The Thinkers 50 SummitThe Thinkers 50 SummitThe Thinkers 50 SummitThe Thinkers 50 Summit

Leading Your Own Life:g fA New Approach to Building L d hi d E tLeadership and Engagement

Dr. Marshall GoldsmithDr. Marshall Goldsmith

www.MarshallGoldsmith.comwww.MarshallGoldsmith.com

GoalsGoalsReview and practice a proven model• Review and practice a proven model for leadership development and coachingcoaching.

• Understand a new, different approach to increasing employee engagement.

• Provide a practical approach to building leadership and increasingbuilding leadership and increasing engagement.

Learning from a great leader – it is g gall about them – not about me

• A case study of coaching failureA t d f hi• A case study of coaching success

• Why the coaching client needs toWhy the coaching client needs to take personal responsibility for changechange

• Applying the same logic to developing yourself as a leader

C hi tiCoaching practice

• What is the one behavioral change that will make the biggest positivethat will make the biggest positive difference for you?

• Why will it make a positive difference?difference?

• Repeat the process with your partner

FeedforwardFeedforward• The feedforward exercise

Letting go of the past• Letting go of the past• Listening to suggestions without

judging• Learning as much as you canLearning as much as you can• Helping as much as you can • Learning points to help you be a

great coach

C hi tiCoaching practice• What was your behavior for

change?change?• What did you learn in the

f df d ?feedforward process?• What are you going to do about it?y g g• Solicit ideas that will help to ensure

‘back on the job’ executionback on the job execution• Repeat the process with your

tpartner

Developing yourselfg yas a leader and partner

• ASKLISTEN• LISTEN

• THINK• THANK• RESPOND• RESPOND• INVOLVE• CHANGE • FOLLOW-UP• FOLLOW-UP

“Leadership is a C t t S t”Contact Sport”

• Summary impact research • Over 86,000 participants• Eight major corporations• Eight major corporations• Recognized as one of the nineRecognized as one of the nine

most outstanding articles ever bli h d i St t +B ipublished in Strategy+Business

Change in leadership effectiveness

My co-worker did no follow-upnt

40

Perc

en

20Table 1

Company AC B

20

Company BCompany CCompany D-3 -2 -1 0 1 2 3

0

Company EAvg LeaderPerceived Change

Change in leadership effectiveness

M k did i t t/ i di f llMy co-worker did consistent/periodic follow-upnt

40

Perc

en

20Table 5

Company AC B

20

Company BCompany CCompany D-3 -2 -1 0 1 2 3

0

Company EAvg LeaderPerceived Change

K l iKey learning• The client is the major variable for success (courage,

humility and discipline)y p )• Coaching (at the high end) needs to be positive,

simple, focused and fast• Frequency of key stakeholder interaction is more

important than duration of interaction• Our major challenge is not ‘understanding the

practice of leadership’, it is ‘practicing our d t di f l d hi ’understanding of leadership’

• Without ongoing follow-up and measurement, it is unlikely that positive lasting behavioral change willunlikely that positive, lasting behavioral change will occur

Previous work on employee engagement

• NAHR presentationR iti d t i i• Recognition, reward programs, training, compensation, empowerment

• In spite of all previous efforts, US employee engagement is at an all-timeemployee engagement is at an all-time low

• Focus on what the organization can do to engage you – not what you can do to g g y yengage yourself

A ‘perfect storm’ ffor distractions

• Emails, cell phones, tablets, textingO d d TV i• On demand TV, movies, games

• Social mediaSocial media• Multi-tasking

‘The dream’ that never comes true

• The changing new worldTh t th f l hi t• The great myth of goal achievement

• It is always going to be crazy!It is always going to be crazy!

Th ‘d il i ’The ‘daily question’ process

• The Checklist Manifesto• Writing your questions

D il f ll• Daily follow-up• Ensuring that your daily behaviorEnsuring that your daily behavior

is aligned with your values• The value of active questions

Active questions vs.passive questions

• How active questions focus you on what you can do to make a positivewhat you can do to make a positive difference for yourself and the world

• Risk of passive questions:Passive questions can focus you on ass e quest o s ca ocus you owhat the world needs to do to make a positive difference for youpositive difference for you

Daily Questions Research

• 310 participants across 6 organizationsR h d i• Research design:– Preliminary measures (10 – 15 minutes)– Daily questions

• 8 questions / day (< 30 seconds to complete)8 questions / day ( 30 seconds to complete)• Monday – Friday

– Follow up measures (5 – 10 minutes)– Follow up measures (5 – 10 minutes)

Preliminary Results

• Daily questions workSi ifi t i t• Significant improvement– Happiness– Meaning– Engagement– Engagement– Positive Interactions with Others

( )– (more)

Happiness Means by Condition on a -3 to +3 scale

Meaning Means by Conditionon a -3 to +3 scale

Engagement Means by Condition on a -3 to +3 scale

External structure for hi i i t l lachieving internal goals

• Leadership developmentC hi• Coaching

• The Checklist ManifestoThe Checklist Manifesto• The daily question process• The Ford weekly process• Engagement researchEngagement research

The best coaching advice:

• for you as a professional• for you as a person

From Knowing to Doing: How to achieve proper implementation of

your strategy

Professor Costas Markides

London Business School

Two Questions for You:

• Did these people know what they

had to do?

• If they did, why did they not do it?

Lots of Examples like this one:

• The murder of Kitty Genovese, New

York city, 1964.

• The death of Marco Moretti in an • The death of Marco Moretti in an

Italian tunnel and the “adventures” of

his 6-year old daughter Vanessa.

• The priest experiment in the USA.

MESSAGE #1:

• Just because we know

something (and agree with it) something (and agree with it)

does not mean that we will do it!

This is a famous Disease

• Academics call this: “The Knowledge-

Doing Gap”

• It happens to both individuals and

organisations.

Examples for individuals:

• Smoking is bad for you

• You should go to the doctor for a • You should go to the doctor for a

check up every year

The Knowledge – Doing Gap

Profits

A

Time

B

Does this apply to me?

• You are probably sitting there,

thinking: “Yes, yes…but this thinking: “Yes, yes…but this

won’t happen to me”

Let’s Try a Simple Exercise

You have a cake and a knife. You are allowed to cut the cake four times in straight lines. What is the maximum number of pieces that you could cut the cake into (in one minute)?you could cut the cake into (in one minute)?

Learning from the Cake Exercise:

1) You knew that the best way to solve the cake

exercise was by talking to your neighbour, yet

you tried to do it on your own.

2) You knew that you had to question your

assumptions, yet you didn’t bother.

Message #2:

• Yes, the “Knowledge-Doing Gap”

applies to you as well! applies to you as well!

• We all suffer from this “disease”

The reasons for this disease:

• There are many factors that lead

to the Knowing-Doing Gap

• Depending on the situation, a

different set of factors may be in

operation

For example:• In the case of pedestrians not stopping to

help a dying man, the main reasons for the

“Knowing-Doing” gap were probably social

loafing; fear of getting in trouble; (and maybe

conformity)

• In the case of my students not going to see a

doctor, the main reason is probably fear (and

lack of urgency)

• In the case of not questioning our business

until a crisis hits the main reason is probably

the feeling that we are too small and

insignificant to really influence our company

Other possible reasons

• Lack of clarity

• The underlying environment is not supportive

• Time pressures• Time pressures

My Focus Today:

• I’d like to focus on one of these

reasons today and explore the

implications that flow from it.implications that flow from it.

• To understand why this factor is so

important we need to appreciate that

human beings display two different

types of behaviors.

Two Types of Behaviors:

• Thinking Behaviors

• Automatic Behaviors• Automatic Behaviors

Automatic Behaviors

• We automatically behave like this

without thinking.

Examples of automatic behaviors:

• Offering your seat to the elderly or

pregnant women on the bus or train

(because it’s the “right” thing to do—it (because it’s the “right” thing to do—it

is part of our values)

• Driving or playing tennis (because

you’ve done it so many times);

Therefore:

• Behaviors become “automatic” either

because they are part of your values

(it’s the right thing to do) or because

you’ve done it so many times, you can you’ve done it so many times, you can

do it with “your eyes closed”.

• Think of these behaviors as part of

your DNA (or part of your comfort

zone)

And now a test for you:

• I will give you a list of behaviors.

• Your task is to tell me which are our • Your task is to tell me which are our

automatic behaviors and which

behaviors we need to think about

before doing them.

• Ready?

Which is the automatic behavior?

• Thinking outside the box versus

conforming to what everybody does.

Divergent Thinking and Schools (study by George Land)

• 3-5 year old kids:

Which is the automatic behavior?

• Cooperate versus being competitive.

• (remember my cake exercise?)• (remember my cake exercise?)

Which is the automatic behavior?

• Sticking your neck out versus

conforming.

Which is the automatic behavior?

• Take the initiative versus social

loafing.

• (read about the priest experiments in

New Jersey)

Which is the automatic behavior?

• Experiment versus analysing and

searching for the one best answer.

• (check out the Ted video on the

spaghetti exercise).

Say versus Do

Automatic Behaviors What we ask you

Conformity Stick your neck out

Competitive Cooperate

Search for best solution Experiment

Social Loaf Take the initiative

Conform Think outside the box

The sad truth:

• We keep telling you: “these are the behaviors that we want from you to help us execute our strategy”

• These behaviors all sound “common sense” and “easy”.

• But the sad truth is that you spent the last 40 years of your life at home, school and work learning the exact opposite behaviors!

What does this imply #1:

• You’d think that when we ask people to “think out of the box” or “to take the initiative” or “to cooperate with their initiative” or “to cooperate with their colleagues”, that these behaviors are pretty common sense and easy for them to understand and adopt.

• You’d be dead wrong!

What does this imply #2:

• When people try to change things (even by a little bit), they are usually tinkering with their existing behaviors that have served them well for years.them well for years.

• This means that if their heart is not into it, they will soon grow tired of trying to change the habits of a lifetime!

• This is why “what often looks like resistance to change is actually exhaustion”

Message #3:

• No matter how “easy” or “common

sense” the behaviors we want our

people to display, it’s NOT enough people to display, it’s NOT enough

telling them.

• It’s tempting to prepare a powerpoint

presentation, listing the things you

want from your people—it will not

work!

What We Need to Do:

• If telling people is not enough, how then can we get the “proper” behaviors out of our employees? behaviors out of our employees?

First Thing to Do:

• Appreciate how difficult the task is

• It took a lot of work and effort to make

driving a (semi) automatic behavior.

And you even started from zero.And you even started from zero.

• With the behaviors we’ve been

discussing you need to unlearn your

automatic ones before adopting the

new ones.

Second Thing to Do:

• The best way to “teach” them the

new behaviors you want them to

adopt is to use the same method adopt is to use the same method

you used at home with your children

Third Thing to Do:

• Reinforce the “right” behaviors by

using symbols and stories.

• Stories are a very effective way of

communicating a message and

influencing people.

Power of storiesIgnoring the evidence in favour of the story – a medical

example

Negative story Positive story

Treatment A

90% effective

Source: Freymuth and Ronan, Modeling Patient Decision-Making: The Role of Base-Rate and Anecdotal Information, Journal of Clinical Psychology in Medical Settings 36

Treatment B

30% effective

‘Base rate

information’

Fourth Thing to Do:

• And I now come to what is the most

important thing you can do.

A Few questions for you:

• Will you stop to help a dying man?

A Few questions for you:

• Will you stop to help a dying man?

• Will you kill someone if I ask you to?• Will you kill someone if I ask you to?

A Few questions for you:

• Will you stop to help a dying man?

• Will you kill someone if I ask you to?• Will you kill someone if I ask you to?

• Will you torture someone if you had

the power to do so?

What drives our Behaviors?

• There’s been a lot of research on this issue so we know what determines how we behave:

• At most, our personality can only • At most, our personality can only explain 30% of our behaviors.

• The remaining 70% is explained by the “social context” (or “situation” or “underlying environment”) in which we find ourselves.

Implication:

• The Underlying Environment

determines how people behave.

• If you want to change how they

behave, you need to change the

Environment.

Message #4:

• To change behaviors, you must first change the underlying environment that gave rise to the environment that gave rise to the “bad” behaviors in the first place.

MESSAGE #5:

• SMALL changes in the Environment

can have a big impact on how can have a big impact on how

people behave.

• This is known as “The Butterfly

Principle”

What You Need to Do

• Tweak the Environment so as to:

• Make the “right” behaviors a little bit easier

• Make the “wrong” behaviors a little bit harder• Make the “wrong” behaviors a little bit harder

A few examples:

• Amazon’s one-click button

Donation of Organs

Country Consent Rate (%)Denmark 4.2%

Germany 12.0

UK 17.2

Netherlands 27.5

Sweden 86

Belgium 98

Poland 99.5

Portugal 99.6

Hungary 100

France 100

Austria 100

The Difference?

• In low-consent countries, the question

is: “Check this box if you want to

participate in the donor program.”participate in the donor program.”

• In high-consent countries, the

question is: “Check this box if you do

not want to participate in the donor

program.”

More examples:

• How do you get hotel guests to re-use

their bathroom towels?

• How do you get people to be tax

compliant?

Answers:

• Put up a sign in the room that says:

“the majority of guests at this hotel

reuse their towels at least once.”

[guests who got this sign were 26% [guests who got this sign were 26%

more likely to reuse their towels]

• Inform people that: “more than 90% of

citizens comply, in full, with their

obligations under the tax law.”

Why?

• In both cases, you take advantage of

the fact that people like to conform.

They like to do what other people do.They like to do what other people do.

• Therefore, make it easier for them to

conform around the “right” behavior—

publicize those who do it.

All this is nice, but…:

• Will you actually do anything?

• The biggest source of the knowing-• The biggest source of the knowing-

doing gap is social loafing.

My Last Message:

• Do not assume that somebody else

will do it;

• If you don’t do it, nobody else will.

STRATEGY IS INNOVATIONSTRATEGY IS INNOVATION

Vijay GovindarajanTuck School of Business at Dartmouth

Thinkers 50

November 15, 2011

Manage

the

present

Box 1

Create

the

future

Box 3

Selectively

forget

the past

Box 2

present futurethe past

Olympic Gold Medal Winners in High Jump

2.6

2.4

2.2 Straddle

Fosbury

Flop

2

1.8

1.6 1900 1920 1940 1960 1980

Scissors

Western

Roll

Straddle

Source: Pascale

Olympic Gold Medal Winners in High Jump

2.6

2.4

2.2

2

1.8

1.6 1900 1920 1940 1960 1980

Scissors

Source: Pascale

Olympic Gold Medal Winners in High Jump

2.6

2.4

2.2

2

1.8

1.6 1900 1920 1940 1960 1980

Scissors

Western

Roll

Source: Pascale

Olympic Gold Medal Winners in High Jump

2.6

2.4

2.2 Straddle

2

1.8

1.6 1900 1920 1940 1960 1980

Scissors

Western

Roll

Straddle

Source: Pascale

Olympic Gold Medal Winners in High Jump

2.6

2.4

2.2 Straddle

Fosbury

Flop

2

1.8

1.6 1900 1920 1940 1960 1980

Scissors

Western

Roll

Straddle

Source: Pascale

Box 1

Competition

for the

present

Box 2 and Box 3

Competition

for the

future

Strategic Balance

Performance Gap

Restructuring

Opportunity Gap

Renewal

Strategy Architecture

� Non-linear shifts

� Strategic intent

� Current core competencies� Current core competencies

� Growth Playbook

Growth Playbook

Core

Business

Adjacent

Space

Entirely New

Space

Horizon 1 Horizon 2 Horizon 3

Strategy Architecture

� Non-linear shifts

� Strategic intent

� Current core competencies� Current core competencies

� Growth Playbook

� New core competencies

Mission Statement

≠≠≠≠≠≠≠≠

Strategic Intent

Criteria For Strategic IntentCriteria For Strategic Intent

Direction

Motivation

Challenge

John F. KennedyJohn F. KennedyJohn F. KennedyJohn F. Kennedy

The Apollo ProgramThe Apollo ProgramThe Apollo ProgramThe Apollo Program

“We will put a man on the moon and bring him “We will put a man on the moon and bring him

back before the end of this decade.”back before the end of this decade.”

“We will put a man on the moon and bring him “We will put a man on the moon and bring him

back before the end of this decade.”back before the end of this decade.”

M

E X

Apollo 13

Think

Make SureMake Sure

Do

Marathon RaceMarathon Race

The Top 11 Things You Can Do

With a Dead Horse

11. Whip the horse a little harder.

10. Change the rider.

9. Harness several dead horses together for

increased speed.increased speed.

8. Emulate the best practices of companies riding

dead horses.

7. Proclaim that it’s cheaper to feed a dead horse.

6. Shorten the track.

SOURCE: Net Ready, Hartman & Sifonis with Kador

5. Affirm that “This is the way we have always

ridden this horse.”

4. Declare that “This horse is not dead.”

The Top 11 Things You Can Do

With a Dead Horse

3. Have the lawyers bring suit against the horse

manufacturer.

2. Engage a consultant to study the dead horse.

1. Promote the dead horse to a senior management

position.

SOURCE: Net Ready, Hartman & Sifonis with Kador

HOW TOEXCELEXCEL

AS A LEADERtwitter.com/mwbuckingham.com

You are most productive and

most creative in those

THE CONCEPT

most creative in those

areas where you are

already strong.

PERFORMANCE

WEAKNESSESSTRENGTHS

ADVISOR CONNECTOR CREATOR

EQUALIZER

PROVIDER

INFLUENCER

STIMULATOR

PIONEER

TEACHER

ADVISOR

“What is the best

thing to do?”

CONNECTOR

“Who/what can I

connect?”

CONNECTOR

CREATOR

“What do I

understand?”

CREATOR

EQUALIZER

“What is the right

thing to do?”

EQUALIZER

INFLUENCER

“How can I move

you to act?”

INFLUENCER

PIONEER

“What’s new?”

PIONEER

PROVIDER

“Are you OK?”

PROVIDER

STIMULATOR

“How can I raise

the energy?”

STIMULATOR

TEACHER

“What can

I/He/She learn?”

TEACHER

NAIS HEADS STRENGTHS ROLES

TOP SALES-PEOPLE STRENGTHS ROLES

There is no perfect profile.

Only perfect practices Only perfect practices

that fit your profile.

Your challenge is to take

what is unique and what is unique and

make it useful