3 tips for delivery

Great workers focus on desire, discipline and delivery. They begin by having a strong desire to reach a specific goal. They then follow daily disciplines and continue until they deliver. Looking back on your life, can you think of a time when you followed these principles? You may have been learning a skill, writing a book, launching a product or whatever. What did you do right then? How can you follow similar principles in the future? Let’s explore these steps to doing fine work.

* You can focus on desire.

Looking to the future, think of a goal you want to achieve. You may want to take care of your health, start a business, lead a team or whatever. Start by describing your goal, then consider your desire on several levels. First, be crystal-clear on what you really ‘desire’. Make sure you know the real results you want to achieve. Second, be clear on the benefits. You can keep focusing on these when times get tough. First, be clear on your level of motivation for reaching the goal. Make sure it is at least 8/10. Try completing the following sentences, then move onto the next step.

Desire. The specific goal I want to achieve is:

*

The real results I want to achieve by reaching the goal are:

*

*

*

The benefits of reaching the goal will be:


*

*

*

The desire I have to reach the goal – on a scale 0-10 - is:

____ / 10


* You can focus on discipline.

Great workers develop good habits. Tiger Woods, JK Rowling and Steven Spielberg, for example, follow their daily disciplines. So do people who want to change their life-styles. Sophie, for example, wanted to retake control of her life. She wanted to be healthier, happier and feel successful. That meant developing fresh habits. First, she began eating healthier food. Being an inveterate ‘nibbler’, she chose to eat fruit, rather than bags of crisps. Second, she returned to attending dancing classes on the weekend, rather than sit waiting for her husband to return from his golf. Third, she developed the habit of getting an early success at work each morning and this helped to set the agenda for the day. How can you follow this path in your own way? Bearing in mind the result you want to achieve, try completing the following sentence.

Disciplines. The disciplines I can follow to work towards reaching the goal are:

*

*

*

* You can focus on delivery.

Great workers are good finishers. They keep going until they deliver the goods. Professional writers, for example, break-down their assignment into chunks, establish a daily rhythm, encourage themselves on the journey and so on. “That’s the way I do it,” said one author. “Writing a book takes at least a year. So I set the goal of completing at least 3 pages a day. Reaching this target produces a sense of success.” What is your successful pattern for finishing? How can you follow it to reach your goal? Try completing the following sentence.

Delivery. The specific things I can do to do my best to deliver are:

*

*

*

“Delivery is crucial in my business,” said one MD. “So I also use this three step model when leading teams. First, I establish that the team really has the desire to reach a specific goal. I ask: ‘Bearing in mind both the pluses and minuses involved, are we prepared to do the hard work?’ Second, I encourage people to pursue the required disciplines. Third, I do everything possible to ensure that people deliver the goods. Previously I made mistakes by assuming people were motivated, but not checking this out properly. Now I go through all three stages.”

You will follow these steps in your own way. Whether you are working as an individual or leading a team, you will focus on desire, discipline and delivery. This will give you the greatest chance of success.

3 tips for employing 'the second empathy'

Great coaches have two kinds of empathy. The first empathy is with people’s actual situation. The second empathy is with people’s aspirations. Empathy is being able to see, feel and experience the world from another person’s point of view. Great coaches enable motivated people to make the transition between their actual situation and their aspirations. Let’s explore how to make this happen.

* You can employ the first empathy and focus on the person’s actual situation.

Imagine you are coaching somebody who has experienced a setback. The ‘classical’ approach is to spend considerable time showing the person you understand their situation. But the key point is: for how long? If you move-on too quickly, they may feel you have not respected their feeling. If you linger too long, however, you give the problem too much power. Your aim is to enable a person to take control of their life - rather than to become a victim.

Great coaches may only need a few minutes to make a person feel welcome and tune into their world. They then encourage the person to choose whether: a) they want to dwell on their misfortune or; b) they want to direct their future. They accept the authenticity of the person’s feelings. But then, when appropriate, begin helping them to explore their future options. So imagine you are coaching somebody who has experienced a setback. How can you connect with the person – but also be ready to help them to move forward? Try completing the following sentence.

The specific things I can do to demonstrate empathy with a person’s actual situation are:

*

* You can employ the second empathy and focus on the person’s aspirations.

Somebody who has suffered a setback may need time in a sanctuary to lick their wounds. They can then emerge to shape their future and achieve success. You can work with them on:

a) Their short-term aspirations.

People want to feel in control – so help them to ‘control the controllables’. After suffering a setback - such as redundancy, loss or illness – resilient people take charge of their feelings, finances and future. Enable them to take charge of the ‘practical things’ - such as getting an income, getting a new job or whatever. But the key is to encourage them to take charge of the ‘psychological things’. They can start by choosing their attitude - whether they are going to succeed or sulk. Then help them to explore their possible options - plus the consequences of each option – and pursue their chosen path. They can set short-term goals, translate these in action plans and get an early success. You can then move onto the next stage.

b) Their long-term aspirations.

Good coaches encourage people to lift their sights to their overall picture of success. So you may invite the person to tackle exercises that clarify their life goals. Most people want similar things in life. They want to be loved, happy, creative, successful and find peace. Everybody will, of course, translate these into their own individual goals. People need hope – especially in the midst of chaos. Good coaches help people to clarify their long-term aims and choose their way forward. They also enable them to connect their short-term actions with their overall picture of success. This provides them with a sense of meaning.

So imagine you are coaching somebody who has experienced a setback. How can you connect with their short and long-term aspirations? Try completing the following sentence.

The specific things I can do to demonstrate empathy with a person’s aspirations are:

*

* You can help the person to fulfil their aspirations.

Good coaches recognise that: “Enlightenment is okay, but the hard part is execution.” Many people have ‘Ah yes,’ moments, but then find it difficult to translate their visions into reality. If you are helping somebody who has suffered a setback, encourage them to ‘take ownership’ for shaping their future. Check they want: a) to move out of their sanctuary; b) to set specific goals; c) to work hard to achieve success. Encourage them to set short-term aims - because getting early wins builds confidence - and do something every day towards achieving their long-term aspirations. Try completing the following sentence.

The specific things I can do to help a person to fulfil their aspirations are:

*

Good coaches are like great leaders – they keep moving between the ‘concept’ and the ‘concrete’. Inspiring leaders reach people’s hearts by saying things like: “We shall overcome … I have a dream … ” But they also show how to put the philosophy into practice. Good coaches embrace this ability and also demonstrate the two kinds of empathy. They connect with where the person is today. But then enable them to envisage and shape their tomorrow.

3 tips for becoming a class act

“They are a class act,” is a phrase used to describe somebody who consistently performs brilliantly - and also adds that touch of class. The footballer scores with a breathtaking volley; the singer produces a memorable encore; the ‘victor’ behaves generously; the ‘loser’ makes a gracious speech; the soldier behaves courageously in the heat of battle. Such people demonstrate grace under pressure.

Nelson Mandela turned away from violence and personally thanked his warders when leaving Robbins Island. Lady Maria Stubbs set the tone when taking over the school where Philip Lawrence was murdered. On her first day at St Georges, Westminster, she shook hands with every pupil. Tackling the challenge head-on, she worked with the staff and students to turn around the school. How can you become a class act? Here are three suggestions you may want to consider.

* You can clarify the specific activity in which you can become a class act.

Choose an activity in which you stand a chance of achieving 10/10. One football coach, for example, chose to become the outstanding head of a youth academy, rather than a highly paid club manager. “My skills are in helping talented young players to develop,” he said. “I am not suited to the roller-coaster pressures of getting weekly results and talking with the press. I prefer to produce a succession of young players who go on to become internationals.” What is the area in which you feel you can excel? Start by clarifying the specific activity in which you want to become – and feel you can become – a class act. Try completing the following sentence.

The specific activity in which I feel I can become a class act is:

*

* You can perform brilliant work in this activity and add that touch of class.

Be super professional. Do everything possible to deliver success. Sometimes you may achieve your goal by adding a touch of class. Different people show class in different ways. Sometimes they do ‘something special’. Sometimes they find a solution that seems stunningly simple - but therein lies its magic. Looking back, can you think of a time when you added that ‘touch of class’? Perhaps it was when you had already completed a task, then added that little bit extra; or during a ‘critical’ moment - when you performed well under pressure. What did you do right then to do something special? Let’s return to the activity in which you want to become a class act. Try completing the following sentence.

The specific things I can do to perform brilliant work – and add that touch of class – are:

*

* You can look ahead and practice being a class act in difficult situations.

Sometimes you will hit problems that upset you personally. For example, you may suffer unfair personal criticism. How can you show grace under pressure? One approach is to buy time and ask yourself: “What would a class act do in this situation?” Then behave that way. Try the exercise on this theme. Looking ahead, think of an unsettling challenge. Consider what a great human being would do in this situation. Bearing this in mind, clarify how you can behave in that way. For example, be calm, kind and super creative. Maybe you won’t always ‘win’. But you will keep your dignity, be true to yourself and feel happier as a human being. That is the hallmark of a class act. Try completing the following sentences.

The potentially difficult situation would be:


*

The things a class act would do in this situation would be:

*


The things I can do to behave like a class act in this situation are:

*

You can rise to the occasion by being calm, controlled and centered - then add that touch of class.

3 tips for understanding 'the heroic journey'

People have always wanted to follow their dreams - and this has often involved pursuing some kind of personal or professional ‘odyssey’. Sometimes the odyssey involves an outer journey, sometimes an inner journey, sometimes a combination of both. Reaching the goal produces a sense of peace. They rest for a while - then embark on another journey.

There are many psychological models for understanding this process - but insights can be also gained from the work of Joseph Campbell. He studied myths and legends from all civilizations. Finding that many followed a similar structure, he called this The Hero’s Journey. Campbell’s work was popularised by Christopher Vogler, author of The Writer’s Journey, and George Lucas, the director of Star Wars. Campbell’s work involves many stages, but let’s explore three overall steps that people take when pursuing their chosen journey.

* Travelling – setting-out on the journey towards the ‘Grail’.

You may be content in your world - but then comes the call to pursue an adventure or tackle a challenge. For example, you may lose your job, get an illness, see an injustice or catch a glimpse of the Holy Grail. At first you refuse the call but, after repeated asking, you embark on the journey. Now you are in a different world and do not know the rules, so you gather information and search for a compass. Looking for guidance, you will meet helpers - but are they friends or enemies? Nevertheless, you continue on your chosen path.

Looking back on your personal and professional life, think of a time when you set-out on a journey. You may have tackled a challenge, combated an illness, searched for a job or whatever. What was the trigger for travelling on the adventure? What was your ‘grail’? Try completing the following sentence.

The personal or professional journey I pursued to achieve a particular ‘grail’ was:

*

* Toiling – working hard on the journey towards the ‘Grail’.

You encounter tests on the journey - toils, trials and tribulations. There are highs, lows, breakthroughs and setbacks, but you try to keep your eyes on the Grail. Christopher Vogler showed how film plots often follow the structure that Joseph Campbell found in myths and legends. He wrote:

“A hero leaves her comfortable, ordinary surroundings to venture into a challenging, unfamiliar world. It may be an outward journey to an actual place: a labyrinth, forest or cave, a strange city or country, a new locale that becomes the arena for her conflict with antagonistic, challenging forces…But there are many stories that take the hero on an inward journey, one of the mind, the heart, the spirit. In any good story the hero grows and changes, making a journey from one way of being to the next: from despair to hope, weakness to strength, folly to wisdom, love to hate, and back again. It’s these emotional journeys that hook an audience and make a story worth watching.”

(The Heroine’s Journey is similar to The Hero’s Journey, but with one vital difference. Women gather knowledge and wisdom from the tribe earlier. Men only ask for help at the last moment - and even then may see it as a sign of ‘weakness’.)

Overcoming challenges, you finally stand on the edge of ‘victory’. You venture into what Campbell calls ‘the inmost cave’ and face the ‘supreme ordeal’. How will you behave in this moment of truth? For example, will you be generous or will you submit to greed? Will you flee, fight or flow?

Let’s return to the journey you followed in your own life and work. Can you recall the trials you faced? How did you overcome the challenges? What support do you get on the journey? Try completing the following sentence.

The specific things I did – and the things I encountered – when pursuing the journey towards the grail were:

*

* Transcending – lifting the ‘Grail’ and gathering wisdom from the journey.

You can only do your best, so you do the right thing. Sometimes you will lift the prize; sometimes you will simply gather wisdom for a future journey. You may enjoy a moment of transcendence - an epiphany - and see the world as if for the first time. The Hero/Heroine sometimes returns with the prize, but first there is the journey home - the return to the ‘ordinary world’. How can you make sense of what you have learned? Will people be able to understand? That is when the wisdom begins to seep into your bones - and you realise that you will be changed forever.

Joseph Campbell says people take one of three routes after returning to the world. a) They share their vision, but the world does not want to know, so they retreat back to the woods, “with a dog and a pipe.” b) They meet resistance, become disheartened, and revert to the ‘world’s way’. c) They make a living by becoming, in the broadest sense, a ‘teacher’ and pass-on their message to people who are receptive.

Looking back on your journey, did you encounter a final test? If so, what was the challenge? How far did you get towards lifting the grail? Did you enjoy a feeling of ‘transcendence’? What lessons did you learn from the journey? How did you re-enter the ‘ordinary’ world? How have you used the learning in your life since the journey? Try completing the following sentence.

The specific things I did to do my best to ‘lift the grail’ were:

*

The lessons that I learned from the journey that I have used in my life since then have been:

*

Days, weeks and months pass. You rest for a while, but then you become restless. There is another mountain to climb, another adventure to pursue. So you embark on your next chosen journey. Or does the journey choose you, Frodo?

3 tips for managing setbacks successfully

Everybody experiences disappointments in life - the key is how they deal with the difficulties. Here are three ideas for managing setbacks successfully.

* You can recognise the stages people often go through when overcoming a setback.

Imagine you have experienced a setback. You may have had an accident, lost a job, contracted an illness, suffered a rejection or whatever. Whilst everybody reacts differently, many go through the ‘reactive change curve’. They experience the stages of shock, denial, paralysis, anger and hurt. Healing takes time. But they gather new strength, set new goals, work hard, achieve success and gather self-confidence. People may take time to recover; but they often emerge stronger, wiser and more able to shape their future.

* You can recognise your pattern for managing setbacks successfully.

Everybody has a history of overcoming difficulties. If you wish, try tackling the exercise on this theme called 'Managing setbacks successfully'. First, describe a time in your life when you overcame a difficulty. Second, describe what you did right then. For example, you may have taken ‘time-out’ to recover - even if only for 30 seconds. You may then have set a specific goal, gathered support and set-out on the journey. Travelling along the road, you found creative solutions to problems and kept working until you reached the goal. Everybody is different, so you will obviously have your own successful pattern. Looking ahead, describe how you can follow similar principles to overcome possible challenges in the future.

* You can recognise the importance of spending time in a sanctuary, shaping your future and getting a success.

People who experience setbacks often spend time in a ‘sanctuary’. They rest, recover and make sense of what happened. Sometimes they simply need time to lick their wounds. Give yourself permission to relax, re-centre and refocus - then move onto shaping your future. Concentrate on what you can control, rather than worry about what you can’t. Set specific goals and get an early success. Setbacks can act as alarm calls. Looking back with the benefit of hindsight, a person may say: “On reflection, it was the best thing that ever happened to me.” Gathering wisdom from the experience, they feel stronger and more able to achieve ongoing success.

You can find many exercises for building on your strengths and managing setbacks successfully at:

http://www.thestrengthsway.com

3 tips for making a contract with your team

Imagine you are a team leader. One of your first jobs will be to make a clear working contract with the team. People must be clear on: a) The leader’s responsibilities; b) The team members’ responsibilities. The contract should cover both the psychological and practical responsibilities of working together. Here is one approach you can take to making such an agreement. Gather the team and invite them to focus on the following themes.

* You can clarify the leader’s responsibility in the team.

Invite people to brainstorm what they see as the leader’s role in ensuring the team reaches its goals. For example, to provide a clear vision; to manage upwards and provide ‘air cover’ - protecting them from interference; to create an encouraging environment; to give people practical support; to make clear contracts about each person’s contribution; to co-ordinate everybody’s strengths; to make tough decisions; to do what is necessary to guide the team to success. There will be a chance to discuss these ideas later - but first move onto the next stage.

* You can clarify the team members’ responsibility in the team.

Invite people to brainstorm what they see as the team members’ role in ensuring the team reaches its goals. For example, to choose to be in the team; to have a positive attitude; to understand the team’s vision; to make clear contracts about their best contribution; to encourage their colleagues; to be creative; to come with solutions, rather than problems; to deliver on their promises; to do whatever is necessary to help the team to achieve success. Again, there will be a chance to discuss these ideas later - but then move onto the next stage.

* You can clarify and agree on the team’s working contract.

Looking at the ideas under the respective responsibilities, invite people to arrange these under themes and discuss the topics. When you feel people are ready, invite the team members to agree to the team’s working contract. As the leader, you will have the final say, but team members often produce an excellent agreement. Conclude by writing-up the contract and, if appropriate, putting it in a place where people can see it each day.

How can you use the contract? There are two main ways. First, it provides a constant reminder of people’s respective responsibilities. Second, it can be used when tackling difficult situations. For example, if a person behaves badly, don’t get dragged down into arguing about the details. Just go back to the contract. Ask whether they want to follow or change the contract. Sometimes it may be appropriate to alter the conditions - but then make sure the whole team are in agreement. If a person continues to break the rules, however, they are choosing to leave the team. Clear contracting provides the basis for building a successful team.

You can find many more exercises on teamwork in the free download The Super Teams Pack, that can be found at:

http://www.thestrengthsway.com

3 tips for living the vital life, rather than the vanilla life

Gordon Mackenzie, author of Orbiting the Giant Hairball, inspired many people to revitalise their creativity whilst working with corporations. He believed it was vital to retain the juiciness of life. If you don’t watch out, he said, life can become like one of the peaches you find in supermarkets. From the outside it looks perfect. When taking a bite, however, the peach tastes like concrete. People work best when they generate their creative juices. This comes from living the vital life, rather than the vanilla life. Let’s explore how to make this happen.

* You can recognise what it means to live the vital life.

Start by describing what the vital life is for you. One person wrote: “The vital life for me is: doing creative work, cooking fresh food, listening to Van Morrison, mountain biking, skiing, walking by the sea, meeting friends, getting enough sleep and driving with the roof down.”

Gordon Mackenzie encouraged people to stay fresh. Spending 30 years working for the Hallmark Card Company, he managed to ‘orbit’ successfully around the ‘hairball’ of organisational bureaucracy without getting strangled. He wanted people to continue to explore. One chapter consists of just one sentence: “Orville Wright did not have a pilot’s licence.” Explorers know what it means. How can you keep your senses alive? Try completing the following sentence.

The vital life for me is:

*

*

*

* You can avoid living the vanilla life.

One person said: “The vanilla life for me is: sitting in boring meetings, staying in soulless hotels, hotel food, spending more than 3 nights a week away from home, listening to ‘observer critics’, flying on business trips, spending a day without music.” What is the vanilla life for you? How can you avoid some of these experiences? Try completing the following sentence.

The vanilla life for me is:

*

*

*

* You can live the vital life in the future.

“I am fed-up with plain vanilla,” said one person, “Now and again I want to add a bit of tutti-frutti.” Sounds exciting and, providing it doesn’t hurt anybody, extremely encouraging. Try completing the following sentence.

The things I can do to live the vital life in the future are:

*

*

*

Gordon Mackenzie died in 1999, soon after the publication of ‘Hairball’. He urged people to continue gaining enriching experiences. The final two sentences of his book are: “If you go to your grave without painting your masterpiece, it will not get painted. No one else can paint it. Only you.” Gordon created his masterpiece and lived a vital life. He certainly wasn't vanilla.

3 tips for focusing on when you are captivated

When are you captivated? What are the things that fascinate you? What are the activities that grab your curiosity and won’t let you go? Captivation is one of the gateways to being able to ‘flow’ and do fulfilling work. Let’s explore how you can follow these steps in your own way.

* You can focus on what you find captivating.

Where does this happen for you? You may be painting, gardening, building, bird-watching, cooking, designing, fixing problems, studying astronomy, encouraging people, trading or whatever. Sometimes these interests remain a pastime, sometimes they evolve into a profession.

“As a child I was fascinating by building things,” said one architect. “But I did not like Lego or kits that asked you to ‘paint by numbers’. My style was to invent different kinds of tree-houses, go-karts or whatever. I always liked to re-invent the world, which is what I do now. Certainly I must work hard to find clients who will pay for different kinds of houses – but it seems to be a growing market.”

Let’s explore what you find fascinating. First, describe the things that you find captivating. Second, focus on one of these activities that you want to spend more time pursuing. Try completing the following sentences.

The things I find captivating are:

*

*

*

Looking at these things, the specific activity I want to focus on is:

*

* You can be creative.

Sometimes you may simply immerse yourself in this activity. Sometimes you also want to do something ‘creative’ – be it to produce a painting, a meal, an article or whatever. Keeping healthy calls for getting the right balance between ‘consuming’ and ‘creating’ – between ‘taking-in’ and ‘giving-out’. Whilst it is vital to gather new stimuli, it is important to do something with the information. This does not have to be immense; it can be something relatively ‘small’. The key is to ‘give’ something to people, to the world or to the field you find enthralling. So are there any ways you would like be creative in your chosen activity? If so, try completing the following sentence.

The specific things I would like to do to be creative in the activity I find captivating are:

*

*

*

* You can get concrete results.

People feel satisfied when seeing a finished product- but this is where you may need to be creative. Sometimes the ‘concrete result’ is very tangible, sometimes it is more elusive. If you love encouraging people, for example, do not link your own self-esteem to whether or not they succeed – otherwise you become a hostage to fortune. You can only do your best – it is then up to them whether or not they use what you offer. Some activities lend themselves to producing tangible results. You may love cooking a meal, drawing a picture, creating a model, building a house or whatever. Bearing these ideas in mind, try completing the following sentence.

The specific things I can do to produce concrete results in the activity I find captivating are:

*

*

*

The eternal themes remain. When are you captivated? How can you be creative in this activity? What can you do to produce concrete results? The answers often provide the keys to following your flow and doing fulfilling work.

3 tips for focusing on the green, amber & red zones

Peak performers are proactive. They continually make decisions about issues that are in the green, amber and red zones. Here are some suggestions for tackling challenges in the different zones.

* The green zone – the things that are going well.

Peak performers apply the same sense of urgency to the issues that are in the green zone as to those in the Red. Michael Schumacher, for example, may have been leading a Grand Prix by 20 seconds, but he applied the same concentration as if he was 20 seconds behind the leader. Great sales people devote more time to their best customers than to their poor customers. Why? They realise it is the best way to get even more sales. Pacesetters capitalise on what is working. They do not wait for a crisis before springing into action. Similar rules apply across all aspects of life.

“My relationship with my wife is blossoming,” said one person. “So I aim to keep spending quality time with her. Two broken marriages have left their toll. I don’t want it to happen again - nor can I afford the expense! We plan to stay together for the rest of our lives.”

Looking at your personal and professional life, what things are in the green zone? What is going well at the moment? How can you build on these things? Try completing the following sentences.

Green zone. The things that are going well at the moment are:

*

The steps I can take to build on these things are:

*

* The amber zone – the things that are going okay - but there may be warning signs.

“My health may be becoming issue,” said one 35-year old. “During the past year I have put on 2 kilos. Doesn’t sound much, but in the old days I was able to lose weight easily. So it’s time to start moving. Even though it is January, I am going to start running, rather than wait for the spring.”

Looking at your life, what are the issues in the amber zone? If you are a leader, for example, you may have talented team members who reach 7/10 - then go onto cruise control. They have so much more to offer--but do just enough to get by. Profits may still be on track, but older products are reaching their sell-by date. Team members say they are okay, but more people are taking sick leave. Loyal customers call to say they want to stay with you, but are worried about falling service levels. How can you tackle the issues that are in the amber zone? Try completing the following sentences.

Amber zone. The things that are going okay - but there may be warning signs - are:

*

The steps I can take to tackle these issues are:

*

* The red zone – the things that are going badly or where there is real pressure.

What issues are in this zone? Results may have plummeted at work. Setback follows setback. Key people say they are leaving. The products you offer are out of date. Customers say: “We are looking elsewhere.” Suddenly you face a turnaround situation. How can you tackle the issues in the red zone? Try completing the following sentences.

Red zone. The things that are going badly – or where there is real pressure - are:

*

The steps I can take to tackle these issues are:

*

Peak performers take action early. Looking at the things in the green zone, they say: “I must build on this success. If I don’t, it may slip into the amber and then the red. I must act now to stay ahead of the game.” And, because they proactive, they spend much of their life in the green zone. “Capitalise on what is working and spot the danger signs early,” is their motto. You can also stay ahead by continually tackling the issues that are in the green, amber and red zones.

3 tips for being a 'deviant who delivers'

Creativity calls for doing things differently. But organisations have a love-hate relationship with people who are different. So how can you survive - and even thrive - by doing things your own way?

“If you are going to be a deviant, you have to deliver,” is the rule. Otherwise you will live dangerously. Sometimes this is exciting, but failing to deliver the goods will invite strong repercussions. Great organisations are built on ‘similarity of spirit and diversity of strengths’. They want people who have similar values but a variety of talents. Yet there is also a limit to what ‘differences’ can be allowed within an organisation. It is important to be real, however, and follow your own ‘rules within the rules’. How to achieve this goal? Be positive, be professional and be a peak performer. Let’s explore these points.

* You can be positive.

Encourage other people and help them to succeed. Sounds obvious - but some individuals flaunt their ‘individuality’ by dismissing other people’s opinions. “Be nice to people on your way up because you meet them on your way down,” said Jimmy Durante. Today’s equivalent in fast moving organisations is: “Be friendly towards everybody - whatever their role - because one day you may be applying to them for a job.” If you ever find yourself in conflict, try to go for a ‘win-win’. Being an encourager increases the chances of ‘getting away’ with being different. Being negative makes life an uphill struggle. Try completing the following sentence.

The specific things I can do to be positive are:

*

* You can be professional.

Several years ago I was approached by a brilliant marketer, let’s call him Dave, who had been twice been passed over for promotion. Getting a reality check from his boss, he found his colleagues considered him unprofessional. They said:

“He is great with clients, but rude to colleagues. He promises clients a proposal in 2 days, but doesn’t check whether we can get the data by then. During meetings he does email, rather than listen to what people are saying. He shows impatience by interrupting the speaker or going out to make phone calls. He has a brilliant strategic brain, but shows little respect for colleagues in the team.”

He had previously been in denial. Dave now saw that his behaviour was preventing promotion to a more strategic role. Of course, he had options. Dave could: a) ignore the feedback; b) say everybody else was wrong; c) attach himself to bosses who would hire him for his strategic brain, rather than interpersonal skills; d) take the messages on board and try to get another result. Dave opted for the latter option--to become more professional with both colleagues and clients. The approach we explored together was:

‘Imagine you are a freelancer running your own business and supplying services to this company. How would you behave? You would always be on stage. So you would probably behave professionally towards everybody in the business - the receptionist, managing director, PA and potential future clients you met in the corridor. People would make judgements about you every moment. You certainly have these skills - because you demonstrate them superbly with clients. The question is: Do you want to take the time to behave professionally towards everybody in the business? If so, how can you do so in the next week, month and year?”

Dave chose to make the effort. For example, if somebody stopped him to ask for a chat as he was rushing to a meeting, he no longer brushed them off. He gave them 100% attention and said: “Be good to catch up. Right now I am on my way to a meeting - but immediately after it has finished I will get back to you with a time when we can meet.” And he did. Being super-professional gives you a license to be different in other ways. Try completing the following sentence.

The specific things I can do to be professional are:

*

* You can be a peak performer.

Geniuses get away with being ‘odd’—providing they deliver the goods. Some people adopt the ‘genius mannerisms’, but fail to produce great work. Choose a specific ‘project’ that will contribute to the business. Get the sign-off from the key sponsors. Be positive and professional towards your colleagues. Then be super creative. Try completing the following sentence.

The specific things I can do to be a peak performer are:

*

Providing you do great work, you will maintain your licence to be a 'deviant who delivers'.

3 tips for recognising where you go 'a, b ... then leap to ... z'

Peak performers see the destination quickly. The architect walks onto a site and visualises the finished house. The footballer sees the defence-splitting pass that will create a goal. The counsellor greets the troubled child and knows how they want the child to be feeling after their conversation. When entering the situation in which they excel, peak performers quickly see the picture of perfection. They go ‘a, b…….then leap to…..z’. Let’s explore where you have this ability.

* You can clarify where you quickly go ‘a, b......z’.

Everybody has a place where they think strategically and quickly see the solution. The MD of a High Street chain explained: “I love retail. Put me in any shop anywhere in the world and I will show how it can make better profits. My wife thinks I am crazy, because on Sundays I want to take her shopping. My parents owned several restaurants, so I grew up with traders. Every Saturday morning I went shopping with my mother. I remember gazing at the fishmonger’s shop and, in my minds-eye, imagining how it could be rearranged. Now I do that for a living.” Where does this happen for you? Depending on your natural talent, you may quickly see the destination when fixing a car engine, solving a financial problem, designing a workshop or whatever. Try tackling the exercise on this theme and complete the following sentence.

The specific situation in which I go ‘a, b…….and leap to z’ is:

*

* You can clarify what you do right to actually deliver ‘z’.

Peak performers are often intuitive. Asked to explain their technique, they may reply: “I just do it.” But there is much more to the story. A gifted sales person, for example, may start by imagining what they want the customer to be saying, thinking and feeling when leaving the shop. For instance: “The sales person really listened to me. They found out what I wanted and offered several options. Nothing was too much trouble. I got what I wanted and will recommend the shop to my friends.” The sales person will approach the customer, quickly try several different strategies and see which works. They will then do whatever is required to ensure the customer is satisfied when leaving the shop. Every achiever has their individual approach to delivering ‘z’. Going beyond the “I just do it,” explanation, however, many go through the following phases:

a) Preparation.

Because they are fascinated by the subject, they rehearse many potential scenarios. They have what Arie De Geus called ‘a memory of the future’. When preparing for a particular assignment, they ‘practice until they can forget’. Before entering the ‘arena’, they relax, re-centre and refocus.

b) Professionalism.

Going into the situation, they feel alive and alert. Using their ‘antennae’, they scan what is happening and look for patterns. Seeing the desired goal, they clarify their strategy. Putting their plan into action, they keep doing the right things in the right way until they reach the goal.

c) Peak performance.

“Sometimes I win games by producing 8/10,” said one tennis player. “Other times I must play to my full potential and produce 10/10.” Achievers sometimes also add that ‘touch of class’ and do something extraordinary to deliver the goods. How do you reach the goal? Try completing the following sentence.

The specific things I do to actually deliver ‘z’ are:

*

* You can put yourself into more situations where you quickly see ‘z’.

Wayne Gretzky, the greatest ice-hockey goal scorer in North American history, was once asked: “What is the secret behind why you score so many goals?” His reply was: “A good hockey player plays where the puck is. A great hockey player plays where the puck is going to be.” Gretzky aimed: ‘to skate to the part of the rink where the puck will appear.’ Geniuses have this sixth sense: they know what is going to happen before it happens. Keep putting yourself into situations where this happens for you, because this is where you have natural genius. Try completing the following sentence.

The things I can do to put myself into more situations where I quickly see ‘z’ are

*

You can find many more ideas for discovering your talent in the free download The Strengths Pack, that can be found at:

http://www.thestrengthsway.com

3 tips for getting a perfect ten

Peter Vidmar won a gymnastics Gold Medal at the 1984 Los Angeles Olympics. Looking back at how his event was scored in those days, he describes the steps people took to score the ‘perfect10’, which was first achieved by Nadia Comaneci in Montreal. Firstly, they must achieve the Olympic standard of technical competence. This often took years of dedication and would give them the 9.4. They could then add 0.2 by taking a risk; 0.2 by demonstrating originality - something that had never been done before; and 0.2 by showing virtuosity - flair. Such a brilliant performance would produce the Perfect 10 and, hopefully, the Olympic Gold.

Peter is a ‘class act’ who now makes his living as an inspiring speaker. Many people leave his sessions fired up. Some say: "We can now believe in our dreams. All we have to do is to be original, take risks and demonstrate virtuosity." They only forget one thing. Peter's most important message is that people must first achieve the 9.4. That is the first step towards winning an Olympic Gold. Here are three tips for following these steps in your own way.

* You can start by choosing an activity in which you stand a chance of achieving the 9.4.

You will obviously start by playing to your strengths. Focus on a specific activity in which: a) You get positive energy; b) You stand a chance of delivering peak performance. What is your professional version of the Olympics? Which is the ‘event’ in which you can win a ‘gold medal’? On the other hand, you may not be interested in ‘competition’. You may be a pioneer who ‘invents’ a new event. Great performers are, by definition, extremists. They are extremely good at what they do. In the business world, for example, they are often brilliant niche suppliers. So focus on the activity in which you are in your element. You are at ease and yet excel. There is no point in going into an event where, at best, you can only get a 6/10. Try completing the following sentence.

The specific activity in which I stand a chance of achieving the 9.4 is:

*

* You can work hard to achieve the 9.4.

Class acts build on their strengths. They are also prepared to sweat. They pursue the right strategy, find solutions to problems and work hard to achieve success. How can you pursue this path in your own way? Clarify your picture of perfection – the ‘What’ – then clarify the ‘How’. Focus on: “The 3 key things I can do to give myself the greatest chance of success are: 1) ____ 2) ____ 3) ____” Settle on your road map – complete with milestones – then break it down into specific actions. Develop a daily disciplines. Start each day with an early success, encourage yourself on the journey and practice. ‘Practice until you can forget’. Keep doing the right things in the right way until they become second nature. Do everything possible to reach your equivalent of the 9.4. Try completing the following sentence.

The specific things I can do to work hard and reach my equivalent of the 9.4 are:

*

* You can add the risk, originality and virtuosity to achieve the perfect 10.

Class acts deliver the goods at vital moments. Providing the foundation is in place, they may take what appears to be a risk. But in their minds – or in their muscle memory - they have done it a thousand times. One person said: “People say that I take risks, but I have already rehearsed all the scenarios, explored the possible strategies and settled on the way forward. I feel comfortable with what I am doing. In fact, it would be a greater risk not to take what appears to be a risk.” Great performers also do something that appears original. But it is the result spending hours, days or months finding creative solutions to challenges. Then comes the final piece – virtuosity, flair or showmanship. Class acts add that ‘touch of class’. They do something magical that stays in people’s minds forever. How can you follow these steps in you own way? How can you build on the 9.4 and try to produce your equivalent of the ‘perfect 10’? Try completing the following sentence.

The specific things I can do to build on the 9.4 and try to produce my equivalent of the ‘perfect 10’ are:

*

Peter Vidmar’s approach is well worth exploring and you can read more about it in his book called Risk, Originality & Virtuosity.

You can also find many tools for building on your strengths at:

http://www.thestrengthsway.com