Learn or Burn?
Your Quality Control Program
December 2006
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Dear Sue,

Both task and relationship count. Accomplishing the task of implementing or operating a Quality Control Program at the expense of the relationships in your agency is a failure.

".... there is a resistance from the supervisors to use the call assessment protocol. The feeling is that it is too much to expect employees to use this tool when they are so short staffed."

Here the call assessment is viewed as a burden instead of a support system.


Are the supervisors expecting that during short staffing that there will be less quality? Or do they feel during these times people should not be as accountable? Or is it that the program is viewed as a stressor instead of an aid. It appears this program has not lived up to it's true intent to guide and teach.

You can use a tool, such as a hammer, to build or demolish. Which is it?
Another consideration is the confidence within the staff. Let's say you believe you have a terrible singing voice but someone convinces you to sing Karaoke. Then they make you listen to yourself while agreeing with you that the song was terrible.

During times of high stress people who care about doing good work often are more sensitive to being able to do good work. People feel 'defensive' when they feel 'attacked'. Administrators are likewise more sensitive to liability and errors and feel the need to remain cognizant of what is happening on the floor. Where is the middle groun? How can you ensure quality but not appear to be micromanaging or provide fear based assessment?
Check out Kim's idea of offering a 'blue ribbon' - see the attachment. If your recognition is not as well received as anticipated? What might also work is to add a 'team' blue ribbon for a series of calls. Some people feel conspicuous when singled out during hard times when 'everyone' is struggling. Your people care deeply about their co-workers and generally want everyone to receive credit for what they achieved.

The true intent of the program is to ensure a high level of service and compliance to procedures. Supervisors' intent and need is to protect their staff from further stress and hold things together. Bring these two factions together by asking; "How can we ensure quality in the center - while also ensuring the process does not impact the staff negatively during this time?" When you can answer this question, you have solved the conflict. Reaching solutions that appeal to all parties is easier with an understanding of the inner experience of all parties. Empathy helps.
Truth is your most important asset. Killing messengers drives Truth underground. When you kill a messenger, you don't trust their intent. Addtionally, you deliver a message of your own: "Tell me the Truth at your peril." Truth delivered with blame/shame won't set anyone free. However, truth can be a welcomed relief.

Is it possible that commendations are in order? Could it be that the call assessments could result in support for good work during hard times? It could. Could call assessments point out the true dangers of short staffing by bringing to light the consequences to the public or responders as well as the staff? If your goal is to support, the choices you make are more effective if you take into account the personal fears of those others as well as the responsibility to those you serve.
For change to happen, the 'changer' must own the information. Delivering the message directly can be problematic. Directness in pointing out an error or lacking can result in a loss of ownership, or it can interfere with transfer of ownership. Using an indirect approach leaves the way clear for the recipient to assume ownership.

If the message is that skills or methods must change for a call taker or dispatcher it might be more effective to allow them to discover the need. If the message is that low staffing levels are creating liability for the agency or danger to the responders, it might be more effective to allow administration to uncover the patterns. Learning is defined as a 'change' - no change will happen if there is no need established.
We learn through our experience. If our experience is that somehow we are lesser by our mistakes, that is how we will view an assessment. If we experienced that problems are opportunities and can result in growth, we will welcome the opportunity to learn. Learn or burn?

Allow the Telecommunicator to review their own work and offer their assessment BEFORE yours. If they have a clear understanding of the expectations and objectives they will see the same things you do. If they do not, training is in order. You are a learning team now, both of you.

You cannot put lipstick on a pig and call it beautiful. You cannot force people to put their defenses down when they are feeling unsafe. Two small steps can make a difference: 1) move the focus from the individual to the whole by looking for patterns, celebrating success and attending to exposed needs 2) move the focus from 'telling' to teaching by allowing the discovery and dialogue process described here.

With just a few minor changes you have transformed your program from 'flame thrower' to 'warm blanket'.

Respectfully,
Sue Pivetta
Professional Pride Training Company


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