An interesting article I read some time back identified several types of procrastination. To the best of my memory, the types were:

• Laziness: I put off evaluating my (terrific) interns because I'd just rather read an interesting article about the management style of W. L. Gore and Associates.
• Strategic procrastination: I put off producing a presentation because I work best under pressure, and I would rather focus on more urgent matters right now.
• Indecision: I put off designing a new intern retention program because I'm just not sure how to start.

This article helped me by identifying why I procrastinate. I suffer from a bit of procrastination from laziness, and I often choose to put something off because it doesn't need to be finished right away. But by far the greatest source of the procrastination I regret is due to indecision. I'm just not sure what action I should take next, so instead I work on something I do know how to tackle.

The solution I've found? Make systems out of everything. Instead of viewing each case as an individual problem to be solved, I try to categorize that problem, and design a policy to address similar problems in the future. I record my policy so I can refer back to it in the future.

The principle here is to reduce the number of times I have to make a decision. I'm so often juggling lots of balls at once that I rarely get time to sit down and concentrate hard on anything conceptually difficult. So I focus those times on designing policies I can apply to lots of situations.

Specifically, I use lots of checklists and form emails. The checklists allow me to break complex tasks into easy-to-digest steps. For example, here are some steps I go through when training a new Davis Dollars intern:

1. Confirm the topic she's interested in working on (e.g. community outreach, business outreach, marketing, etc.)
2. Make her an admin on our website (www.davisdollars.org)
3. Remind her to upload her bio, with a picture, to our About Us page
4. Give her an orientation on our Google Docs
5. Set her up with a team; make sure she has specific action items to work on at the end of the meeting

And so on. This makes the orientation process much less intimidating for me, because I know exactly what I'm supposed to be doing.

Form emails also reduce the need to make decisions about what to write, and help me avoid forgetting important details. Some of the types of form emails I use:

• A standard response to applicants
• An email reminding intern applicants to read our About Us page, and come prepared to discuss ideas for how they would start off their internship
• An intern orientation email with links to our various web resources
• Information about how to get involved in Davis Dollars
• How Davis Dollars benefits Davis businesses

What strategies do you use to avoid needing to make decisions too often?

Changes are taking place quickly here in the internship program! These are actually updates from a month ago, but things have been so fast-paced that I haven't had time to write about them until now.  

I used to be concerned about starting up intern mentoring (as I've mentioned before). The intern retreat we held convinced me that senior interns actually wanted to be relied on as experts. I was still worried that setting up interns to mentor each other might be logistically difficult.  

Well, I should have trusted more in the skills of my intern crew. When Ryan started up in early June, I told him to ask Mark and Jeysree (two senior interns) questions. Both of them were extremely helpful in getting him started. Besides saving me work, this had two unexpected benefits: I got to see how other interns did tasks (which allowed me to make corrections), and it built morale between the interns.  

Our first completely intern-planned ownership initiative was completed, as well! Jeysree and Mark carried out the first of the Community Office Hours successfully. Now that Mark and Jeysree will both be gone from the office, I'll have my first practice transitioning a project to a new set of interns.  

Last month I also started Jeysree on our first official Learning Project. The idea of the Learning Projects is that we will offer interns specific skills to learn, and assign them a project (e.g., an ownership initiative) that will force them to practice this skill. The ultimate goal is for them to become proficient at a new skill.  

Jeysree was working with the Prezi presentation platform (prezi.com). I haven't quite figured out a way to integrate learning projects, though - they sit a bit uncomfortably alongside the ownership initiative structure. Ideally they would mesh, but I'm having trouble finding ways to work them together. Perhaps I need to spend more time matchmaking between interns, skills they'd like to learn, and projects that could benefit from those skills.  

The success of the learning projects idea may depend on whether interns are more attracted to a project because of the skills it will offer them, because of the project itself, or because of the people already working on the project. If the latter two are strong attractors, I may need to focus on assigning learning projects to interns already on projects, rather than trying to match interns based on skills they want to learn.

I promised myself I wouldn't do any work this week on vacation, either on Davis Dollars or for Senator Steinberg's office. Co-op Camp is a beautiful camp in the Sierras, and I only see most of my friends from camp once a year.

Well, I didn't quite end up doing work...but I also did end up getting involved in two different flavors of management while at camp (as the Teen Director, and in general camp management). I'm now involved in managing Davis Dollars, the internship program in Senator Steinberg's office, the Davis Cooperative Community Network, and Co-op Camp.

I've been the Teen Director at camp for about five years now, but this year I've really taken the program to a new level. While my role in previous years was really not much more than chaperon, this year I've been leading the teens in running projects and workshops for each other.

I met with them at the beginning of the week to talk about what activities they'd like to do, and particularly what skills they'd like to learn, and to share with each other. Emily led a workshop on handstands and cartwheels, for example. Keith led a handful of teens in getting video testimonials about camp from every camper, so we can share what makes this camp so special. I treated my job as director much more like my role at Davis Dollars and in Senator Steinberg's office - I'm focusing on empowering the teens to create programs they're interested in, instead of relying on me to entertain them.

I'm also making my first forays into general camp management, at the invitation of the three current camp managers. Because many of the campers come from co-ops of one sort or another, lots are interested in helping make camp a better place, but many I've spoken to have found it difficult to get involved. I know Heather, Chip and Victor (the three current managers) feel overwhelmed by everything they have to accomplish every year. (They're not paid.) I think everyone would agree that the three of them have become a bottleneck purely by virtue of the huge amount of work that has to go through them, and I think we would all like to share the work around a bit more.

So when Heather invited me to take on a management role, I took the opportunity to talk to her, Chip and Victor, and several others interested in getting more involved about how we could make it easier to campers to contribute to preparation for camp.

I started by creating a Google Group to replace our old email list so that we could have a small group of administrators authorized to email to our entire list. (Previously every email had to go through Heather, Chip or Victor, and it wasn't feasible for them to handle this all on their own.) This will make it easier for other campers to let everyone know about camper meet-ups during the year, fundraisers, and other important news.

I also created a set of Google Documents to help us coordinate on our various activities during the year. This way campers can log in and find out, for example, that we still need $1,500 in prizes for our auction, and can begin to solicit donations from businesses. (Before, this would have required prior authorization from Heather, Chip or Victor, and things get slowed down when 20 people who want to contribute in different ways all have to filter through three people.) In a lot of ways this isn't any different from all my other management experience - I'm trying to empower people to make a contribution. People want to get involved, and it's just a matter of making it easy for them to do so in a coordinated manner.

Nonprofits and community organizations are often chronically understaffed, and I'm wary of getting involved in Co-op Camp management because I don't want to be drawn into a huge tangle of tasks to get camp coordinated for next year. As I get involved, I'll insist on being given specific responsibilities, and the freedom to accomplish those responsibilities with minimal interference. As I've found from managing my hordes of interns, people are a lot more interested in doing grunt work if it's in the service of a responsibility they've been given than they are in doing grunt work that has been assigned to them.

As with my interns, my ideal contribution would be to enable campers to share their talents to improve camp. There are lots of folks who want to help put on the carnival, or bring new campers, or offer a great workshop. Right now the centralized management structure has made it difficult for some people to contribute. Heather, Chip and Victor recognize this, and were happy to hear that the Google Documents might encourage people to put their heads together outside of camp to prepare for next year.

So now I just have to figure out how to share information and responsibility in a meaningful way, while helping coordinate everyone’s contributions so collaboration doesn’t turn into chaos. Wish me luck!

I just calculated interns' hours as full-time equivalent (FTE) employees. If you're not familiar with this, it means adding up all their hours per week and dividing by 40 (for a 40-hour work week), which can give you the equivalent number of full-time employees. So we have 16 interns right now, but only two are genuinely full time. All their hours together come to 4.78 FTE interns! I think it will be closer to 6 during July.

Here's a graph of my FTE intern management experience over time:

My interns, apparently, aren't as wild about initiative as I thought they'd be. It turns out they want a bit more structure.

We recently had an Intern Retreat - we got all the interns together to talk about how things were going, and to ask them to suggest improvements. A few quick findings:

• Everyone seems to really like the program - they had plenty of improvements to suggest, but hardly any complaints. I'm always open to complaints, so I don't think they were just biting their tongues out of fear.
• Interns like the freedom they're given to dream up their own projects, but also really want some preapproved projects to choose from if they just want to get started on something.
• Experienced interns really wanted more opportunities to act as leaders and help mentor newer interns. I've been wanting to start a mentoring program for a while, but feared that the older interns would view it as a hassle. Au contraire!

I'll write another post soon about the intern mentoring I've started up. I have also begun an Internships page of this website to describe what I've learned about starting and running an internship program. For now, I'll start with my biggest surprise, which was that most interns seemed to want more vetted projects.

When I dreamed up the idea of ownership initiatives, I thought the biggest appeal would be that interns could think up their own projects. One of the aspects of my job that I've always valued the most has been the freedom to initiate a project I thought would benefit the office, and I imagined interns would clamor at the opportunity to do the same. So I developed the ownership initiatives around the idea that interns would propose an idea, then investigate how to turn that idea into a feasible project.

Well, I guess I shouldn't have been surprised that things don't always go as smoothly as I imagined. There are at least three things that stand in the way of my idealized vision:

• Many interns - even motivated, creative interns - don't come in with a good understanding of what sorts of projects our office will want to take on.
• Roadblocks, often completely unexpected, can derail good ideas, which is frustrating for interns.
• Most of our interns are energetic and don't want to spend weeks investigating a potential project before getting started - they want to get started now.

What interns need is a pool of vetted projects they can get started on immediately, which have been cleared of roadblocks, and which I know will further the cause of our office (providing assistance to constituents, and providing a communication channel between constituents and Senator Steinberg).

The ownership initiatives now have a slightly different focus. Instead of trumpeting the benefits of being able to work on projects that interns can design on their own, we emphasize the appeal of having ownership (responsibility and commitment) over a project. We help new interns find places on existing projects. I spend time making sure projects aren't getting stuck. What I still need to implement is a list of fully-vetted projects with notes on how to get started.

Beyond that, I talk to interns about ideas they may want to pursue on their own. I know that there are interns who want to design projects of their own, and I want to make that possible. But I also realize that not everyone wants to invent a completely new program; they just want the opportunity to contribute something of value for which they will be recognized.

Being effective and accountable requires that you be able to control your environment, and this sometimes means you have to manage your peers (or your boss) to make sure you get what you need.

I'm fortunate because my peers are all responsible, talented people who do good work. I know I can rely on them. Despite this, I still sometimes need to manage them a little bit to make sure I can deliver on my commitments. They manage me a bit, as well, if I haven't gotten back to them about something they need.

For example, I keep very good track of which response letters I've sent to Karen for review. If I haven't heard back on something for several days, I'll drop in her office and check up on it. I tell my interns to do the same thing with me - if they haven't heard back about a letter they sent to me, they should ask me what's going on with it, to make sure I haven't misplaced it or forgotten it.

The important thing, in my mind, is to keep track of what you depend on others for (whether those "others" are your subordinates, colleagues, or bosses). Hold them accountable to what they have committed to delivering to you. Do it in a friendly way, but let them know that you rely on them to accomplish your own tasks on time.

I once heard a story about a plant manager in a World War II airplane factory who radically increased his employees' production. The factory operated around the clock in three eight-hour shifts, and he achieved the improvement by writing on the wall the number of airplane engines completed by the previous shift. Each shift wanted to beat the previous shift's performance, and they worked harder to make that happen.

Whether the story is true, I don't know. But it illustrates an important point - that people want to do well, and it helps to show them how they're doing, and give them something to work toward. I personally believe that the competitive element is useful, but not necessary, for this point.

I heard this concept described another way recently. I was listening to a podcast about activism (I think on the excellent Big Vision Podcast, by Britt Bravo). The guest explained that people are often apathetic because they feel that their efforts are just a drop in the bucket. She said that drops can fill a bucket pretty fast, though. What's important is being able to see the bucket, and see all the other drops from other people, so we know we're making progress.

So the important thing is to provide some context, and show people what other people are working on, so you know you're not the only one working on something.

It was with this in mind that I printed a graph of our progress with our response letter backlog. My intern team does a great job of writing letters, but I think the seemingly-endless assignment of response letters must wear down on some of them. To use the metaphor from above, I wanted to make the bucket more visible by showing how many responses we had left. We have been making steady progress through our backlog, so I figured showing our team how we're doing would give everyone a bit of hope - we are doing well, and we're almost done!

I printed out a graph and showed it to the three interns in today, and asked them all to think about how we're going respond to everyone. I explained that I would show the latest graph every day to keep people aware of where we stood. I had expected a few more letters to come in, but was surprised to have nine letters in my inbox in the next half hour! What an effect!

We'll see whether this sort of effect is sustained over the long run, or if it is only a short-term boost that only occurs the first time I show someone the graph. But I have hope that it will really help give people an understanding of where we are, and remind people to focus on what they can do to help us get to our final destination.

A few days ago I had the odd experience of mentoring one of my interns on leadership development. Odd because I'm so new to leadership development myself, but also because I felt I actually had things to teach. Much to my surprise, Lauren didn't immediately say, "Yeah, yeah, I already know that." Instead, she was nodding and taking notes. Also, I was reminded how much I learn when I teach - it forces me to articulate ideas that only exist nebulously in my mind.

Here are the basics of what I've learned so far, and what I told Lauren.

Involvement is a continuum. It doesn't help to think of infrequent volunteers, team members, and leaders as separate categories of participants. These types of participants belong on a continuum. Every volunteer should be seen as a potential team member, and team members can and should be encouraged to lead.

Leadership isn't a one-way activity. You can have lots of team members acting as leaders because leadership isn't a one-way activity that only occurs when someone leads her subordinates. Participants can lead laterally when they work on projects together, and help each other overcome obstacles. They can also lead upward - people higher in an organization should be open to the contributions of those below them. Developing leaders is less about grooming someone for a position of formal authority, and is more about developing abilities like critical thinking, communication, confidence, teamwork and a willingness to take risks.

Get participants working together. You'll have real trouble developing someone as a leader if you only assign him individual work. Even when tasks can be completed individually, get participants to work together on tasks so they can learn how to lead laterally. If tasks cannot be easily split up, ask participants to choose how to distribute a bundle of tasks, and ask them to talk to check up on each other's work. This will also help you recognize which participants take the initiative, and may be ready for more responsibility. Assigning work to groups also builds morale and team spirit, and takes a load off your shoulders, as you are no longer solely responsible for assigning tasks - you can ask a team to figure out the best way to accomplish something.

Assign responsibilities, not tasks. To engage a team member's passions, assign them broad responsibilities rather than narrow tasks. People want to feel they have accomplished something, and it's difficult to feel ownership of your work if you can't see how your work connects to everything else. Almost everyone has to do some tedious groundwork; a team member will be a lot more cheerful doing that work when she decides it's necessary to accomplish the goals she's responsible for than if you tell her to do that work. Sometimes you'll have to step in to remind a team member what sort of groundwork is necessary, but even in these cases, make sure to put the groundwork in the context of her overall responsibility.
When someone first gets involved, you should probably find engaging tasks to assign them, because they may not be interested in taking on responsibilities. But as people get more involved, you should give them the chance to take on responsibilities.

Gauge a participant's interest by suggesting they invite others. People who are really interested in the work they do will probably be enthusiastic about asking others to get involved, if you have ways new people can contribute without a large time commitment. If these opportunities exist and your team member isn't interested, it may be because he doesn't feel very engaged in what he's doing. Think about how you can engage him more. If you're already doing everything you should be doing, keep in mind that he probably won't be interested in getting any more involved than he already is.

Leadership development takes time. Leadership development not only takes time in the sense of needing weeks or months; it also takes real time from a leader's day. Don't shortchange your leadership development effort by assuming it will happen as a natural byproduct of management. Keep in very good contact with anyone you're developing as a leader, and anyone who is a potential leader. Don't drop the ball!

I'd love to hear your own suggestions - how do you develop leaders?