More Malicious Compliance, Mastery and lessons from Shed Building……

Shed building is not my day job; in fact it’s about as far away from ‘driving a desk’, as it’s possible to travel.  These two areas do however have some interesting crossovers where it’s possible (in theory) to transfer some learning. Before I say anything it is probably worth mentioning that my recent activity wasn’t just extending the shed, nothing here is ever as straightforward as it appears. There was a bit of chicken ranching thrown in, messing around with the sewage tank, significant amounts of concrete and lots cutting up logs. Naively I thought this would be an opportunity to test my motivational skills and transfer employee engagement ideas into the world of teenage sons…… like the complete idiot I am.

Malicious Compliance is worse than blank refusal.  I’d always imagined that my teenagers would be thrilled at the prospect of doing some building with me. Learning some of the skills I’d picked up from my father and others, and creating something useful.

Using a bit of motivational ‘pull theory’ I tried the following approach:

  • Me, “kids, fancy having a go at chopping up logs with the chainsaw?”
  • Kids, “No thanks…. we are fighting off zombies with double blade chainsaws on the X-box, woah, awesome, totally realistic!”

I could go on, but you get the drift. My initial ‘offer’ was then followed by a series of increasingly less polite requests until I eventually ‘lost it’ and used coercion (blatant threats) and switched off the house power supply.

So, I got the help I needed. However it was possibly worse than struggling alone. The sullen half hearted shoveling of aggregate into a cement mixer and the limp attempts at hammering nails were pitiful. This was good old malicious compliance at its worst with nothing hidden, nothing taken away. But I know the game!

Some of this was a deliberate attempt to provoke me into criticism which would legitimise the option of storming off in a “Dad is so grumpy and really difficult to work with” rage. So not ‘loosing it’(again) and ‘solid encouragement’ were the order of the day, and it sort of achieved the objective.

Work Lesson Learnt – What excites and motivates me doesn’t necessarily do the same for other people, not everyone loves chainsaws. It never occurred to me until recently that not everyone loves those ‘hands on’ practical team building activities that happen in work. Painting the community hall, might not be something everyone enjoys, even if it is a fantastic thing to do.

People tend to be more committed to something they have chosen to do rather than forced to do, so it’s better to let them choose the activity.  Failing to do this will probably generate malicious compliance which just defeats the point of the exercise.

Age and experience beats youth and enthusiasm. For round two with the kids I did actually find something that interested them.  Driving 8ft posts into the ground for the chicken run with a 16lb sledgehammer. Just the sort of thing a teenage gym monkey dreams about. Whacking a post with a 16lb lump of metal should be nothing for someone used to throwing around ten times that weight in the gym. My ‘pull theory’ was working, full engagement, excellent.

It all went wrong as it turned out, I “won” on the post sinking contest, by a mile, I am champion (of our back garden) on the sledgehammer.

Why did I succeed? Well it is apparently because “Dad’s had about 150 years of practice…..…and my hair was in my eyes”. Not strictly true, I did use a sledge hammer a fair bit in my youth and developed a little bit of expertise.  I might not as be as strong as the gym monkeys but experience it seems does count.

Lessons Learnt – Mastering a skill is important, which usually means putting in the hours. Even something as apparently straightforward as using a sledgehammer requires skill.  A lesson that has parallels in the workplace.

Malcolm Gladwell talks about the 10,000 hour rule in his book Outliers which might be the amount of time spent by the people who manually drilled the holes in this rock with a sledgehammer and cold steel chisel. I took this picture of a rock used in drilling competitions at Central Nevada Museum in Tonopah with the hope of inspiring the kids about what their ancestors did as miners. I’m still waiting to see if anything has registered.

Anyway we did finish a few jobs and rounded off one day with a genuine campfire and cooked some burgers. During this I got the most astonishing request:”Dad, can you move the fire closer to the house, I keep losing the WiFi signal on my phone”……..I despair.

So, what’s the PONT?

  1. Take care in what you pick for motivational activities at team building activities (not everyone loves a chainsaw).
  2. Better still, let people choose what they want to do. This should get better engagement and avoid malicious compliance.
  3. Age and experience (and mastery of your tools) will beat youth and enthusiasm, but I would say that wouldn’t I!

Freaking out won’t get you your phone…….. How to be a bad customer

So, I’m standing in the queue waiting to pick up a package for my son’s birthday that has been lost by the delivery company for 7 days. Its 4 days before Christmas and his birthday is tomorrow. The guy at the head of the queue is absolutely freaking out.

He’s got it all going on; raised voice, popping eyes, red face, puffed out chest, pointing finger and loads of insults about the delivery company, all of their employees, their close relations and probably family pets. The one thing he didn’t have going on was any sort of listening.

Fair play to the clerk behind the counter he explained the difficulties which involved finding a single anonymous package amongst the 15,000 in the warehouse behind the desk.  A bit of an Indiana Jones and Raiders of the Lost Ark warehouse scene situation if you ask me. What Mr Freakout really missed was the offer from the clerk to find the package by 2pm that afternoon and personally deliver it to his home. It was too late by this stage; he was completely deaf to any solutions and stormed out almost taking the doors off their hinges. End result for him, a complete failure; no package, no prospect of the package in the near future and blood pressure at the point of exploding.

Next up was a very calm lady clutching an iPad and a few bits of paper. “This is my parcel tracking number (handed over the slip of paper), and your online tracking facility tells me (iPad screen shot presented) that the package has been returned to this depot as your driver was intimidated by my dog, a Chihuahua”.  The clerk types in the number to a computer, leaves the desk and returns 30 seconds later with the package. The lady signs for the package and rapidly leaves with a smile.

At this point the queue goes absolutely wild. People were on smart phones trying to call up the delivery company website or speaking to anyone who had access to a computer. Everyone wanted their parcel tracking number and a screen shot of the online tracking facility. The result was that the queue started to move rapidly. The tension went out of the room and people started to smile, even the overworked desk clerk. By the time it was my turn I had my tacking number written on a scrap of paper and the screen shot ready (my dog also prevented a driver delivering for 7 days – but that’s another story). The end result, I get my package, no fuss, no raised voices, everyone happy.

So what’s the PONT?

  1. Aggression and threats get you nowhere, particularly if you stop listening.
  2. Knowledge is power.
  3. The customer really does know best, especially when it’s a backed up with a bit of mobile web.

There is a sub plot to all this. Two days before I visited the parcel depot I left some terrible feedback on the customer comments section of their website (I’m ashamed to say I was ranting). This generated an auto response in ‘blah blah’ style promising to respond fully within 10 days. They did respond, it was equally ‘blah blah’ and meaningless.  A few days after collecting my parcel I contacted them again, this time in a far more positive mood, suggesting how they might improve the collection service at the depot by providing instruction notices and possibly even a computer terminal for people to locate their parcel tracking numbers. Literally within an hour I had a response thanking me for my helpful suggestions which would be considered as part of their review of the process in the New Year.  Funny that.

This would never happen with Pat

Stop the Social Media Arms Race in School

Julian Assange - former pupil of.....?

Julian Assange - former pupil of.....?

This week I have mostly been a field ethnographer.  Basically I have been talking to my kids and finding out what they do with social media in school.

This came about from Mondays post about the use of mobile phones in schools. I also read a post by William Stites about why we need social media in schools on edSocialMedia .  What prompted my field ethnography was the phrase,‘arms race’  …….”by blocking these sites and not embracing what they have to offer we are only creating an arms race with our students and missing out on using these tools to connect with and provide new learning opportunities for our students.” 

Preliminary report on my field ethnography week as follows:

Observation 1: Banning mobile devices is unenforceable.
This was a simple test.  I sent a few texts to one of my kids. I got responses very rapidly. I’m not sure if these coincided with break times, but it was a quicker way to get hold of him than via school reception. This isn’t the first time I’ve done this. In urgent
situations I always use this channel first.

I did ask a few questions on the mobile phone ban.  It seems that the approach to enforcement is extremely variable, to quote…..”some of the old fossils go mad about phones, but most teachers are  OK”

Observation 2: The kids will win the social media arms race.
My questioning was directed at Minecraft Boy. He knows a bit about the internet, and how to reskin minecraft , whatever that involves. Key findings:

  • Computers are very common in school (thank you Tesco School Computer vouchers).
  • Pupils  pretty much have free access for ‘school related’ things they need to do.
  • Any social media platform you can think about is blocked. Not just Facebook, Bebo, MySpace etc, this also includes anything that looks remotely like a blog or a forum.
  • BBC  i Player and all of YouTube are blocked yet they watch videos in class……….?
  • Twitter is also blocked, yet the school and individual departments tweet.  Errr……. who are they tweeting to?
  • Internet searches are banned for unknown reasons, including random pages on Wikipedia.
  • The kids have found multiple ways around the system. At a basic level this involves ‘tricking’ the filters to continue your search. For a history project on the Titanic all searches were being blocked (first three letters of the name apparently), so they used RMS Titanic. I have heard of other schools where kids routinely hack around the firewalls.
  • Despite the blocks, everyone participates in some sort of discussion forum or plays games on-line. Once the authorities have found the latest area of activity and blocked it, the crowd just moves on to a new one. The whole cycle just moves on, an ‘arms race’ or what!?
     

William Stites makes the point in this post that “technology is ahead of the laws and ethics… the world of technology is changing quicker than we can keep up…… Content filters, policies and guideline aren’t the final answer. If we are to have our students become true citizens we need to it though teaching.”

One final comment from Minecraft Boy. “They would be better off allowing us to
use this stuff and learning about it. There are 100’s of us working on this stuff every day. A few geeks in the Council IT department will never stop it. One of us might be the next Julian Assange or some
mega hacker……..”

So, what’s the PONT.

  1. Mobile phone bans in schools are unenforceable.
  2. Banning access to social media is an arms race that is unwinnable.
  3. We would be better off engaging pupils with social media and mobile technology, exploiting the learning opportunities and teaching Digital Citizenship .

Image source:

http://images.mirror.co.uk/upl/m4/jan2011/6/3/julian-assange-pic-pa-96346945.jpg

Can mobile phones help learning in schools?

Pretty clear - but helpful?

Pretty clear - but helpful?

At the beginning of the academic year I had to sign up to my kid’s school (anti) mobile phone policy. Effectively it banned the use of mobile devices during school hours. The reason was to combat things like cyber bullying and other types of misuse. Worthwhile objectives, but I’m not sure how enforceable it is. I remember the failure of the smoking and gambling bans imposed at my schools years ago. Also, there’s plenty of time and opportunity to misuse mobile phones outside of school hours.

This got me thinking about, is this a lost learning opportunity? The kids are sitting in the classroom with a high-tech communications device sat in their pockets – but I’ve signed a piece of paper that makes sure it’s switched off or not available. Doh!

Searching around on the topic I came across this  video by Zenna Atkins former Chair of Ofsted and an advisor with learningwithoutfrontiers.com. Amongst some really good things she spoke about was the use of mobile phones in schools. Yes, most schools banned them for logical and noble objectives, however one school in England insisted that the kids brought them to school, and used them.

Although this was a relatively deprived area, 99% of kids had a phone. The the school and kids used them in a number of ways; for example to alert the kids to changes in the school timetable, ”science yr 2a moved from B12 to gym “.  A handy method for sending out homework reminders (boo!), or a global notice that the school is closed because of the snow (hurrah!). In addition the school apparently could ‘see’ who was on the premises, or bunking off from the Bluetooth signature…… interesting?

This got me looking at the wider learning opportunities and there are a few interesting examples out there (unfortunately none I could find from Wales, open to offers though)

There are a few more examples out there, see this blog by George Engel on Learning with Mobile Technology. Unfortunately though it doesn’t seem to be common practice. Strange really. In other aspect of their life my kids are totally dependent on their mobile phones and DLC (downloadable content), learning all sorts of useful things (apparently).  Yet, they are sitting in school with a sophisticated communications device in their pockets (which I pay for), and I’ve signed a piece of paper insisting they switch off. Doh!, again.  A lost opportunity for engaging them in more targeted and effective learning?

So, what’s the PONT?

  1. There are huge learning opportunities that could be opened up using the mobile devices that 99% of kids seem to carry.
  2. Completely banning mobile devices in school isn’t the answer and it’s probably unenforceable anyway.
  3. Mobile devices are an under used direct route to the target audience for learning (pupils). Why not use it, and not just during school hours?

Picture Source: http://blogs.cellularlearning.org/?p=186. This is from the informative blog by George Engel on Learning with Mobile Technology. Lots of useful links.

Also check out http://www.learningwithoutfrontiers.com/