Sometimes the situation arises where the learner has been beating her head against an obstacle with little or no luck overcoming it. The question comes up: When is it OK to give up and switch to something else.
The answer is, of course, a little situational. (Consultant speak: It depends…)
The natural progression of the Improvement Kata will provide an opportunity.
As the learner is iterating against obstacles toward the Target Condition the clock is ticking because the Target Condition is always associated with an “achieve by” date. If the Target Condition is achieved OR we hit the “achieve by” date without achieving it, the learner should cycle back to the beginning and:
- Verify understand of the direction and challenge. (The learner may well have gotten more clarity along the way.)
- Get a complete grasp of the Current Condition. This is important because often while working toward a Target Condition the learner is only updating specific process and performance metrics, and may not be looking for collateral changes elsewhere. This is a time to take a step back, put up the periscope, and get a grasp of the complete picture.
- Based on that new Current Condition, establish a new Target Condition, with a new “achieve by” date.
- Now… identify the obstacles in the way of achieving that new Target Condition. Ideally they should wipe the obstacle parking lot clean and take a fresh look.
This process often helps clear the learner’s mind and see another way to get there, or see easier obstacles that were overlooked before.
This is also why it is important for the “achieve by” date to be relatively close (a couple of weeks) – because that date is a safety valve that forces a reset of the process if the learner is stuck.
If the learner asks if it is OK to work on a different obstacle, then the coach should become curious about the learner’s rationale.
Specifically, I want to understand why the learner thinks there might be an easier way vs. just saying this one is too hard. This may well require some more information gathering – a mini version of the reset I talked about above.
The key point here is to maintain the learner’s motivation. There is a fine line between struggling to solve a problem and getting frustrated. This might be a good time for the coach to engage in some empathetic questioning.
For example, name the feeling you are picking up to test your hypothesis: “It seems you are really frustrated by this…” Then listen. The learner will likely either agree, “yeah, I am.” or refute and give you more information, “No, I’m just trying to…” Then you might learn more about their threshold of knowledge with the process of problem solving.
That can open up a discussion for why the learner thinks it would be a good idea to try something else. Then use your judgement.
But as a coach, I don’t want to make switching obstacles too easy because there is a high risk of it becoming a whack-a-mole game. Some obstacles actually require digging and perseverance to overcome. Your job, coach, is to keep the learner in the game.
Sometimes, though, the learner gets fixated on a problem and doesn’t see another way. Even in this case, if the time to the “achieve by” date is short, I’d let it ride. But if that isn’t practical…
The coach may well have a broader perspective – in fact, this is part of the coach’s job.
If the learner is making progress on something I (the coach) consider a red herring, I generally let it go. There is always learning involved – so long as the effort doesn’t bog down progress.
Sometimes, though, the learner is getting frustrated and so focused that he just doesn’t see any other way.
This is time for gentle intervention with whatever questions might help the learner pause, step back, and see the bigger picture.
For example, perhaps something like “If this obstacle were cleared, how would the process operate?” This might not be the full target condition. I’m just trying to learn what “solved” looks like to the learner. Maybe just thinking about it will help them see the where they are trying to go and possibly another path to get there.
An interesting follow-up might be, “Hmmm, what’s stopping it from working that way now?”
“What would you need to learn to better understand what is going on?” might be another avenue to get the learner to look at his threshold of knowledge vs. the big ugly obstacle in front of him
It all depends on what you think will help the learner raise her head and take a different look at things.
But in the end, if you have a learner that is truly stuck, and after a few tries isn’t going to get unstuck, then, honestly, it’s time to go shoulder-to-shoulder with them and dig into things together.
What I would work very hard to avoid is direct intervention – “Why don’t you work on…” because this undermines the entire process by giving them the answers and can easily create a “what do you think I should work on?” expectation next time.