Part Two - The Six Steps to Transforming Performance
The previous chapter described some of the recent findings of neuroscience, but simply knowing the science is not sufficient to effect a change in behavior: a practice model for application is required. The present (second) section of this book is focused on providing such a model.
The author speaks to his experience as a coach, attempting different models over time and witnessing which had the best results - which is to say that what follows is not a theoretical approach based on fascination with theories, but is based on practice in which these theories have been applied and which have gotten real results.
The "six steps" approach describe a methodology for leaders who are seeking to change and improve the performance of their subordinates - it describes ways of interacting with people, influencing and providing feedback, that is intended to bring out the best in others. The author attests that it is very efficient and very effective in overcoming resistance when you want to help someone learn or change.
Proposed: when a person is struggling to perform a task, it indicates they have not yet been able to see their way to a solution. If they are clear on the goals, they have not figured out how to act in order to achieve them, and may have run into a dilemma or mental impasse, which they need help to overcome.
A quick list of the six steps:
- Think About Thinking. Before taking any action, the leader must first consider the act of thinking itself - the scientific insight that indicates how people think, particularly how they solve problems, to ensure that any action undertaken accounts for the way in which the brain works (and avoid actions that are contrary to it)
- Listen for Potential. When listening to a person describe a problem, be attentive to their desired outcome rather than the incidental details of steps they are taking to achieve them. Many times, a leader can offer "the clarity of distance" to help people recognize things they may be overlooking. To do so, you must set aside your own filters and agendas and really listen.
- Speak with Intent. This entails improving the quality of communication by considering the words a leader uses use he interacts with others.
- Dance Toward Insight. This technique moves a person toward the point of making a discovery for himself, rather than merely accepting and complying with directives. It helps the subject to envision the outcomes, consider the side-effects, etc. as they consider alternatives.
- Create New Thinking. The author will present a contrived acronym (create = current reality, explore alternatives, tap energy) to suggest a model for encouraging people to take a thoughtful approach to problem solving.
- Follow Up. This step is about closing the gap between ideas and actions, thoughts and habits, by way of another acronym (the "feeling" model)
While the steps are described in a linear fashion, each step does not need to be mastered before moving on to the following one. He likens it to playing a piano, in which there are several different things (how to hold your hands on he keys, read sheet music, integrate the concept of rhythm, etc.) that must happen at the same time, and students generally learn by attempting to do them all at once, working on specific components at times.