November 15, 2022 • 16 mins
In today's episode, we'll unpick why your team's bad behaviours aren't changing. How frustrating!
We'll unpack the question, discuss strategies and give you practical tips to take away and apply back with your own team.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Unknown (00:00):
Ahoyt, welcome to today's episode of the team
buffalo Podcast. Today we'regoing to be talking about
change, and not the spare changein your pocket to change. I'm
not apologizing, I don't care.
We're talking about change as inchange within your team. And the
question for today is why aren'tmy team's behaviors changing?
(00:25):
Your Why aren't things gettingbetter what's happening, where
you're putting in all thiseffort, or you think you're
putting in all this effort, andyou're not getting the outcome
that you're after. So I'm goingto talk you through some of the
things you might be strugglingwith, why that might be
happening. And then some of thetactics you can deploy to get
back on top of that. So asalways, the focus of these
(00:46):
episodes is actionable insights.
And that's what we're aftertoday, with a bit of humor, of
course.
So what are some of the issuesyou might be facing? You know,
there's such a spectrum ofthings that can be impacting you
and your team and represent thepoor behaviors that you're
seeing across the organization.
We're not going to go through anexhaustive list today. But what
I do think is important to startto unpick is, what are the
(01:09):
things that are driving you abit bonkers, the behaviors where
you go, man, I'm just, I feellike every week I'm having to
have this conversation, or thiscontinues to be a problem. So a
good example of this one that Isee quite often is two team
members not getting along witheach other. And so instead of
them talking to each other, andinstead of possibly you getting
(01:29):
them set up for the rightsuccess, you have to act as the
referee in between them, and youhave to go, oh, you know, Sally
has come to see me today on thisjob, come to see me on that, I
guess I'm gonna have to go talkto them, or you just play
therapist, but you're not reallygetting them towards a change in
behavior, you're just makingthem feel better about their
(01:50):
dysfunction with each other. AndI think that's an important
distinction to make is, youknow, if you're, as a leader
defaulting to making people feelokay, or just a bit better
emotionally, because of what'shappened, rather than treating
the symptom, or empowering yourteam to go treat that symptom,
that's not as effective, becauseyou're always going to be stuck
(02:11):
in that role. It's not effectiveat all. So that's one you might
be seeing conflict that's goingon manage to is you miss
deadlines, and people not livingup to the expectations that
you've set. Three could possiblyjust be habits, you know, you
want people to do certain followup activities, you want them to
manage certain behaviors orcertain customers a specific
(02:33):
way, there could be a number ofthings, you'll know, for
example, if you were running ateam, in a technical role, like
a team of engineers, you mightbe wanting to see a specific
habit where they document theprocess, and it goes into the
central database or central fileshare area. And that then allows
others in the team to access itand use the same approach. Why
(02:55):
would you care about that, itcreates uniform and consistent
outcomes across their practice.
And it also helps other peoplegain knowledge where maybe they
don't have that knowledgewithout having to burn hours on
it. So it's a really greatopportunity to share knowledge
across the team. But you mightbe battling with this, and that
the engineers who are not doingit are actually really good
(03:17):
engineers, but they're notfilling in the forms that are
entering the data. And so you'relosing the opportunity to take
your team from good, and havingsome really good players to
consistently great by havingstandards across the whole team.
That's really important. If youstop and think about that your
Yeah, actually, that's tricky.
Because they are good at whatthey do. So their core role,
they're quite good at that. ButI have an expectation that
(03:40):
they're not meeting. So how do Iget them to change? And why
would I mentioned it to themlast time has that behavior not
changed? What has happened? Sothose are the examples. Now,
what might you be doing that'scausing that to happen? And
you're like, Oh, hold on,Travis, like, how am I taking
the blame for this? Well, it'snot always going to be you, of
(04:01):
course, but there are a fewareas where you have to take
responsibility for how you drivethat. And then we'll talk about
this kind of process skill willdimension in a moment, which
will give you a better way tounderstand Well, where's this
breaking down? And where is itmy responsibility versus their
responsibility?
(04:21):
So what are some of the habitssome of the things I see as
classic ones where I'm coachingsomeone and they say, Hey, my
people are not changing. Theykeep doing X, and I got a call,
talk to me about what you'vedone with A, B and C, and they
Oh, I haven't done that. Or Idid that once or you know,
whatever. So the first is notbeing explicit. You know, when
that engineering example we justspoke about, have you been
(04:43):
explicit in saying theexpectation I have of this team,
that you all have agreed to isthat you will finish a project
you will document the project,and you will upload that
project, file and debrief intothe shared
center knowledge base orwhatever use.
(05:04):
That's being explicit. Not beingexplicit. What I sometimes see
is the opposite of that as latersaying, hey, just a reminder,
everyone put this in thedatabase. Well, when how who
what does that look like? What'sthe standard? It feels like you
on? You might say, I've toldthem. But yes, have you really
been explicit in what you'reasking for and what good looks
(05:26):
like, if you haven't done that,then of course, it's not going
to get to the standard you'reafter.
So not being explicit. It's thefirst one and articulate in that
description. And what you expectis incredibly important. Then
next is saying it too few times.
You know, this is an interestingone, I've sometimes found that
leaders are really busy. We'reall busy, right? I know what
it's like, I'm a leader. AndI've dealt with all these
(05:49):
challenges myself, but you mightbe really busy. And you
mentioned it once ago, hey,everyone needs to make sure they
put this in the database, thenyou come back a couple of weeks
later, no one's done it. Andyou're frustrated you what the
f#ck guys like we had aconversation about this. I don't
understand why this happened. Soyou get a bit grumpy about it.
Then when you see the team nexttime you How can we not have
(06:12):
these are in the database. Andpeople go, Oh, I didn't know we
were supposed to do that. Andyou're frustrated even more?
Because you go Hold on. I toldyou to do this. What the h3ll do
you mean, you didn't know? Well,you knew, but the problem wasn't
whether they knew or didn'tknow. And it probably was some
of them genuinely didn't know.
(06:33):
But the problem is you didn'tsay enough.
So when you say something, Ithink about relationships you
have, there might be a timewhere you know, your partner or
spouse at home has saidsomething to you. And you've
kind of have heard it, but thenyou've been interrupted, or you
got a phone call, or you justyour brain switched gears. And
then the next week, they'relike, Oh, hey, did you do that
(06:54):
thing? We talked about it? Oh,sorry, I forgot. And then they
get grumpy with you. It's kindof that similar thing. It's,
well, if I haven't said itenough times, people don't
understand that one. That'simportant. And two, there's a
lot of noise in the workplace.
So our job as leaders is to helppeople understand where they
should focus their time andenergy. They're smart people.
But sometimes distractions getin the way, and we have to
continue to reinforce that, hey,this is where I really want you
(07:17):
to spend your time, I'm going tokeep reminding you until we get
there.
Third is lack of clarity. Sothis ties in with being
explicit, but articulatingreally what you're after. So you
need to be explicit, you need tosay it multiple times. But you
need to be really clear on whatyou're asking for what does good
look like. So often, literally,the number of times I've asked
(07:40):
this question and coaching wheresomeone's well, they're just not
doing a good job. I said,explain to me what a good job
looks like, well, they wouldhave done this and work. But
tell me like, show me what isthat standard? I will we don't
have that documented anywhere?
Okay, do you have an example ofwhat a good one looks like? No.
Okay, well, look, I'm sure thereis a better version than what
(08:01):
they've done. But if you can'thelp me see what's possible, and
what good looks like, how am Igoing to get there? How am I
going to own that? How do I knowif good is good enough? You
know, your version of good mightbe someone else's version of
poor. And their version of poormight be your amazing, like,
it's, it's all these differentvariations that are quite
subjective. So we have to removethat subjectivity and make it
(08:24):
objectively clear that this iswhat good looks like when I say
I wanted to this standard. I'vebeen explicit. I've said this
many times. But this is thestandard Look, here's a template
for the engineers have a goodproject debrief. Amazing.
Because now I've been explicitin what I wanted. I've said it
multiple times, so no one canget out of it. I've probably
(08:46):
said it, and email and reportsand whatever else meetings, and
I've been really clear what goodlooks like.
Well, there's no excuse now. Andwe'll get to the rest of that in
a second.
So when you've done all of that,there's a kind of checks and
balances is that really, theterm I would use is that there's
(09:08):
a process you can work through.
And it's really quite simple,but it doesn't work. And it has
three core components. Itsprocess skill, and will. I've
used this for God, back when Iwas in corporate in the US, even
back then. So I'd say coming upon 20 years, this has been a
process and frame that I'veused. It seems really simple,
(09:32):
but it really quickly allows youto identify where there's an
opportunityto understand the breakdown. So
if I said to those team ofengineers as an example, that I
want you to do this, you havebeen explicit, here's this, you
put the document in there. I'vesaid it multiple times, and then
(09:52):
had been really articulate andwhat good looks like I've done
the first part rightAnd then now I can work through
process skill. And we'll tounderstand what happened when
they don't do it. So let's sayeveryone's doing it well on the
team. But Tony, random name notassociated with anyone but Tony
is not doing it to the standard,right. So you, you sit down with
(10:14):
Tony, you go, Hey, Tony, I'veseen you've been putting the
forms in, butthey're not quite at the level I
was hoping for. Can you? Can youtell me what's going on? Talk me
through how you created this.
And this is where process scalethem. Okay, that gets really
useful. So Tony, Mike attorneygo, Well, I just followed the
(10:36):
instructions here. And it turnsout Tony's using an old set of
instructions. But the processdidn't wasn't updated to reflect
that. Well, that's a processproblem, right? So we have to go
Hold on, I can't be grumpy withTony, even though everyone else
got it right. He followed theprocess, and he still got the
wrong outcome. That means theprocess is defective and needs
to be improved. So Tony, I'mreally sorry, actually, those
(10:58):
instructions are wrong. I'mgoing to update the work
instructions, put them in theprocess now. So you have the
current set. And then you shouldbe good to go. Do you have any
questions? Nope. Fine. See youlater.
The next possible conversation,as Tony comes in, he sits down
you have that same conversation.
And Tony goes, Well, I tried.
But this is as good as I couldget it. And possibly the issues.
(11:21):
In that example, we could saythat Tony's writing was not up
to a good standard, he wrotereally poorly, his grammar was
off. It just wasn't good. And sowe might say, well, Tony, showed
me some of your other work, orlet's have a look at some other
pieces and see how you've gone.
And consistently Tony is poor atwriting reports, we would argue
there that again, trying to pushhim to a really high standard,
(11:42):
when he doesn't have the abilityto write effectively, is not
good, it would frustrate you andfrustrate him and he would have
a path out of that. So therewe're talking about a skill
problem. The process is correct.
Tony wants to get it right. Buthe doesn't have the skills to
get it done. And that's where westart looking at training or
micro courses, or some coachingor mentoring from other people
(12:05):
where they can lift his skills,so he can write better reports.
So that skill would get himupskilled. We send him on his
way and make sure he's doing it.
Now the last one is will we sayto Tony, Tony, you know, this is
going on? Take me through theprocess you followed. Tony goes
off. It's this process we'resupposed to follow? Yeah. Okay,
but I don't like that process.
(12:27):
Oh, alright. And when I did it,it made the report to the
standard, but I think it's awaste of my time.
Okay.
Well, Tony, I'm sorry to hearyou say that. But actually, this
is what we've set as thestandard and you have to follow?
Well, I just I'm not going to dothat. I don't think it's a good
(12:49):
use of my time. And I'm notgoing to do it. So I'm just
letting you know, now it's notgoing to happen.
That conversation is a clearindication that Tony is not
interested. And there's a willproblem, the will is the thing
where he's got everything heneeds. He's got the skills, he's
got the process, but he'sdecided I don't want to do the
thing you're telling me to doand I'm not going to do it. As a
(13:11):
leader. That becomes a harderconversation, of course. And
then if you look at yesterday'sepisode on difficult
conversations, that's where youwould have to dig in and use
that framework. We're not goingto go into that deep level
today. But I'd say you need toprepare for a difficult
conversation, and they need toprepare for a series of
difficult conversations. Becausein my experience, having dealt
(13:34):
with dozens of difficult peoplethroughout several years, Tony
is not going to change in oneconversation. And potentially it
will require performancemanagement, and then you get to
performance management, and Tonydoes change or he doesn't
change, but you're in for ajourney. So it's like get your
running shoes on and keep going.
But you can't relent on that.
(13:54):
There's no way out of thatconversation because the absence
of pushing Tony will mean Tonyis one and now people around him
will go What the h3ll? How comehe doesn't have to follow the
standard and we do doesn't worklike that.
So if you're looking at back toour central question, why your
team isn't changing.
We've been really clear on youneed to be explicit. You need to
(14:16):
say it enough times and you needto be articulate and what you're
trying to outline we've talkedabout some of the examples and
use that engineering one as aframe to really pull through
today's episode. And then I'vegiven you the process skill and
we'll consideration just as areally basic assessment tool
there are far more advanced onesbut that's for a podcast episode
quite easy to cover and stillreally really effective. And
(14:38):
when you get to the end of that,you know that if process broke
down, you've got work to do andthat needs to be worked on. If
skills not there, you've gotsome work to do but in
conjunction with the personcommitting to improving their
skills, and then with Will it isbuckle up. Sometimes with the
will I will say one kind of lastcomment on theirs with the will
that people can changeSometimes simply by going, you
(15:00):
know, Tony, I hear you, but I'm,I'm not changing this, I'm not
backing off, I'm not going topull back on this as a
requirement, you're going tohave to get on board if you want
to be part of this team. AndTony might go, fine, whatever.
And then does it right, he mightbe grumpy about it, I don't
care, He'll get over it overtime, or he won't get over it.
(15:20):
But that's his issue. You wantthe highest standard, and he'll
get there. But other people willnot buckle and change. So just
be aware that the will can shiftsometimes by the act of bringing
it out into the light. But beprepared that will is the
hardest thing to change. Andpeople because they have to want
it. It's literally the will ofthe person.
(15:42):
Good. That's been today'sepisode on why your people
aren't changing on your team andwhat you can do to affect
meaningful change and start toget progress there. So go
through those areas we talkedabout. Look at how you got your
message put together, use thatframework, and then away you go.
I look forward to seeing you intomorrow's episode. As always,
you can check out more contenton our website at
(16:05):
Teambuffalo.co. And if you wantthe newsletter to sign up for
that, which dropped today reallygood issue already getting
emails back on it. It'steambuffalo.co/newsletter And
you can sign up there. Thanksfor tuning in today's episode.
Keep being a kicka$$ leader andI'll see you tomorrow.
Ahoyt, welcome to today's episode of the team
buffalo Podcast. Today we'regoing to be talking about
change, and not the spare changein your pocket to change. I'm
not apologizing, I don't care.
We're talking about change as inchange within your team. And the
question for today is why aren'tmy team's behaviors changing?
(00:25):
Your Why aren't things gettingbetter what's happening, where
you're putting in all thiseffort, or you think you're
putting in all this effort, andyou're not getting the outcome
that you're after. So I'm goingto talk you through some of the
things you might be strugglingwith, why that might be
happening. And then some of thetactics you can deploy to get
back on top of that. So asalways, the focus of these
(00:46):
episodes is actionable insights.
And that's what we're aftertoday, with a bit of humor, of
course.
So what are some of the issuesyou might be facing? You know,
there's such a spectrum ofthings that can be impacting you
and your team and represent thepoor behaviors that you're
seeing across the organization.
We're not going to go through anexhaustive list today. But what
I do think is important to startto unpick is, what are the
(01:09):
things that are driving you abit bonkers, the behaviors where
you go, man, I'm just, I feellike every week I'm having to
have this conversation, or thiscontinues to be a problem. So a
good example of this one that Isee quite often is two team
members not getting along witheach other. And so instead of
them talking to each other, andinstead of possibly you getting
(01:29):
them set up for the rightsuccess, you have to act as the
referee in between them, and youhave to go, oh, you know, Sally
has come to see me today on thisjob, come to see me on that, I
guess I'm gonna have to go talkto them, or you just play
therapist, but you're not reallygetting them towards a change in
behavior, you're just makingthem feel better about their
(01:50):
dysfunction with each other. AndI think that's an important
distinction to make is, youknow, if you're, as a leader
defaulting to making people feelokay, or just a bit better
emotionally, because of what'shappened, rather than treating
the symptom, or empowering yourteam to go treat that symptom,
that's not as effective, becauseyou're always going to be stuck
(02:11):
in that role. It's not effectiveat all. So that's one you might
be seeing conflict that's goingon manage to is you miss
deadlines, and people not livingup to the expectations that
you've set. Three could possiblyjust be habits, you know, you
want people to do certain followup activities, you want them to
manage certain behaviors orcertain customers a specific
(02:33):
way, there could be a number ofthings, you'll know, for
example, if you were running ateam, in a technical role, like
a team of engineers, you mightbe wanting to see a specific
habit where they document theprocess, and it goes into the
central database or central fileshare area. And that then allows
others in the team to access itand use the same approach. Why
(02:55):
would you care about that, itcreates uniform and consistent
outcomes across their practice.
And it also helps other peoplegain knowledge where maybe they
don't have that knowledgewithout having to burn hours on
it. So it's a really greatopportunity to share knowledge
across the team. But you mightbe battling with this, and that
the engineers who are not doingit are actually really good
(03:17):
engineers, but they're notfilling in the forms that are
entering the data. And so you'relosing the opportunity to take
your team from good, and havingsome really good players to
consistently great by havingstandards across the whole team.
That's really important. If youstop and think about that your
Yeah, actually, that's tricky.
Because they are good at whatthey do. So their core role,
they're quite good at that. ButI have an expectation that
(03:40):
they're not meeting. So how do Iget them to change? And why
would I mentioned it to themlast time has that behavior not
changed? What has happened? Sothose are the examples. Now,
what might you be doing that'scausing that to happen? And
you're like, Oh, hold on,Travis, like, how am I taking
the blame for this? Well, it'snot always going to be you, of
(04:01):
course, but there are a fewareas where you have to take
responsibility for how you drivethat. And then we'll talk about
this kind of process skill willdimension in a moment, which
will give you a better way tounderstand Well, where's this
breaking down? And where is itmy responsibility versus their
responsibility?
(04:21):
So what are some of the habitssome of the things I see as
classic ones where I'm coachingsomeone and they say, Hey, my
people are not changing. Theykeep doing X, and I got a call,
talk to me about what you'vedone with A, B and C, and they
Oh, I haven't done that. Or Idid that once or you know,
whatever. So the first is notbeing explicit. You know, when
that engineering example we justspoke about, have you been
(04:43):
explicit in saying theexpectation I have of this team,
that you all have agreed to isthat you will finish a project
you will document the project,and you will upload that
project, file and debrief intothe shared
center knowledge base orwhatever use.
(05:04):
That's being explicit. Not beingexplicit. What I sometimes see
is the opposite of that as latersaying, hey, just a reminder,
everyone put this in thedatabase. Well, when how who
what does that look like? What'sthe standard? It feels like you
on? You might say, I've toldthem. But yes, have you really
been explicit in what you'reasking for and what good looks
(05:26):
like, if you haven't done that,then of course, it's not going
to get to the standard you'reafter.
So not being explicit. It's thefirst one and articulate in that
description. And what you expectis incredibly important. Then
next is saying it too few times.
You know, this is an interestingone, I've sometimes found that
leaders are really busy. We'reall busy, right? I know what
it's like, I'm a leader. AndI've dealt with all these
(05:49):
challenges myself, but you mightbe really busy. And you
mentioned it once ago, hey,everyone needs to make sure they
put this in the database, thenyou come back a couple of weeks
later, no one's done it. Andyou're frustrated you what the
f#ck guys like we had aconversation about this. I don't
understand why this happened. Soyou get a bit grumpy about it.
Then when you see the team nexttime you How can we not have
(06:12):
these are in the database. Andpeople go, Oh, I didn't know we
were supposed to do that. Andyou're frustrated even more?
Because you go Hold on. I toldyou to do this. What the h3ll do
you mean, you didn't know? Well,you knew, but the problem wasn't
whether they knew or didn'tknow. And it probably was some
of them genuinely didn't know.
(06:33):
But the problem is you didn'tsay enough.
So when you say something, Ithink about relationships you
have, there might be a timewhere you know, your partner or
spouse at home has saidsomething to you. And you've
kind of have heard it, but thenyou've been interrupted, or you
got a phone call, or you justyour brain switched gears. And
then the next week, they'relike, Oh, hey, did you do that
(06:54):
thing? We talked about it? Oh,sorry, I forgot. And then they
get grumpy with you. It's kindof that similar thing. It's,
well, if I haven't said itenough times, people don't
understand that one. That'simportant. And two, there's a
lot of noise in the workplace.
So our job as leaders is to helppeople understand where they
should focus their time andenergy. They're smart people.
But sometimes distractions getin the way, and we have to
continue to reinforce that, hey,this is where I really want you
(07:17):
to spend your time, I'm going tokeep reminding you until we get
there.
Third is lack of clarity. Sothis ties in with being
explicit, but articulatingreally what you're after. So you
need to be explicit, you need tosay it multiple times. But you
need to be really clear on whatyou're asking for what does good
look like. So often, literally,the number of times I've asked
(07:40):
this question and coaching wheresomeone's well, they're just not
doing a good job. I said,explain to me what a good job
looks like, well, they wouldhave done this and work. But
tell me like, show me what isthat standard? I will we don't
have that documented anywhere?
Okay, do you have an example ofwhat a good one looks like? No.
Okay, well, look, I'm sure thereis a better version than what
(08:01):
they've done. But if you can'thelp me see what's possible, and
what good looks like, how am Igoing to get there? How am I
going to own that? How do I knowif good is good enough? You
know, your version of good mightbe someone else's version of
poor. And their version of poormight be your amazing, like,
it's, it's all these differentvariations that are quite
subjective. So we have to removethat subjectivity and make it
(08:24):
objectively clear that this iswhat good looks like when I say
I wanted to this standard. I'vebeen explicit. I've said this
many times. But this is thestandard Look, here's a template
for the engineers have a goodproject debrief. Amazing.
Because now I've been explicitin what I wanted. I've said it
multiple times, so no one canget out of it. I've probably
(08:46):
said it, and email and reportsand whatever else meetings, and
I've been really clear what goodlooks like.
Well, there's no excuse now. Andwe'll get to the rest of that in
a second.
So when you've done all of that,there's a kind of checks and
balances is that really, theterm I would use is that there's
(09:08):
a process you can work through.
And it's really quite simple,but it doesn't work. And it has
three core components. Itsprocess skill, and will. I've
used this for God, back when Iwas in corporate in the US, even
back then. So I'd say coming upon 20 years, this has been a
process and frame that I'veused. It seems really simple,
(09:32):
but it really quickly allows youto identify where there's an
opportunityto understand the breakdown. So
if I said to those team ofengineers as an example, that I
want you to do this, you havebeen explicit, here's this, you
put the document in there. I'vesaid it multiple times, and then
(09:52):
had been really articulate andwhat good looks like I've done
the first part rightAnd then now I can work through
process skill. And we'll tounderstand what happened when
they don't do it. So let's sayeveryone's doing it well on the
team. But Tony, random name notassociated with anyone but Tony
is not doing it to the standard,right. So you, you sit down with
(10:14):
Tony, you go, Hey, Tony, I'veseen you've been putting the
forms in, butthey're not quite at the level I
was hoping for. Can you? Can youtell me what's going on? Talk me
through how you created this.
And this is where process scalethem. Okay, that gets really
useful. So Tony, Mike attorneygo, Well, I just followed the
(10:36):
instructions here. And it turnsout Tony's using an old set of
instructions. But the processdidn't wasn't updated to reflect
that. Well, that's a processproblem, right? So we have to go
Hold on, I can't be grumpy withTony, even though everyone else
got it right. He followed theprocess, and he still got the
wrong outcome. That means theprocess is defective and needs
to be improved. So Tony, I'mreally sorry, actually, those
(10:58):
instructions are wrong. I'mgoing to update the work
instructions, put them in theprocess now. So you have the
current set. And then you shouldbe good to go. Do you have any
questions? Nope. Fine. See youlater.
The next possible conversation,as Tony comes in, he sits down
you have that same conversation.
And Tony goes, Well, I tried.
But this is as good as I couldget it. And possibly the issues.
(11:21):
In that example, we could saythat Tony's writing was not up
to a good standard, he wrotereally poorly, his grammar was
off. It just wasn't good. And sowe might say, well, Tony, showed
me some of your other work, orlet's have a look at some other
pieces and see how you've gone.
And consistently Tony is poor atwriting reports, we would argue
there that again, trying to pushhim to a really high standard,
(11:42):
when he doesn't have the abilityto write effectively, is not
good, it would frustrate you andfrustrate him and he would have
a path out of that. So therewe're talking about a skill
problem. The process is correct.
Tony wants to get it right. Buthe doesn't have the skills to
get it done. And that's where westart looking at training or
micro courses, or some coachingor mentoring from other people
(12:05):
where they can lift his skills,so he can write better reports.
So that skill would get himupskilled. We send him on his
way and make sure he's doing it.
Now the last one is will we sayto Tony, Tony, you know, this is
going on? Take me through theprocess you followed. Tony goes
off. It's this process we'resupposed to follow? Yeah. Okay,
but I don't like that process.
(12:27):
Oh, alright. And when I did it,it made the report to the
standard, but I think it's awaste of my time.
Okay.
Well, Tony, I'm sorry to hearyou say that. But actually, this
is what we've set as thestandard and you have to follow?
Well, I just I'm not going to dothat. I don't think it's a good
(12:49):
use of my time. And I'm notgoing to do it. So I'm just
letting you know, now it's notgoing to happen.
That conversation is a clearindication that Tony is not
interested. And there's a willproblem, the will is the thing
where he's got everything heneeds. He's got the skills, he's
got the process, but he'sdecided I don't want to do the
thing you're telling me to doand I'm not going to do it. As a
(13:11):
leader. That becomes a harderconversation, of course. And
then if you look at yesterday'sepisode on difficult
conversations, that's where youwould have to dig in and use
that framework. We're not goingto go into that deep level
today. But I'd say you need toprepare for a difficult
conversation, and they need toprepare for a series of
difficult conversations. Becausein my experience, having dealt
(13:34):
with dozens of difficult peoplethroughout several years, Tony
is not going to change in oneconversation. And potentially it
will require performancemanagement, and then you get to
performance management, and Tonydoes change or he doesn't
change, but you're in for ajourney. So it's like get your
running shoes on and keep going.
But you can't relent on that.
(13:54):
There's no way out of thatconversation because the absence
of pushing Tony will mean Tonyis one and now people around him
will go What the h3ll? How comehe doesn't have to follow the
standard and we do doesn't worklike that.
So if you're looking at back toour central question, why your
team isn't changing.
We've been really clear on youneed to be explicit. You need to
(14:16):
say it enough times and you needto be articulate and what you're
trying to outline we've talkedabout some of the examples and
use that engineering one as aframe to really pull through
today's episode. And then I'vegiven you the process skill and
we'll consideration just as areally basic assessment tool
there are far more advanced onesbut that's for a podcast episode
quite easy to cover and stillreally really effective. And
(14:38):
when you get to the end of that,you know that if process broke
down, you've got work to do andthat needs to be worked on. If
skills not there, you've gotsome work to do but in
conjunction with the personcommitting to improving their
skills, and then with Will it isbuckle up. Sometimes with the
will I will say one kind of lastcomment on theirs with the will
that people can changeSometimes simply by going, you
(15:00):
know, Tony, I hear you, but I'm,I'm not changing this, I'm not
backing off, I'm not going topull back on this as a
requirement, you're going tohave to get on board if you want
to be part of this team. AndTony might go, fine, whatever.
And then does it right, he mightbe grumpy about it, I don't
care, He'll get over it overtime, or he won't get over it.
(15:20):
But that's his issue. You wantthe highest standard, and he'll
get there. But other people willnot buckle and change. So just
be aware that the will can shiftsometimes by the act of bringing
it out into the light. But beprepared that will is the
hardest thing to change. Andpeople because they have to want
it. It's literally the will ofthe person.
(15:42):
Good. That's been today'sepisode on why your people
aren't changing on your team andwhat you can do to affect
meaningful change and start toget progress there. So go
through those areas we talkedabout. Look at how you got your
message put together, use thatframework, and then away you go.
I look forward to seeing you intomorrow's episode. As always,
you can check out more contenton our website at
(16:05):
Teambuffalo.co. And if you wantthe newsletter to sign up for
that, which dropped today reallygood issue already getting
emails back on it. It'steambuffalo.co/newsletter And
you can sign up there. Thanksfor tuning in today's episode.
Keep being a kicka$$ leader andI'll see you tomorrow.
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