure you update this part first if you hand them out.”
  • “The position of the ‘save’ and ‘cancel’ buttons are reversed on this screen.”

(These are all real examples.)

Try “see one, do one, teach one” sometime. It’s so much better than sending everyone to training (boring) or throwing a grossly outdated playbook at new hires (inhumane, although you should still write a playbook and update it).

Apprenticeship is the method, and one’s peers are the experts. The trainer’s role then becomes that of matchmaker—finding a person ready to teach for each person ready to learn—and of opening a little space and time for learning to arise.

TL;DR:

  • “See one, do one, teach one” is a great way to teach and learn complicated tasks.
  • It matches how people learn (by doing)…
  • …and transmits what’s important for doing the work (tacit knowledge).
  • You don’t need an elaborate training function to do it.

Dust off those awful process maps. Add these 3 things to them to get people thinking

Get those process maps off the shelf & turn them into something useful.

Process maps are the worst. I hate getting paid to make something that immediately goes onto the shelf, never to be looked at again.

And you know what every organization’s shelf is full of? PROCESS MAPS.

People love to make these damn things, or hire consultants to make them, and then bask in the sensation of accomplishment. Of having “documented”—or even worse, “understood”—the current state. What a waste of everybody's attention!

Next time somebody gives you a process map and shrugs, saying, “well here it is, although it’s a little out of date,” here are three things you can quickly add to it.

One: Clearly identified wiggle room

Even in the most dialed-in, locked-down business process there is some wiggle room. Find it. Circle it. Shade it in on the diagram. If 90% of the process is utterly inflexible due to agreements, requirements, contracts, deals, budgets, SLAs, suppliers, etc., there are still some things that can be changed. Find that 10% and make sure everybody else can see it too.

Two: Controls and why they’re there

Controls exist to mitigate risks. Identify the controls built in to this process, and draw them into the process map if they’re not already there. For each control, write down how often it happens, whether it’s automated or manual, what risk it’s there to guard against.

Sometimes processes have too many controls built in. Sometimes, not enough. How are you going to tell unless you map them out?

Three: Process behavior stats

For each step in the process, get some baselines. It’s OK to guess. Build a wee little table with these elements: How often does this happen? How long does this step take? What’s the percentage of time work enters into this process step 100% complete and accurate (%C/A)?

Now you know where the constraints or bottlenecks are. And you know where things break down. Remove constraints as best you can, build in quality where it’s needed. (Easier to not make mistakes in the first place than to have to sort them out later.)

TL;DR:

Process maps gather dust since they don't explain much on their own. Improve them by...

  • Identifying wiggle room or degrees of freedom, so people can see opportunities.
  • Listing controls, so people can argue about risks and mitigation.
  • Measuring process behavior, so people can see where work breaks down.

Credit for success belongs to my clients. Blame failures on me

A warm blue body of water, with gentle waves catching the sunlight.
Photo by Brian Kerr.

What I've learned in 15 years of consulting: ‘Remain unmoved by praise or blame.’

Doesn’t it feel great to take credit for a job well done? Consulting is a job where that never happens. An effective consultant:

  • helps a client identify problems in their business,
  • helps a client remove or route around those problems, and
  • (the important part) helps a client take credit for any/all success.

3 ways to produce conditions for success

  1. Use this perspective to inspire bravery, saying to a client: “Let’s try this together. If it works, you get the credit. If it doesn’t work, I’ll take the blame.
  2. Or you might keep this to yourself, and be the one unworried person in the room. A common cause of project failure is that everyone is fixated on whether or not it will succeed.
  3. Often in a consulting arrangement, I have budget to try several approaches with a client—and those will fail. Great! If I’ve done my job, the client will have the next couple approaches lined up, along with the skills to give them a try without me around. They’ll succeed after the I’m gone.

Remaining unmoved

This is not new a new perspective. It’s not specific to consulting.

Instead, it comes from being the kind of person who is attentive to the situation and the people in it, rather than being the kind of person who’s worried about the past (with stories of how things got broken in the first place) or the future (and terrors or failures it may entail). By being—and here’s the cliche, but this is what cliches are for—being in the moment.

I give you Upaya Zen Center’s samu gatha. It is a brief chant shared before starting work practice. You’ll find me reciting it before joining your meeting, and, when I have the presence of mind, before washing the dishes:

May this work be done in a spirit of generosity,
Not driven by ego, greed, or delusion.
May kindness sustain us and prevail in conflict.
And compassion guide us and lead us to understanding.
May we rejoice in the successes of others.
And remain unmoved by praise or blame.

TL;DR:

  • Always take the blame, share the credit.
  • This spares you from worry about outcomes or future activities…
  • …Which helps you pay attention to what's happening today.
  • “Remain unmoved by praise or blame.”
April 16, 2024: edited for length.

Options & set-based design

An effective lean method for eliciting & testing out the best, weirdest ideas.

It’s hard to know when to keep your options open and when to commit. Hang onto too many options for too long and you’ll spread yourself thin. But you might regret committing too early—what if the grass really was greener on the other side?

This is hard to do as an individual. It’s nearly impossible within a group. That’s one reason why groups spend so much time examining and choosing between alternatives. But this eventually gets in the way of doing good, and being good. As the Liverpudlian philosopher said:

Life is what happens while you’re busy making other plans.

When a group is facing a big decision about what to do next, the game is to preserve and explore options, without letting the upkeep of options get distracting or expensive.

Introducing set-based design

Set-based design is a method that’s worked for me and my clients. It’s a key lean method that often goes unused for weird historical reasons.

Here’s how it works:

  1. A group starts with a broad, unproven set of options. These might range from the status quo to the wildest alternatives.
  2. Then they will experiment, quickly kicking out ideas that won’t work.
  3. Feasibility is evaluated in the open using simple, shared criteria. No one should be surprised by the results, even if their own idea is eliminated.
  4. Eventually, the set of options narrows to one everybody can live with.
  5. Take that one option (and maybe one backup) into development.

Benefits of set-based design

I’ve used set-based design to get groups through decision-making and evaluation processes, with some surprising benefits:

  • The method has helped risk-averse teams explore long-shot ideas.
  • Similarly, it has helped rambunctious teams commit to a single, sometimes boring, idea.
  • Set-based design is very fair about letting all stakeholders have their say and seeing their ideas given a fair shake.
  • The conversations about quality, cost, and value that are important for creating evaluation criteria have outlasted the design process. The local answer to “what good means” for a particular design activity can point to a larger answer about “what good is” for a team.

Starting points

Book—for theory and history: read Lean Product and Process Development by Ward and Sobek. Make sure you get the second edition. It’ll give you everything you need to get started.

Lean Product and Process Development, 2nd Edition - Lean Enterprise Institute
In Lean Product and Process Development, Ward presented a basic learning model for development. He not only described the technical tools needed to make lean product and process development actually work, but also delineated the management system, management behaviors, and mental models needed.

Just want the overview? The authors published a decent intro back in 1999.

Paper—for trying it out: This 2016 CIRP paper lays out the exact approach that I’ve successfully used to plan set-based design activities for my clients.

April 16, 2024: edited for length.

Splitting your pants & losing your head: an introvert’s guide to facilitation

Two deer walking through an estuary.
Photo by Brian Kerr.

A quick activity before stepping in front of a room.

Have you heard the one about how I split my pants while facilitating in a room of 75 people? Well, I did! And, for me at least, splitting my pants was the way to uncover, in addition to my boxers, a critical realization about facilitation—that it is solely focused on finding and solving problems in the moment. Now if you’re the facilitator, this takes the pressure off. Nobody cares about you. It’s all about the people in the room and the problems, interests, and opportunities they share.

I facilitated with that mindset for a while. Then came a day a few years ago when I travelled to put on a continuous improvement workshop, by myself, in a place I didn’t want to go to, in a situation I felt was unfair. Something had failed with my rental car reservation, so I was riding cabs around this Blade Runner style pre-apocalyptic urban sprawl. Each cab ride was three miles and 30 minutes long. I had a lot to feel grumpy about. I knew I was being grumpy, but this flickering self-awareness didn’t actually improve the situation.

While on a long, expensive cab ride to the morning’s workshop, I realized that while all those feelings were relevant to me, they didn’t mean a damn thing to the people I meeting with—the people who’d set time aside from the demands of their regular work to try to design some meaningful improvements for the clients they serve. I had to figure how to honor that.

When I arrived at the building, I stopped by the restroom. Over the sink, I saw my face in the mirror. And I decided to—for the next few hours, for the rest of that day’s workshop—to leave my face over there, out there, in the mirror, with all of its grievances and worries and causes for grumpiness.

And it worked! I was able to waltz into the room and listen to each person, learning from them individually and as a somewhat newly formed group. They ended up breaking through an annoying performance problem in a way that made work flow better for themselves and marked a substantial improvement for their clients. It was a good day. And all because I was able to leave my head out there, where it belonged.

On losing your head

More recently, I discovered Douglas Harding’s 1961 book, On Having No Head, where he describes the insight succinctly:

It took me no time at all to notice that this nothing, this hole where a head should have been was no ordinary vacancy, no mere nothing. On the contrary, it was very much occupied. It was a vast emptiness vastly filled, a nothing that found room for everything—room for grass, trees, shadowy distant hills, and far above them snowpeaks like a row of angular clouds riding the blue sky. I had lost a head and gained a world.

While I don’t claim to spend much time in this state, I find it to be an accessible way for me to find an undecorated, participatory awareness. I know Harding’s headless way has worked for many others as well, and I encourage you to read his short, engaging book if you’re interested.

All this is why, a few minutes before the beginning of a day of training or facilitation, I’ll find my way to a restroom and spend a minute fixing my face in the mirror. It can hang out there until I’m ready to find it again.