Boosting productivity doesn’t always demand expensive tools or cutting-edge technology; often, the most impactful changes come from simple, intentional shifts in mindset and daily habits.
This article provides actionable strategies to help individuals maximize their efficiency and effectiveness, focusing on time-tested principles and easy-to-implement behaviours. By addressing common productivity pitfalls—such as poor prioritization, distractions, and burnout—these steps empower readers to take control of their time and energy. Whether you’re a professional juggling competing demands or an entrepreneur looking to optimize performance, this guide offers practical advice for achieving more with less effort, unlocking sustained success in both work and life.
In my article “Productivity: It All Comes Down To The Pilot In The Box!” I unpacked the trinity of mindset, habits and behaviours versus the plethora of productivity tools and apps available on the market. I am not saying that tools can’t be helpful, but without the right mindset, habits and behaviour, any app or tool is just another tool.
In this follow-up article, I share practical advice for boosting your productivity, and unlike newfangled apps and tools, they won’t cost you a penny. Better still, you can implement them immediately.
Set clear objectives and priorities.
Why: Clarity is the bedrock of productivity, be it personal development or business management. Ambiguity is the enemy of productivity. Busyness does not achieve your objectives; it’s a meaningless waste of time.
How: A clear goal or vision of success helps focus your energies on what truly matters and prevents wasting time on less important tasks.
The SMART goal technique (specific, measurable, achievable, relevant and time-bound) is powerful. Focus first on the “SMT”; resolving the SMT gives you a specific goal, precise measures and a timeline by which you will deliver. This is clarity.
The “A” tests confidence. Confidence is a two-sided coin. On the one side, it tests your belief that you can achieve your goal. The other side tests whether you believe what you’re aiming to achieve is possible. You do not need supreme confidence; you just need more belief than doubt.
The “R” tests importance. I call it your “bothered-o-meter.” A goal you’re bothered about will register highly and sustain you when things become challenging. However, choose something you’re less bothered about; if it doesn’t inspire you or becomes challenging, you will likely switch to something more interesting.
Clarity is essential for prioritisation. Critical thinking tools help you remove bias and preference from decisions. We all prefer to do things we enjoy or are easy, but often, it’s the complex tasks or the things we least enjoy that will move us forward toward our goal.
Knowing what you want, why you want it and when you need it enables you to prioritise. The Eisenhower Matrix, which separates tasks based on urgency and importance, can be invaluable. Another method is the ABCD prioritisation technique, where tasks are categorised from most to least critical.
Establish routine and structure.
Why: Our brains respond well to habits and patterns; it’s how we’re wired. Routines reduce the number of decisions you make every day, which conserves mental energy for more critical tasks. Without this cognitive energy saving, we suffer “decision fatigue,” where the quality of decisions deteriorates after lengthy decision-making sessions.
How: Building a routine involves setting specific times for various activities, such as work, exercise, meals, and relaxation. Time-blocking is a practical method where you allocate blocks of time for different tasks, creating a visual structure for your day. This approach can help maintain focus on the task at hand and reduce the tendency to multitask, which is often less effective. Don’t forget to include breaks and leisure activities in your schedule to prevent burnout.
Eliminate distractions.
Why: In a world where information is constantly at our fingertips, distractions are a significant barrier to productivity. Take social media; these platforms are notorious distractors engineered to keep us on the channel by triggering our biochemistry.
Receive a like, comment or any form of positive interaction, and it stimulates dopamine release. This release promotes pleasure and satisfaction, like the gratification you might get from eating food you enjoy or winning a prize. The intermittent and unpredictable nature of these social rewards creates a pattern like gambling, where the anticipation of a reward keeps users coming back.
Email, Teams, Slack and other systems can also release dopamine, but they can also trigger cortisol. Cortisol is released when we feel stressed. High volumes of email and system notifications can cause anxiety, which can, ironically, drive us to check more.
Distractors’ fracture concentration significantly decreases the quality and quantity of work produced. Switching between tasks inevitably means some of our attention remains with the previous task, reducing our ability to entirely focus on the new task.
How: Identifying and mitigating distractions is critical. Tools like Focus@Will, which offers music designed to aid concentration, or apps like Freedom and Forest, which block distracting websites, can be helpful.
Setting specific times for checking emails and social media, rather than constantly responding to notifications, can help maintain focus. Creating a dedicated workspace free from clutter and potential interruptions can also enhance concentration.
Cultivate a growth mindset.
Why: A growth mindset, a concept popularised by psychologist Carol Dweck in her book Mindset, centres on the belief that we can all develop our abilities and intelligence.
This perspective encourages resilience, a passion for learning and a willingness to confront challenges, all essential for personal and professional growth. Viewing failures not as insurmountable setbacks but as opportunities for learning and development fosters a positive attitude toward challenges.
How: Cultivating a growth mindset involves several practices. Keeping a journal can be a powerful tool for self-reflection and tracking progress. Embrace criticism, and choose to see it as valuable feedback that will help you grow.
Adopting a mindset that sees challenges as the vehicle to stretch and grow will boost resilience. Celebrate small wins to help maintain motivation. View setbacks as steps on the journey; ask what can be learned from the experience rather than viewing it as a failure.
Conclusion
The secret is harnessing proven tools to help our “pilot” make better choices, from what we focus on and deciding what tasks are important to creating the space to get stuff done. Our mindset will determine whether we challenge ourselves, repeat the same mistakes, learn, and grow on our journey to becoming highly productive.
Productivity is more than choosing the right tools. With clear objectives and priorities, productive routines and structures, eliminating distractions and cultivating a growth mindset, you can unlock the pilot in the box.
This article first appeared on Forbes.com on 13th December 2023
Ricky has been a regular contributor to the Forbes Councils since 2023, where he shares his perspectives on all things leadership, change, culture and productivity, all with Thinking Focus’ unique perspective on metacognition, or as we prefer to say, thinking about thinking.
This second instalment of a three-part series focuses on the “People” category, highlighting three key leadership elements: engagement, feelings, and talent.
Engagement: Leaders must connect team members to the organisation’s purpose, fostering personal commitment and motivation. Consistently reinforcing the “why” helps maintain alignment and enthusiasm.
Feelings: Creating a psychologically safe environment is crucial for innovation and growth. Leaders should promote a culture where failure is seen as an opportunity to learn, encouraging resilience and risk-taking while maintaining accountability.
Talent: Attracting and developing the right talent is not just a goal; it’s a necessity. Leaders must ensure their teams are diverse in thought, aligned with the organisation’s purpose, and capable of driving success. Tough decisions may be necessary to maintain a high-performance culture, but the benefits of a diverse and capable team are worth it.
The article also provides critical questions for leaders to assess and enhance their approach to engaging, supporting, and developing their teams. The series will conclude with a focus on mastering productivity, emphasising effective plan execution.
In this second part of my three-part miniseries, we’ll explore the category of people, which follows hot on the heels of purpose, which we explored in part one.
The people category is comprised of three elements: engagement, feelings and talent. Your role as a leader is to create a psychologically safe space where people can thrive and deliver. People perform at their best when connected to their work and when they understand the impact it will have. They also need the space and opportunity to learn, grow and develop, knowing their boss has their back.
Let’s take a closer look at the three elements of the people category.
Engagement
Skilled leaders bridge the gap between individuals and the higher purpose. They help team members understand the significance of the goal on a personal level, fostering a sense of purpose and passion within each person.
I work with many leaders on their purpose. They put time and effort into crafting an inspiring, compelling, and engaging message. Enthused by their work, they share it and get their troops fired up, only to let it die on the vine.
The purpose (the “why”) is a leader’s most potent engagement tool; it helps you find the right people for the journey. Purpose is a drum that you need to bang repeatedly, constantly reminding people why we all do what we do.
Feelings
This is far from the soft side of leadership. Leaders are custodians of organisational culture, responsible for cultivating an environment where people can flourish, learn and push boundaries. To do this, you must provide a psychologically safe space where individuals can confidently pursue growth and innovation, knowing their boss has their back.
I have heard leaders openly say, “It’s okay to fail,” only to blow up when things go wrong. In her book Dare to Lead, Brené Brown likens this to sticking someone on a plane and expecting them to skydive without first teaching them how to land.
As a leader, you must build a win-or-learn culture, harnessing failure as an opportunity to grow. This does not mean ignoring conduct and capability issues; people still need managing. But encouraging them to take a chance means people will innovate and do the right thing when it matters most.
Talent
Leaders are blessed (or cursed) with the relentless pursuit of finding and retaining the right people aligned with the higher purpose. Make sure you surround yourself with talented individuals connected to the purpose, and nurture and develop your team members, ensuring that their skills match the organisation’s demands. You must also make tough decisions to dismiss those who are not fully committed to the journey.
Three common pieces of advice for leaders are to surround yourself with different thinkers, clearly define high performance and intervene when people aren’t cutting it.
I have coached several leaders who have built a team of people like themselves. We like people who see the world as we do. But how do you know what your people really think? Find people who see the world differently from you; encourage, if not demand, that they challenge your perspective. People whose careers are in their boss’s hands will often play it safe when authority bias is at play.
I’ve seen leaders so focused on a top performer that they overlook their poor behaviours while picking up on other team members’ behaviours. This inconsistency creates a two-tier system that leads to a downward trend in overall performance, and people leave.
In one example, I worked with a leader who held their top performer accountable, only for them to exit. They were terrified their numbers would decline. However, the team responded positively; the overall team performance went up over time as people recognised that how we do the work is as important as the results. The team is now aligned and committed to the cause; of course, they still have challenges to overcome, but they work together.
Sadly, I have had to dismiss team members several times, but only after allowing them time to improve with coaching and support. In one case, it became apparent that their heart wasn’t in it, so it needed addressing.
I had a challenging conversation with them, after which they thanked me. They were desperately unhappy at work. My primary learning was to intervene early; we both could have avoided the pain of a drawn-out process.
This next section lays out a set of questions to help you stress-test the people category. It will help you define, check and balance so you can get the right people on the team, develop capability and engage people to get the best out of them. It will also help you understand how teams interact and how to encourage and manage healthy conflict while creating an environment where people want and feel able to give their best.
Questions to Ask
If you want to create an environment for people to flourish and a team people want to join, ask these questions.
Engagement
How might we connect people to the purpose?
How might we motivate people and keep them going?
What support structures might we need?
How might we help people learn and grow?
How might we measure engagement?
Feelings
How might we remove the fear of conflict?
How might we build resilience in our people?
How might we promote change as an opportunity?
What are we doing to create a psychologically safe environment?
How might we encourage meaning and purpose?
Talent
How might we attract the best people to work with us?
What do we need in our talent base—now and in the future?
What could we do to improve capability and develop capacity?
How might we create a learning culture in our teams?
How do we ensure that we nurture and retain talent—and move people on (or out)?
How do we identify talent?
Look out for the final part of this three-part miniseries where I’ll unpack the third area leaders must master for success: productivity.
Great leaders recognise that creating the right environment for their people to flourish with a compelling purpose is all well and good, but they still need to execute the plan and get it done.
This article first appeared on Forbes.com on 1st September 2023
Ricky has been a regular contributor to the Forbes Councils since 2023, where he shares his perspectives on all things leadership, change, culture and productivity, all with Thinking Focus’ unique perspective on metacognition, or as we prefer to say, thinking about thinking.
Leadership remains a critical focus for organisations, with over $60 billion spent annually on leadership development worldwide. Despite extensive training, many leaders struggle to define their role clearly. In this first article of a three-part series, the author explores the concept of purpose as a foundational element of effective leadership, breaking it down into three key areas: higher purpose, perceptions, and scope.
Higher Purpose: Leaders must articulate a compelling and clear purpose that resonates across all levels of the organisation. A well-defined purpose guides decision-making and aligns teams, ensuring everyone is motivated and committed to achieving common goals.
Perceptions: Leaders play a crucial role as the organisation’s PR representatives, shaping both internal and external perceptions. By effectively communicating the purpose and linking each team member’s role to the broader mission, leaders foster a sense of ownership and alignment.
Scope: Striking a balance between ambition and resources is paramount. Leaders must identify the ‘Goldilocks zone’—setting challenges that are demanding yet attainable. This necessitates making strategic decisions about what to pursue and what to relinquish, ensuring that teams are not stretched too thin and that resources are utilised efficiently.
The article also equips leaders with practical questions to evaluate and refine their approach to purpose, perceptions, and scope. These insights are designed to empower leaders in driving their organisations forward while maintaining clarity of direction and focus. The next article in the series will delve into the second critical category: people.
Leadership is an ever-evolving concept that remains a subject of profound interest and exploration for professionals worldwide. Global organisations spend more than $60 billion every year on leadership development, honing the skills of seasoned and aspiring leaders.
Despite all this learning, a simple question baffles even the most seasoned leaders: “What exactly do leaders do?” You will find widespread discussion on leadership styles and theories, but there’s a distinct lack of focus on what leaders actually do.
I co-founded my company in 2016, a behavioural change business helping corporate teams “get out of their own way.” This talented team has multi-sector corporate world leadership experience gained in finance, utilities, hospitality, health care and telecoms, to name a few.
Over the years, we have encountered many frustrated leaders in our interactions, observations and countless coaching sessions in over 150 companies. From this emerged nine key areas related to what leaders should be doing. All nine, while expected, are surprisingly hard to find all in one place.
These nine areas fall under three core categories: purpose, people, and productivity. In a three-part miniseries, I will unpack each category and uncover the nine critical areas. I will share insights and examples and provide a comprehensive checklist guiding leaders toward effective and impactful leadership practices. In this first article, let’s start with the purpose category and look at its three key areas.
Purpose: Clarifying Direction And Focus
The purpose category boils down to three core elements: higher purpose, perceptions, and scope. Successful leaders understand the significance of shaping and articulating a higher purpose, managing perceptions inside and outside the organisation, and balancing their resources to achieve a demanding agenda.
Higher Purpose
I am working with the senior team of a top motorway services operator in the U.K., a highly successful organisation embarking on its next growth phase. They recognised that their 6,500-strong team needed to step up to do this. I challenged them to articulate their purpose as if I were a new starter on the front line of their business.
It was challenging; while they could intellectualise it, they couldn’t simplify it. The purpose should be compelling and translatable across the organisation to engage and keep teams motivated even when times get tough. The simpler it is, the easier it will be to socialise, share and inspire people to step up and pursue ambitious goals.
This overarching purpose defines future aspirations, informs decision-making, and forms the basis for any proposed changes to the plan. Any changes to strategies and tactics should be tested against the purpose. Does this align with our purpose? Accelerates our plan? And at what cost?
Perceptions
Leaders are the organisation’s PR representatives, building a team of individuals dedicated to achieving a common goal. They help others understand how their work fits the bigger picture, motivating and garnering acceptance to reduce barriers to success.
In my example above with the motorway service operator, the simplified strategy became three core areas that made sense to stakeholders at all levels. Leaders can lift it off the page and talk passionately with every team member. It enables team members to connect their contribution to the higher purpose.
In an effort to help cultivate consistent internal and external perceptions like these, my company runs its leadership program alongside senior team workshops, providing tools and mental models and extending permission to apply them to meaningful sponsored business projects.
Scope
Ambition is essential for companies to drive forward, stretching their teams to perform. However, leaders must balance their resources, which is particularly tricky for leaders who continually demand more.
Leaders should look for the Goldilocks zone. If the challenge is not great enough, your people get bored and coast along—until the pace increases, then find it hard to step up. Too much on the agenda, and you will burn out your people or risk achieving nothing; at best, you will have delays or cut corners to meet demanding timelines, quality expectations, and budgets.
It is much better to focus on what you care about; challenging, yes, but achievable. Business strategist Michael Porter says that strategy is choosing what not to do. Leaders often forget that resources are finite, be that skills, people or budget.
I am coaching a project manager of a large U.S.-based med-tech company based in Europe. They report to the U.S.-based project management office (PMO). My coachee’s frustration is “too many projects with too few resources available.” Add to this senior colleagues refusing to talk truth to power. They are not calling out resource shortages or pressure on timelines for fear of repercussions at a more senior level—the impact is overcommitting others to unachievable expectations and setting them up to fail.
Questions to Ask
Leaders must be careful what they ask for and foster a psychologically safe space where people can and will share reality.
These questions can help leaders define, check and balance their higher purpose and perceptions and manage a demanding yet achievable agenda.
Higher Purpose
What are the compelling reasons why we do what we do?
Why this and not something else?
Why is this better than doing nothing?
If all else fails, what would we revert to?
What are we not prepared to compromise?
Perceptions
How do we judge how others see the purpose?
How do we communicate our view of the purpose?
How do we promote congruent attitudes and behaviour?
What are we consistently doing to grow the team?
How do we, as leaders, model for and serve our followers?
Scope
What are the most relevant priorities for us?
What’s in scope—and what’s not?
Why this first? Why now and not later?
What are the boundaries of our activity?
What are we prepared to give up?
Look out for part two of this three-part miniseries on areas leaders must master for success. We’ll delve into the second category: people.
Great leaders understand that the success of any organisation lies in creating an environment where people can grow, succeed and contribute to a common purpose.
This article first appeared on Forbes.com on 11th August 2023
Ricky has been a regular contributor to the Forbes Councils since 2023, where he shares his perspectives on all things leadership, change, culture and productivity, all with Thinking Focus’ unique perspective on metacognition, or as we prefer to say, thinking about thinking.
In the complex world of corporate leadership, where strategies and technologies come and go, one element remains constant: the power of a strong organisational culture.
At Thinking Focus, we understand that culture isn’t just an abstract concept—it’s the backbone of every successful organisation. That’s why we’ve developed our Culture Blueprint—a comprehensive, actionable guide designed to help business leaders like you build a thriving culture that drives sustainable growth and engagement.
So, you want to be a leader; you want to lead a team and deliver amazing results for your organisation. Of course, those rewards, perks, and other benefits are attractive, too. But have you thought about what leadership entails, what’s involved, and the consequences?
In this article, you will discover four pillars of leadership that need your due consideration if you are to navigate the highs and lows of being a leader in today’s challenging business environment.
Are you prepared for the personal sacrifices and impact on your relationships outside work?
Are you ready for the cognitive load that leaders face today as they tackle large-scale challenges and threats from all sides?
Do you know the stakeholder landscape and what it takes to mobilise your resources to achieve your goals?
Do you have the resilience to stay the course and bounce back when things go wrong?
Leadership, a coveted realm for the ambitious, beckons countless individuals with its promise of steering teams toward success. Yet, the true nature of leadership is a labyrinthine tapestry that demands much more than anticipated. It necessitates a profound shift in mindset and an unwavering embrace of novel challenges. Before embarking on this transformative odyssey, aspiring leaders must pause and reflect, mentally preparing themselves for the profound metamorphosis that awaits. Authentic leadership transcends the role of a mere conductor guiding an orchestra; it demands a transition from doing great work to thinking strategically.
But what foundational pillars should these aspiring leaders explore before immersing themselves in the depths of leadership?
Let us explore each pillar, accompanied by guiding questions that aid aspiring leaders in introspection, illuminating their preparedness.
The Personal Pillar: Striking A Harmonious Balance
Leadership roles, undeniably demanding, cast their immense influence upon every facet of your life. While these positions bestow countless benefits, they often exact sacrifices from aspiring leaders and their loved ones. Successful leaders comprehend the significance of involving their families in decision-making, establishing clear boundaries and fortifying a robust support system. Such support alleviates burdens, permitting leaders to wholeheartedly dedicate their time and energy to the demands of their roles.
How do you envision aligning your personal life with the demands of leadership?
What sacrifices are you willing to make in your quest for leadership?
Have you engaged in discussions with loved ones, considering their perspectives?
How can you establish clear boundaries between work and personal life to maintain a healthy equilibrium?
What support systems or resources can you assemble to navigate the leadership challenges?
The Cognitive Pillar: Embracing A Paradigm Shift
Leadership necessitates a cerebral metamorphosis, a transition to an entirely new modality of thinking about the world of work. Strategic and conceptual thinking empowers leaders to grasp the grand tapestry, connecting disparate data points and deploying creative problem-solving skills.
These cognitive capabilities complement the skills for managing, prioritising, organising and setting standards. Effective leaders empower those around them to think, fostering an environment where collective intelligence transcends the sum of its parts.
How comfortable are you with shedding the cloak of a “doer” mindset in favor of a strategic thinking mindset?
What new patterns of thought or skills must you cultivate to excel in a leadership role?
How can you foster a culture of strategic thinking and unleash creativity within your team?
Are there any blind spots or biases that might impede critical thinking and effective decision-making?
How can you motivate and empower your team members to harness their cognitive abilities, contributing to collective intelligence?
The Awareness Pillar: Navigating The Human Tapestry And The Surrounding Landscape
Esteemed leaders possess a heightened awareness of the individuals they lead and the landscapes within which they operate. Understanding people demands self-awareness and strong interpersonal skills, enabling leaders to comprehend and motivate their collaborators. This combination begets the necessary gravitas and influence. Awareness of the environment encompasses understanding the organisational structure, its politics and the broader market landscape, including competitors and emerging trends.
How well do you comprehend your strengths, weaknesses and motivations?
What steps can you take to enhance your self-awareness and emotional intelligence?
How can you foster robust relationships and effectively communicate with diverse individuals?
What strategies can you employ to remain abreast of internal dynamics within your organization and external market conditions?
How can you proactively anticipate and adapt to changes in your environment, surging ahead of the curve?
The Resilience Pillar: Flourishing Amid The Tempest
Mastery of resilience distinguishes triumphant leaders. They cultivate mental fortitude to withstand the demands of their roles and navigate setbacks, becoming the emotional anchors upon which their teams rely.
Even the most adept leaders face moments when the role pushes them to their limits. Therefore, leaders must develop coping strategies, recognise their reactions under stress and establish routines and techniques to sustain themselves during challenging periods.
Are there any self-limiting beliefs or patterns that might hinder your resilience?
How can you build a support network of mentors, colleagues or coaches to aid you during trying times?
What self-care practices and habits can you incorporate into your routine, perpetuating resilience in the long run?
Wrapping Up
Aspiring leaders must embark on an odyssey of self-discovery, delving into the depths of these four pillars before destiny thrusts them into leadership roles. This journey of discovery allows future leaders to assess their readiness, cultivating a profound understanding of the path ahead.
Leadership is not a destination but an enduring pursuit of excellence. Aspiring leaders can forge a path toward influential and fulfilling leadership by building solid foundations upon these four pillars, enriching their personal and professional lives.
This article first appeared on Forbes.com on 18th July 2023
Ricky has been a regular contributor to the Forbes Councils since 2023, where he shares his perspectives on all things leadership, change, culture and productivity, all with Thinking Focus’ unique perspective on metacognition, or as we prefer to say, thinking about thinking.
In today’s fast-paced business environment, the ability to manage change effectively isn’t just a competitive advantage—it’s a necessity.
Change leaders and change agents are at the forefront of this challenge, tasked with not only navigating but also driving successful transformations within their organisations. This is where our Change Blueprint becomes an indispensable tool.
Developing teams is costly and time-consuming; at Thinking Focus, we know how important your people are to you and how important it is to show that your development dollars and pounds hit the mark.
Our extensive experience in leadership and management development has taught us the four conditions for success pivotal to every group development programme we run. It requires a collaborative approach with clients, which means they have to step up, their participants, and us.
Together, we can create an environment where participants thrive and achieve demonstrable ROI significantly over and above the programme cost, conservatively a minimum of 5X in almost all cases.
Want to see how challenges can work for your organisation?
Why not book a call, and we can discuss how it works and if it’s right for you.
“It must be borne in mind that the tragedy of life doesn’t lie in not reaching your goal. The tragedy lies in having no goals to reach.”
Benjamin E. Mays
The change over from one calendar year to another is a prime example of when your thoughts turn to ‘what the future might hold’ — and you start to think about the year ahead and make plans: join the gym to meet your health plans; you book holidays to cater for leisure plans and have something to look forward to. You may even want to change your job or career.
What do all these have in common? They are just dreams and wishes unless you convert them into a goal.
Let’s face it: how many gyms are full to bursting in January only to return to normal in February? How often do we say we will change our job only to remain in the same role at Christmas? Where most of us are better is the annual holiday, we get organised for this! Hmm, I wonder why?
New Year’s resolutions are a type of goal — badly flawed in most cases — because we do not clearly define them or attach a plan to them — and in most cases, we make them on a whim.
In this video, Ricky talks about three elements essential to making a New Year’s resolution work.
If you want to accomplish something you care about, it will involve defining goals — you may not realise it or refer to it as a goal. Still, the reality is you accomplish nothing without a goal, however well (or poorly!) defined that goal is.
How do goals work?
“If you set your goals ridiculously high and it’s a failure, you will fail above everyone else’s success.”
James Cameron
Goals work by activating your reticular activating system (RAS). This part of your brain focuses the mind on what’s important. So, when we program it with something as powerful as a goal, we unlock a powerful weapon that is now armed to look for connections to help move us forward to our desired future — your conscious and subconscious working to help you achieve your goal.
A great example of how the RAS works is when you want a new car, not necessarily brand new, but new to you. When you decide on the make, model and colour, your RAS starts looking, and suddenly, you notice many cars that match the one you are looking to buy. Were they there before, or have they just appeared?
What do goals need to make them work?
“All successful people have a goal. No one can get anywhere unless he knows where he wants to go and what he wants to be or do.”
Norman Vincent Peale
For goals to work, they need five ingredients:
Something specific to achieve, have or become.
A measure to determine when you have accomplished it.
A time scale to focus your mind.
A relevance or importance — otherwise, why bother?
A level of confidence that you can achieve your goal.
You probably recognise this is the goal-defining technique — SMART, but you may not notice that we believe the order should be different.
Graham explains why the order of SMART should be different in this video.
A great way to look at goals is to use the goldilocks effect:
Too easy, and you will be uninspired.
Too hard, and you will give up easily.
Aim for just right, stretching enough to make it worthwhile and meaningful but not too easy that it fails to get you up for it.
Why do they say writing your goals down is so important?
“If they are not written down, they’re just dreams. When you write things down, it sets off a chain of events that will change your life.”
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Writing your goals down forms a conscious reinforcement and commitment to your goal. Your memory will never be stronger than the written word, so it removes wriggle room, preventing you from rewriting history later down the line.
Writing goals down has many benefits:
It channels our motivation and forces us to think carefully about what is important to us.
It helps us prioritise, set goals and determine why they’re important to us and activates our conscious mind.
Writing them down allows them to seep into the subconscious, enabling us to make connections and recognise thoughts and actions that contribute towards our goals, even when we are not actively thinking about them.
It is a constant reminder (provided that we revisit it regularly) and helps the RAS look for connections.
You could take it to another level, like one of our valued clients who took their commitment a step further. They externalised their goals, not just with their partner, their boss or other work colleagues (assuming they have); they shared them on LinkedIn! What better way to demonstrate your commitment to your goals?
Externalising your goal with others elevates your commitment and is a valuable driving force when things get tough. It also means that others can support, help and even make connections for you. And let’s face it; there’s nothing quite like the psychology of public commitment to get us to act congruently with our words.
What types of goals are there?
For us, goals fall into one of four types:
Those you can quantify and measure, for example, financial, process or service improvement.
Those that are subjective or qualitative, for example, team morale, relationships and feelings.
Those that are big, complex and made up of many parts like projects and programmes.
Those that are visions or aspirational goals, for example, company visions like Apple, who want to ‘make a ding in the universe’.
But what happens when we’re given a goal we don’t want?
“Imposing a goal on someone is like placing all your chips on black 13 and expecting it to come in — you leave the outcome to fate.”
It happens all the time in the workplace, but if it’s something we don’t want to do or don’t feel is important, it may never happen. For a goal to be achievable, we need to believe in it.
If you, like me, have ever had a goal imposed upon you, it’s not a great feeling and certainly not motivational. Especially when that goal is uninspiring or too demanding, this leaves you with a sense of reluctant acceptance, and I’ll give it a go — hardly a recipe for a successful outcome.
How could you help your people take on new goals?
“A goal set for or imposed on others is not truly owned by them without involvement, a compelling purpose and commitment.”
You can help your people with new goals in several ways, but they may take more time than simply handing goals out at the beginning of the new year or quarter. Goals are more likely to be accepted if you involve your people in defining them and explaining their purpose and what makes them crucial to the organisation.
We recommend investing the time upfront; it will save you loads of time later, build stronger commitment and inspire your people.
Share the big-picture goals with your people and involve them in the goal-defining process; they will surprise you with their ambition!
Set the frame and allow them to define their goal. Your role is to coach them to get clarity, ensure it aligns with the big picture goals, help them find personal meaning and begin building the plan with some creative thinking that explores ideas, resources and potential obstacles.
If the goal has to be imposed, at least spend time with them to understand their mindset — is it helpful, or are they having doubts? Encourage them to surface their unhelpful thoughts and explore them. How many assumptions are they making? How many are founded on incorrect or outdated information? How many are valid concerns? How could you help them? Well, as is #2 above, coach them — your job is to set them up for success!
How do you define your goals?
You may already have some goals, but they may not yet be fully formed; they may be just ideas. What they need — is bringing life and adding a bit of detail — even a bit of colour to provide clarity, purpose and belief.
It doesn’t matter if your goals are personal or work-related; the process is the same:
Get clarity:
What specifically do you want to have, achieve or become?
How will you measure your success? What evidence will you provide to demonstrate that you have accomplished your goal?
By when will you have achieved your goal? The date should be an exact calendar date as you see on the front page of a newspaper.
Have a strong purpose:
Considering everything you have on your plate, what makes this goal so important to you?
Assuming you haven’t got a Time-Turner like Hermione Granger (Harry Potter) and access to time travel, what are you prepared to give up to achieve this goal?
Have belief:
How confident are you that you can achieve this goal with the time and resources at your disposal?
How will you manage dips in confidence as you pursue your goal?
Ultimately, look to get your goal into a single sentence:
‘By [insert exact calendar date], I will [insert specific outcome you intend to accomplish] as measured by [insert how you will prove you have achieved it, what will you show?].
You should then add two benchmark scores:
On a scale of 1–10, where 10 is high, how important is this goal in relation to everything else you have going on? [insert your score/10]
Recognise that a score of 10 means it is the most important thing in your life right now. Also, if your score is four or less, it is unlikely to get prioritised highly enough to focus on it.
On a scale of 1–10, where 10 is high, how confident are you that you can achieve your goal? [insert your score/10]
You are not looking for a 10/10 here, which might suggest your goal is too easy (remember, Goldilocks); you are ideally looking for a six or higher confidence score. However, if you score four or less, you should review the size of the goal or consider extending the timeline.
Here are some resources you may find helpful from our YouTube Channel:
Wishing you a successful year in pursuing and achieving your goals.
As a leader, you cast a shadow. It may be unintentional, but it is inevitable. In your role as the ‘boss’, the ‘Grand Fromage’ (big cheese), the top banana, you create a range of perceptions for people that casts a shadow. A shadow is made up of a collection of helpful and unhelpful thoughts, it’s the lens through which your people attempt to interpret what you stand for and what you really want from them. Your shadow is how you are seen and become known – it’s your reputation.
A shadow is made up of a collection of helpful and unhelpful thoughts, it’s the lens through which your people attempt to interpret what you stand for and what you really want from them.
Leadership shadows can be fantastic, but they can also be destructive.
Let’s consider a leadership shadow that isn’t working. You, the person, may be reasonable (well, most of the time) and impatient—yes, but reasonable. You hired your people to do a job, but they are not stepping up for some reason. If your shadow creates doubt or uncertainty in your people, they will look for reassurance that they are doing a good job and getting it right.
Your tendency, though, is to step in and poke around to get the confidence and reassurance you need that they have it covered. So, when you lack confidence and need reassurance, you poke further, ask more searching questions, and start to dig deeper.
Do you see the problem? You both want confidence and reassurance.
But, if your leadership shadow causes uncertainty, you will unlikely get the confidence and reassurance you crave. When your people feel uncertain, they may pause and not want to expose a perceived weakness; you are their boss! As the boss, you decide people’s future. People don’t want to give their boss any cause for concern. And so, inertia reigns; they pause, fret, slow down, and, inevitably, are scared to fail.
When your people feel uncertain, they may pause; they may not want to expose a perceived weakness.
And so, the perpetual cycle begins as they wait for the leader to provide direction and guidance; as the boss, you feel the need to check and search for comfort. This feeling leads to resentment; as people start to question your trust and faith in them, you as the leader start to question whether your team are up to it; you’re not seeing them stepping up!
Photo by Ian Keefe on Unsplash
We call this the leadership vacuum; it emerges as a void between leaders and their reports. Learned helplessness leads to inertia and causes frustration. Leaders want their people to step up, and direct reports often want their leaders to set the directions and get out of their way.
The solution to this problem requires a change in behaviours from both.
As a leader, you need to create the headroom for your people to step up. That means being prepared to give before taking, and trusting your people. When you trust people and communicate that trust clearly and openly, you can begin the dialogue and establish the behaviours that fill the vacuum — creating safety where people can fail safely and not question themselves about their own self-worth in your eyes as their leader. To paraphrase Brene Brown, author of Dare to Lead, ‘let’s teach them to land before you ask them to jump’. This environment of trust enables learning and creates the space to test assumptions and expectations without concern.
When you trust people and communicate that trust clearly and openly, you can begin the dialogue and establish the behaviours that fill the vacuum.
In this podcast, Richard and Ricky explore what this means. What is different about the way in which senior people need to think, and what does that mean for them and the way that they work?
You can find out more about the four areas and how we use them below:
Your people need to step into the void and take a risk, enter the growth zone and trust you to have their backs. This leap, however, won’t happen until you put your trust in them. Until you communicate clearly about what you expect and work together to define how they might do it, and then crucially, get out of their way and let them get on with it.
Photo by Mohamed Nohassi on Unsplash
Whichever role you’re in, it takes a leap of faith. It will take some coaching, regular discussion, and check-ins. You’re both looking for new behaviours that provide you with confidence and reassurance for it to become your new normal. It will take a little time to change your “go-to” behaviours of poking around to look for the certainty you need.
But, as with most things, if you want your people to step up – that journey begins with you!
Thinking Focus are behavioural change experts in the workplace. We believe that individuals, teams and business units underperform, not by choice, but because they can’t get out of their own way. We help individuals, teams, and business units challenge mindsets to unlock untapped and hidden potential and become more effective and productive.
Social learning theory (SLT) shines a light on how we start to learn as children and continue to learn into adulthood; we mimic and model the behaviour of others. Also, we are adept at modifying our behaviour for varying situations and within the different social groups we spend time within.
If we do learn from others and our environment; then who are your people learning from? What are they actually learning? What or who is influencing their behaviour?
What interests me is how organisations can leverage social learning for better organisational outcomes in their performance and culture.
In 2017 Thinking Focus was challenged by a global automotive manufacturer to help them to develop soft skills in their frontline manager population. They had several requirements: the solution needed to be flexible and run in short sessions to suit their operation; have minimal preparation time and use in-house skills; and it needed to be interactive, fun and without the formality of academic and theoretical references.
Our research into a possible solution led us to consider many options and it became clear that the modelling of behaviour and the effect that peers had on each other’s approach to work was a significant factor. This led to extensive market research and the creation of a solution that we called ‘What Would you Do?’ (WWYD).
WWYD has been carefully engineered with a blend of mechanisms that inspire behavioural change. It incorporates gamification to engage and motivate participants to get involved and stay engaged. It creates a psychologically safe space where participants can be vulnerable and feel comfortable openly sharing their experiences; both the good and not so good. A facilitator manages the discussion, to probe and ask questions (coach) and to help the group understand the thought processes behind the actions. It uses everyday situations (scenarios) to enable the safe exploration of implications and consequences, all in a group forum. Sessions conclude with reflection and public commitment to underpin micro-changes in behaviours.
WWYD is a learning solution that adopts the same fundamental attributes of social learning that we have all been naturally doing all our lives.
What is social learning theory?
Social learning is doing what we see, modelling our behaviours on the behaviour of others and our environment. We are like chameleons; able to adapt our behaviours in different social contexts. We learn this through observing the behaviours of others whether that be home or work, friendship, sport or social groups.
Our ability to develop and adopt new social behaviours, attitudes and emotional reactions comes from imitating the behaviours of our parents or peers. Social learning is based on the behaviour modelling theory, where people learn new things by observing others.
The psychologist Albert Bandura is Professor Emeritus of Social Science in Psychology at Stanford University. Bandura considers humans to be active information processors, able to think about the relationship between their behaviour and its consequences. Humans possess the ability to choose, to intervene without merely imitating the behaviour of others.
In the 1960s Bandura undertook a series of experiments to understand the effects of observational learning on children’s behaviour. His findings underpin his 1977 theory, where children learn social behaviour through the observation of others. Children draw their behaviours from a variety of sources: parents and family members, friends and teachers, even fictional characters. These behaviours are interchangeable between boys and girls; they are not limited by gender.
When children observe others, they encode (the way we store information) the behaviour. They may then reproduce that behaviour later. However, the likelihood of them later imitating the behaviour is influenced by several factors.
Children are influenced by people who they consider to be like themselves; this is a factor in them being more likely to imitate behaviour modelled by others of the same gender.
Children are also influenced by the reaction of the people around them. When they reproduce a specific behaviour, how they are rewarded or punished will affect their likelihood of repeating the behaviour. Reinforcement is an important factor in influencing behaviour; this can be positive or negative. Reinforcement can be internal; a feeling of warmth when you do something that makes you happy. Or externally, from the recognition of others. Significantly though, it usually leads to a change in a person’s behaviour.
Children also consider how others are treated before deciding to model their behaviour. If they see the person positively rewarded, they are more likely to model that behaviour. The opposite is also true; if they see an adverse reaction towards a person’s behaviour, they are unlikely to repeat it. A person learns by observing what happens to others (known as vicarious reinforcement).
Children are more likely to identify with a role model when they possess a quality they aspire to have. Identification is different from imitation; imitation usually involves copying a single behaviour. Identification, however, consists of the adoption of a number of behaviours, such as values, beliefs and attitudes of the person with whom they identify.
How does SLT work?
SLT is considered by many as the bridge between traditional learning theory (behaviourism) and the cognitive approach. SLT focuses on how mental (cognitive) factors are involved in learning.
While Bandura agreed that classical conditioning (think Pavlov and his dogs) and operant conditioning (learning through reward and punishment) impact learning greatly, he also contributed two other ideas; mediating processes occur between stimuli and responses, and behaviour influenced by the environment through the process of observation.
Mediating processes are the cognitive intervention, where observed behaviour is not routinely followed but where cognitive reasoning takes place. In other words, our imitation of behaviour is not automatic. This mental evaluation takes place between the observed behaviour (the stimulus) and the decision to copy (the response) or not.
Bandura proposed four mediational process:
Attention: The extent to which we notice or are exposed to the behaviour. We are exposed to many behaviours each day, and many don’t even register and therefore pass us by.
Retention: Our ability to recall a behaviour. We need to form a memory of the behaviour to perform it a later time.
Reproduction: Our capability to perform the behaviour as it was modelled to us. Our ability to reproduce is not always possible, for example if we are limited by our physiology.
Motivation: Does performing the behaviour even register, in terms of importance? What rewards or punishments exist; do we consider it worth the effort?
WWYD was designed to meet all four mediational processes
Attention is captured in several ways: • The format is group discussion – peers share experiences related to the debate. • Scenarios are contextualised to the participant’s role- they are practical and not theoretical, presenting situations people can relate to. • There is progress and jeopardy, which increases involvement. Tuning out, even briefly, could have consequences with a missed opportunity to score points or lose out entirely on the meaning of the discussion. • Scenarios are set up to encourage debate; some have the added pressure of time constraints. An ‘against-the-clock’ feature causes cognitive conflict, self-doubt and the possible consequence of being frozen out of the round. • The scoring range includes minus points – creating further jeopardy which increases concentration and engagement.
Strategies for retention: • The socialising of experiences means that participants can use another’s experience to help prepare themselves for the model behaviour. They can learn from what their colleagues did well and where they struggled. Participants can also ask questions to develop their understanding further. • The everyday situations are explored through debate. Participants test and probe ‘what if’ situations, their assumptions and biases and the implications of a course of action; as well as exploring what unintended consequences there might be. • Each scenario offers up four options which are deliberately designed to be ‘imperfect’. This ambiguity causes cognitive conflict with the participant having to justify their choice.
Building capability for reproduction:
• Each scenario debated is concluded with a reflection step. Reflection is where the participants connect to the outcomes of the discussion. There is a debrief where participants determine what the desired behaviour should be. They are coached as a group by the facilitator, to consider the model behaviour for their organisation. The group decide what is and isn’t acceptable through reasoned argument.
Motivation: inspiration to learn and apply new behaviours
• The inclusion of gamification techniques both engages players to actively participate and it motivates them to stay the course. While scoring points is a factor, their main purpose is to keep participants focused and attentive. ‘FOMO’ (fear of missing out) and the friendly competition makes for a high energy session. • At the end of each WWYD session, participants are invited to personally reflect on what they have learnt, sharing any realisations they may have had. • Each participant is invited to publicly commit to one change in their behaviour in front of their peers. This public commitment is a psychological connection, a cognitive reinforcement which increases the likelihood of follow-through.
Seven reasons why you should be more interested in SLT.
It’s already happening within your organisation. Understanding how it is benefiting you will unlock best practice and result in wider shared knowledge.
Find out where it might be working against you. Typical indicators of issues to be resolved can be: culture, productivity, engagement, poor adherence to policy and processes. Who do you want your people modelling – are you leaving it to chance?
Test the understanding of your internal communications. How effectively is your message getting through? SLT can help to ensure the message you intended has landed, by involving your people in the dissemination process.
Your people can collectively decide the ‘right’ way. Build consistency through shared discussion, debate and exploration.
Develop a broader understanding, by sharing perspectives across the organisation. Help your people improve their decision-making, with a greater appreciation for the ‘system’ and how it works. As a result, you become more efficient and effective.
Unlock tacit knowledge. Every organisation is flush with unwritten rules and processes, undocumented knowledge that allows the ‘system’ to work. Socialising the learning across everyday situations will surface these valuable yet hidden practices.
Surface key issues. Organisational politics has a devastating impact on productivity and efficiency. Socialising learning cross-functionally in a safe environment can bring the problems into focus and will encourage your people to own and solve the issues.
There are benefits for your people too.
They learn that they are not alone; they realise that issues and challenges are more common, in other areas of the business – not just theirs.
They build internal networks and support mechanisms which helps them to solve problems quicker and collaborate more effectively.
Their mental wellbeing improves with an outlet to vent, share and gain perspective.
What does it look like in practical terms?
Understanding the principles behind social learning is one thing; bringing it to life is entirely another. How leaders behave is crucial; your people are looking to you.
How you behave when things go wrong will set the tone. Because people learn through observation, employees will look at how you behave in every situation, and they will make a judgement. They are considering if your behaviour is what they want to copy, measuring it against their own values. How your behaviour makes them, or others, feel will impact their decision too. Your people will evaluate how others react and decide whether to model your behaviour or not. The challenge is that you, as a leader, are not in control of their thought process, or how they choose to interpret what they see. This means authenticity is vital, and the need to be a role-model is more important than perhaps any of us thought.
So, what could you do?
Build social learning into your meetings; allow for an opportunity to review your work with three questions: • What have we learned? • What should we be doing more of and why? • What is stopping us from being the best we can be?
Consider how you make your sessions feel safe. Allow people to speak their minds and express their opinions – it clears the way to the problem-solving. It doesn’t matter whether you choose to run sessions face-to-face or online. Create a forum for the group to be open and to share. Invite people to commit to an action – a new, better way of doing something.
Coaching is a proven tool for developing people one-to-one. What if you could group coach? Imagine a one-to-many facilitated discussion with purpose. You could solve common problems, build soft skills through discussion of contextual situations and share experiences to develop a shared vision of what ‘good’ looks like.
Build social learning into your training interventions
Reinforcement is an essential factor for influencing behaviour. Consider what are you reinforcing, knowingly and unknowingly. Are you proactive in celebrating when people model the desired behaviours? No reaction at all can leave people unsure if they are doing the right thing. Positive feedback helps to reinforce behaviours. Similarly, when behaviours are below the expected standard, challenge and coach people to understand why the standard exists and the implications of falling below. And I did say, coach, not tell! Coaching takes time; time you may feel you don’t have – but it will have longer-lasting effects. ‘Tell’ is just a reprimand, and we all know this has limited impact and doesn’t last.
Some of your people will have aspirations to grow and develop. Think carefully about their mentor or internal role-models. We know that people are more likely to model the behaviour of others when they aspire to gain the knowledge, skill or attributes of the other person. Who do you want them to model?
The final way to build social learning into your development portfolio is through simulation and gamification. The trend towards the use of gamification has been growing. When you combine relevance, context and simulation, it really does bring social learning theory to life. The primary aim of any intervention is to create behaviour change, making things fun and exciting alone won’t cut it. Learners need to feel a sense of reward for the right behaviours or consequences for inappropriate ones. Gamification can add progress and jeopardy aligned to the desired outcomes. Decisions can be tested and explored in a safe space; participants can project the effects of certain behaviours and see how the implications would play out.
Conclusion
Social learning is how we naturally develop. As small children we learn through observation to mimic the values, beliefs and behaviours of others. Social norms also impact on which models we choose and whether to adopt new behaviours or not. This poses several questions for business leaders and learning professionals:
• Who are your people modelling their behaviours on? • What values, beliefs and attitudes are they adopting? • Who has the most influence on your culture? • Are your people adopting your desired values, attitudes and behaviours? • How are you, and your leaders, modelling the way? • How do you control the narrative and the observation process?
If you are not already, you should be influencing the social learning experience. How you approach people who fall below your expected standards will have a significant impact on whether they choose to model the desired behaviour, or not. What consequences do they observe others face when they fail to live up to the values? What reward mechanisms exist when they do model the way?
Your people expect consistency; this is how they measure your commitment to your behavioural standards. Your people managers need to model the way; they need to hold others accountable and celebrate those who live up to the expected behaviours, values and attitudes. You cannot condone or accept poor behaviours just because of their perceived business performance. When you do this, you are telling your people that behaviours don’t matter, they are now a weapon to use to engineer the outcomes you really want.
Challenge your people to own the issues but consider how you go about it. You must be prepared to equip and empower them properly. For clarity, equipping means that people are given the tools to think and plan effectively, the targeted development they need, the resources they need to execute and access to decision makers to ensure that effort is not duplicated and plans and actions are aligned.
True empowerment means giving people the autonomy and permission to go fix things. Experience suggests that whenever leaders ‘pretend’ to empower, they don’t fully let go and, when they inevitably intervene, impose or cast judgement, it almost always ends in tears.
Your people are already modelling the behaviours of others. They are constantly making choices about which behaviours to follow. Remember that their motivation might not be primarily concerned with what is right for the organisation. Their choices might be for social cohesion and the benefit of the social group. They may not want to stray away from existing group norms for fear of being outcast, driven by the fear of not belonging.
Are you prepared to leave the values, behaviours and attitudes you want to see in your organisation to chance?
