Pavlov's red dress
Let's say you're a team leader, and your team has a problem. Maybe your team meetings always start late because nobody shows up on time. Maybe it's a vicious circle: because the meetings always start late, people know if they turn up on time they'll be sitting waiting for five or ten minutes. Maybe it's a problem endemic throughout your organisation.
Please now go and read this short extract from a psychology book. It's only a paragraph. Done? Good.
Now imagine that each time you have your team meeting, at the end of the meeting, you say, “I'd like to thank Joe, Dave, and Michelle for making the effort to get here on time. We need all the time we can get, so I really appreciate it.” What effect do you think it'll have? Note that to do this, you need to be at the meeting on time too. You don't need to pick on the people who showed up late, or tut, or remove half the chairs, or deliberately start the meeting when only half the participants are there. Decades of psychology experiments have taught us that out of reward and punishment, reward is the stronger.
Let's take a different example: say you're trying to encourage individuals in your team to contribute more in meetings, design discussions, post-mortems, or even when they're at their desks. I use this example because it's a common problem in the software industry: sometimes there's one particular quiet genius and you'd like him to share his ideas more; sometimes, it's a whole team with an elephant in the drawing room (that is, something they all know but nobody wants to be the first to mention). Again, imagine what will happen if, when someone contributes in the way you want, you show appreciation for them speaking up, whatever you think of the idea itself, and even if the delivery was not as good as you'd like.
In short, this is a process of two steps:
- Decide what behaviour you want to encourage.
- Encourage it.
It sounds really easy, but sometimes it can be hard. To start, you have to think of a behaviour to encourage: it's easy to get stuck in a mindset of what you don't want people to do. You have to learn to replace, “I want people to stop arriving late,” with, “I want people to arrive on time.” It's not always easy to see what is the positive form of the change, and even when you can, you have to remember to keep seeing it that way.
The desired behaviour can't be too hard or too easy. Thinking back to the professor's example, he asked his students to compliment every girl who wore red. If he'd limited the compliments to girls wearing red polka dots, would the behaviour have spread so quickly? If he'd had his students compliment every girl who wore clothes of any form, would the girls have changed their behaviour, or would they just assume everyone was very flirty this week?
You have to be careful with the second stage as well. In a way, it's hard to get encouragement wrong. The professor's story shows this admirably: did he train his students how to compliment girls first, or did he just let them get on with it? Encouragement can be more or less effective, but it's very rarely discouraging.
There is a way it can be. Imagine if the professor had found a lot of dirty old men and had them compliment the girls in red. By the end of the week the atmosphere would be far from friendly, and red would not be the colour everyone was wearing. Encouragement or praise has to come from someone you want to be praised by; someone appropriate to the nature of the praise. A compliment on appearance sounds better from an attractive suitor than a peeping tom; a compliment on professionalism better from a manager than a tramp in the street; a compliment on engineering insight better from a fellow engineer than a lover.
But overall, this kind of soft encouragement is something that's easy to do, and can have immense benefits. Even if you think it's unlikely to work for your particular problem, it costs nothing, and it might just let you start your next meeting on time.
Last modified: Wed Jul 27 20:55:34 2011
It's so hard to see the Sun with the truth in your eyes.