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Wednesday, December 23, 2009

Everyone Can Achieve 'World-Class' Performance

In 2008, Geoff Colvin wrote the bestselling book Talent is Overrated: What Really Separates World-Class Performers from Everybody Else

Colvin’s main point in the book is that people are not born with all the natural talent and abilities that will make them great it life. Other than some physical attributes that may give an athlete an advantage in a particular sport, everyone can achieve world-class performance through “deliberate practice” in his or her chosen field - business, music, sports, etc.

Colvin explains, drawing several research-based conclusions, that the secret – deliberate practice – is designed, can be repeated a lot, requires constant feedback, is highly demanding mentally, and isn’t much fun.

He goes on to say, “If it seems a bit depressing that the most important thing you can do to improve performance is no fun, take consolation in this fact: It must be so. If the activities that lead to greatness were easy and fun, then everyone would do them and they would not distinguish the best from the rest. The reality that deliberate practice is hard can even be seen as good news. It means that most people won’t do it. So your willingness to do it will distinguish you all the more.”

Although the concept of deliberate practice sounds good in theory, he doesn’t go into a lot of detail on how to implement it. So how can a leader use deliberate practice as a coaching technique to help their employees improve their performance?

First of all, we need to start with the assumption that the employee really wants to be great at what they do. In other words, the motivation must come from within; the leader can’t force this desire on someone.

Let’s assume most employees really do want to be the best at what they do, and are willing to work for it. Try this step-by-step approach to implementing the concepts of deliberate practice as a coaching technique:


1. Identify 3-4 critical activities that separate great performers from the rest. For example, for a salesperson, it might be the ability to get an appointment, listen, and close. There may be more than 3-4, that’s OK, this is just a place to start. If you don’t know what they are, you might need to interview and study some high performers, read a book, or find some other way to learn from the best.

For each activity:

2. Identity someone who does it really well. Write down exactly how that person performs the activity. Again, you might need to interview or observe them. Identify what they do, their thought process, any anything else that differentiates how they perform the activity from average performers. Using the same sales example, for closing skills, it might be the repeated use of trial closes.

3. Figure out how the activity can be learned. In most cases, according to the theory, there is a “teacher” involved. In the business world, this person could be a trainer, coach, mentor, manager, or expert. In the salesperson example, this could be a sales trainer or the sales manager.

4. Determine how the activity can be practiced repeatedly. Practice activities could include role plays, simulations, and rehearsals. In the sales example, it might include role playing trial closes with the manager or a sales trainer.

5. Set up a feedback mechanism. The person needs to have a way to know how well they did. In the sales example, this could include observing the sales rep with a client and providing feedback after the call.

6. Repeat this process for each critical activity.

The coaching discussion:

1. Have the employee read the book ahead of time in order to prepare them for the discussion.

2. Check for motivation and commitment.

For each activity:

3. Describe the activity in detail.

4. Ask the employee to self-assess themselves (scale of 1-10) for the activity. Provide your assessment as well.

5. Ask the employee to set an improvement goal. For example, they see themselves as a “6” in closing, ask them how much better they want to get (7-10).

6. Explain how the activity can be learned and practiced. This becomes your deliberate practice plan.

7. Repeat the process for each activity.

8. Agree on next steps.

That’s it! The process may sound deceptively simple – yes, it’s not brain surgery, and probably nothing that you haven’t already been doing in a less structured way. However, in practice, it’s going to require a lot of discipline, hard work, and support from the leader. Oh, and it’s not fun!

Crisis May be the Defining Moment for a Leader

Scottish Mountaineer, W.H.Murray's wisdom offers a powerful message to today's leaders as they face a defining moment in their leadership - get committed to a bold plan, and the universe will move with you to enable you to turn your dream into reality.

'Until one is committed, there is hesitancy, the chance to draw back, always ineffectiveness concerning all acts of initiative and creation. There is one elementary truth, the ignorance of which kills countless ideas and splendid plans; that the moment one definitely commits oneself, then providence moves too.

All sorts of things occur to help one that would never otherwise have occurred. A whole stream of events issues from the decision raising in one's favour all manner of unforeseen events, meetings and material assistance which no one could have dreamed would have come their way.

I have learned a deep respect for one of Goethe's couplets: "Whatever you can do or dream you can, begin it. Boldness has genius, power and magic in it. Begin it now!"'

W. H Murray, The Scottish Himalaya Expedition

For more on Murray, see - http://en.wikipedia.org/wiki/W._H._Murray