Hit the Ground Running

I read an article on the Motley Fool website the other day that referred to the “Red Queen” economy. In Alice in Wonderland, the Red Queen is the one who says you have to run as fast as you can just to stay in place. If you want to get anywhere, you have to run faster than that.

In the Motley Fool article, the phrase “Red Queen economy” was used to describe deleveraging in the face of falling asset values. Normally, deleveraging, or paying down debt, increases your net worth, because you still own your assets, there is just less of a claim on them by the bank. If asset values are falling, however, you can pay down debt and still go under water, with your equity less than the remaining debt. You have to run as hard as you can just to stay in place.

I thought it was such a good metaphor that I’m going to try and use it in the area of work skills. When I started my career, back before globalization had taken hold, and at the start of the information technology revolution, it was possible to learn one set of skills, and use those skills for an entire career, oftentimes at the same company.

Early in my career, I met a man who was a draftsman. In his fifties, he had spent his entire adult life making drawings on a drafting board. When times were slow, he was laid off. When business picked up, he went back to his drafting board.

He had done basically the same job for the last thirty years. In the 20+ years since then, he would have had to reinvent his skill set twice to stay employed. First, he would have had to master computer aided drafting. A few years later, mastery of three dimensional modeling software. That's two reinventions of the job, for a field that had been the same for the previous fifty years.

In today’s economy, whole industries are created and wiped out in near record time. To stay ahead of this wave of creative destruction, you have to be upgrading your skills all the time. This requires a couple of judgment calls on the part of the skill seeker. First, you have to place a bet on what skills are going to be in demand. Second, you have to acquire those skills.

Formal education can only get you so far. You also need to find ways to sharpen and deepen new skills acquired in the classroom. To keep yourself employable, a necessary step is to pick up some experience, as well as education.

In the meantime, you have to continue performing in your current position. Run as fast as you can just to stay in place.

Like the survivors in the movie Zombieland, there are rules for surviving the Great Recession. Rule number 1: Cardio.

Education: Risk versus Reward

All investment entails risk. It is built into the very nature of the activity. You cannot expend resources, hoping for the promise of a reward, without accepting the possibility that the resources will be lost, and the award not achieved. After all, we cannot predict the future.

Anytime you make an investment, there is a chance that it will not pan out. As so many of us have discovered during the last couple of years, that is certainly true of our financial investments in our 401K’s. But it also true of the capital we invest in ourselves.

I’m talking about the money and time spent on higher education, specifically about post-graduate work. It’s not cheap. I’m taking graduate level classes in accounting at a local university. This is after completing an executive MBA a couple of years ago. Tuition and fees run about $1500 per class. I’m trying to get 18 credit hours (six classes) under my belt, because that is the minimum required to teach at the college level. I’m not quitting my day job, but I would like to teach at the adjunct level, part-time.

So I’m spending around $9 grand, along with hundreds of hours, plus the gas money to get to class, plus the opportunity costs of giving up what I could be doing with my time and money instead. In exchange, I get the potential to teach junior college students entry level classes, for about $1500 per class taught.

Strictly from an economic perspective, it is hard to make the numbers line up on this endeavor. Even ignoring the time value of money, it will take more than a few years to recoup the cash investment alone, disregarding the time invested. And what if I try teaching a class and discover that, contrary to my hopes, I hate teaching? There’s a technical term for that experience: it would suck.

From the risk-reward perspective, it is hard to make a valid case for continuing to go to school. The obvious question is: why do I continue to make this dubious investment?

First of all, I have a deep seated belief that continued acquisition of new skills is vital, both to expanding career opportunities and to enhancing job security. The more versatile and up-to-date your skill set is, the better able you are at withstanding the vicissitudes of an uncertain job market.

But ultimately, I have discovered that I love being a student. Oh, I’m not so fond of it when a paper is due, or I’m struggling with a problem set. But overall, I truly enjoy the educational process.

Basically, I’m an education junkie.

Turning the Cards

At work we are still in hiring and training mode. The hiring is now not being driven by an expansion of our business, or even the turnover of experienced personnel from retirement or relocation. No, we are now hiring trainees to replace the trainees who washed out.

One guy found a better job, and we determined that a couple of others were not going to work out long term. From management’s point of view, it is always best to cut ties as early as possible, once you have decided that you have an unsatisfactory candidate. Why continue to invest training dollars in someone who is not going to make it?

Despite our best attempts at interviewing and upfront testing, hiring is largely a blind process. I know of no way to determine is someone is truly going to perform in a job, prior to having them start in our unique environment. With some people, it is apparent early on that they will excel, going far in our organization. Sometimes it’s an absolute disaster: the person who creates a quality problem, or breaks equipment, or gets someone hurt. But they all look pretty much the same coming in the front door.

It is also a linear process. When I say that it is linear, I mean that we can only try out one candidate at a time for a position. It would be tempting to hire multiple candidates simultaneously, and then select the best one at the end of training. You retain the star, and drop the others.

A Darwinian selection process would probably be more cost effective than working with one candidate at a time. But that approach strikes me as fundamentally flawed and unfair. We make hiring decisions in good faith. Hiring multiple people, with the intent of cutting some of them, breaks that faith. If a person can do the job, they get to keep the job. I will forego the possibility of finding someone even better.

So, hiring is both, blind, and linear. The metaphor I use to describe this process is playing solitaire. You can shuffle the deck all you want, but eventually you’re going to have to turn over a card. Most of the time you get a number card, a three, or an eight, or a ten. And that’s how many days they last. Then you have to turn over a new card, and try again.

You’re hoping for an ace, you’ll settle for a face card, and you’re praying you don’t get the joker.

Educational Qualtiy Control

I want to build on my concept of testing as educational quality control that I started in my last post.

Quality control, or quality assurance, as it is sometimes called, is a core function in every manufacturing plant I’ve ever seen. We continuously check product at every stage, from incoming raw material to assembly to final audit before shipping. The question is always the same: does the product meet specifications? Put another way, what we are doing is verifying that the manufacturing process is generating the desired result.

If you check parts, and find you aren’t getting the correct result, then there is a problem with the process. But until you do your quality checks, you don’t know what you are producing. Also, one of the key guidelines of quality control is to check your quality as early in the process as possible. It makes no sense to wait until after you have finished final assembly to test the product and discover there was a problem with the first step in the assembly process. Finally, a good quality control program relies on objective evidence. If a good part has to be round within .004”, everyone agrees on that, and everyone agrees on how to measure the part. There is never any discussion of “the parts look round enough to me.” It is either round within .004”, or it is not. If not, then there is a problem, and we have to fix the problem.

In education, standards and standardized testing take the place of quality control. That’s why I can never understand why the educational establishment fights so hard against standardized testing. Actually, that’s not true. I completely understand why teachers fight so hard against testing. If I had a complete lack of accountability for producing the desired result in my job, I would want to protect that too.

What I don’t understand are the lame excuses offered as to why we shouldn’t use standardized tests to evaluate the performance of our education processes. For example, “all we do is teach to the test.” If the test is a representative sample of what we want students to know, than test scores should accurately show the students’ mastery of that body of knowledge.

Conversely, without testing, there is no way to establish that the student has learned anything. And based on my experience trying to employ a number of high school graduates, many of them really haven’t learned anything.

Training the Trainer

We’ve gone into hiring mode for the first time in a couple of years. This is due to two factors. First, business continues to strengthen, necessitating more workers to get the job done. Second, some of our people have moved on to greener pastures. When somebody leaves, it creates an opening for somebody else. The end result is that we’re not just calling back former employees who were laid off. We’re bringing new people into the organization.

Since it has been a couple of years since we have done that, we are relearning lessons on training new people. Our usual method of training is OJT or job shadowing. We assign the trainee to follow an existing employee for a few weeks. In theory, the trainer shows the trainee all of the ins and outs of the job. Anything the trainer doesn’t teach, can be picked up from the work instructions and operating procedures.

At least, that’s the theory.

We had one guy training for five weeks at one position. When we gave him a written test at the end of that time, he failed miserably. It turns out he couldn’t read the questions, either on the test paper or the work instructions that contained the answers. We had to let him go. Oh yeah, we’re supposed to test for literacy on the front end. So now we’ve reinstalled that part of our hiring procedures.

Another lesson we’ve relearned is to provide milestone tests to be administered during the training period. We fell into the lazy trap of waiting until the very end of training, and then testing everything at once. We had one person fail all of the tests. It turned out the trainer had used the “monkey see, monkey do” technique to have the trainee go through the motions of the job. But the trainer had never bothered to explain what the individual actions meant, or why they were included in the job.

It’s possible that the trainer had tried to explain these things. But this was the first time that particular trainer had ever trained anyone, it is very loud out on the shop floor, and the trainer was not particularly articulate in the first place. However, we realized that by virtue of hindsight. The bottlenecks to successful training could have been removed weeks earlier if we had enforced a testing regimen on both the trainee and trainer.

In our training model, testing performs a quality control function. If you want to know if your training is effective, than you devise a test that covers the material being trained. If the trainee can pass the test, then the training is effective. If they cannot pass the test, then your training is ineffective.

Obviously, if your training is going to be ineffective, you want to know as early in the process as possible. That way you can take steps to improve your training (maybe replace the trainer, maybe replace the trainee) before too much cost has been expended.

Because the testing is a pain in the butt, the trainers tend to push it off as long as possible. It’s up to management to enforce the testing regime. And as this whole incident has shown, everybody needs refresher training every now and again.