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Coachability Isn't Optional: Why It Makes or Breaks Career | LeaderFactor | YouTubeToText
YouTube Transcript: Coachability Isn't Optional: Why It Makes or Breaks Career
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Core Theme
Coachability, defined by willingness and self-awareness, is a critical differentiator for individual performance and development, impacting how effectively individuals receive and act on feedback.
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You hire Olivia and you hire Mark.
Similar resumes, similar interviews,
similar work experience. On paper, they
look virtually the same. And even
throughout the interview process, they
look pretty much the same. But 6 months
later, Olivia is closing enterprise
deals and Mark is struggling to hit
quota. So, what's the difference between
those two? Coachability. We see people
who are advanced in their careers that
have done a lot and and their
coachability is really low. It's also
situational. It can be dynamic where the
coachability es and flows.
>> One of the mistakes that managers make
is they'll pour effort and time into the
wrong people because they haven't
appropriately assessed the coachability
of the people on the other side that
they're in charge of developing.
Willingness, we define as sustained
readiness to receive feedback and
immediately convert it into deliberate
action. Sometimes we're more willing,
sometimes we're less willing to have
that be a sustainable pattern. Sustained
readiness. That means that willingness
is a part of who you are that
contributes to accelerated development.
>> Self-awareness, what is it? An accurate
evidence-based view of one's impact and performance.
performance.
>> You need sources outside of yourself to
help you understand where you are.
>> You're listening to the Leader Factor, a
podcast where we take leadership
principles and distill them into
actionable behaviors, sharable
frameworks, and scalable initiatives.
>> Hey everybody, it's Junior. Hoped you
enjoyed today's episode. Everything we
covered today is going to be put
together in a nice downloadable
available for you in the show notes and
at leaderfactor.com. Make sure to go and
download it. If you liked today's
episode, don't hesitate to leave us a
like. Please subscribe and share with a
friend. Catch you next time.
You hire Olivia and you hire Mark.
Similar resumes, similar interviews,
similar work experience. On paper, they
look virtually the same. And even
throughout the interview process, they
look pretty much the same. But 6 months
later, Olivia is closing enterprise
deals and Mark is struggling to hit
quota and he's blaming the CRM. 6 months
after that, Olivia has been promoted and
Mark is gone.
>> Out of here. So what's the difference
between those two? Coachability and for
many leaders it's difficult to spot. So
that's our topic today. Coachability,
how to spot it, how to develop it in
your people and what to do if it's not
exactly where you want it to be. Tim,
how you doing today?
>> Doing great. I I want to chime in on
this. This is such an interesting topic,
Junior, because it may at first blush
seem pretty straightforward that
coachability is just positively
correlated with performance.
And I think that it probably is to some extent
extent
when people are maybe early in their careers,
careers,
but it's not that straightforward after
that. We see people who are advanced in
their careers that have done a lot and
they become and and their coachability
is really low. It's also situational. It
can be dynamic where the coachability es
and flows. Don't you think?
>> I do. And one of the mistakes that
managers make is they'll pour effort and
time energy into the wrong people
>> because they haven't appropriately
assessed the coachability of the people
on the other side that they're in charge
of developing. And so maybe they're
spending too much time on someone that
they shouldn't be. And the inverse might
also be true. So in the Olivia and Mark
example, surely there can be uh problems
aside from coachability that can affect
an outcome like that. But this is a big
one. It's a really big one.
>> It is a big one. And what I I gotta I
gotta say one of the things that strikes
me is that some of the least and I don't
know why this happens, but some of the
least coachable people that I've worked
with are
they have been some of the most
successful at some points in their
career, but then their coachability
kind of comes to a halt. So that's an
interesting thing to think about as we
move into this conversation. Yeah, I
like to think about NBA Allstars who
have been in the league for 10, 15 years
and they still have coaches
>> and they're in the locker room at
halftime and maybe the coach has two
years in the league. That's always a
super interesting dynamic and you you
have those allstars sitting there and
saying, "Okay, coach, right? Let's drop
the play and they'll chime in." But
pretty interesting to see that that can
stay stable across time even with the
highest performers. So, let's get into
what coachability actually is.
Coachability is a function of two
variables. Willingness and
self-awareness. So we've got willingness
on the y-axis, self-awareness on the
x-axis. And you'll see that we've
created yet another 2x2 matrix.
>> Yes. So that's what we're going to be
using today uh to frame the
conversation. We're going to go through
each of these boxes, which is a
combination of those two variables.
We'll talk about the symptoms, how to
identify when someone is in one of those
boxes, and then what to do about it.
because ideally we want them to have
high willingness and high
self-awareness, but they may not at
first. We want to help them get there.
So, let's define each of those.
Self-awareness, what is it? An accurate
evidence-based view of one's impact and
performance. Tell me a little bit about
self-awareness as a variable in people
>> Well, it's crucial. uh without
self-awareness, if you don't know where
you are, junior, if you don't comprehend
your current position, you really can't
make progress. You're you're kind of at sea
sea
and you don't know where to go. And so,
you need and and I love the definition.
It's evidence-based. You you need
sources outside of yourself to help you
understand where you are.
And that remains true, I think,
throughout life. And so we'll talk about
how to get there a little bit more, but
an accurate evidence-based view of one's
impact and performance. So first of all,
there's a metaccognition
requirement. You need to think about how
you think. You need to pay attention to
how others react to you, the streams of
data that are coming back to you as you
interact with others. So, you're being
it's there's such a huge component of
I guess you might call it
intentionality. You're very deliberate
about paying attention to the way that
people react and respond to you. You're
you're thinking about that. You're
processing that. And that takes
practice. But even with all of that,
you're still going to need outside
sources to help you, to give you
unvarnished, unedited feedback about yourself.
yourself.
>> I think it's worth pointing out that the
self-awareness isn't just social. It's
not that they're only paying attention
to the social impact of the things
they're doing. There's a technical angle
as well. If we look just at outcomes,
they're going to have a really accurate
sense of what the root cause was. And
it's going to match the observable
facts. And it's a great way to be able
to deduce someone's self-awareness is if
they can explain root cause
>> and it matches the observable facts both
in a social and in a technical sense,
you can say, "Wow, this person has high
self-awareness." If the opposite is true
and when they try to explain root cause,
it's not matching what actually happened
in the situation socially or
practically, then we have a problem. And
that's one of the ways to unpack early
on if someone has high self-awareness or not.
not.
>> Another thing, Junior, is you got to
learn how to pay attention to your own
longitudinal data, your own time series
data about your life. So, for example,
what do you know about your own resilience
resilience
and how do you know about that? That's
not short-term data. So, you're
gathering, you're looking at evidence
over time to see what your pattern is as
you travel through adversity. That's
just another example where it's not
short-term, it's not situational, it's
long-term. That's also part of self-awareness
self-awareness
>> and it leads into great interview
questions if you can ask people about
their patterns.
>> That's right.
>> Let's go to the next one. How would we
define willingness? Willingness, we
define a sustained readiness to receive
feedback and immediately convert it into
deliberate action. Willingness is an
important thing in management. It's an
important thing in those you manage.
Sustained readiness.
>> I love that by the way.
>> Sustained readiness. That combination,
that word combination really struck me.
>> Why? Say more.
>> Uh because I think we go in and out of
willingness, a lot of us. Sometimes
we're more willing, sometimes we're less
willing. And to be to have that be a
sustainable pattern, sustained readiness,
readiness,
that means that willingness is a part of
who you are. It's a part of your makeup.
it's a part of your character.
That's really what we're looking for.
And that contributes to, as we will see,
accelerated development.
And so, that's a question that's a
question that we can all ask ourselves.
What is the nature of your willingness?
Not only is it high or low, but does it
eb and flow? Are you sometimes highly
willing, sometimes not very willing,
sometimes very resistant, stubborn? entrenched
entrenched
uh intractable in the way that you
respond to things, in the way that you
try to get better, improve, grow,
develop. So, I I just love that
sustained readiness to receive feedback.
Oo, I I I tell you that stopped me dead
in my tracks because I have to confess
that sometimes I don't exhibit sustained
readiness to to receive feedback.
That's a that's a probing
uh question that we can ask ourselves.
>> Yeah. Willingness. So, how do you spot
willingness in a person? I think
willingness has a lot to do with
offense. I think willing people are more
apt to move. These are hand raisers.
These are doers. Uh these are
notetakers. These are askers.
>> These are volunteers.
>> These are volunteers. These are people
who are moving. They're doing things.
>> And one of the patterns that I've
noticed in my own response to the people
that I get to interact with
professionally. I really like high
willingness people. >> Oh,
>> Oh,
>> I really like them.
>> They're a joy to work with.
>> They really are. And we'll get into the
combination of willingness and
self-awareness. But man, if you key in
on one, you see the pattern in somebody
of high willingness, you know that
there's potential
>> out the gate.
>> You know you're going to have an
adventure together.
>> Yeah. So again, if you can dive into
that, create some behavioral
interviewing questions about willingness,
willingness,
do it. We're not going to go there
today, but it's an important thing.
Okay. Now, let's get into the
combinations. The first combination
we're going to talk about is low
willingness, low awareness. So, we're
going to say they're about here on the
willingness scale, maybe here on the
awareness scale. And that's going to put
them into this box. And we call this the
failing box. Might seem harsh. Why do we
call it the failing box?
>> Well, what else is it going to be? You
You're not self-aware
and you're very low in willingness.
Where are you going?
you're you're just not going anywhere.
Most likely, you're regressing. You're
not willing to put forth the effort
and you're not willing to to take a an
honest, penetrating, unsparing view of
yourself and really dig in. And so,
where can you possibly go except backwards?
backwards? >> Yeah,
>> Yeah,
>> really. We're going to be using a car
analogy as we go through these four
boxes. And this one we're going to call
flat tire, no GPS. >> Okay.
>> Okay.
>> So, we're not going anywhere because the
tire is flat. >> Yeah.
>> Yeah.
>> And even if we were, we wouldn't know
where we were going because we have no GPS.
GPS.
>> So, imagine you have no map. You're out
in the middle of nowhere and you have a
flat tire. You are dead stuck. And in
that case, the willingness, you don't
even care to get unstuck. You you're
just going to stay there,
>> which is problematic. So, what does this
look like in reality? This is going to
look like excuses. It's going to look
like deflection.
>> A person in this box is going to do very
minimal to no preparation for anything.
They're definitely not going to be
taking notes. They're not going to be
raising hands and volunteering. These
people are going to be stagnant. And so
if you see this in a person, what do we
do? That leads us to the next slide.
Confront and decide. This is what you
do. So as a leader, you're going to be
surveying the landscape. You're going to
be looking at the person in front of
you. You're going to gauge the
self-awareness. You're going to gauge
the willingness. And if someone falls in
this box, this is going to be our
prescription to you. You're going to
have to confront and decide. So the
first thing we do in in this situation
is we present the gap with data. So we
have to help the person understand that
there's a gap going on. The first thing
we want to do is see if they can key in
on that themselves. Oh, I was just going
to say if the if the willingness is
really low
and these self-awareness is really low,
they're not typically going to be
excited to confront the gap. And if you
coach through questions, typically
you're not going to get very far because
they're not going to go there on their
own. They don't want to they don't want
to see the gap. They don't want to
address the gap. They don't even want to
acknowledge the gap. And so you're I
it's not going to be
a a pleasant journey to to get them to
to view the gap.
>> Well, here's an example. Let's say that
you have a a mark on your team in a
sales context and Mark is 60% to goal on
the month and the team is already at 105%.
105%.
You have that data in front of you. You
can say, "Hey Mark, it looks like you're
60% to quota, the team's at 105. help me
understand what's going on.
If you see the patterns of deflection
that we talked about in a recent
episode, you see blame, denial, or
excuse, and that becomes habitual.
That's a pattern.
>> There's not a lot we can do because the
willingness isn't there.
>> Even if we impose the awareness by
saying, "Hey, here's all of the data.
Here's exactly what's going on. Here's
what we see in the situation. Here's
what your team members think about it.
Here's what we've heard from customers."
If there's blame, denial, and excuse and
a complete aversion to reality, we have
no other choice but to decide. And
that's the second part. So, if in that
confrontation, you clarify the
non-negotiables and you're still not
seeing the willingness and you're still
not seeing the self-awareness, we move
into a 30-day performance improvement
plan with microtargets. If that 30-day plan
plan
doesn't bear fruit, we manage you out.
It's as simple as that. Yeah. What else
are you going to do?
Now, in sales, Junior, in the in the
example that you're given, performance
is usually quite visible and measurable,
and you've got the metrics that show you
where you are. But in other positions,
in organizations, it's often not like
that at all. It's not it's not as
transparent. there's more ambiguity
around performance and you can kind of
hide behind things especially if you're
not responsible clearly responsible for
certain outcomes but you're more
involved in processes and you have kind
of you have intermediate handoffs in a
long chain of of of tasks. So you you
know people hide they often hide in the bowels
bowels
especially of large organizations
and sometimes they they just kind of
work out this cozy accommodation with
professional life and they go along and
they get very entrenched
and they kind of calcify into their
roles and they do get sterile and they
do get stagnant and they get very
resistant to change. I've seen this
again and again.
>> I've seen it, too. And I want to dig
into a point that you made about the
difficulty sometimes outside of an
environment that's really quantitative
to hone in on whether or not we're being
successful. Pro tip for anyone who has
direct reports, you have to establish
what success looks like with your
people. You have to do it.
>> If it's not
>> from the beginning,
>> from the very very beginning. So ask
yourself that about your direct reports.
Are you confident that every single one
of your direct reports knows what
success looks like for them? If you
can't answer yes to that question, you
need to immediately one, figure that out
for yourself if you don't know. And then
two, figure out a way to help them
understand. You need to have a
conversation immediately.
One of the things that I really like to
do is anytime we have a new hire, we set
those goals from the beginning and we
have a 30 often a 45 60-day type
check-in depending on the nature of the
role. We'll outline what success looks
like. We'll see if we're making progress
to whatever that vision is and then
we'll be able to have an intervention.
If you don't do that and there are not
clear expectations, good luck trying to
hold people accountable. You're going to
have a really hard time.
>> You created ambiguity from the beginning.
beginning.
>> And I've done this more than once. And
it's not fun because then you're put
into a situation where you know that
there's non-performance, but you have
really nothing to lean on in terms of
holding them accountable to some sort of standard,
standard, >> right?
>> right?
>> So, especially in those roles that are a
little bit more subjective, you got to
go impose that. Okay, let's move into
the next one. Progressing. Progressing
is the next combination. We've got high
willingness, we've got low self-awareness.
self-awareness.
So that box right here is the
progressing box. Tim, tell us a little
bit about the progressing box.
>> Right. So your your willingness is high.
That means you are willing to put forth
the effort. Even though your
self-awareness is low, if you're willing
to put forth the effort, you will make
some progress. It may come slowly. It
may be a very gradual ascent, but you're
still going to make progress. And that's
the key.
So, uh, you're just not going as fast as
you could because your your your
awareness is lagging.
But you know what I find is that if
someone fits this profile, Junior, and
they are progressing
over time, even if it's slow, the self-awareness
self-awareness
will increase because they continue to
strive. They continue to put forth the
effort. They can they're they're trying.
And so, it comes. It may come slowly,
but it comes.
>> In the car analogy, we call this good
gas pedal, foggy windshield. So, you're
good at laying on the gas. You can move
the car, but you've got a foggy
windshield. You're not entirely sure
where you're going because the awareness
isn't there. So, what does this look
like practically speaking? This is going
to be someone with good energy. It's
often what I find. They've got good
energy. They're hand raisers. They're
doers. Uh they often overpromise. That's
a pattern in this group. They often
misdiagnose root cause. So they're
raring to go. They're brighteyed and
bushy tailed. But
>> so they play they play offense, but they
make mistakes.
>> Yeah. Well, if you ask
>> go back and clean things up a lot.
>> Mhm. You'll ask something about root
cause and they'll either misattribute
something that might seem fairly obvious
to you or they'll excuse something that
they're not quite up to speed with, they
don't understand. And so this category
is one that's pretty interesting. You
have to make sure to get this right. If
you misdiagnose the willingness piece or
the awareness piece, your coaching
response is going to be incorrect. So if
we go down to the coaching response for
progressing, what do we do? We're going
to say that your play is mirror and
model. You want to model the right
behavior so that they have something to
go off of. And that's one of the things
that helps build awareness in people is
a comparison. And it's often why, again,
pro tip, I like to hire in twos. If you
have someone who is high willingness,
low self-awareness, and they don't have
a model, that's a peer that's doing
well, it's really difficult. It's also
difficult for you to know if they're
doing well or not if you don't hire in
twos. But that's one thing that you can do
do
>> because they don't have references.
>> They don't have references. I think
people that you would classify as
overzealous, Junior, would often fit
into this category. The energy is there,
the willingness is there, the
enthusiasm's there, but they go um
they're they're they're
just they're not directing the they're
not correcting themselves along the way.
They're not diagnosing along the way.
They're not adjusting along the way. And
as you said, they don't have often it's
for a lack of models or reference points
or or guidance along the way too.
>> A lot of people don't understand the
idea that they that the eventual goal is
to have them coach themselves. A lot of
people have not understood that
principle. They've never been exposed to
a coaching scenario where they were the
ones who were expected to come with some
answers which builds dependency which
build builds learned helplessness. So
they might be in a situation where
they're just waiting for feedback and
they haven't taken that step to say,
"Well, maybe I might be able to look at
my own performance and self diagnose and
self-correct." And so that's why we have
the mirror piece of this prescription,
which is use replays, use data
dashboards, encourage nightly or weekly
reflection logs. So let's say that you
have someone in client success, it's a
client-f facing role, you've got
recorded calls, or let's say that you're
just in a team meeting. that's probably
more broadly applicable. You're going to
want to immediately after
>> look at film, right? Either literally or figuratively,
figuratively,
>> and ask, "How did that go?"
>> Because what do we want to do? We want
to help build some introspection, some
metacognition to have them look back at
performance and say, "Well, uh, it
actually didn't go as well as I had
hoped." Okay, why do you think that?
Well, because so and so responded this
way. Why do you think they responded
that way? because I said this thing or I
said it this way or I didn't do
anything. If you can start to build that
muscle and the person is high
willingness now you can see how it's
possible to start building the awareness piece.
piece.
>> That's right. That's right. I love that. >> Okay.
>> Okay.
>> Go back and watch the film.
>> That's right. And that can be a scary
thing for people. I might add it can be
a scary thing for me. Right. I might
have to go back and watch this podcast
over and say how what did I do to mess
it up? Okay. Plateauing. This is the
next combination. We've got low
willingness, high self-awareness.
This is an interesting one. So, this box
over here we call the plateauing box.
Have you ever had someone in the
plateauing box?
>> Yes. Yes. So, think about the
combination. The willingness is low. It
it may once have been high, but for some
reason it's low now, but the awareness
is high. So this is someone who is
pretty savvy about where they are, how
they perform,
how they interact, the impact they have,
their skills, their abilities, their
performance, their
their competence. They're aware of all
of this. They're they're they're keenly
aware, but they just for whatever
reason, Junior, they've lost their
motor. They've lost their motivation
and so they are
on a plateau
>> for this one. Will say maps the route
won't drive. So they know where to go.
They're highly aware of what has to
happen in order to accomplish the
objective, but they just won't. What I
found in this in this um case, Junior,
is that often it's situational. For
example, if if someone is highly aware
of all of these things,
that that is evidence that
they they have some good skills and they
once had
willingness. Often it's evidence that
they once had willingness. So, what I
often find is that when you find someone
that's plateauing, there's a situation,
there's something that's getting in the
way. It it could be a problem. It could
be uh a life event. It could be some
kind of adversity. It could be that they are
are
that they are very resistant to uh an
initiative or a direction or a decision.
Something's gotten in their way and they
have just lost their willingness and
their motivation. And so if you can do
some root cause analysis with them when
you're coaching them to figure out why
they are where they are, it's it's
usually a temporary situation. Uh
Uh
and it's it's there's something that is
is keeping them there. We've got to go
find what it is and dislodge it if we can.
can.
>> I'm thinking about the word usually and
I'm trying to figure out if I agree or
disagree. if it's usually temporary or
if it's usually permanent. If if we look
into some of the behaviors, I wrote down
a couple accurate self-t talk, low
initiative, analysis, paralysis, perfectionism.
perfectionism.
So, if we're seeing some of those things
and we're trying to get to root cause, I
think leading with inquiry as usual is
probably the best approach. When we get
into the prescription for all of you, if
you see this in your own people, we say
motivate and contract. And I love this
first one. Link goals to a personal why.
The personal why is usually what gives
the high willingness, the drive, the
movement forward, the offense. And often
a a pattern can be that when people have
lost that willingness, they're no longer
tuned into their personal why. And so if
you take an executive as an example
who's made it inside the organization
and they were once high willingness and
high self-awareness and they've lost the
motor. It could be that they've lost
their personal why. There's no longer
connection to the goal. There's no
longer connection to the brand, the
vision. And so you might have to try to
reconnect that, splice the wires and
help them regain momentum.
>> Oh, I think that's a really good point.
Let me give you two examples, Junior.
Here's the first one. The first one is
situational where I worked with a
gentleman and he lost his why and
therefore his willingness because
someone was promoted to be his new boss
and he didn't like that person and he
didn't respect that person and he didn't
think that person was competent and
should have been promoted and that was
extremely deflating to to him. And so
for a time he was plateaued
and he he just he he was not willing to
even work.
>> But we were able to work through that
over time
and he was able to I guess reconcile his
feelings and his opinions and his
attitudes and learn how to work with
this gentleman.
Case two though is a little bit
different. The second example that I can
think of is another person that I worked with
with
who plateaued
and for them it was really a matter of
they were late in their career.
They were no longer willing to do the
work to stay current. They let their
skills become obsolete
and they were kind of coasting
and in semi-retirement still on the job
eventually coasting into retirement but
just saying this is the final chapter of
my professional life and and and almost
with an entitlement mentality that I've
worked hard throughout my life and I'm
competent and I've contributed a
And therefore I get to uh take my foot
off the pedal and kind of coast into
retirement. And this person we could not
turn around. Interesting. Very different
situation, but but another example of plateauing.
plateauing.
>> Well, and it's difficult to help them
understand in those situations that the
market owes them nothing, >> right?
>> right?
>> The market doesn't care. And so you may
say, well, you know, yeah, they have
contributed and great. That's well and
good and we appreciate the seniority and
we appreciate tenure and we appreciate
contribution but the second that that stops
stops
why should the organization care if the
market doesn't care well and this where
the dis this is where the distortion
comes in Junior because an entitlement
mentality takes over and the person
thinks this institution that I'm working
for should take care of me now
>> they owe it to me
>> yeah they owe it to me Right.
>> Very dangerous.
>> Well, and that's that's why I bring up
the market perspective because that
becomes arguable if you look in
isolation at the institution and you're
like, "Wow,
>> so should the institution buffer the market,
market, >> right?
>> right?
>> Say the market doesn't care, but we need to
to
>> that's the question, right? It's an
interesting question." And I'd be
interested to see what people think if
this is a controversial point of view.
But I think that the organization, they
can buffer a little bit. for the most
part should reflect what the market says.
says. >> Yeah.
>> Yeah.
>> The market's not going to be wrong. >> Yeah.
>> Yeah.
>> And the market's going to tell you that
if you're not creating value that you're
not welcome here anymore. So either you
continue to create value or it's going
to be drain on the organization, on the
organization as a whole, everyone in it.
It's performance in the market.
Those effects are farreaching and long lasting.
lasting.
>> I'll give I'll give you one.
>> Be careful.
>> Yeah. I'll give you one other example
from academia. This one is been repeated
over and over again. I had a professor
years ago
who had gained tenure
and had been very productive in research
and and and
publishing his research and contributing
to his field.
And then he he gained tenure. It wasn't
long after he gained tenure that he went
into a mode of basically
retirement. He wasn't contributing. He
wasn't creating and contributing
original research. He wasn't publishing.
Uh he would often not even show up to
class. But he was he was secure in his
tenure track position.
and uh that's the way that he
contributed after that and he was
totally buffered from market forces
Junior. Do I think that's right?
Absolutely not. Absolutely not. A a
complete disservice to the students and
he was exploiting he was taking
advantage of the institution
and the concept of tenure. the concept
of tenure did does not exist to coddle
him uh from the time that he gained
tenure, but that's what he was doing.
>> I'll I'll qualify this by just saying
that we'll allow for people have bad
days, people have bad weeks, they get
into funks, and sometimes we need to
help them get out of that. We're
allowing space for that. But if that
becomes the dominant pattern,
>> Yeah. for 20 years.
>> Yeah. For Yeah, certainly. Then at that
point, we've got a problem. Okay, let's
go on to the last one. accelerating.
This is high willingness, high
awareness. So, this accelerating box is
the fun box. But here's the interesting
point. I think a lot of leaders who have
people who fall into the accelerating
box make the wrong decision with these
people. They often feel like once
someone's in this box, they don't have
to do anything
>> because the person's high willingness,
they're high awareness, so they should
be good to go, right? But that's not the
case. So, how do you know if someone's
in this box? They seek stretch. They
teach others. They selfinitiate
post-mortems, afteraction reviews. And
so, what are we here to do?
Here's our prescription. Challenge and
champion. I love
>> I really love the way that that that you
frame that.
>> It's important. Both of these things are
really important. Challenge. Oh, I could
talk about this one for a long time.
People who are high performers, who are
in this category, who are high
willingness, high self-awareness, need
challenge. And the the misstep of many
managers who have these people is to not
give the person enough challenge. That
will often happen. The the opposite can
also be true where they overload because
the person will just continue to perform.
perform. >> Sure.
>> Sure.
>> And so you have to be careful in finding
the appropriate balance.
>> Yeah. We don't want to exploit.
>> No. But there has to be healthy
challenge. And then champion is also
important. You want everyone in the
organization to be able to see that
person, see that they're recognized and
want to model that person's behavior. So
if you can point at them in public and
say, "Hey, this person
>> is in this box." Whether you would say
it that way, but when you see instances
of high awareness and high willingness,
you want to call those out >> publicly.
>> publicly.
>> Yeah. and to the person in private. You
really want to shed light on what
they're doing well so that they continue
to feel motivated to do that.
>> So you don't want to exploit them, but
you also don't want to exercise benign
neglect, which is what we often do
because we we just say, "Let them go.
I'm going to I'm going to spend my time
with those who are struggling."
But um we do that too much. I I love
I love the uh the point here, Junior, to
rotate them as peer coaches.
Uh they can be they're very versatile.
They can help about anybody. So, you
send them on assignment. >> Yep.
>> Yep.
>> And you keep that going.
>> Here's I think one of the
the patterns of neglect that managers
show their high performers. There's a
stat I found that I threw in the notes.
US managers spend nearly one full
workday per week managing poor
performers. That's a lot.
>> That's a lot.
>> So, it's an instance of squeaky wheel
gets the grease where if you're a
manager and you have people in the other
three boxes, you're often going to
ignore the people in the upper right
quadrant because they're likely to be
able to take care of themselves and you
got to go and fix all of the other trouble.
trouble.
>> That's exactly But you you got to be
careful in doing that. So for those of
you who are out there managing someone
who is in that box, the accelerating
box, you got to make sure to pay
attention. Um and it's ironic because
they get maybe 5 10% of your total
attention relative to the 80 90% that
you're giving your poor performers, yet
they're the ones who provide the
exponential returns for you.
>> They are the A players.
>> They're the A players. They're the ones
that are probably 10x performers. So you
got to be careful. Okay, let's go back
or not back but forward to what this uh
this next slide we call the learning
loop. Action, data, reflection, and
adjustment. This is what we want to help
our people do. This is what we do as
effective coaches. So, we're going to
present data. Hopefully, there will be
reflection on the part of the coach.
We're going to help facilitate that.
Hopefully, we see a behavioral
adjustment and then we'll see new action
and results. We want to keep this loop
going. in an effort to move people out
of the box that they're in if they're
one in one of the three that we don't
want to be in. I'm going to go back to
the coachability framework up here. So,
if you have somebody who's in the
progressing box, the failing box, the
plateauing box, you know which axis you
need to work on. If you're in failing,
both progressing, we need to work on
awareness. Plateauing, we need to work
on willingness. If we're up here in the
accelerating box, we got to keep it
going. So, I like this model because it
gives us some prescription as leaders.
What do we do when we see people in
these buckets? My last invitation for
every manager would be to present your
people with this model and have them
plot themselves. It will help you see if
the awareness is there and where you're
at relative to where they are in the
coaching scenario. It's a really useful
exercise and then you can set goals accordingly.
accordingly.
>> I would agree with that, Junior. Don't
keep it a secret. And if you as you take
your people through the model, that
exercise itself is an exercise in self-awareness.
self-awareness.
So explain the 2x two matrix, explain
the axes, explain the quadrants and the
labels, and then say, "So where do you
think you would plot yourself?" And then
help me understand.
and then listen
that gives you I I can't think of a
better way to assess the self-awareness
of one of your direct reports.
>> Yeah, I agree everybody. That's been the
conversation for today. Coachability,
willingness, and self-awareness. If you
like today's episode, leave us a like,
subscribe, and share with a friend. And
I would like to know what your favorite
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any future episode ideas, we'd love to
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