The Six Boxes™ Model - OBM Networkobmnetwork.com/wp-content/uploads/2017/05/ABA2006_binder_sixb… · The Six Boxes™ Model - Invited Tutorial - ABA 2006 Carl Binder, Ph.D. ©

The Six Boxes™ Model - Invited Tutorial - ABA 2006

Carl Binder, Ph.D.

© 2006 Binder Riha Associates (707) 578-7850 www.SixBoxes.com 1

© 2006

The Six Boxes™ Model

Performance Management in a Plain English Context

Carl Binder, PhD, CPT

www.SixBoxes.com

© 2006

Overview

Introductions and Overview

How Behavior Produces Business Results

The Six Boxes™ Model

– Overview and Details

– Who Uses it?

– Applications and Work Products

Driving “Performance Thinking” in Organizations

Questions and Discussion


Carl Binder, Ph.D.


© 2006

About Carl

Harvard Graduate Research Fellow: learning, performance, andmeasurement (1971-1981) – studied with B.F. Skinner

Associate Director of Behavior Research Lab (1973-1982)

– Behavioral Fluency and Performance Engineering

– Basic & applied research

Consulting to Global 2000 and Fast Growth Companies– Precision Teaching & Management Systems, Inc. 1982-92

– Product Knowledge Systems, Inc. 1992-1998

– Binder Riha Associates 1998 -

– The Fluency Project, Inc. 2005 - (not for profit)

Focus on Sales, Service, Marketing Effectiveness…and Education

© 2006

Thomas F. Gilbert


Carl Binder, Ph.D.


© 2006

Binder Riha Associates

Our Purpose: to bring the discoveries of

behavioral research into practical application.

Our Methodologies Evolve: as we learn how to

communicate scientific principles to managers

and help to solve Real World problems:

- we use language managers can understand

- we address problems they encounter, and

- we add value with practical concepts & tools.

© 2006

We Teach our MethodologiesWorkshops and Consulting Projects

FluencyBuilding™

The Six Boxes™

Measurement Counts!™


Carl Binder, Ph.D.


© 2006

The success of any organization

depends on the behavior of it’s people.

© 2006

Processes Depend on Human Behavior Processes Depend on Human Behavior

Y

YY YY YY YY

YY YYYY YY

YY YY YY YY YY YYYY YY

YY YY

YY YY YY YY YY YY YY YY YY YY

YY YY

YY YY

Thanks to Geary Rummler


Carl Binder, Ph.D.


© 2006

Behavior

Influences

• Expectations• Feedback• Incentives• Process & Job design • Reference base• Tools/Job Aids• Brochures• Training• Coaching• Ergonomics • etc.

Behavior(Tasks / Tactics)

• Asking• Talking• Deciding• Writing• Demonstrating• Analyzing• Answering• etc.

Work Outputs(Accomplishments)

• Proposals• Contracts• Plans• Letters• Decisions• Configurations• Agreements• Satisfied customers• Reference accts.• etc.

Organizational

Results

• Revenues• Market share• Product volume• Profits• ROI• etc.

How Behavior Produces Organizational Results

We analyze it in this direction…It works in this direction…

© 2006

Behavior(Throwing the dart)

Work Output(Dart in bull's-eye)

Work Outputs and Behavior

VerbNoun


Carl Binder, Ph.D.


© 2006

ROI = Value - Costof Work Outputs of Behaviorof an intervention

© 2006

Skinner’s Model of Behavior Influence

A – B – CAntecedents(Discriminative Stimuli)

Behavior(Responses)

Consequences(Reinforcers & Punishers)

Behavior ManagementBehavior Management


Carl Binder, Ph.D.


© 2006

(SD) Information (R) Response (SR) Motivation

Tom Gilbert’s

Behavior Engineering Model

Data Instruments Incentives

Knowledge Capacity Motives

ENVIRONMENT

PERSON

(A) - (B) - (C)

© 2006

Despite the power of the Gilbert’s Model, its

language often confused non-experts.

BUT…

?? ? ?


Carl Binder, Ph.D.


© 2006

Geoffrey Moore’s ModelTechnology Diffusion into The Marketplace

© 2006

ENVIRONMENT

EMPLOYEE

ENVIRONMENT

EMPLOYEE

The Six Boxes™ ModelA plain English model for Pragmatists

Expectations&

Feedback(1)

Tools&

Resources(2)

Consequences&

Incentives(3)

Skills&

Knowledge(4)

Selection&

Assignment(5)

(Capacity)

Motives&

Preferences(6)

(Attitude)


Carl Binder, Ph.D.


© 2006

Behavior

Influences

• Expectations• Feedback• Incentives• Process & Job design • Reference base• Tools/Job Aids• Collateral• Training• Coaching• Ergonomics • etc., etc., etc…

Behavior



• Proposals• Demos• Call Plans• Letters• Decisions• Configurations• Closed deals• Satisfied customers• Reference accts.• etc.

Business

Results


The Six Boxes™ Enables us to Understand andPlan Behavior Influences to Optimize Results

© 2006

ENVIRONMENT

EMPLOYEE

ENVIRONMENT

EMPLOYEE

What’s in Each Box?Selected Details

Expectations&

Feedback(1)

Tools&

Resources(2)

Consequences&

Incentives(3)

Skills&

Knowledge(4)

Selection&

Assignment(5)

(Capacity)

Motives&

Preferences(6)

(Attitude)

Society(Mega)

Organization(Macro)

Individual & Team(Micro) Includes Processes

Not only Training

Fluency is critical

Align Boxes 1 & 3

Depends

on 1-5


Carl Binder, Ph.D.


© 2006

So…

Manage Boxes 1- 5, and

Box 6 will likely take care of itself.

Fail to manage Boxes 1-5, and

Box 6 will be a chronic problem.

© 2006

Common Causes of Poor Performance

Unclear or conflicting expectations (1)

Lack of clear, timely feedback (1)

Expectations mis-aligned with consequences (1 and 3)

Hard-to-find and hard-to-use documents (2)

Too much training, poor tools & resources (2 and 4)

Missing skill or knowledge components (4)

Not enough practice to achieve fluency (4)

Poor job assignment after re-org or promotion (5)

Negative attitude from poorly aligned Boxes 1-5 (6)


Carl Binder, Ph.D.


© 2006

Six Boxes™ - Obstructions / Negative Behavior Influences

1. Expectations and Feedback

• Poor contradictory or absent descriptionsand measures of expected work outputs

• Fuzzy, absent, or conflicting information/expectations on how to do the job

• Poor job descriptions

• Vague, infrequent, negative, unconstructive,delayed feedback about how on e isperforming against expectations

• Too many different expectations, lack of clearpriorities

2. Tools and Resources

• Not enough people, money, time, supplies,equipment, or other resources

• Managers are bean-counters, not coaches

• Inefficient poorly designed jobs & work flow

• Lack of needed support functions/staff

• Bad ergonomics or other physicalenvironmental factors

• Reference tools and resources that are hardto use , irrelevant, information-overloaded,absent, not helpful, etc.

3. Consequences and Incentives

• Too little compensation• No recognition for exemplary performance• Informal negative social consequences for

doing the right thing - from mgrs or peers

• Informal positive social consequences or easyexcuses for doing the wrong thing

• Unclear or absent career developmentopportunities or career planning process

• Poor performance rewarded same as good

• Consequences inconsistent with expectationsand feedback

4. Skills and Knowledge

• Training and other learning methods that arecumbersome, ineffective, not worth the time,don’t produce improvement

• Training as the automatic performancesolution -- without true needs analysis

• Training not based on characteristics ofexemplary performance

• Training on wrong objectives/topics• Learning left to chance• Absence of fluency in using job tools• Lack of fluency in critical knowledge

elements• Lack of fluent skill training, support or

modeling from managers

5. Selection and Assignment (Capacity)

• People with intrinsically different abilitiesthan the job requires

• Performance scheduling demands thatprevent people from being at their peak

• Inappropriate social behavior

• No background that is relevant.

6. Motives and Preferences (Attitude)

• Incentives and compensation that just isn’tworth the work, if there were any other jobavailable

• Assignments and job functions that conflictwith individuals’ preferences

• Negative, cynical or defeated attitude aboutjob and Company

• Chronically problematic relations with co-workers

• Unpleasant working conditions

© 2006

Six Boxes™ - Positive Behavior Influences

1. Expectations and Feedback

• Descriptions and measures of expected workoutputs

• Clear and relevant information/expectationson how to do the job

• Relevant, timely, frequent, positive concretefeedback about how one is performingagainst expectations

• Constructive suggestions for improvementand corrective feedback

2. Tools and Resources

• Tools, resources, time, materials, andphysical environment designed to supportoptimal work output and comfort

• Access to managers, leaders, coaches,experts

• Sufficient personnel to support efficientworkgroup performance

• Optimal work processes and job designs

• Reference tools and resources that are easyto use and built for the job

3. Consequences and Incentives

• Sufficient financial incentives contingentupon performance: a comp. plan that works

• Non-monetary incentives for success

• Informal positive social consequences fordoing the right thing- from mgrs and peers

• Career development opportunities

• Clear consequences for poor performance

• Consequences match expectations andfeedback

4. Skills and Knowledge

• Opportunity to learn in the most efficient andeffective means, in classrooms, self-study,with peers, with managers/coaches

• Training designed to support performance ofexemplary performers

• Ways to achieve fluency in using job tools

• Ways to achieve fluency in critical knowledgeelements

• Effective skills training and skillsupport/modeling from managers

5. Selection and Assignment (Capacity)

• A good match between the capacity andcharacteristics of people and jobs

• Effective selection processes and tools

• Scheduling and deployment of people tosupport their peak capacity

• Social and problem-solving abilitiesappropriate for the job

• Other personal characteristics needed for job

6. Motives and Preferences (Attitude)

• Incentives and compensation that people aremotivated to work for - they want what isavailable

• Assignments and job functions thatsufficiently fit individuals’ preferences

• Positive, enthusiastic attitude about job andCompany

• Good relations with co-workers andenvironment that supports positive socialfeelings


Carl Binder, Ph.D.


© 2006

Behavior

Influences

• Expectations• Feedback• Incentives• Process & Job design • Reference base• Tools/Job Aids• Collateral• Training• Coaching• Ergonomics • etc.

Behavior(Tasks / Tactics)



• Proposals• Demos• Call Plans• Letters• Decisions• Configurations• Closed deals• Satisfied customers• Reference accts.• etc.

Business

Results


To make decisions…we measure Results, Outputs and/or Behavior

© 2006

But we have another problem….


Carl Binder, Ph.D.


© 2006

Business people often view our methodologies

or processes as too complex or time-consuming

to apply in the rapid pace of modern business.

They are Pragmatists and Conservatives – NOT

Visionaries.

We need to Cross the Chasm!

© 2006

1

2

3

45

6

2

5

46

e.g., here is a relatively SIMPLE process.


Carl Binder, Ph.D.


© 2006

And there are LOTS more where that came from!

Wilmoth, F.S., Prigmore, C., and Bray, M. (2002).

HPT models: An overview of the major models in

the field. Performance Improvement, 41(8), 16-25.

At www.SixBoxes.com/Resources.html (by permission from ISPI)

© 2006

Our Solution

Our Six Boxes™ Model

enables performance improvement

“from the inside out.”


Carl Binder, Ph.D.


© 2006

Team &

Organization

Alignment

Needs

Analysis

Management

& Leadership

Development

Program/System

Implementation

Planning

Best

Practices

Diffusion

Performance

Program

Design

• Understand current

conditions

• Conduct Gap &

Cause Analyses

• Suggest needed

interventions

• Configure ALL factors

needed to support

desired behavior

• Take the whole

performance system

into account

• Agree on goals and means for achieving them

• Speak a common language about behavior influences

• Identify behavior that produces exemplary accomplishments

• Identify all factors needed to support best practices

• Build a performance system to disseminate best practices

• Identify behavior for

successful execution

• Configure all behavior

influences for successful

execution

• Teach a shared model

and language

• Identify opportunitiesfor improvement

• Problem-solve individual

and group performance

• Drive “performance

thinking” through the

organization

A Simple Framework at the Core

© 2006

Who Uses the Six Boxes?

Executives: alignment, communication, planning, and execution

Middle Managers: performance planning & management,best practices, continuous improvement

Front Line Managers, Supervisors & Team Leaders:performance management & problem-solving

HR and Performance Improvement Professionals: needs oropportunity analysis, performance design, training support,program planning, and more…

Individual Contributors: “performance thinking” for continuousimprovement, career planning and development


Carl Binder, Ph.D.


© 2006

Common Applications of The Six Boxes™ Model for Different Types of Users in Organizations

SeniorExecutives

MiddleManagers

Front Line Managers

SupervisorsTeam Leaders

Human ResourcesTraining &

PerformanceImprovement

IndividualContributors

Organizational orTeam Alignment

X X X X

ImplementationPlanning

X X X X

Best PracticesDocumentation &

ContinuousImprovement

X X X

PerformanceNeeds/Opportunity

Analysis X X X

Performance Design /Training Support

X X X

Management orSupervisor

Development X X X

LeadershipDevelopment

X X X

PerformanceConsulting

X

Performance Problem-Solving

X X X X X

Career &Self-Development

X X X X X

Special Applications X X X X X

Click http://www.sixboxes.com/Products.html for information about Six Boxes Workshops tailored for these Users and Applications.

Users

Applications

© 2006

General Methodology – All Applications

1. Define performance requirements by identifying OUTPUTS.

2. Identify key BEHAVIOR (tasks/tactics) for producing OUTPUTS.

3. Examine Boxes 1-6 in sequence to achieve greatest leverage.

4. Investigate both positive (+) and negative (-) behavior influences.

5. Remove obstructions (-) & install enablers (+) to optimize results.

6. Seek cost-effective balance among the Six Boxes.

…and teach Six Boxes “performance thinking” to everyone.…and teach Six Boxes “performance thinking” to everyone.

http://www.sixboxes.com/Products.html


Carl Binder, Ph.D.


© 2006

Behavior

• Asking• Talking• Deciding• Writing• Demonstrating• Analyzing• Answering• Repairing• etc.


• Strategic Plans• Assembled cars• Safe equipment• Successful sales proposals• Decisions• Solved customer problems• Completed product designs• Accurate financial records• etc.

Business

Results

• Revenues• Market share• Product volume• Customer satisfaction• Quality ratings• Profits• ROI• etc.

1st - Measure Work Outputs2nd - Identify Exemplary Behavior

How to Identify Exemplary Behavior(“Best Practices”)

© 2006

Example from a Best Practices Initiative for a Medical Devices Sales Team

Work Outputs(Accomplishments or Milestones)

Key Behavior

(Tasks and Tactics)

Six Boxes Factors

List of prospective referring doctors • Develop a list of prospective referring doctors– top prospects by therapy - based on highprescriber lists and other information.

• Build alliances with drug companyrepresentatives to identify prospectiveneurologists (and to develop patient awareness– see below)

• Expectation from manager for list (1)

• Pre-qualification criteria (2)

• Lists of top doctors from organizationsand societies (2)

• Lists of key product companies andtheir local representatives (2)

• Tools and guidelines for working withreps from other companies (2)

• Tools and guidelines for gatheringnames, qualifying prospective docs (2)

Doctor demonstrates an interest inincorporating the therapy into his or herpractice.

• Decide which doctors to continue calling on

• Ask very specific questions about “clinicalpictures” of prospects’ patients to generate aninitial list of potential patients.

• Communicate to doctors and staff exactly howto make a referral (using the ReferralInformation Card); and verify often that theycan tell you and have the cards immediatelyavailable by asking them, calling theirreceptionists, etc.

• Provide video and other materials, showpatient successes.

• Arrange peer-to-peer meetings

• Arrange for site visit or educational events.

• Persuade the doctor to teach you and yourcolleagues about the indication and drug.

• Written process/procedures for makingreferrals (2, 4)

• Patient Management Team member(s)willing and able to speak withNeurologist. (2, 4)

• Journal Club, research articles,opportunities to meet with peers (2)

• Convenient, appropriate educational orother professional events (2)

• Pre-defined “clinical pictures” to probefor, with language appropriate to eachtype of doctor/specialty and diagnosis.(2, 4)

….. and so on…..


Carl Binder, Ph.D.


© 2006

Six Boxes and Organizational Alignment

Work with Executives and their Teams/Departments.

A communication tool: horizontally and vertically

Spend extra time on Box 1.

Major strategic initiatives, mergers, re-orgs, etc.

Let senior level people take it where they want.

“Infuse the Organization with the Six Boxes Model”

© 2006

Six Boxes Performance AnalysisLooking for Causes and Opportunities

What are the key behaviors (tasks, tactics) needed

to produce desired Outputs or Accomplishments?

Are there obstructions to successful performance in

any of the Boxes?

Are there opportunities for improvement in any of the

Boxes, or in alignment among them?

Construct tools for observing and interviewing exemplary

and average performers structured using the Six Boxes

Construct tools for observing and interviewing exemplary

and average performers structured using the Six Boxes


Carl Binder, Ph.D.


© 2006

Six Boxes Performance DesignOptimizing the Performance System

What are the business processes and key outputs?

What is the required behavior (tasks, tactics)?

What is the most cost-effective combination of Six

Boxes factors (Boxes 1-5) to support key behavior?

– Trade-offs between Boxes (e.g., tools and training)

– Options within Boxes (e.g., classroom vs. on-the-job

training)

© 2006

Going Beyond Training for a Product LaunchSimplified Example of Performance Design

Goals for revenue andmarket share;documented salesprocess and strategies

- In memo from VP

- By Manager at Kickoff

- In Sales Guide

• Need-to-know info andjob aids in easy-to-useSales Guide

• Palm Pilot access toshared sales tactics

• Sales collateral andpresentations

• Customer web site

• Compensation plan withbonus for new product

• Competitive game atproduct launch to incentfield-based pre-study

• Rapid response fromproduct specialists toinquiries from the field

• Knowledge and job aidresources (see Box 2)

• Fluency practice in thefield prior to launch

• Practice adapting anddelivering salespresentation to differentaudiences in training.

• Sales team selected forexpertise in specificmarket segments andtypes of customers

• Sales team had input tocompensation plan andmarket strategy

• This one tends to takecare of itself.


Carl Binder, Ph.D.


© 2006

(1)

Expectations

&

Feedback

(2)

Tools

&

Resources

(6)

Consequences

&

Incentives

(5)

Selection

&

Assignment

(4)

Skills

&

Knowledge

(3)

Consequences

&

Incentives

OR…

Improve individual or group

performance with process

design in “Box 2.)

Improve the human performance in Six/Lean Sigma process work

© 2006

Plan for Rapid, Successful ExecutionImplementation is itself a Performance Opportunity

What factors in each Box are needed to ensurebehavior for successful implementation of new:

– Policies

– Programs

– Systems, or

– Strategies?

Motives

&

Preferences

(“Attitude”)

(6)

Selection

&

Assignment

(“Capacity”)

(5)

Skills

&

Knowledge

(4)

Consequences

&

Incentives

(3)

Tools

&

Resources

(2)

Expectations

&

Feedback

(1)


Carl Binder, Ph.D.


© 2006

Ad Hoc Performance Problem-solving(For Managers, Supervisors, and HR Professionals)

Adjust Six Boxes factors to address individual or

group performance gaps.

Teach managers and supervisors to use “Six

Boxes thinking” to address performance problems.

Teach managers and supervisors to use “Six

Boxes thinking” to address performance problems.

© 2006

Management Development

Teach Six Boxes thinking to managers and

supervisors.

Provide opportunities to analyze, and solve

performance challenges using The Six Boxes

Encourage managers and supervisors to make Six

Boxes language part of everyday discussion.

Make this simple but powerful Six Boxes model part of

a performance-centered culture.

Make this simple but powerful Six Boxes model part of

a performance-centered culture.


Carl Binder, Ph.D.


© 2006

Use the Six Boxes Model to

drive “Performance Thinking”

through your organization.

1 2 3

4 5

© 2006

How to Get Started

Project-based: Begin a strategically important

project with a Six Boxes meeting and use Six Boxes

methodology to solve an important business

problem. (Learn about the methodology as part of

the project.)

Development-focused: Teach key teams and

departments Six Boxes methods for improving their

capabilities in one or more important functions.


Carl Binder, Ph.D.


© 2006

Improving Sales Performance

A software company launched a new product. The Vice President toldthe Sales Force that this was a very important product and that theyshould sell it aggressively. The experienced sales representatives,however, saw that they received no bonus or special recognition for thisproduct, so kept selling the older ones. A special recognition programfor those selling the new product resulted in increased sales.

1 2 3

4 65

+ – 1 2 3

4 65

+ ++

© 2006

Improving Factory Maintenance Results

A semiconductor factory’s machines were failing unpredictablybetween scheduled maintenance. We observed experienced techniciansand found that the a) maintenance manuals did not properly documentprocedures and were difficult to read, and b) there were certain stepsthat required more practice (e.g., inserting an oil seal and checking it bytouching rather than seeing it). Changing these factors resulted in bettermaintenance results.

1 2 3

4 65

+–

– – 1 2 3

4 65

+ +

++

+


Carl Binder, Ph.D.


© 2006

Ensuring Training Program Participation

A Training organization in a large biotechnology company introduced aprogram that required participants to study on their own and to practiceto achieve fluency. After an initial implementation they found thatparticipants were coming to class without having practiced sufficientlyto achieve “fluency.” The Vice President set an expectation that peoplewould be sent home if they came unprepared for class and that theirmanagers would be held accountable. Managers were given checklistsand asked to monitor participants’ self-study once per week. At thenext training, all participants completed the self-study component.

1 2 3

4 65

+ 1 2 3

4 65

++

+ +++

© 2006

Improving Software Implementation

A Sales organization introduced a new software program for salesrepresentatives that required them to connect to Headquarters using atelephone modem (this was before high speed internet connections.)After initial training, which cost nearly $300 per representative, use ofthe software did not increase very much. The organization decided todo more training, which had almost no effect but cost $150 perrepresentative. We discovered that the cubicles where sales peopleworked had only one telephone connection. When a second wasprovided, use of the software increased to the expected level at a cost ofless than $75 per representative. Training was NOT the solution.

1 2 3

4 65

+$

1 2 3

4 65

+ $

++


Carl Binder, Ph.D.


© 2006

Identifying a Best Practices Process Step

A group of Performance Consultants in a large information servicescompany sought opportunities for improving sales performance. Oneindividual sold services to nearly twice the proportion of prospects shecalled compared with other sales representatives in the organization.While observing her on the job, we discovered that she had added anew step at the beginning of the sales process that eliminated many badprospects. By telling other sales people to add this step to the salesprocess, the organization increased its sales efficiency.

1 2 3

4 65

+ + 1 2 3

4 65

++

+ +

© 2006

Accelerating New Hire Performance

The Manager of a customer service telephone call center wanted toshorten training and improve productivity. He set higher expectationsfor performance during training, stating that trainees would need tobecome QUICK (fluent), not merely accurate in their use of skills andknowledge. He and his staff designed better job aids, developed trainingexercises with much more practice on key skills and knowledge andtaught supervisors how to manage fluency practice exercises.Productivity increased 60% and training was cut by 1/3. Traineesenjoyed training and were more enthusiastic than before.

1 2 3

4 65

+–

+ 1 2 3

4 65

++

++

++


Carl Binder, Ph.D.


© 2006

Improving a Sales and Marketing Process

The Sales and Marketing organizations working in a large equipmentmanufacturer needed to improve their process for creating andimplementing marketing programs for use by sales people. First, weused a Lean Process Improvement approach to change inputs, stages,outputs, and feedback loops to improve information and outputs at eachstage. Then we used Six Boxes analysis and design to set differentexpectations for performance (Box 1), gather data to provide improvedfeedback (Box 1), develop reference documentation and job aids tosupport the process (Box 2), and teach additional skills and knowledgeto key participants (Box 4) so they could implement key steps.

1 2 3

4 65

– 1 2 3

4 65

++

++

© 2006


Carl Binder, Ph.D.


© 2006

Discussion?

Questions, Suggestions?

© 2006

Thank You!

Subscribe to the free newsletter at

www.SixBoxes.com

Documents

The Six Boxes™ Model - OBM Networkobmnetwork.com/wp-content/uploads/2017/05/ABA2006_binder_sixb… · The Six Boxes™ Model - Invited Tutorial - ABA 2006 Carl Binder, Ph.D. ©