Tatiana Grigorieva – Transitions, Fear and Willingness

Source: Fox Sports

Tatiana Grigorieva is an Olympic silver medallist (in pole vault, Sydney 2000), mother, coach, entrepreneur and all round fascinating person.

In this interview I did for the Queensland Academy of Sport Action TV series, we explore:

  • the transitions that have shaped her life through sport, business and motherhood including how she went from a hurdler to a silver medallist pole vaulter in just 2.5 years
  • how she manages fear
  • her meditation habits and the importance of visualisation in accelerating her training
  • how she encourages her athletes to think about the long term
  • her early childhood in Russia and why her mother made her sign a study contract when she was 13 years old
  • why willingness is the #1 characteristic of the athletes she works with
  • what it felt like to be jumping in the middle of the Olympic stadium for Cathy Freeman’s historic 400m gold medal.
  • and much more.

Enjoy!

What’s helped you through transitions? Let me know in the comments below.

Links from the interview:

The Art of Learning: Fractals, Water Polo and Marketing Templates

“We do not learn from experience, but from reflecting on the experience.” – John Dewey

[This post started out as a book review and became a reflection on my own experiences of learning. The idea of fractal learning is one that I would love your feedback on in the comments. Is it useful? Could it be applied in a way that helps us to learn more rapidly or teach more effectively? With more depth or more focus on the passions we have?]

Josh Waitzkin has a fascinating story. He is:

  • 2 x US Junior Chess champion (his father wrote a book about his journey called Searching for Bobby Fischer which was turned into a feature film of the same name),

  • Tai Chi Push Hands World Champion (2004) – the martial arts version of Tai Chi – and has subsequently coached others to that same title,

  • and founder of The Art of Learning Project.

I’ve read his book, The Art of Learning: An Inner Journey to Optimal Performance and loved it.

The Art of Learning:

The Art of Learning

The book explores Josh’s journey from US Junior chess champion to world champion as a martial artist in Tai Chi Push Hands. As he learned TaiChi, Josh began to see how his deep understanding of chess was influencing his learning process and vice versa. Josh subsequently spent years deconstructing his learning process across the 2 pursuits and shares his universal themes in the The Art of Learning.

Josh’s principles of learning:

  • Cultivating a beginner’s mindset
    A beginner is open to all possibilities, is excited to learn and is not afraid of failing. As a beginner there is no expectation to succeed or produce results.

    As your skill level increases, so too does the expectation (often self-imposed) for you to produce results. We stop learning when those expectations make us too afraid of making mistakes. Cultivating a beginner’s mindset helps us overcome this fear of mistakes so we can continue to learn and improve.

  • Invest in loss
    By training, practicing and competing with people who are better than you, you will be forced into making mistakes (losses). These losses become investments when you take the time to reflect on them to understand what happened and why. Through this reflection you can learn and then refine and improve your skills and performance.

  • The study of numbers to leave numbers
    Another way of wording this principle might be to call it the study of a skill to make that skill automatic. By studying and practicing your skills, you gradually absorb them. They become intuitive, automatic, no thinking required.

    Remember the basics of how to catch a ball? Keep your eye on the ball and watch it into your hands. Do you repeat this to yourself every time you catch a ball? When you’re first learning – sure. However, after practicing for a while, you don’t think about it anymore. In fact, often you forget someone even taught that to you.

    This is one of the key difficulties for masters trying to teach beginners – they have forgotten what they have learnt and how they learnt it.

  • Making smaller circles (condensed technique)
    Over time you work on finer and finer details within a skill, condensing your technique to use less effort to achieve the same result. To progress to smaller and smaller circles you’ll need to follow the above 3 elements every time:

    • adopt your beginner’s mindset,

    • invest in loss to understand and learn the finer level of a skill

    • then reflect, study, and practice the new “smaller circle” of the skill until it is automatic. Then you can progress to even deeper levels.

  • Slowing down time (enhanced perception)
    In a competitive arena, if you are “making smaller circles” by focussing on finer details of a skill than your opponent, you will feel like you have more time. The greater the difference in skill level, the greater the time difference will feel.

Fractal Learning

As I was trying to understand these principles, I started to draw. This is my original drawing and notes:

Fractal Learning.png

 My notes on the side tie it back to Josh’s themes:

  • Level 1 Novice sees 3 skills to master

  • Level 2 Intermediate sees 3 skills to master

  • Level 3 Expert sees 3 skills to master

  • And so on

  • Cultivating a beginner’s mindset is about forever being open to, and then seeing the next 3 skills to master.

  • To move deeper into the pattern and down a level to more condensed technique you must invest in loss.

  • You progress to a deeper level when it is internalised by study, reflection and practice.

This drawing – of smaller and smaller circles within circles – immediately reminded me of fractals.

From Wikipedia: A fractal is a mathematical set that typically displays self-similar patterns. Fractals may be exactly the same at every scale or they may be nearly the same at different scales.

I started to look for a fractal that would help me visualise Josh’s concept of “making smaller circles”. I found the Apollonian Gasket. Here is an animated version:

Apollonian Gasket.gif

As the animation proceeds, it is exactly the same at each level – a bit like the drawing in my initial notes although with much more detail.

On the other hand, The Mandelbrot Set – one of the most famous visualisations of a fractal pattern – varies at each level:

1024px-Mandel_zoom_00_mandelbrot_set.jpg

Here’s an animated zoom of it (you don’t need to watch the whole thing):

You’ll notice that as you zoom into the structure, you don’t get an identical pattern repeating. Unlike the Apollonian Gasket, you get something different at each level. BUT it is still related to the whole.

Fractals really helped me to visualise Josh’s principles. So I wanted to step through 2 examples from water polo and web marketing to make these ideas more concrete.

Water Polo

I created a simplified water polo example:

Level 1 – A beginner, keen to learn, watches a game of water polo and sees 3 circles of skills she will need to learn to be able to play the game:

    • Water Polo:

      • Ball skills

      • Swimming

      • Game play

  • Level 2 – When she arrives at her first training session, the player becomes aware (with the help of her coach) that these 3 skills can be broken down further. For example she learns that in Ball skills there are 3 more circles – Passing, Shooting and Blocking:

    • Water Polo:

      • Ball skills

        • Passing

        • Shooting

        • Blocking

      • Swimming

      • Game play

  • Level 3 – This cycle of awareness of more detail (and capability to progress) then repeats and she then breaks each of these skills down even further.

So a branch of this water polo example might look like this:

  • Water Polo:

    • Ball skills

      • Passing

        • Forehand pass

        • Backhand pass

        • Push pass

      • Shooting

      • Blocking

    • Swimming

    • Game play

Drawn out, the pattern of smaller circles looks like this:

Water polo example

It looks a bit like a very simple Apollonian Gasket. In reality, there a more than 3 circles at each level of water polo, so let’s look at web marketing to provide a more detailed example.

Web Marketing and Templates

We started to create web marketing templates to help us teach our clients how web marketing worked and how all the various pieces of the puzzle fitted together. In hindsight, we were deconstructing the relevant skills as we learnt them.

So let’s consider web marketing as a skill set you might want to master.

The visual side of the Web Strategy Planning Template works as a good representation of the broadest level of web marketing.

Screen Shot 2014-05-13 at 7.46.52 am.png

Level 1: In the above image there are 5 areas that will need to be understood:

  • Outcomes

  • Website

  • Search

  • Backlinks

  • Social Media/Content Marketing

Level 2: Let’s zoom in on one – Search. There are 2 skills to learn in Search:

  • SEO – Organic searches

  • SEM – Google Adwords

Level 3: Let’s zoom in again – SEO. The Web Strategy Planning Template doesn’t give more detail, so we can use the SEO planning template to explore the smaller circles:

SEO can be broken down into:

  • Keyword Research

  • On-page SEO

  • Off-page SEO

Level 4: Let’s zoom in one final time – On-page SEO. Again, the template helps us to clarify that we need to learn:

  • Target Keyword

  • URL

  • Page Title

  • Header tags

  • Meta description

  • Image alt tags

  • SEO Yoast

  • Web page copy

  • Google Authorship

So one branch of Web Marketing might look like this:

Web Marketing:

  • Outcomes

  • Website

  • Search

    • SEO – Organic searches

      • Keyword Research

      • On-page SEO

        • Target Keyword

        • URL

        • Page Title

        • Header tags

        • Meta description

        • Image alt tags

        • SEO Yoast

        • Web page copy

        • Google Authorship

      • Off-page SEO

    • SEM – Google Adwords

  • Backlinks

  • Social Media/Content Marketing

Imagine if you expanded each of these – it would be complex right? Visually it might start to look more like the Mandelbrot Set with related but not identical patterns at each level.

In order to progress through the levels of either of these skills and “make smaller circles”, we need to look back at Josh’s principles:

  • Cultivate a beginner’s mindset
  • Invest in loss
  • Study numbers to leave numbers

All with the purpose of making smaller circles as we learn to condense our technique in order to enhance our perception.

So thanks to Josh for an incredibly thought provoking book that inspired me to explore and reflect on my own learning journeys. I can’t recommend The Art of Learning highly enough.

Finally I’d be really interested to hear what you think:

  • Could fractals help you to visualise your learning journey? Or to help you to teach others?
  • How might your expertise or specific skill set look laid out as a pattern?

Let me know your thoughts in the comments below. Thanks!

Go Slow to Go Fast – a Business Lesson from Water Polo

Club Natacio Sant Andreu - Toby Jenkins

When I was up to my eyeballs in water polo, a part of my training was weekly martial arts sessions with Andy Sutton. Back in early 2002 he introduced me to the principle:

“Go slow to go fast.”

This wasn’t just counter intuitive when I first heard it – it seemed plain mad. We’d been training one on one in a park in West End in Brisbane and it really didn’t make much sense to me. At the time I opted to file it away in my subconscious in the “too hard basket”.

Later that same year I was offered a chance to play professionally in Barcelona, for a club called Sant Andreu. I was pumped.

When I arrived in Spain, I realised they had a different approach to training. The general theme of this approach was to opt for high quality at high intensity rather than the incredible volumes we were doing at home. Each session was focussed on skills, strength, game play or swimming. In comparison to Australia, where it was typical to pile on strength work on before, or skills or match work on after a swim session, a swim set was nearly always just a swim set.

 

Go slow

I don’t remember what triggered me to dredge up Andy’s advice, but I thought it would be a good time to test if going slow could actually help me go faster.

Over the course of dwelling on and trying to practice this concept in the swimming training, I realised that by going slow with every stroke, I was able to focus on each element of the stroke from the pull at the top of the stroke all the way through to the push at the end. I concentrated on keeping my body still in the water and stayed focussed on economy of motion. By going slow, I was able to break down my swimming into discrete elements that I could then practice and improve. I felt good, I felt strong and I started wonder if there might be a kernel of truth in the saying.

It was time to test the “go fast” piece. It was time to test myself against the clock.

 

Go fast

There is one swim set that stands out for me. It was a sprint set that culminated in 3 x 100m max efforts and an opportunity to prove myself to my new team. Having been training slow, I was fascinated to see if I could embody the principle.

At the end of the first 100m, I was surprised. I’d clocked around 59 seconds (a quick training time for me) and still really felt like there was more in the tank than I’d realised. The next 100m I focussed on increasing power, while maintaining my focus on each stroke and stillness in the water to see if I could go faster. 58 seconds. Even after this, I still felt like I could go faster. I kept  saying to myself throughout these 100s: go slow to go fast, go slow to go fast. 3rd 100m – 57 seconds.

These times are by no means quick by elite swimming standards but they were amongst the best I’d ever clocked in training and particularly that I was able to improve through the 3 was completely new for my sprinting. By breaking down the 100m into a series of discrete strokes, focussing on every piece of the execution, I was able to produce these times with an ease that I still clearly remember 11 years later.

 

How is this relevant to work now?

One of the problems we’ve had recently with projects has been rework. Ads and I have sat down to address this and ultimately came to reinforce the mantra of thrash upfront in your project planning to get everything out on the table. While it feels like its slowing you down, focussing on and hammering out the details of what actually needs to be done ultimately saves huge amounts of time in the execution.

I’m also a huge believer in the agile approach to projects in that you can’t plan for everything and in fact to do can be dangerous. Slowing down to make the projects small enough to execute and revisiting these smaller projects at crucial points is also key to adjusting for new learning and delivering fast, quality projects.

 

Related quotes:

Since then I’ve heard a number of other phrases that to me, really relate to this philosophy.

“Slow is smooth, smooth is fast.”
This was taken from the movie Shooter with Mark Wahlberg where his character uses it as a mantra as he fires a rifle. A surprising source of inspiration 🙂

“Most people overestimate what they can do in one year and underestimate what they can do in ten years.” Bill Gates
I only became aware of this quote recently and I believe it reflects some of those same sentiments – to reduce the amount you try to do in a smaller time frame to accomplish much more in the longer period.

What do you think? Are there areas in your life/business that you’ve gone slow to ultimately go fast? I’d love to hear your thoughts in the comments.

 

Reinventing Education (More Opposite Thinking)

Consider your schooling for a minute.

What if you had lectures for home work and exercises for class time? What if you could have spent more one on one time with your teacher to help you really grasp the details of concepts, and help you solve problems rather than sitting in a classroom trying to concentrate on the 5th lesson of the day? What if you could have rewound the teacher to listen again to the part that you didn’t quite understand?

Would it have made a difference? Would you have learnt faster (or at least at your pace), been more engaged, been more interested?

It’s underway.

The Khan Academy, started by Salman Khan, is a fascinating project that is using videos and the web to turn education upside down and is a great example of opposite thinking. Starting off as a series of tutorials for his cousins, explaining algebra and other maths topics, Salman’s videos have now racked up 53 million views on Youtube and have expanded from maths to a huge array of topics (now there are over 2500 videos and growing). The Khan Academy is now being backed by the Bill and Melinda Gates Foundation amongst many others, and looking to roll out a full curriculum to schools around the world based on self paced learning, game theory, and everything that the web and technology now have to offer.

There are a couple of things that I really love about this idea:

  1. Salman did this initally to solve a problem for his cousins. The web has meant that his solution has been amplified, taken up and loved, by kids and parents all over the world.
  2. It has the potential to take a traditional education approach of teacher in front of the class with minimum 1 on 1, to maximising teacher 1 on 1 time – a key ingredient to personalising education.

If you’re a believer that education is key to solving the world’s problems (like I am), then the execution of this great idea has enormous potential.

Here is Salman explaining the concept in a TED presentation:

Opposite thinking

Look hard at how your industry works now. Then see what might happen if you do the opposite.

If you were looking at the web design industry, the exercise might start [and I mean start – you could definitely get much more hard core than this…] in a list looking something like this:

  1. No time sheets
  2. Take holidays when you need them because your “Job” is actually your “Calling”
  3. Client work takes place on client premises
  4. Projects are completed on time every time
  5. A person is only ever working on one project at a time
  6. Wear professional attire
  7. Spartan offices
  8. All meetings take place at client premises
  9. All staff pay is tied to company profit
  10. Clients pay only on performance
  11. Help desk would be one of the most important roles in the business
  12. Clients would never feel confused
  13. All meetings have an agenda and a time-frame
  14. All client interactions are paid
  15. All IP is publicly available
  16. Everyone can work from anywhere
  17. No one accrues sick leave – it’s taken when you need it
  18. Financial reports are shared
  19. Board meetings are open
  20. No account managers
  21. No pitching/tenders without proper planning
  22. Always give the best recommendation first, then choices second
  23. Always make recommendations as though it was our money that was being spent

Banker to the Poor (The Story of the Grameen Bank), is written by Muhammad Yunus (twitter) and is the inspiration for this post.

Since 1976 the Grameen Bank, has delivered micro-credit loans to the poorest in Bangladesh. It claims a 98.35% repayment rate – an astonishing figure and incredible achievement!

How did they do it?

  1. No contracts (therefore no police, no lawyers)
  2. No collateral
  3. Loans are given to individuals only if there are groups of 5 that need the loans
  4. 98% of borrowers are women
  5. Bankers go to the people, not people to the bank
  6. All loans have a 12 month maturity
  7. All loans are repaid weekly
  8. 20% interest rate on all loans

These are just the start of what Muhammad Yunus and the Grameen bank have done to turn the banking industry upside down to enable some of the poorest people in the world to access credit, start businesses, and bootstrap themselves out of poverty.

I’d be really interested to hear if anyone else has applied this idea of “opposite thinking” in any other way. Let me know.

How to solve any problem in 20 mins – The Value of Extreme Questioning

Quick Background:

I learned about the Extreme Questioning process from Liz Wiseman (author of Multipliers) at her one day workshop at the Growth Summit. Obviously I’m a big fan – this is my 3rd blog post on this book! Here’s no.1 + no.2.

[side note: everytime I say Extreme Questioning, I feel like there should be a dramatic voice over!]

In the workshop which Adam and I both attended, Liz organised a 5 minute exercise to get us in the groove of relentless questioning – one of the top traits of all great leaders from her book. We picked an issue then chose roles. Adam asked the questions first, and I answered, then we switched it over.

I was excited! Even in 5 minutes, I had a much clearer idea of the problem we’d been discussing. I made a mental note to use it in the future if I was stuck on a problem. Sure enough…

So yesterday, this was my problem:

In late January, we decided to significantly change our hosting arrangement. Since then, Sam (a web strategy advisor and our resident hosting guru) and I have been furiously gathering information from our supplier about everything from hosting packages and the steps involved in the transition, all the way through to common mistakes and pitfalls of the process.

After 4 weeks of examining the problem from all angles, I still felt daunted and overwhelmed by project. I had all the background info I needed, but couldn’t quite bring it together into a project plan.

My problem was my opportunity, so I grabbed Ads and asked him if we could use Extreme Questioning to help me get some clarity.

How to do Extreme Questioning:

There are 2 roles:

  1. The Questioner – they don’t have to be knowledgeable of the issue. In this case it was Adam – he knew about the plan but not the details.
  2. The Answerer  – they need to have been immersed in the data. This was me. I’d been doing the research along with Sam.

The process:

  1. Questioner: Ask every question you can dream up around the topic until you can’t think of any more – how, when, where, why, what, who, which (example questions below in +++ section). Only ask questions.
  2. Answerer: Respond in as much detail as you possibly can to every question.
  3. Answerer: Take loads of notes as you go. (Preferably find a scribe to join in)
  4. Questioner: Once you’ve run out of questions, then ask the Answerer one more question: “Are there any other areas of this problem that you’d like me to ask you about?
  5. Repeat steps 1-3 as many times as necessary until the Answerer says “Ah-ha!”.

Total time:

22mins including note taking. (this would change depending on the problem you’re trying to solve)

[side note: OK, I definitely took liberties with the title of this post – good luck with World Peace in 20 mins!]

Result:

After 3 weeks of research and 1 week of trying to put a plan together, to be able to do this in 22 mins was an incredible result.

For me it wasn’t so much of an “Ah-ha” moment, but by the time Adam had finally run out of questions, I realised that I no longer felt daunted and the picture was much clearer in my  mind. I was able to immediately put together a step by step plan to show Sam, including the issues and responsibilities. I also had some great updates for the phone scripts we were going to use.

What helped me get the most out of it:

  1. Had all the information by doing thorough research
  2. Taking notes – lots of them

What would I do differently next time?

  1. Find a scribe!
  2. Do it much earlier in the planning process. I could have saved much more time doing this earlier rather than waiting for a 3 week research/1 week planning process. As it was, I’m happy to have shipped the plan!

Final thoughts: I will definitely be telling staff about this. Provided it’s done so the Answerer is open to it (and so they don’t feel like it’s an interrogation!), it will massively shortcut problem solving.

As always, please let me know if it works (or doesn’t) for you in the comments.

++++++++

Some sample questions (there are obviously a stack of questions you can use, the key point is to keep asking!):

  1. Why are you doing this? Why is that important?
  2. Which options have you assessed?
  3. Who is involved in this process?
  4. Who needs to be informed?
  5. How does it impact you? How does it impact others?
  6. How will it make things better? For you? For others?
  7. What might go wrong? For you? For others?
  8. What are the steps to getting this done? What has to happen first? What has to happen last? Why?
  9. When is your deadline to accomplish this?
  10. What might stop you from achieving it by that date?
  11. What further information do you need?
  12. Where will you store the information?
  13. …?

+++++++

Implementing Role Practice – A 24 second Why to and How to Guide for Business

A friend of mine asked me a question the other day:

What are the most important things you’ve implemented in your business?

It got me thinking…

So I’m starting a series of posts to answer the question. For the time being, I won’t put an order of importance on them but that might come later. This is the first.

Implementation Series – Post #1 – Role Practice

24 second summary:

Why to:

At a MINIMUM, Role Practice helps you and your staff improve: confidence in challenging situations, consistency in approach & knowledge sharing.

How to:

  1. Choose 3 people to play three roles: Salesperson, prospect, observer
  2. Choose a scenario and act it out (change roles/scenarios regularly)
  3. Everyone gives feedback on performance
  4. Practice 15 – 30 mins daily
  5. Apply it to all aspects of your business: customer service, HR, networking etc.

Resources:

Bluewire Media – Scenarios for Role Practice (PDF 100KB)

Details:

Jack Daly
Jack Daly

The back story:

“Role practice” sounds a bit funny because it’s a mixture of words.

Role play + practice = role practice.

Adam and I were introduced to the concept at a seminar by Jack Daly – a sales coach from the US. The idea behind role practice rather than role play, is to get better each and every time. All skills require practice to get improvements and that was why Jack distinguished the two.

You can check 2 quick video interviews with Jack on our Bluewire Media blog: 4 gigs from facebook; #1 sales tip.

[Aside: I liked the “game” of his tagline: “If you think you know sales, you haven’t met Jack!”]

Chet Holmes – another sales guru – was really big on it in his book too: The Ultimate Sales Machine.

What is Role Practice?

It’s a group exercise to practice sales, customer service, HR or any other situations that you and your staff have to face.

How to run a Role Practice session:

I’ll use sales as an example.

Firstly pick a group of 3 people (2 is sufficient though) to participate in the following roles:

  1. Sales person
  2. Prospect
  3. Observer – to offer feedback to person 1. Often they learn the most from a session.

(If you only have 2 people, then the “Prospect” can also act as the “Observer”. If you have 4 people, you can have 2 Observers.)

Then choose a topic (eg initial consultation, sales phone call etc) and everyone plays their part.

Over time, you can throw as many curve balls as you like to increase the difficulty of the scenario.

Learning:

The best way to evaluate is to ask the sales person to assess their own performance based on 3 questions:

  • What do you think you did well?
  • What do you think could be improved?
  • What do you think you’d do differently next time?

Then ask the Prospect and Observer roles for their feedback based on these questions too.

How can you implement this?

Here’s how we did it:

  1. Made a Bluewire Media – Scenarios for Role Practice (PDF 100KB) that we need to practice and stuck it on the office wall.
  2. Choose 1 topic each Monday at our Weekly Meeting.
  3. Role practice daily from Tuesday – Friday (15 – 30 mins after our 9:05am Daily Huddle).

[Aside: The 9:05am Daily Huddle and Weekly Meeting routines is an idea from Verne Harnish – I’ll definitely be covering this in a later post in this series]

I’d also really recommend applying this not only to your sales process but to your customer service process – or in fact any other part of your business where staff face difficult situations.

We’ve applied it to:

  • Answering angry phone calls from clients
  • Sales calls
  • Initial consultations
  • Chairing meetings (slight tweak – we ask the questions after they have chaired an internal meeting – eg the Weekly)
  • Networking at a Bluewire Media event
  • Lots of others: see full list

Results:

  1. Massive confidence boost for all of us in situations we find challenging (which will be different for each person)
  2. Consistency in approach to customer service
  3. Knowledge sharing among staff for best practice

My favourite part? It’s simple to start.

4 key leadership learnings from “Multipliers” (by Liz Wiseman)

Multipliers - Liz Wiseman
The premise of Multipliers written by Liz Wiseman, is that any leader can be placed on a spectrum between being a Multiplier (good) and being a Diminisher (bad). (If you’re interested in finding out your style, try this questionnaire.)

What is a Multiplier?

“A leader who uses their smarts to amplify the smarts and capabilities of the people around them”.

What is a Diminisher?

“A leader who drains intelligence, energy and capability from the ones around them and always needs to be the smartest one in the room”.

The book aims to help us move away from a Diminisher style of leadership towards the style of a Multiplier, stating that there is at least a 2x greater return on resources for Multipliers vs Diminishers.

It outlines the 5 different roles that a Multiplier plays:

  1. The Talent Magnet – looks for talent everywhere, finds people’s native genius, utilises people to their fullest, and removes blockers (eg prima donnas)
  2. The Liberator – creates space (to think, speak, and act), demands the best work and generates rapid learning cycles
  3. The Challenger – seeds the opportunity, lays down the challenge, then generates belief in what is possible
  4. The Debate Maker – frames the issue, sparks the debate and drives a sound decision
  5. The Investor – defines ownership, invests resources and holds people accountable

These 5 roles are what the book calls the Multiplier Formula. What makes it a great “how to” book are the chapter summaries of these roles to be used as a quick reference once you’ve finished reading (or if you don’t have time to read the whole thing!).

I dog eared some pages (sorry book lovers) as I read, so I could keep track of the things that really resonated with me.

Here are 4 of them:

1. Ask questions

A Multiplier asks questions constantly. Then listens intently. They listen far more than they speak. I’ve heard this plenty of times before, but it’s great to have it reinforced. (I’m going to start counting my questions in meetings from now on.)

2. Native genius

Multipliers go looking for native genius in everyone around them. I loved this concept! (On page 61, there are 3 steps to help you begin genius watching too). What’s more it really aligns beautifully with what we’re trying to do at Bluewire Media – which is “Do what you love”.

A native genius is something that people do, not only exceptionally well, but absolutely naturally. They do it easily (without extra effort) and freely (without condition)…They get results that are head-and-shoulders above others but they do it without breaking a sweat.

3. “Calmness is not synonymous with softness”

Multipliers remain calm even when under pressure, but are intensely focussed. They create environments that are intense not tense.

4. Make your own mistakes known

There’s a great example in the book of a weekly meeting agenda item called “The Weekly Screw-up”. If you as the leader share your mistakes, then others will be far more willing to share theirs. As a result you’ll breed a culture of transparency where mistakes are not punished but learned from. We’ve just added this to our weekly meeting agenda so I’m looking forward to watching the results.

In summary: This really is a good book in an excellent “How To” format. Plenty of case studies and stories to drive home the points and the chapter summaries will be great quick reference tools.

Have you read it? If so, what did you like about it? What were the things you found most interesting/applicable?