Why Dishwashers are a Great Management Lesson

What the heck does a dishwasher have to do with management? Everything – stick with me.  Think about how many managers (including us!) struggle with micromanaging, criticizing (vs. critiquing), taking vs. giving credit and giving vs. taking blame.  It takes maturity, desire and compassion to unlearn these habits.

That’s why dishwashers are the perfect example.  How many of you have asked your kids to load and unload the dishwasher? Raise your hands.  How many of your kids took a thoughtful, systematic, geometric approach to loading the dishwasher? I don’t see many hands. Bet this drove you nuts! Your kid gets an A in geometry and can’t load the dishwasher???? You have a few options:

1. Watch them as they load it and tell them where to put the bowl, the pan, the spatula – basically loading it yourself with their hands;

2. Load it yourself so it’s done right, all the dishes are in; your dishwasher-compulsion is satisfied;

3. Let them load it their way and when they go to bed, rearrange everything the way you like it;

4. Let them load it their way (best to leave the room), put in the soap, run it, and unload it.

But what are you trying to accomplish by using the dishwasher in the first place? Have dishes washed, dried and put away without anything breaking. So, what management lessons can we learn from the above 4 options? 

1. You’re micromanaging!!!! The loader has no say, no choice.  They learn how YOU like it done, but your way isn’t the only way. They don’t learn from doing it themselves, which is how most of us learn; they don’t find other (better?) ways to load; they don’t feel free to try and experiment, and I bet they don’t want to load the dishwasher again for fear of criticism (and, ok, it’s not a ton of fun to do);

2. You’re not giving loaders the chance to load and learn! Very similar to #1 above, if you do it for them, they never learn, they don’t grow, they don’t become independent, and maybe they don’t discover new ways to redesign the dishwasher for more efficiency (and room!), or take risks and try in other ways;

3. You’ve taken away their sense of accomplishment and self-sufficiency.  The minute they open the dishwasher to unload it, they see you changed it.  They interpret this as not doing a good job, as failure (vs. they didn’t do it your way).  They won’t be too eager to do it (or other things) again;

4. They did it! Mission Accomplished!! You wanted the dishes loaded, unloaded & put away, hopefully with nothing broken.  And let’s assume that you told them you wanted all that done by 10pm and its 9:59pm. What more can you ask? You asked them to load, run & unload by a specific time and it’s done!!! And you didn’t have to do it!  Sure, maybe it wasn’t as full as it could be, but that’s not your problem – the more they have to load/unload, the better they’ll get at putting more in because that means less loading/unloading!

Céleste Boursier-Mougenot: clinamen  at the SF MOMA

Do any of these situations sound familiar? You tell your employees WHAT you want done by WHEN, but then harp on them about HOW?  Sure, there’s a lot to learn from your HOW, but is that more important than learning for themselves? How would you want to be managed? Like this?

Are you developing your people’s skills, independence, creativity, knowledge, expertise? Or are you undermining them? Next time you give an assignment, stop and think about the dishwasher.  What do you really want done, and by when … and what is best for your employees and the organization? Maybe clean dishes, put away with breaking.

Critique, Don't Criticize!

NYC Guggenheim Museum’s Oculus ℅ Guggenheim Foundation

In my first year of college, I took an upper level course on Kant’s Critique of Pure Reason, filled with philosophy majors. I was totally over my head. But, I still love Critique! Usually relegated to the design world, it is a technique we should be using in business (and life!). In business, we usually criticize…and personalize.  Maybe we can adopt a Critique process in business ~ giving an opinion about the ‘thing’ done, how it was done without criticizing the person who did it.

An approach I’ve used for critique separates the HOW (process) from the WHAT (project) first and then assess how they inform each other:

1. In HOW, we assess the methodology used, steps taken, and lessons learned along the way in each step, each iteration.  We discuss things like other possible HOWs and any other potential research. 

2. In WHAT, we assess the “deliverable” itself ~ the project, concept, model, prototype.  We discuss the context and framework in which the deliverable lives, ways to describe the deliverable, and/or other potential deliverables (variations on a theme or totally different ones).

Jackson Pollock, Number 5, 1948

Even though the HOW and WHAT are intertwined, critiquing them separately, understanding the inter-dependencies, usually leads to new insights, new approaches and new, better solutions.   

In a critique, the Critiquer and Critiqueé are both responsible for success.  It’s best if the Critiqueé clearly communicates their ‘design’ philosophy, adapts their communication style to the critiquer’s style, and isn’t defensive but open to feedback, understanding and assessing if, how, and what to adapt and adopt.  The Critiquer should have a helpful, refining attitude; this isn’t to boost their own ego! They start with positive comments, ask thoughtful questions to understand, and provide clear, actionable feedback tied to the ultimate user/customer.*

Of course there is a ton more to learn critiques, but this is a start.  Think about how and when you can try this in your organization…and see what kind of difference it can make!

*Many thanks to Michael Donohue for sharing his lecture on Critique in our newly created Intro to Engineering class, ENGN 32, at Brown.

Temper ~ Paradox in the COVID Era

TY Chuck Annable for the photo

I love paradoxes and oxymorons; they get us to extend our comfort zone. So, I started thinking about the word “temper.”*  [Aside ~ my mom felt English was the inanest language on earth - the same sounding word was spelled and meant too many different things (write, right, rite, etc.).  In all fairness, English was her 7th language].

Temper has several noun and verb meanings that are contradictory.

Since COVID-19 started, we’re juggling many different jobs, tasks, emotions, needs, skills, ideas, plans, people, and circumstances simultaneously. The paradox of Temper is obvious.  We’re trying to balance being calm, consistent, resilient at work for those we lead and manage and/or at home while inside we may be angry, frustrated, and exhausted.  We are the counterbalance to the angst and fear our employees and peers feel.  As leaders, we’re constantly tuning the pulse of the organization to keep it going, growing, hopefully thriving.  We have to be as strong as steel and vulnerable (elastic?) enough so others feel safe and free to come to us. 

Mackerel Sky ~ Pemaquid, ME

Everything seems to be a paradox today.  Life has always been paradoxical, it’s just more ‘in your face’ today than  before COVID-19. In pre-COVID-19 days, embracing paradox was not as painful (usually).  During COVID-19, it’s darn hard.  My hope for you is that, in one of the rare calmer moments, any learning from and during this time can take root, so when you come out on the other side, you can use that new wisdom and insight for good - for your family, your team, your company, yourself.

Wear your mask, keep your distance, be safe.

*Many thanks & love to Ryan Brown, one of my bluest blue lobsters, for our discussion about ‘temper’ & for the lasting legacy of his work & passion that is still positively changing Brown University’s School of Engineering!!!