{"id":20545,"date":"2016-04-01T12:00:00","date_gmt":"2016-04-01T16:00:00","guid":{"rendered":"http:\/\/iacpmag.wp.matrixdev.net\/three-question-management\/"},"modified":"2017-01-11T14:38:25","modified_gmt":"2017-01-11T19:38:25","slug":"three-question-management","status":"publish","type":"post","link":"https:\/\/www.policechiefmagazine.org\/three-question-management\/","title":{"rendered":"Three Question Management"},"content":{"rendered":"<p><a name=\"top\"><\/a><\/p>\n<p>A commercial airline passenger was intoxicated and would not comply with the flight attendant\u2019s instructions to sit down and put on his seat belt. After several failed attempts, the flight attendant reported the man\u2019s behavior to the captain. The captain told the flight attendant to remove the man from the airplane. Three flight attendants tried to convince the man to get off the airplane to no avail. The verbal exchange between the passenger and the flight attendants escalated as they continued their demands that the man voluntarily get off the plane, and the longer the confrontation continued, the more belligerent and obstinate the man became. One of the flight attendants called upon an FBI agent, who was also a passenger on the plane, to assist.<\/p>\n<p>The FBI agent sat in the seat next to the unruly passenger and introduced himself. In a low voice, the agent asked, \u201cWhat\u2019s your plan? What are you trying to do here?\u201d The unruly passenger answered, \u201cI want to go to Dallas.\u201d The FBI agent replied, \u201cHow\u2019s your plan working?\u201d The unruly passenger stubbornly said, \u201cNot so good, they want to kick me off the plane and I\u2019m not getting off.\u201d The FBI agent assumed a mentoring role, \u201cPerhaps you should get a new plan.\u201d The passenger replied, \u201cLike what?\u201d The FBI agent suggested, \u201cWhy don\u2019t you get off the plane, file a complaint with the airlines, and get on the next plane to Dallas.\u201d \u201cI don\u2019t want to,\u201d came the stiff reply. The FBI agent said, \u201cWell, sir, the captain ordered you off the plane. You have two choices. You can either get off the plane yourself, make a complaint, and get on the next plane to Dallas or you will be arrested and forcibly removed from the plane, which means you will go to jail for a few days, post bail, and make several return trips for your court appearances. The choice is yours. You have five seconds to decide.\u201d The passenger thought for a few seconds and said, \u201cI think I\u2019ll get off the plane and file a complaint.\u201d<\/p>\n<p>The man got up, and the FBI agent escorted the passenger to the door. Just prior to exiting the plane, one of the flight attendants said with contempt, \u201cI told you that you\u2019d be kicked off this plane.\u201d The passenger turned and took several steps toward the still angry flight attendant. The FBI agent reminded the passenger of the consequences of not getting off the plane voluntarily. The passenger turned and stepped off the plane, cursing under his breath.<\/p>\n<p>The FBI agent used a set of three questions to quickly form a coping strategy or plan to address the problem. His plan was to quietly talk to the unruly passenger and use the Three Question Management (3QM) strategy to seek the passenger\u2019s voluntary compliance. The agent asked the passenger, \u201cWhat\u2019s your plan?\u201d The passenger stated his plan. The FBI agent then asked the passenger if his plan was working. The passenger admitted that his plan was not working. The FBI agent, acting as a mentor, offered a new plan to the passenger. The passenger refused to accept the plan, which meant the FBI agent\u2019s plan was working in that the passenger was calming down; however, voluntarily compliance was not achieved. The FBI agent tweaked his plan by introducing the You Choose technique. The agent\u2019s new plan worked because the passenger voluntarily complied with the request to get off the plane. As the passenger was about to exit the plane, the flight attendant made a snide remark angering the passenger. The flight attendant\u2019s remark put the passenger behind in his plan to get off the plane and put the FBI agent behind in his plan to get the passenger off the plan, causing both the FBI agent and the passenger to reformulate their plans. The passenger\u2019s new plan was to reengage the flight attendant; the FBI agent\u2019s new plan was to remind the passenger of the consequences of being forcibly removed from the plane. The FBI agent\u2019s new plan worked.<\/p>\n<p>The 3QM strategy is a summary of a method developed by Dr. Jim Reilly during his experience as an astronaut. Dr. Reilly formulated the 3QM technique when he observed the leadership style of his first crew commander, Colonel Terry Wilcutt, who effectively managed expectations for members of his space shuttle crew. Colonel Wilcutt recognized that his crew members were all highly competent and highly motivated, but they lacked experience. He provided the support and lessons needed to build a cohesive, high-performance team through his management style and quiet mentorship. Colonel Wilcutt allowed each astronaut under his supervision to take personal responsibility for his or her actions, which forms the basis for 3QM. The 3QM technique can be summarized by three questions: (1) Do you have a plan? (2) Is the plan working? and (3) Are you ahead or behind?<\/p>\n<p>Just as in spaceflight, where individual responsibility is absolutely critical to counter the very narrow margins for success and safety, the law enforcement environment requires individual officers to take the initiative to manage crisis situations and take responsibility for successful and unsuccessful outcomes.<\/p>\n<p>Managers expect police officers to take charge, exercise good leadership, and make snap decisions, often during crisis situations. When the same officers return to their respective police stations, their managers often expect subservience and unquestioned compliance to agency policies and directives. These incongruent expectations frustrate managers and police officers alike because both groups are accustomed to taking charge, making decisions, and directing others. The 3QM technique works from the top-down and the bottom-up. In a law enforcement context, 3QM requires officers to take responsibility for their actions under the mentorship of their supervisors and for supervisors to develop a management style that supports the highly motivated and self-reliant nature of police officers.<\/p>\n<p><big><b>Mentoring<\/b><\/big><\/p>\n<p>Mentoring is a critical component of 3QM and contributes to developing, executing, and evaluating each officer\u2019s performance. As part of professional development, supervisors should encourage subordinates to formulate plans to solve their own problems rather than pushing decision making up the chain of command. Due to the infinite number of variables present in every situation confronted by police officers, critical decision making will often be made \u201con the street\u201d and away from the station house or management chain. To meet this demanding requirement, officers are required, just as astronauts in space flight, to create a plan and prepare for contingencies, with time for execution often being a critical condition. In policing, 3QM allows supervisors an efficient way to mentor, manage, and monitor the performance of their officers while giving the officer on the street the necessary discretion to respond appropriately and safely to rapidly shifting conditions. What is painfully obvious to an experienced officer may not be so obvious to a newly minted police officer. A mentor\u2019s job is not to make decisions for the new officer, but to guide him or her through the formulation and evaluation of a plan, leaving the final decision-making authority to the officer.<\/p>\n<p><big><b>Question 1:<\/b> Do You Have a Plan?<\/big><\/p>\n<p>The need to develop a plan presupposes that some type of action is required to achieve an objective or to remediate a situation. Creating a plan is the first step to resolve both tactical and administrative problems. A plan serves two purposes. First, a plan prevents the triggering of the fight-or-flight response, and, second, a plan establishes a step-by-step pathway that leads from chaos and confusion to resolution and calm.<\/p>\n<p><big><i>Fight-or-Flight Response<\/i><\/big><br \/>\nThe fight-or-flight response is triggered when a person is confronted with a threat or perceived threat and he or she does not have a proven strategy to cope with the threat. The fight-or-flight response mentally and physically prepares the body for survival. During the fight-or-flight response, a person\u2019s ability to logically reason becomes increasingly impaired. The level of cognitive impairment depends on the level of the threat, but even the slightest activation of the fight-or-flight response impairs cognitive processing. Stimuli entering the brain after the fight-or-flight response activates never reaches the cortex for processing. A person in full fight or flight operates on autopilot and reverts to his or her training.<a href=\"#1\"><sup>1<\/sup><\/a><\/p>\n<p>Experienced police officers typically have higher fight-or-flight thresholds than inexperienced officers. Each new experience is stored in the amygdala. The higher number of experiences officers encounter either in training or on the street, the more coping strategies they develop to manage the same or similar events in the future. These coping strategies raise their fight-or-flight threshold, thus allowing them to think more clearly as they encounter an ever-increasing wider variety of crises, which may include threats to their lives.<\/p>\n<p><big><i>Problem Solving<\/i><\/big><br \/>\nThe first step in problem solving is the ability to think clearly. Inexperienced police officers require mentoring to navigate safely through the first few years of their careers when their repertoire of coping strategies is not well-populated. Mentoring is the most effective means by which human beings learn; however, effective mentors do not solve problems. They shine the light of experience so that less experienced officers can clearly see the problem that needs to be addressed. Mentors also cast a shadow of confidence over less experienced officers. Knowing that a mentor is nearby for consultation and advice instills a sense of confidence that would otherwise not be present. The presence of a mentor is often sufficient to keep less experienced officers from triggering their fight-or-flight response; instead, it allows them to address the problem with clarity. A word of encouragement or a nod of approval from a mentor is sometimes all that is necessary to give less experienced officers the needed confidence to resolve problems on their own.<\/p>\n<p>The second step in problem solving is to establish a large repertoire of coping strategies. The number of situations police officers face is infinite. A large repertoire of coping strategies serves as a source for solving novel situations. When people face new situations, they automatically scan their memories for the same or a similar situation to formulate a coping strategy. If no coping strategy is available, it is more likely that the fight-or-flight response will trigger, causing a deterioration of controlled cognitive processing. If the current situation is not an exact replica of a past event, the brain reconfigures previously successful coping strategies to address the new problem. The coping strategies that worked in the past in similar situations now become the foundation for coping strategies to resolve novel situations. The new coping strategy is then incorporated into the extant repertoire of coping strategies. The larger the number of coping strategies that officers accumulate, the more likely they are to have the confidence and the ability to quickly formulate a plan to resolve novel situations without triggering the fight-or-flight response.<\/p>\n<p><big><b>Question 2:<\/b> Is the Plan Working?<\/big><\/p>\n<p>The third step in problem solving is assessing the success of the coping strategy. Police officers are often the first responders and must address a crisis prior to the arrival of a supervisor. The escalation or de-escalation of a crisis in the field is readily observable\u2014the situation becomes either more volatile or less volatile. Rarely do crises remain stagnant after implementing a coping strategy. If the plan is not working, the best course of action is to tweak the plan or to formulate a new plan on the spot. However, an honest assessment of the efficacy of coping strategies is sometimes difficult, especially if the assessment is self-directed. Wishful thinking often becomes a substitute for an honest assessment.<\/p>\n<p><big><i>Let Them Fail<\/i><\/big><br \/>\nEven the best of plans fail. There are, of course, different types of failure: mechanical, operational, personal, and team failures. Mechanical failures are generally associated with failures in the machinery or systems. These types of failure are best countered with exhaustive analysis of failures and potential failures and the design of a training protocol to correct or \u201cwork around\u201d those failures. Operational failures occur when procedures or training objectives are incomplete or unforeseen circumstances arise that are not addressed by procedures and training. This is where practical policing experience becomes critical. Recognizing the potential for failure, designing or tweaking a new plan or procedure, and understanding the critical steps required to achieve the desired objective are essential to achieve successful and safe outcomes.<\/p>\n<p>Personal failures take many forms and often include an integrity component. Team failures can be generated by mechanical or operational failures where training has been insufficient to prepare the team to respond within the critical reaction time or caused by personal failures that have escalated to team failures. Successful recovery from failure contains an element of personal and team integrity. The more quickly a problem can be recognized, a plan to respond defined, and the individual or team action taken, the greater the probability of successful outcomes. Experience and training are the best tools to increase reaction time, which can be critical when encountering life threats or potential life threats on the street.<\/p>\n<p>When life or limb is not at stake, mentors should allow less experienced police officers to execute plans the officers have conceived that have little chance of success. This may seem counterintuitive, but failure is a part of police work, and failure is sometimes a far better teacher than success. In fact, astronaut crews train to fail so that the margins between success and failure can be measured and the team learns to rely on each other to perform. Like astronauts, many police officers are afraid to fail for a variety of reasons. Chief among those reasons is simply the fear of failing, which is often related to the fear of being ostracized from their peer group.<a href=\"#2\"><sup>2<\/sup><\/a> Police officers often push a course of action that is clearly not working instead of changing the plan midstream because they cannot accept that they are mistaken or they do not want to appear weak, especially in front of the public and peers. Acknowledging failure is a sign of maturity, not weakness, and, as pointed out earlier, failure is a learning tool. A question often asked by crews training for spaceflight is \u201cWhat could I have done better?\u201d which allows the team, crew members, and trainers to dispassionately examine what worked well, what did not work, and what needs to be changed. In law enforcement, recognizing failure allows police officers and managers to replace coping strategies that do not work for coping strategies that do work. Admitting failure is difficult only the first few times. After that, it becomes a normal part of police work.<\/p>\n<p>If admitting failure is difficult for managers or police officers, both should train to take a more positive approach. Instead of forcing individuals to admit failure, simply have them redefine success (\u201cWhat could I have done better?\u201d). Personal improvement is realized through the application of effective coaching techniques such as striving to redefine how to achieve enhanced results during the next occurrence of a similar situation.<\/p>\n<p><big><b>Question 3:<\/b> Are You Ahead or Behind?<\/big><\/p>\n<p>Once the plan, training, or coping strategy is defined, a means to monitor performance needs to be defined. This brings about the third question: \u201cAre you ahead or behind?\u201d This question can be used in the macro or micro sense; macro in terms of the professional development of the individual officer, and micro in evaluating performance in individual tasks, training, or meeting team expectations. Overall, this fourth step in the problem solving process is to monitor the progress of a successfully applied coping strategy. If the resolution is progressing in a timely manner, then all is well and no adjustments are needed. If the coping strategy is working, but it is not progressing as well as expected, then managers or police officers should tweak the coping strategy to speed up the resolution of problem. As with the original plan, the newly tweaked coping strategy must be evaluated to determine if the tweaked strategy is working. The last step, of course, is to determine if the tweaked coping strategy is ahead or behind. Further adjustment can be made accordingly.<\/p>\n<p><big><b>Practical Application of 3QM<\/b><\/big><\/p>\n<p>For illustrative purposes, consider a police officer who is chronically late for roll call. The officer\u2019s immediate supervisor could address the problem in one of two ways. The supervisor could take the direct approach or use 3QM. With the direct approach, the supervisor orders the officer to show up for roll call on time or face administrative sanctions. The supervisor exercises his or her authority and takes control away from the officer, who is accustomed to taking charge and exercising his or her own authority on the street. When people feel as though their authority is usurped or trumped, they tend to rebel, either outwardly or in the form of passive aggression, and obtaining voluntary compliance from someone who is openly or subconsciously defiant is difficult.<\/p>\n<p>The direct approach also sets up an \u201cus\u201d against \u201cthem\u201d paradigm. The adversarial condition pits the police officer against the supervisor. By definition, in adversarial situations, there are winners and losers. The supervisor must prevail or administrative authority is lost. In this scenario, the supervisor is the winner, and the officer is the loser. Even when voluntary compliance is achieved, residual anger or animosity may hinder future interactions between the supervisor and the officer. Additionally, the officer could spread the seeds of discontent throughout the department, causing a management nightmare.<\/p>\n<p>The second option, 3QM, sets up a nonconfrontational environment. The supervisor alerts the officer to a problem and then gives him or her the opportunity to form his or her own plan to address the issue, tweak the plan if necessary, and self-evaluate the plan to determine if progress is ahead or behind schedule. The supervisor serves as a mentor if the officer experiences difficulty forming a plan, tweaking the plan, or self-evaluating the progress of a plan.<\/p>\n<p>Using 3QM takes the onus of responsibility off the supervisor and effectively coaches the officer to take responsibility for his or her own actions. For example, the supervisor tells the officer that he or she has been coming in late for roll call. This behavior is not acceptable and must be corrected. The supervisor should ask the officer, \u201cDo you have a plan to show up on time for roll call?\u201d The officer must now come up with a plan to be on time, such as leave for work earlier, get up earlier, or buy an alarm clock without a snooze button. The responsibility for arriving on time now rests squarely on the officer. If the officer shows up on time thenceforth, the plan is working and no additional action is needed because the plan to be present with the rest of the team at roll call is working and no additional action is needed because the officer\u2019s plan is ahead of schedule. If the officer shows up late less frequently, the plan is working, but full compliance is required. The supervisor should ask the officer, \u201cAre you ahead or behind?\u201d Clearly, the officer is behind and must tweak the plan to ensure 100 percent compliance. If the officer continues to show up late, the supervisor should ask the officer, \u201cIs the plan working?\u201d and if the plan is not working, the supervisor should ask the officer to come up with a better plan. The process is repeated until voluntary compliance is achieved. During any of the three steps, the supervisor always has the option to assist in planning, tweaking, and evaluating the progression of the officer to achieve voluntary compliance.<\/p>\n<p><big><b>You Choose<\/b><\/big><\/p>\n<p>If, for any number of reasons, voluntary compliance is not achieved, the You Choose technique provides a more structured option to achieve voluntary compliance. The You Choose option is simple to construct. The supervisor presents the officer with two options: come up with a plan that works (e.g., get up earlier) or face the consequences for noncompliance (e.g., continue to be late and be suspended for five days). Applying the You Choose technique again puts the onus of responsibility on the officer. The officer remains in control of the situation. The officer decides his or her fate, not his or her supervisor. If the officer continues to arrive late to roll call and is subsequently suspended, the officer made a conscious choice not to correct his or her actions and has no one else to blame. When the other officers in the department realize that the officer in question made a series of bad decisions, the possibility of discontent spreading is significantly reduced and the supervisor will appear to be firm but fair.<\/p>\n<p>The 3QM technique allows first responders to quickly assess the situation, develop a plan to restore order or to protect others, execute the plan, and evaluate the efficacy of the plan within minutes. After consciously applying 3QM during a variety of situations, it becomes an automatic response. Thereafter, officers will subconsciously apply 3QM to virtually all of the situations they may face. This automatic response saves time during the first critical minutes after arriving on scene and provides officers with an effective method to restore or maintain order. The 3QM technique also provides managers with a tool that allows them to be effective coaches, while, at the same time, giving police officers the ability to make their own decisions and take personal responsibility for those decisions. \u2666<\/p>\n<p><b>Notes:<\/b><br \/>\n<a name=\"1\"><\/a><sup>1<\/sup>Rita Carter, <i>Mapping the Mind<\/i> (Los Angeles, CA: University of California Press, 1998).<br \/>\n<a name=\"2\"><\/a><sup>2<\/sup>Jerry B. Harvey, <i>The Abilene Paradox and Other Meditations on Management<\/i> (Lexington, MA: Lexington Books, 1988).<\/p>\n<p>Please cite as<\/p>\n<p style=\"margin-left: .5in;\">Jim Reilly and Jack Schafer, \u201cThree Question Management,\u201d <i>The Police Chief<\/i> 83 (April 2016): 46\u201351.<\/p>\n<p align=\"center\">\n","protected":false},"excerpt":{"rendered":"<p>A commercial airline passenger was intoxicated and would not comply with the flight attendant\u2019s instructions to sit down and put on his seat belt. After several failed attempts, the flight attendant reported the man\u2019s behavior to the captain. The captain told the flight attendant to remove the man from the airplane. Three flight attendants tried &hellip; <a href=\"https:\/\/www.policechiefmagazine.org\/three-question-management\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Three Question Management<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[137],"tags":[],"class_list":["post-20545","post","type-post","status-publish","format-standard","hentry","category-leadership"],"acf":{"post_author":"<strong>Jim Reilly, PhD, Astronaut (Ret.), NASA, Mach25Management, LLC<\/strong>\r\n\r\n<strong>Jack Schafer, PhD, Special Agent (Ret.), FBI, Western Illinois University<\/strong>","legacy_article_id":"4120","legacy_issue_id":"42016","main_category":"Leadership"},"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v24.4 (Yoast SEO v24.4) - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Three Question Management - Police Chief Magazine<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.policechiefmagazine.org\/three-question-management\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Three Question Management\" \/>\n<meta property=\"og:description\" content=\"A commercial airline passenger was intoxicated and would not comply with the flight attendant\u2019s instructions to sit down and put on his seat belt. After several failed attempts, the flight attendant reported the man\u2019s behavior to the captain. The captain told the flight attendant to remove the man from the airplane. 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