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Why Did TQM Fail? - Part 2: What did executive and middle management fail to do in leading? (June 01, 2007)
By: Davis Balestracci
Management skills need to change to require more coaching than bossing. There can be the perception that workloads will increase because helping their people develop new skills and expertise take time away from the "real" work (At least, that's the excuse). Hoping that "this, too, shall pass," some will even resist silently by avoiding working with teams entirely.
A deeper, more real reason may be hidden in psychology: "What does this do for me and my job in the future? What's going to be left here for me?" This managerial resistance in turn makes it too easy for employees to use "managerial inaction" as an excuse for resisting changes themselves. Training in quality skills must be supplemented with support and processes to address fear and resistance to help managers through this awkward, but inevitable, transition.
Managers can no longer view new quality responsibilities--coaching, managing by walking around, developing self-directed work teams, teaching empowerment--as extra duties. How can top leaders help?
- Make quality a main agenda item at staff meetings, holding briefings on quality progress, and publicly recognizing successful quality efforts,
- Make mangers the quality trainers, which creates ownership and a critical mass of champions who in turn exert a powerful influence on other initially reluctant managers,
- Bring employees from all levels together to form quality councils and teams,
- Include principles of quality management in managers' performance criteria: Implementing quality management, directing efforts toward self-empowered work teams, and creating open communication processes, developing capacities of staff.
Excerpt from an editorial: "Why does TQM fail? Maybe because we've locked the lid on the pressure cooker, turned up the heat, and kept one hand clamped over the release valve. We need to make time for change, stop asking for it, or get ready to clean the kitchen when the lid blows." Pressures of the moment are destructive to a learning environment. There must be time for reflection and analysis, to think about strategic plans, dissect customer needs, assess current work systems, and invent new products and services. Employees must be given the skills to use this time wisely.
It involves more than simply looking at obviously dysfunctional processes and attitudes: It involves admitting that the attitudes and behaviors that have gotten some companies to their current level of success will no longer work in the next 10 years. There is no choice but to change. Top leaders must create for the management, and management must in turn create for the front-line, a safe environment where people are willing to take risks and be held accountable for their actions. The true challenge lies in finding out how uncomfortable people can be during change and still feel safe. There is more of a tendency for people to complain and deny the change than it is for them to find safety levels that create action. It's important to allow for some grieving in a change process, but getting too comfortable in sorrow inhibits needed action.
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