Let’s Tackle Systemic Problems Rather Than Focus on the “Gotcha” Mentality of Compliance-Based Systems

An organizational culture focused on compliance places a premium on following “the rules.” Those rules may be spelled out in painstaking detail, or mysterious and unclear. Nonetheless, actors in that culture must comply with them or else they may suffer the consequences of not doing so.

You might consider such compliance simply means being accountable. I’m all for accountability, and for accepting the consequences of my errors. Let me be crystal clear about that. If you’re wrong, you’re wrong. If you made a mistake, you made a mistake. If you need to submit certain paperwork in a certain way and fail to do so, you must recognize that. There are no excuses. But what I’m talking about here goes far beyond that.

 

For one, despite an effort to be clear, what passes for “compliance” varies from one person to the next. A compliance culture strives to provide black and white solutions. The real world hardly complies. Reality is multicolored and far more complex than the rule enforcers would dare imagine. Compliance authorities, moreover, no doubt have their own motives. These undoubtedly cloud their efforts. They’re looking for wrongdoing, no matter how they define it, and “gotcha” is their end game. They seem to simply want to put another trophy on their mantle. What can happen as a result is a “guilty until proven innocent” mentality. It shines a white-hot spotlight on individuals when the evidence of wrongdoing is unclear, if not nonexistent. That’s all in the name of “compliance” and targeting those who at a glance appear to have violated it in some way. 

 

The far bigger problem is as follows. A narrow focus on compliance neglects the systemic issues raised by the incidence of such noncompliance (real or imagined). Yes, these systemic issues can be messy and hard to address. They also might mitigate the severity of the original “offense” and render the judgment of the compliance officer moot. For example, “wrongdoing” might have resulted due to the neglect, if not incompetence, of others working in the organization. System checks that might have prevented a problem before it occurred may have failed or not even been in place to start. 

 

To build learning organizations, we must seize the opportunities posed by such issues of “noncompliance” to make real and lasting changes. A “gotcha” mentality serves the needs of no one—except for those pesky compliance officers. 

 

You Cannot Talk About Writing That Doesn't Actually Exist

I was meeting with a member of my doctoral dissertation committee. We were reviewing a draft of the opening chapter of my dissertation. As the office door was open, in sauntered a fellow doctoral student who also was working with this same faculty member.

The student stated, "Dr. Jones (not her real name), I'd like to talk to you about my dissertation proposal." Dr. Jones looked at the student somewhat quizzically, paused, and replied with all due enthusiasm: "Talk about it? There's nothing to talk about. You haven't written anything. When you've written something send it to me. Then we can talk about it." 

That comment by itself reinforced for me the urgency of writing. That means not just thinking about writing. Nor does it mean merely talking about writing. It refers to actually writing about your proposed topic. There is no substitute for doing so. 

Building a Personal Archive: Webinar Upcoming April 15, 2026

Personal archiving involves capturing and protecting your "living history" to ensure that your experiences remain available for the duration of your life—and for the benefit of future generations, if that's your goal. Whether your history is contained in physical boxes or digitally, archival principles provide a roadmap to transform these materials from a "stuff-to-be-filed" pile into an organized legacy. 

PCI Webinars has invited me to deliver a webinar on April 15, 2026 to share what I've learned in putting together my own personal archive. Participants will learn how to get started with putting together their personal archive, allowing them to manage memories methodically. 

By the end of this webinar, participants will be able to:

• Determine which items have enduring significance to their personal narrative
• Organize their collection 
• Identify appropriate preservation guidelines for non-digital media
• Begin to outline a digital storage strategy, including social media

If you have questions, or would like to discuss having me offer this webinar to your group, please contact me. 

Received an Email from a Colleague? You Owe Them a Response

It's one thing to choose not to respond to an email from someone you don't know. I can understand that inaction at one level, although I don't always agree with the practice. 

It's a far different thing to choose not to respond to email from people you work with. I'm talking about individuals who work for the same organization as you. They may be peers, or direct reports, or supervisors. You may or may not know them personally. It makes no difference. You owe them the courtesy of a response. The failure to do so shows at best a lack of respect. At worst, it communicates a disdain for those who committed to serve the same cause as you. 

Maybe you cannot respond right away. Perhaps you're not in a position to respond at all. That's okay. Let the sender know where things stand so they're not left in the lurch waiting for a reply. Recognize the absence of a reply may create difficulties for that sender.

I'm astounded that well-educated, "accomplished" people don't respond to email from colleagues. I'm even more astounded that such inaction often goes unreported and unacknowledged. 

Unless we are accountable to each other as professionals, the work we do can be more difficult than it needs to be. That accountability starts with responding to your colleagues' email.

Podcast Appearance: Interview about My Professional Journey

Check out this podcast interview--just published today! I discuss my career path and what I'm thinking about in terms of what comes next. 

Moderating April 13, 2026 Panel: Moving into the Ombuds Role: Strategies for Entering into and Advancing in the Profession

My proposal to present at the 2026 International Ombuds Association Annual Conference has been accepted! I will facilitate a panel entitled "Moving into the Ombuds Role: Strategies for Entering into and Advancing in the Profession." It will take place on April 13, 2026. I'm ecstatic that Scott Cantor and Amanda Dean agreed to participate as panelists.

I'll share more in early 2026 as panel materials are developed.

Gratitude and Appreciation for Leadership Monterey Program Role

I'm so very grateful for the opportunity I've been given the last four years to facilitate Leadership Monterey County.This ten month program, offered by the Monterey County Business Council (MCBC), is attended by leaders from throughout the county. Individually and collectively, they've been a joy to work with and to get to know. 

I was especially touched to have received these messages from recent program graduates.

ONE

I really appreciate you and the energy and personality you brought to Leadership Monterey every month on Fridays when the group met. You are an amazing person, and I always appreciated how you lit up the bus.

Thank you for all that you do in such a thoughtful way. It was an incredible opportunity to learn so much about the history within our county of Monterey, and even more meaningful to make connections with the group. Your guidance and encouragement helped make those connections possible, and I truly value them.

TWO

You are awesome and have amazing energy and enthusiasm. Thank you for being you and all you offer Leadership Monterey County! You were a big part of why I enjoyed the program so much.

I am scheduled to serve as facilitator in 2026-2027. Stay tuned for more posts about my experiences and the amazing participants!!

A Plea for a Graceful and Accepting Attitude When Receiving Negative Feedback

I've received thousands of evaluations on my teaching from students enrolled in my classes. Most of this feedback has been positive, even glowing. Yet there's been plenty of feedback on how to improve. In some instances, comments have been more pointed and even personal. Regardless, it's all just feedback. I'm grateful for all of it. No one comment is more or less valuable than any other one. In short, I've adopted an attitude of gracefulness and acceptance towards all student feedback. It has served me well over the years.

I couldn't help but reflect on my approach to feedback recently. I had just attended a Homeowners Association (HOA) Board of Directors meeting. It serves the community where my wife and I live. When called upon, I shared our experience in working with an electrician recommended by the HOA's management company.  In short, our experience was not pleasant. Communication was intermittent at best. On top of that, the project took longer to complete than originally estimated. The final price was not the quoted price. Therefore, I proclaimed, we would not call on this electrician in the future when we needed such services.

The management company's president responded with two comments.

1. "Gee, that's the first time I've ever heard anything negative about the electrician."
2. "Well, Mitchell, you were the among the first owners to reach out to this electrician to complete the project in question."

I interpreted these comments as follows:

1. I was the only one who had ever had issues with the electrician. No one else had complained before, so my assessment was deemed less than valid. 
2. I shouldn't have expected the electrician to have the project all figured out. After all, I was in one of the first units his crew had worked on! Apparently, they needed time to figure it all out. My wife and I didn't know that. Therefore, given the need to respond to the management company's mandate to address a critical electrical issue, we suffered through the electrician's learning curve. 

I felt dismissed. I felt patronized. 

All that I needed was a thank you for my feedback. That's it. Instead, I'm left wondering if my words mattered one bit. 

In short, the situation called for a more gracefulness toward and acceptance of feedback. That would have gone a long way towards making me feel good about being a member of the community.  

We Can Never Thank Our Volunteers Enough

Organizations that rely heavily on the contributions of volunteers realize two points. One, volunteers by definition don't have to do anything. They can simply pick up and walk away as they see fit. And two, absent the effort of dedicated volunteers, these organizations are unable to do the work they need to do.

That's why the successful recruitment and retention of volunteers begins with appreciation. That means recognizing volunteers for their ongoing contributions to the organization. The substance of such recognition may vary. Nevertheless, it's factored into planning and execution of volunteer programs.

Saying "thank you" is the simplest, clearest form of recognition. It might be a shout out at an event. Or listing volunteer names on a PowerPoint slide. Or sharing volunteer achievements in a newspaper article. And of course social media posts can acknowledge individuals by name. In short, opportunities abound to show our appreciation for volunteer efforts. 

It doesn't necessarily take a lot of time, or effort, or money, to share such appreciation. It only requires a commitment to do so that's born out of a genuine caring and concern for the individuals who step forward to donate their time and talent. 

The Absurdity of the Statement "I would love to teach, but I don't want to do all the grading"

I've been teaching for 27 years. So, when someone asks me what I do, I necessarily talk about teaching. During the conversation that ensues, the person with whom I am speaking often comments: "I would love to teach, but I don't want to do all the grading."

Let's break this statement down a bit.

"Grading" refers to a letter grade, numerical score, or simply a pass/fail based on the assessment of student work on an "assignment." That assignment might written, spoken, or in another format. Regardless, the assignment calls on students to apply what they've learned in the course. Reviewing this student work provides the instructor feedback on student progress. More broadly, the instructor gains insight about the effectiveness of their teaching. Assessing the work--"grading" it-- gives the student feedback on how well they're doing in the class. Ideally, it also offers recommendations for improvement--that is, to help students learn and grow. 

"Grading" serves the needs of both the instructor and student. Without it, it's impossible to determine if actual learning takes place. 

In short, to proclaim "I would love to teach, but I don't want to do all the grading" is absurd. They necessarily go together. 

On Fighting the Battle When You're the Only Combatant

I'm a fighter. That means if there's a cause I believe in, or an argument worth making, I will do so. It also means I get clear about what I want and relentlessly ask for it if need be. Over time I've improved my ability to identify circumstances that merit a good fight. Nonetheless, I may pay a price for my actions and attitudes. That's okay. I've fought the good fight. I've been true to myself. 

Yet I see that sometimes (perhaps even most of the time) I will fight when I'm the only one doing so. I get it into my head that others are pitted against me and equally willing to fight. Such "opposition" often doesn't exist. There may be little to no interest in the issue. Or me and my concerns are the furthest things from anyone's mind.

So there's no fight. There's no need for me to fight. So I've learned not to do so. And on those occasions, I gain a bit more peace of mind. That, plus the likelihood I'll direct my attention to individual interests and concerns. That's a whole lot more productive and satisfying than fighting. 

Offering Your Advice (When Asked)

I don't as a rule offer unsolicited advice. When I'm asked, I do. I strive to be specific and relevant. I want my words to truly help the individual who asked for advice. I find the individual's background and their specific questions can help guide me in delivering advice that makes sense to them.

Sometimes, the request for advice lies outside my areas of experience and knowledge. I'll let the person know that before I respond. And when I respond, I do so in general terms that may (or may not) be relevant to the individual. At different times during the conversation, I'll check in to see if what I've shared is helpful nonetheless. If it isn't, that's not a problem. I'll stop. Better I know than to talk on for no one else's benefit other than my own. 

Leaving a Room Exactly How You Want to Find It When You Return

I make it a habit to leave a room exactly how I want to find it when I return. That means everything is in its proper place. These places largely remain consistent. Surfaces are clean and uncluttered. If something belongs in a drawer or hidden away, that's where it is. Check out this picture of my office at the Naval Postgraduate School for a visual representation of what I'm discussing here.  

You don't see books scattered randomly on my desk, or loose papers, or office supplies other than some post it notes (which I use frequently) and a pen case. I need to frequently access the books on my table (to the left of my desk) so that's their permanent home (and they are neatly organized in orange magazine files). The same goes for the binders, as they contain materials for classes I'm currently teaching. 

In other words, when I return to my office, I don't want to spend time cleaning up or organizing it. I've tended to those tasks during my previous stay. I don't have to think about where things are. I know exactly where they are when I arrive. I can get right to work on my most important tasks of the day. 

How to Break Into a New Professional Community

Let’s say you’ve landed a job in a field different than the one you previously worked in. Or you decided to launch an entirely new career or start a business. You’ve done your homework, in so far as reading everything you could find on the Internet. Then you shared what you learned with the AI tool of your choice to ask questions to fill in gaps in your knowledge. 

You’re ready to get started on your new adventure, or so you think. But you might not have spoken to anyone who actually does the work you want. Perhaps you know people — or know people who know people — who do this kind of work. Yet connecting with them might take considerable time and effort. So, you pause, and ask yourself: are there professional communities for people who do the work? Where are they? So, you seek them out. You find them. Now, what do you do?

Ideally, you choose to attend local meetings of such professional and business associations. Perhaps you’ll even attend a national conference, time and budget permitting.  Your conversations will provide you with invaluable insight and information. 

Still, before you venture into exploring new groups, you pause (again). Pursuing a new path professionally can be daunting by itself. Exploring related groups catering to like-minded professionals can be even more challenging. Some have long a history, and participants who know each other well. It can be hard for newcomers to break in. These groups may even consider themselves as gatekeepers for the profession. Their support and “blessing” for your journey could matter a lot.  So you need to plan your outreach with all due care and consideration.

In other words, what can you do? How do you make the most of these new places and connections right out of the gate? Actually, the solution lies not so much in what you do. It’s what you don’t do, in part. It’s about how you conduct yourself from the start. That means from the moment you make the initial contact. 

Here’s some guidance based on my experiences in attempting to “break into” new professional communities over the past few decades. 

First, don’t focus on what you can get. Yes, you have specific needs in attending. You need to tend to them. All participants do. But as a first timer, that narrow focus is shortsighted and potentially counterproductive. Coming across as self-centered, and even arrogant or a know it all, only will alienate others.  

Instead, consider how you your responses to the following questions before you reach out.  

• How can you demonstrate your genuine interest and passion for the group?
• How can you show that you’re here for the long haul? 
• How can you support others you meet and the group as a whole? 

Remain low key and humble. Remember, you are visiting the group to learn. You want people to want to help you. You want to learn from them.  Otherwise, why are you there? In other words, adopt an attitude of curiosity, inquiry, and generosity. Make it about others, and the organization, not about you. In time, as you get to know others and they get to know you, your needs will be met.  

New Blog on Teaching the Organizational Behavior Course

During the summer of 2025, I'm teaching the "Leading Innovative Organizations and People" (in other words, organizational behavior) course at the Naval Postgraduate School. To that end, I've set up a new blog to discuss my experiences in developing and teaching the course. You can find it here.