The Mundanity of Excellence

A huge barrier to effectiveness is lying. We do not necessarily identify the barrier as lying. But, lying it is.

The form of lying, which this barrier takes, is wishful thinking. The barrier results from the way we tend to lie to ourselves. Hoping that life is something other than it truly is.

I recently read an old article, by Dan Chambliss, a professor of sociology at Hamilton College. The article was titled, "The Mundanity of Excellence."

The truth is, achieving excellence is a rather mundane matter. It is an accumulation of small, seemingly trivial, things.

A lot of us would like to think excellence is achieved thanks to natural ability or talent. According to Chambliss, this mindset soothes by, "relieving those of us who are not excellent of responsibility for our condition."

As Jean-Paul Sartre has said, "What people would like is that a coward or a hero be born that way." Wish, though we may, this perspective turns out to be false.

Chambliss did the research, for his article, by studying Olympic swimmers. Dan theorizes, "Olympic sports, and competitive swimming in particular, provides an unusually clear opportunity for studying the nature of excellence. In other fields, it may be less clear who are the outstanding performers: the best painter or pianist, the best businessperson, the finest waiter or the best father."

Chambliss's conclusion? Excellence is mundane. Meaning, the behaviors and attitudes, which culminate in excellence, are not superhuman or special. They are ordinary, indeed, run-off-the-mill.

The professor takes direct aim at the talent myth. Saying the notion of 'talent' obscures more than it illuminates.

Talent is a weird, amorphous, catch-all term. According to Chambliss, "Talent is indistinguishable from its effects." For this reason, he writes, "Perhaps there is no such thing as talent."

Additionally, the requisite amount of talent, to achieve excellence, is not enormous. The author writes, "The amount of talent needed for athletic success seems to be strikingly low." Specifically, he says, "Wilma Rudolph had polio as a child, then came back to win the Olympic 100 meter dash."

In no way is this meant to say that excellence is easy. But, it is also not mystical. Indeed, it is mundane. For this reason, as I once heard said, it is important that we learn to, "Master the mundane."

It is a lot like how Drucker said you achieve productivity. Drucker said you get productivity, "The way the drill sergeant of old drilled recruits, which is you do the same thing every day. But you do it, and you do it, and you do it."

Excellence need not be some elusive concept. Let's keep it real. We cannot increase our effectiveness, we cannot take things to the next level, if we continue to live lies and half-truths.

Leadership means Effectiveness

Drucker once said, "Efficiency is doing things right. Effectiveness is doing the right things."

In slightly different terms, management is about doing things right. And, leadership is about doing the right things.

Leadership is about achieving results. It is about establishing the mission, setting a direction, and charting the course.

Leaders then take effective action, and stay the course, through to completion.

Drucker once said, the only true definition of a leader is someone who has followers. And, you cannot expect people to follow you if you do not perform. If you do not achieve results.

Leadership is largely about effective living. Which ain't easy. But it is necessary.

Am I Crazy?

One thing I have discovered, about myself, is that I really like to talk to myself. I am not completely certain, but, I am pretty sure this fact does not certify me as crazy.

The reason I talk to myself is because it is how I learn. I learn a lot by hearing myself talk. And, as it turns out, learning by hearing yourself taught is pretty common.

A couple weeks ago, I posted one of the most important articles I have ever read. It is titled, "Managing Oneself." And, it was written by Peter Drucker.

Click here if you have not yet read the article.

In Managing Oneself, Drucker advises that we ask ourselves the question, "How do I learn?" Peter says, "there are probably half a dozen different ways to learn."

One of the main ways to learn is by hearing yourself talk. This is how Drucker, himself, learns. And you might, too.

There is, however, one big challenge. A lot of us who talk to ourselves feel ashamed for doing so. We worry that people will think we are unhinged or even crazy.

This is a tendency which needs to be countered. And, the counteraction is the reason for this post.

You see, this past week I read another interesting article. The article was titled, "People Who Talk To Themselves Aren’t Crazy, They’re Actually Geniuses." And, it was written by Gigi Engle.

I am not sure talking to yourself will make you a genius. But, I am certain it does not qualify you as crazy.

Here is the article, in its entirety:

“If I were my peach smoothie body butter, where would I be?” I say to no one while I search for my favorite lotion. Then: “Aha! Here you are. You rolled under my bed.”

I talk to myself a lot. And I don't mean only in the privacy of my own home. I talk to myself while I'm walking down the street, when I'm in my office or when I'm shopping.

Thinking out loud helps me materialize what I'm thinking about. It helps me make sense of things.

It also makes me look insane. Crazy people talk to themselves, right? They're conversing with the voices inside their heads. If you're yammering on to nobody, everyone thinks you're a mental patient.

I'm sure many people have seen me wandering down the streets of NYC and thought, “The crack addiction is strong with that one.”

I'm positive I look disturbingly similar to Gollum in “Lord Of The Rings” when he dotes over his “precious.”

Well, the joke is on the judgmental assh*les who give me a side-eye on the train. (By the way, I SEE YOU!).

Talking to yourself, it turns out, is a sign of genius.

The smartest people on earth talk to themselves. Look at the inner monologues of the greatest thinkers. Look at poetry! Look at history!

Albert Einstein talked to himself. He wasn't an avid social butterfly when he was growing up, and he preferred to keep to himself.

Einstein.org reports that he “used to repeat his sentences to himself softly.”

So, you see? I'm not alone, and I'm not completely bonkers. I'm just really smart. Ha!

Talking to yourself makes your brain work more efficiently.

In a study printed in the Quarterly Journal of Experimental Psychology, psychologists Daniel Swigley and Gary Lupya hypothesized that talking to yourself was actually beneficial.

We're all guilty of it, right? We might as well celebrate it and study the benefits.

In one experiment, Swigley and Lupya gave 20 people the name of an object (like a loaf of bread or an apple), which they were told to find in the supermarket.

During the first set of trials, the participants were bound to silence. In the second set, they repeated the object’s name out loud as they looked for it in the store.

According to Live Science, test subjects found the object with greater ease when they spoke to themselves while searching. Saying things out loud sparks memory. It solidifies the end game and makes it tangible.

Talking out loud to yourself helps you only when you know what you need.

If you want to find something, speaking the object’s name out loud is helpful only when you’re familiar with its appearance.

You have to know what it is you're looking for; otherwise, you'll just confuse yourself. According to Lupyan, “Speaking to yourself isn’t always helpful—if you don’t really know what an object looks like, saying its name can have no effect or actually slow you down. If, on the other hand, you know that bananas are yellow and have a particular shape, by saying banana, you’re activating these visual properties in the brain to help you find them.”

In other words, you can't make sense of something without knowing what you're dealing with. If you know what you need and verbalize its name, you will better your chances of finding it.

You learn as a child by talking to yourself.

Babies learn to speak by listening to grownups and mimicking what they say. Talking is all about practice.

We need to hear our voices to learn how to use them.

According to Live Science, “self-directed speech can help guide children’s behavior, with kids often taking themselves step-by-step through tasks such as tying their shoelaces, as if reminding themselves to focus on the job at hand.”

Think about all the munchkins you know. Haven't you seen them talking to themselves while they play with a toy car or favorite stuffed animal?

A toddler can remain focused by talking through his problems.

If a small boy is playing with his toy cars, he might say, “The small car can fit through this garage door, but the big truck is too big.” At the same time, he’ll test which of the cars fit inside the toy garage.

A child learns by talking through his actions. By doing so, he remembers for the future how he solved the problem. Talking through it helps him or her make sense of the world.

Talking to yourself helps you organize your thoughts.

What helps me the most when I talk to myself is that I’m able to organize the countless wild thoughts running rampant through my brain.

Hearing my issues vocalized calms my nerves. I’m being my own therapist: Outer-voice me is helping inner-brain me through my problems.

According to psychologist Linda Sapadin, talking out loud to yourself helps you validate important and difficult decisions. “It helps you clarify your thoughts, tend to what's important and firm up any decisions you're contemplating.”

Everyone knows the best way to solve a problem is to talk it out. Since it's your problem, why not do it with yourself?

Talking to yourself helps you achieve your goals.

Making a list of goals and setting out to achieve them can be hard to do. It can be overwhelming.

Talking yourself through those goals is a much steadier way to achieve them. If you walk yourself through the process, each step will seem less difficult and more concise.

Things will suddenly seem doable, and you'll be less apprehensive about diving into the problem.

As Sapadin puts it, “Saying [your goals] out loud focuses your attention, reinforces the message, controls your runaway emotions and screens out distractions.”

It puts things in perspective and grounds you.

Talking to yourself means that you are self-reliant. Like Albert Einstein, who “was highly gifted and acquired early in his life the ability to exploit his talents,” people who talk to themselves are highly proficient and count on only themselves to figure out what they need.

We “crazies” are the most efficient and intelligent of the bunch. We take the time to listen to our inner voices, out loud and proud!

Sales Trumps Innovation

Last week, I talked about the importance of entrepreneurial execution. I said, "A big part of execution is the sales and marketing which converts an idea into value."

Then, during the week, I read an interesting article. And, instead of trying to paraphrase, I figured you should hear from the source.

The author was a gentleman named Harry Red. The article was titled, "Why Even Space Startups Insist Sales Are More Important Than Technology." And it had a subtitle of, "It doesn't matter how great your product is -- if you can't sell it, you'll never be able to make it."

Here is the article, in its entirety:

When entrepreneurs get a new idea, they tend to wonder about how they can build it and what technology they'll need. They dive in, work like crazy and finally end up with a solution.

Bad move. If you can't sell your solution, your technical work amounts to precisely nothing.

Space technology startups know this well. Working on ambitious ideas in an industry most people consider outlandish, you'd think they have their hands full with technology only.

But guess what? Successful space companies assign a special priority to sales. They know every dollar and minute spent on tech must ultimately justify itself.

To save you a mountain of time, here are some space industry secrets to get the information you need without doubling down on product development.

1. Test for market need by pre-selling.

Take Jane Poynter, founder and CEO of World View Enterprises -- a space company which aims to use special high-altitude balloons as both a new kind of satellite and as a vehicle to take passengers on a trip almost 20 miles up into the sky. In an interview, Poynter told me:

“The moment we started talking about World View and the kinds of things we were going to do, our phone rang off the hook.”

Early on, Poynter experienced strong enthusiasm from her potential customers. People wanted to use their technology for all kinds of things. Hence, she saw a market need and redoubled her efforts to serve it. She sold the value proposition underneath the technology before developing it.

If your vision is so ambitious that people just won't believe you can do it, then don't panic. You just need to make your voice more authoritative so the right people can't ignore you.

For instance, Astrobotic Technology -- a space logistics company aiming to deliver payloads to the moon -- built significant authority over nine years by assembling a credible team of space scientists and engineers. And thus, it managed to pre-sell its logistics services to big clients. Suddenly, it no longer sounds crazy.

As Astrobotic CEO John Thornton told me: "The ultimate way to test for market need is by selling and collecting checks.”

You need to do the same. Describe what value your product or service will deliver for your customers and see if you can get them to buy it before it's built. Score even a few pre-sales and your voice will already weigh more -- and thus your vision will seem more attainable.

And once you start building, you're still not off the hook.

2. See if somebody already solved your technology problem.

Even when you do have a genuine technology problem, chances are somebody out there already had a crack at it.

Alistair Brett, a World Bank science commercialization expert and partner at innovation consultancy firm Rainforest Strategies, pointed out how science-based companies tend to reinvent the wheel. They face a specific technical problem, but can't find a solution outside the company, so they just roll their own.

“In a substantial number of cases, the problem has been solved by somebody who is not directly working in that field of research or development," Brett said in an interview.

He gave an example of a company that struggled to create a chemical adhesive. The solution was eventually found by an electrical engineer -- someone from an outside industry. An expert on a different kind of stickiness.

Bottom line? When you face a technical problem as an entrepreneur and go out to find an existing solution, a brief search won’t do. Instead, make a special search effort, because the solution might lie hidden outside your industry. See if you can find an expert on a similar problem and learn how they solved it.

Outside experts can help you stumble upon innovations. But watch out: an innovation by itself isn't the point. You have to go sell it.

For instance, when I spoke with Chad Anderson, managing director of Space Angels Network, a large community of investors and entrepreneurs in the private space industry, he told me:

“Engineers and scientists often discount the difficulty of getting an innovation out into the market. For the innovations that stick, it all comes down to the CEO and the team. It's a sales job.”

See the point? For an innovation to stick, you must be its salesperson. Successful space companies learned this lesson early on.

But, you don't need to have a space company to take value from their efforts.

3. Take a down-to-Earth example.

Let's say you want to solve information technology (IT) problems for small law firms.

First step? Consider talking to larger law firms, because law firms with in-house IT departments have wisdom for you. They can tell you what kind of problems lawyers have with IT, what technology they need to solve them, how much time this takes away from clients and so on. Instead of starting the puzzle from scratch, you extract wisdom from those who've been there before. Simple.

Then, you go talk to smaller law firms and put your new insights to the test.

Do they have the same problems? Can you pre-sell your value proposition? Better yet, will these law firms pay you right now so you can deliver a killer solution to their problems once you have everything in place?

Start this way and you save yourself from grinding through much of the initial learning curve.

Remember: It's always a sales job, even if you aim for the sky.

Commercializing Creativity

Innovation is the tool of the entrepreneur.

Innovation is about new wealth creation.

Innovation is not about bright ideas.

Innovation is not really about creativity.

Innovation is about commercializing creativity.

An idea, product, or service is only valuable if people are willing to pay for it.

Thus, the biggest part of an entrepreneur's job is about execution.

And, a big part of execution is the sales and marketing which converts an idea into value.

Thomas Edison once said, "Innovation is 1% inspiration and 99% perspiration."

He was so right.

Good ideas are ten-a-penny.

Good entrepreneurs, who are capable of sustained execution, are more rare than gold.

This is why overnight success stories are usually twenty years in the making.

Commercializing creativity is not easy. But it is worth it.

Never ask a barber if you need a haircut

This blog is intended to discuss effectiveness and entrepreneurship. And, I believe, the two things are very interconnected.

Have you ever heard the saying, "Never ask a barber if you need a haircut"? If you did ask the barber, what would be the obvious answer? The answer would be, "Yes."

I think psychologists might call that the Self-Serving Bias. We tend to see the world in a way that benefits us.

Upton Sinclair put it this way, “It is difficult to get a man to understand something, when his salary depends on his not understanding it.”

In many ways, this is an extension of last week's idea of thinking for yourself. Though it does take time, it is wise to develop your own gauges and your ability to think for yourself.

Just because there is a saying....

....does not mean it is true.

I know a guy who is constantly referring to known sayings. And, whenever he refers to these sayings, he acts as though they are gospel.

He announces things like, "There is a saying, 'People don't care how much you know until they know how much you care.'" I am not necessarily onboard.

Just because you have heard a saying, does not make it true.

In this blog, I discuss effectiveness. And, I do not believe it is wise to blindly follow tradition. Which is what you do when you ascribe to 'sayings.'

What is effective is to sit on your butt and THINK. Sure, it can be tedious and lonely. But it is important. Because, in business and entrepreneurship, if you follow the crowd, you will likely get slaughtered.

The sage, Warren Buffett, would say, you are neither right nor wrong because people agree with you. If you want to be effective, and if you want to be an entrepreneur, you will need to learn to think for yourself.

We all know Steve Jobs said that thing about his customers not knowing what they want until he shows it to them. This is a skill set that is difficult, rare, and valuable.

I like the way Peter Drucker would put it. Drucker would say you need to do the long, hard work of defining the task and results.

The definition of the task is, and should, controversial. It is the commitment of present resources to an unknown, and unknowable, future. Such behavior is, by definition, risky. Consensus is not the goal. Effectiveness is.

Drucker would also say, what 'everybody knows' is usually 20 years out of date. Stated differently, what everybody knows is often wrong. Because, like Ferris Bueller said, "The world moves pretty fast."

As an entrepreneur, the status quo is your enemy. So, be careful of over-reliance on old sayings. Instead, practice your ability to think for yourself.

Inspiration is Curious

Motivation is a funny thing. Who does not like feeling motivated?

Last week, I talked about the achieving society. And, to achieve, we need to be motivated.

The funny thing (the paradox) is that action comes before motivation.

Here is a quote from the painter, Chuck Close:

So true!

This is why I once wrote a post titled "Discipline over Motivation" Click here to see it.

If we are interested in effectiveness, than we need to be much more interested in discipline and self-control, than we are in inspiration and motivation.

The idea of a Muse might be more sexy. But, let us speak the truth. The Muse is a ruse!

Get to it!

An Achiever's Paradox

If you are ambitious, your motivation can backfire. What a pisser!

What I mean is this. The same fire that drives you, can burn you, when you come up short. One way we get burned is when we excessively beat ourselves up for mistakes and failures.

There is a fine line between striving for excellence and perfectionism. And, it is very easy to go too far.

I have heard it said that all people desire acceptance and achievement. Especially in the United States. And, I believe the two things are interconnected.

Here in America, achievement is an important motivator. We were founded upon the Protestant work ethic. David McClelland called it The Achieving Society. All people are expected to achieve and succeed. It can be a lot of pressure.

As paradoxical as it sounds, highly ambitious people also need a good dosage of self-compassion. That's right, you need to be able to forgive yourself. You need to forgive yourself, when you make mistakes, or come up short of your ambition.

Self-compassion is not the same thing as permissiveness or laziness. Self-compassion should be applied when we strive, valiantly, yet come up short. And, come up short we will!

The only way to avoid mistakes is to do nothing. And, of course, by doing nothing, you will achieve nothing. Not a real option.

Listen, there is nothing wrong with having high standards. There is nothing necessarily wrong with ambition.

The problem is there will be times when you fail to meet your own high standard. This is not the time for self-flagellation. This is the time for self-compassion.

Forgive yourself, for the mistake, so you can move forward.

For more information, on this subject, check out the work of Kristin Neff.

Managing Oneself by Peter Drucker

History’s great achievers–A Napoleon, a daVinci, a Mozart–have always managed themselves. That, in large measure, is what makes them great achievers. But they are rare exceptions, so unusual both in their talents and their accomplishments as to be considered outside the boundaries of ordinary human existence. Now, most of us, even those of us with modest endowments, will have to learn to manage ourselves. We will have to learn to develop ourselves. We will have to place ourselves where we can make the greatest contribution. And we will have to stay mentally alert and engaged during a 50-year working life, which means knowing how and when to change the work we do.

What Are My Strengths?

Most people think they know what they are good at. They are usually wrong. More often, people know what they are not good at–and even then more people are wrong than right. And yet, a person can perform only from strength. One cannot build performance on weaknesses, let alone on something one cannot do at all.

Throughout history, people had little need to know their strengths. A person was born into a position and a line of work: the peasant's son would also be a peasant; the artisan's daughter, an artisan's wife, and so on. But now people have choices. We need to know our strengths in order to know where we belong.

The only way to discover your strengths is through feedback analysis. Whenever you make a key decision or take a key action, write down what you expect will happen. Nine or 12 months later, compare the actual results with your expectations. I have been practicing this method for 15 to 20 years now, and every time I do it, I am surprised. The feedback analysis showed me, for instance–and to my great surprise–that I have an intuitive understanding of technical people, whether they are engineers or accountants or market researchers. It also showed me that I don't really resonate with generalists.

Feedback analysis is by no means new. It was invented sometime in the fourteenth century by an otherwise totally obscure German theologian and picked up quite independently, some 150 years later, by John Calvin and Ignatius Loyola, each of whom incorporated it into the practice of his followers. In fact, the steadfast focus on performance and results that this habit produces explains why the institutions these two men founded, the Calvinist church and the Jesuit order, came to dominate Europe within 30 years.

Practiced consistently, this simple method will show you within a fairly short period of time, maybe two or three years, where your strengths lie–and this is the most important thing to know. The method will show you what you are doing or failing to do that deprives you of the full benefits of your strengths. It will show you where you are not particularly competent. And finally, it will show you where you have no strengths and cannot perform.

Several implications for action follow from feedback analysis. First and foremost, concentrate on your strengths. Put yourself where your strengths can produce results.

Second, work on improving your strengths. Analysis will rapidly show where you need to improve skills or acquire new ones. It will also show the gaps in your knowledge–and those can usually be filled. Mathematicians are born, but everyone can learn trigonometry.

Third, discover where your intellectual arrogance is causing disabling ignorance and overcome it. Far too many people–especially people with great expertise in one area–are contemptuous of knowledge in other areas or believe that being bright is a substitute for knowledge. First-rate engineers, for instance, tend to take pride in not knowing anything about people. Human beings, they believe, are much too disorderly for the good engineering mind. Human resource professionals, by contrast, often pride themselves on their ignorance of elementary accounting or of quantitative methods altogether. But taking pride in such ignorance is self-defeating. Go to work on acquiring the skills and knowledge you need to fully realize your strengths.

It is equally essential to remedy your bad habits–the things you do or fail to do that inhibit your effectiveness and performance. Such habits will quickly show up in the feedback. For example, a planner may find that his beautiful plans fail because he does not follow through on them. Like so many brilliant people, he believes that ideas move mountains. But bulldozers move mountains; ideas show where the bulldozers should go to work. This planner will have to learn that the work does not stop when the plan is completed. He must find people to carry out the plan and explain it to them. He must adapt and change it as he puts it into action. And finally, he must decide when to stop pushing the plan.

At the same time, feedback will also reveal when the problem is a lack of manners. Manners are the lubricating oil of an organization. It is a law of nature that two moving bodies in contact with each other create friction. This is as true for human beings as it is for inanimate objects. Manners–simple things like saying "please" and "thank you" and knowing a person's name or asking after her family–enable two people to work together whether they like each other or not. Bright people, especially bright young people, often do not understand this. If analysis shows that someone's brilliant work fails again and again as soon as cooperation from others is required, it probably indicates a lack of courtesy–that is, a lack of manners.

Comparing your expectations with your results also indicates what not to do. We all have a vast number of areas in which we have no talent or skill and little chance of becoming even mediocre. In those areas a person–and especially a knowledge worker–should not take on work, jobs, and assignments. One should waste as little effort as possible on improving areas of low competence. It takes far more energy and work to improve from incompetence to mediocrity than it takes to improve from first-rate performance to excellence. And yet most people–especially most teachers and most organizations–concentrate on making incompetent performers into mediocre ones. Energy, resources, and time should go instead to making a competent person into a star performer.

How Do I Perform?

Amazingly few people know how they get things done. Indeed, most of us do not even know that different people work and perform differently. Too many people work in ways that are not their ways, and that almost guarantees nonperformance. For knowledge workers, "How do I perform?" may be an even more important question than, "What are my strengths?"

Like one's strengths, how one performs is unique. It is a matter of personality. Whether personality be a matter of nature or nurture, it surely is formed long before a person goes to work. And how a person performs is a given, just as what a person is good at or not good at is a given. A person's way of performing can be slightly modified, but it is unlikely to be completely changed–and certainly not easily, just as people achieve results by doing what they are good at, they also achieve results by working in ways that they best perform. A few common personality traits usually determine how a person performs.

Am I a reader or a listener? The first thing to know is whether you are a reader or a listener. Far too few people even know that there are readers and listeners and that people are rarely both. Even fewer know which of the two they themselves are. But some examples will show how damaging such ignorance can be.

When Dwight Eisenhower was commander in chief of the Allied forces in Europe, he was the darling of the press. His press conferences were famous for their style–General Eisenhower showed total command of whatever question he was asked, and he was able to describe a situation and explain a policy in two or three beautifully polished and elegant sentences. Ten years later, the same journalists who had been his admirers held President Eisenhower in open contempt. He never addressed the questions, they complained, but rambled on endlessly about something else. And they constantly ridiculed him for butchering the King's English in incoherent and ungrammatical answers.

Eisenhower apparently did not know that he was a reader, not a listener. When he was commander in chief in Europe, his aides made sure that every question from the press was presented in writing at least half an hour before a conference was to begin. And then Eisenhower was in total command. When he became president, he succeeded two listeners. Franklin D. Roosevelt and Harry Truman. Both men knew themselves to be listeners and both enjoyed free-for-all press conferences. Eisenhower may have felt that he had to do what his two predecessors had done. As a result, he never even heard the questions journalists asked. And Eisenhower is not even an extreme case of a nonlistener.

A few years later, Lyndon Johnson destroyed his presidency, in large measure, by not knowing that he was a listener. His predecessor, John Kennedy, was a reader who had assembled a brilliant group of writers as his assistants, making sure that they wrote to him before discussing their memos in person. Johnson kept these people on his staff–and they kept on writing. He never, apparently, understood one word of what they wrote. Yet as a senator, Johnson had been superb; for parliamentarians have to be, above all, listeners.

Few listeners can be made, or can make themselves, into competent readers–and vice versa. The listener who tries to be a reader will, therefore, suffer the fate of Lyndon Johnson, whereas the reader who tries to be a listener will suffer the fate of Dwight Eisenhower. They will not perform or achieve.

How do I learn? The second thing to know about how one performs is to know how one learns. Many first-class writers–Winston Churchill is but one example–do poorly in school. They tend to remember their schooling as pure torture. Yet few of their classmates remember it the same way. They may not have enjoyed the school very much, but the worst they suffered was boredom. The explanation is that writers do not, as a rule, learn by listening and reading. They learn by writing. Because schools do not allow them to learn this way, they get poor grades.

Schools everywhere are organized on the assumption that there is only one right way to learn and that it is the same way for everybody. But to be forced to learn the way a school teaches is sheer hell for students who learn differently. Indeed, there are probably half a dozen different ways to learn.

There are people, like Churchill, who learn by writing. Some people learn by taking copious notes. Beethoven, for example, left behind an enormous number of sketchbooks, yet he said he never actually looked at them when he composed. Asked why he kept them, he is reported to have replied, "If I don't write it down immediately, I forget it right away. If I put it into a sketchbook, I never forget it and I never have to look it up again." Some people learn by doing. Others learn by hearing themselves talk.

A chief executive I know who converted a small and mediocre family business into the leading company in its industry was one of those people who learn by talking. He was in the habit of calling his entire senior staff into his office once a week and then talking at them for two or three hours. He would raise policy issues and argue three different positions on each one. He rarely asked his associates for comments or questions; he simply needed an audience to hear himself talk. That's how he learned. And although he is a fairly extreme case, learning through talking is by no means an unusual method. Successful trial lawyers learn the same way, as do many medical diagnosticians (and so do I).

Of all the important pieces of self-knowledge, understanding how you learn is the easiest to acquire. When I ask people, "How do you learn?" most of them know the answer. But when I ask, "Do you act on this knowledge?" few answer yes. And yet, acting on this knowledge is the key to performance; or rather, not acting on this knowledge condemns one to nonperformance.

How do I perform? and How do I learn? are the first questions to ask. But they are by no means the only ones. To manage yourself effectively, you also have to ask. Do I work well with people or am I a loner? And if you do work well with people, you then must ask. In what relationship?

Some people work best as subordinates. General George Patton, the great American military hero of World War II, is a prime example. Patton was America's top troop commander. Yet when he was proposed for an independent command. General George Marshall, the U.S. chief of staff–and probably the most successful picker of men in U.S. history–said, "Patton is the best subordinate the American army has ever produced, but he would be the worst commander."

Some people work best as team members. Others work best alone. Some are exceptionally talented as coaches and mentors; others are simply incompetent as mentors.

Another crucial question is. Do I produce results as a decision maker or as an adviser? A great many people perform best as advisers but cannot take the burden and pressure of making the decision. A good many other people, by contrast, need an adviser to force themselves to think; then they can make decisions and act on them with speed, self-confidence, and courage.

This is a reason, by the way, that the number two person in an organization often fails when promoted to the number one position. The top spot requires a decision maker. Strong decision makers often put somebody they trust into the number two spot as their adviser–and in that position the person is outstanding. But in the number one spot, the same person fails. He or she knows what the decision should be but cannot accept the responsibility of actually making it.

Other important questions to ask include, Do I perform well under stress or do I need a highly structured and predictable environment? Do I work best in a big organization or a small one? Few people work well in all kinds of environments. Again and again, I have seen people who were very successful in large organizations flounder miserably when they moved into smaller ones. And the reverse is equally true.

The conclusion bears repeating: do not try to change yourself–you are unlikely to succeed. But work hard to improve the way you perform. And try not to take on work you cannot perform or will only perform poorly.

What Are My Values?

To he able to manage yourself, you finally have to ask, What are my values? This is not a question of ethics. With respect to ethics, the rules are the same for everybody, and the test is a simple one. I call it the "mirror test."

In the early years of this century, the most highly respected diplomat of all the great powers was the German ambassador in London. He was clearly destined for great things–to become his country's foreign minister, at least, if not its federal chancellor. Yet in 1906 he abruptly resigned rather than preside over a dinner given by the diplomatic corps for Edward VII. The king was a notorious womanizer and made it clear what kind of dinner he wanted. The ambassador is reported to have said, "I refuse to see a pimp in the mirror in the morning when I shave."

That is the mirror test. Ethics requires that you ask yourself. What kind of person do I want to see in the mirror in the morning? What is ethical behavior in one kind of organization or situation is ethical behavior in another. But ethics are only part of a value system–especially of an organization's value system.

To work in an organization whose value system is unacceptable or incompatible with one's own condemns a person both to frustration and to nonperformance.

Consider the experience of a highly successful human resources executive whose company was acquired by a bigger organization. After the acquisition, she was promoted to do the kind of work she did best, which included selecting people for important positions. The executive deeply believed that a company should hire people for such positions from the outside only after exhausting all the inside possibilities. But her new company believed in first looking outside "to bring in fresh blood." There is something to be said for both approaches–in my experience, the proper one is to do some of both. They are, however, fundamentally incompatible not as policies but as values. They bespeak different views of the relationship between organizations and people; different views of the responsibility of an organization to its people and their development; and different views of a person's most important contribution to an enterprise. After several years of frustration, the executive quit–at considerable financial loss. Her values and the values of the organization simply were not compatible.

Similarly, whether a pharmaceutical company tries to obtain results by making constant, small improvements or by achieving occasional, highly expensive, and risky "breakthroughs" is not primarily an economic question. The results of either strategy may be pretty much the same. At bottom, there is a conflict between a value system that sees the company's contribution in terms of helping physicians do better what they already do and a value system that is oriented toward making scientific discoveries.

Whether a business should be run for short-term results or with a focus on the long term is likewise a question of values. Financial analysts believe that businesses can be run for both simultaneously. Successful businesspeople know better. To be sure, every company has to produce short-term results. But in any conflict between short-term results and long-term growth, each company will determine its own priority. This is not primarily a disagreement about economics. It is fundamentally a value conflict regarding the function of a business and the responsibility of management.

Value conflicts are not limited to business organizations. One of the fastest-growing pastoral churches in the United States measures success by the number of new parishioners. Its leadership believes that what matters is how many newcomers join the congregation. The Good Lord will then minister to their spiritual needs or at least to the needs of a sufficient percentage. Another pastoral, evangelical church believes that what matters is people's spiritual growth. The church eases out newcomers who join but do not enter into its spiritual life.

Again, this is not a matter of numbers. At first glance, it appears that the second church grows more slowly. But it retains a far larger proportion of newcomers than the first one does. Its growth, in other words, is more solid. This is also not a theological problem, or only secondarily so. It is a problem about values. In a public debate, one pastor argued, "Unless you first come to church, you will never find the gate to the Kingdom of Heaven."

"No," answered the other. "Until you first look for the gate to the Kingdom of Heaven, you don't belong in church."

Organizations, like people, have values. To be effective in an organization, a person's values must be compatible with the organization's values. They do not need to be the same, but they must be close enough to coexist. Otherwise, the person will not only be frustrated but also will not produce results.

A person's strengths and the way that person performs rarely conflict; the two are complementary. But there is sometimes a conflict between a person's values and his or her strengths. What one does well–even very well and successfully–may not fit with one's value system. In that case, the work may not appear to be worth devoting one's life to (or even a substantial portion thereof).

If I may, allow me to interject a personal note. Many years ago, I too had to decide between my values and what I was doing successfully. I was doing very well as a young investment banker in London in the mid-1930s, and the work clearly fit my strengths. Yet I did not see myself making a contribution as an asset manager. People, I realized, were what I valued, and I saw no point in being the richest man in the cemetery. I had no money and no other job prospects. Despite the continuing Depression, I quit–and it was the right thing to do. Values, in other words, are and should be the ultimate test.

Where Do I Belong?

A small number of people know very early where they belong. Mathematicians, musicians, and cooks, for instance, are usually mathematicians, musicians, and cooks by the time they are four or five years old. Physicians usually decide on their careers in their teens, if not earlier. But most people, especially highly gifted people, do not really know where they belong until they are well past their mid-twenties. By that time, however, they should know the answers to the three questions: What are my strengths? How do I perform? and, What are my values? And then they can and should decide where they belong.

Or rather, they should be able to decide where they do not belong. The person who has learned that he or she does not perform well in a big organization should have learned to say no to a position in one. The person who has learned that he or she is not a decision maker should have learned to say no to a decision-making assignment. A General Patton (who probably never learned this himself) should have learned to say no to an independent command.

Equally important, knowing the answer to these questions enables a person to say to an opportunity, an offer, or an assignment, "Yes, I will do that. But this is the way I should be doing it. This is the way it should be structured. This is the way the relationships should be. These are the kind of results you should expect from me, and in this time frame, because this is who I am."

Successful careers are not planned. They develop when people are prepared for opportunities because they know their strengths, their method of work, and their values. Knowing where one belongs can transform an ordinary person–hard-working and competent but otherwise mediocre–into an outstanding performer.

What Should I Contribute?

Throughout history, the great majority of people never had to ask the question. What should I contribute? They were told what to contribute, and their tasks were dictated either by the work itself–as it was for the peasant or artisan–or by a master or a mistress, as it was for domestic servants. And until very recently, it was taken for granted that most people were subordinates who did as they were told. Even in the 1950s and 1960s, the new knowledge workers (the so-called organization men) looked to their company's personnel department to plan their careers.

Then in the late 1960s, no one wanted to be told what to do any longer. Young men and women began to ask, "What do I want to do?" And what they heard was that the way to contribute was to "do your own thing." But this solution was as wrong as the organization men's had been. Very few of the people who believed that doing one's own thing would lead to contribution, self-fulfillment, and success achieved any of the three.

But still, there is no return to the old answer of doing what you are told or assigned to do. Knowledge workers in particular have to learn to ask a question that has not been asked before: What should my contribution be? To answer it, they must address three distinct elements: What does the situation require? Given my strengths, my way of performing, and my values, how can I make the greatest contribution to what needs to be done? And finally, What results have to be achieved to make a difference?

Consider the experience of a newly appointed hospital administrator. The hospital was big and prestigious, but it had been coasting on its reputation for 30 years. The new administrator decided that his contribution should be to establish a standard of excellence in one important area within two years. He chose to focus on the emergency room, which was big, visible, and sloppy. He decided that every patient who came into the ER had to be seen by a qualified nurse within 60 seconds. Within 12 months, the hospital's emergency room had become a model for all hospitals in the United States, and within another two years, the whole hospital had been transformed.

As this example suggests, it is rarely possible–or even particularly fruitful–to look too far ahead. A plan can usually cover no more than 18 months and still be reasonably clear and specific. So the question in most cases should be. Where and how can I achieve results that will make a difference within the next year and a half? The answer must balance several things. First, the results should be hard to achieve–they should require "stretching," to use the current buzzword. But also, they should be within reach. To aim at results that cannot be achieved–or that can be only under the most unlikely circumstances–is not being ambitious; it is being foolish. Second, the results should be meaningful. They should make a difference. Finally, results should be visible and, if at all possible, measurable. From this will come a course of action: what to do, where and how to start, and what goals and deadlines to set.

Responsibility for Relationships

Very few people work by themselves and achieve results by themselves–a few great artists, a few great scientists, a few great athletes. Most people work with others and are effective with other people. That is true whether they are members of an organization or independently employed. Managing yourself requires taking responsibility for relationships. This has two parts.

The first is to accept the fact that other people are as much individuals as you yourself are. They perversely insist on behaving like human beings. This means that they too have their strengths; they too have their ways of getting things done; they too have their values. To be effective, therefore, you have to know the strengths, the performance modes, and the values of your coworkers.

That sounds obvious, but few people pay attention to it. Typical is the person who was trained to write reports in his or her first assignment because that boss was a reader. Even if the next boss is a listener, the person goes on writing reports that, invariably, produce no results. Invariably the boss will think the employee is stupid, incompetent, and lazy, and he or she will fail. But that could have been avoided if the employee had only looked at the new boss and analyzed how this boss performs.

Bosses are neither a title on the organization chart nor a "function." They are individuals and are entitled to do their work in the way they do it best. It is incumbent on the people who work with them to observe them, to find out how they work, and to adapt themselves to what makes their bosses most effective. This, in fact, is the secret of "managing" the boss.

The same holds true for all your coworkers. Each works his or her way, not your way. And each is entitled to work in his or her way. What matters is whether they perform and what their values are. As for how they perform–each is likely to do it differently. The first secret of effectiveness is to understand the people you work with and depend on so that you can make use of their strengths, their ways of working, and their values. Working relationships are as much based on the people as they are on the work.

The second part of relationship responsibility is taking responsibility for communication. Whenever I, or any other consultant, start to work with an organization, the first thing I hear about are all the personality conflicts. Most of these arise from the fact that people do not know what other people are doing and how they do their work, or what contribution the other people are concentrating on and what results they expect. And the reason they do not know is that they have not asked and therefore have not been told.

This failure to ask reflects human stupidity less than it reflects human history. Until recently, it was unnecessary to tell any of these things to anybody. In the medieval city, everyone in a district plied the same trade. In the countryside, everyone in a valley planted the same crop as soon as the frost was out of the ground. Even those few people who did things that were not "common" worked alone, so they did not have to tell anyone what they were doing.

Today the great majority of people work with others who have different tasks and responsibilities. The marketing vice president may have come out of sales and know everything about sales, but she knows nothing about the things she has never done–pricing, advertising, packaging, and the like. So the people who do these things must make sure that the marketing vice president understands what they are trying to do, why they are trying to do it, how they are going to do it, and what results to expect.

If the marketing vice president does not understand what these high-grade knowledge specialists are doing, it is primarily their fault, not hers. They have not educated her. Conversely, it is the marketing vice president's responsibility to make sure that all of her coworkers understand how she looks at marketing: what her goals are, how she works, and what she expects of herself and of each one of them.

Even people who understand the importance of taking responsibility for relationships often do not communicate sufficiently with their associates. They are afraid of being thought presumptuous or inquisitive or stupid. They are wrong. Whenever someone goes to his or her associates and says, "This is what I am good at. This is how I work. These are my values. This is the contribution I plan to concentrate on and the results I should be expected to deliver," the response is always, "This is most helpful. But why didn't you tell me earlier?"

And one gets the same reaction–without exception, in my experience–if one continues by asking, "And what do I need to know about your strengths, how you perform, your values, and your proposed contribution?" In fact, knowledge workers should request this of everyone with whom they work, whether as subordinate, superior, colleague, or team member. And again, whenever this is done, the reaction is always, "Thanks for asking me. But why didn't you ask me earlier?"

Organizations are no longer built on force but on trust. The existence of trust between people does not necessarily mean that they like one another. It means that they understand one another. Taking responsibility for relationships is therefore an absolute necessity. It is a duty. Whether one is a member of the organization, a consultant to it, a supplier, or a distributor, one owes that responsibility to all one's coworkers: those whose work one depends on as well as those who depend on one's own work.

The Second Half of Your Life

When work for most people meant manual labor, there was no need to worry about the second half of your life. You simply kept on doing what you had always done. And if you were lucky enough to survive 40 years of hard work in the mill or on the railroad, you were quite happy to spend the rest of your life doing nothing. Today, however, most work is knowledge work, and knowledge workers are not "finished" after 40 years on the job, they are merely bored.

We hear a great deal of talk about the midlife crisis of the executive. It is mostly boredom. At 45, most executives have reached the peak of their business careers, and they know it. After 20 years of doing very much the same kind of work, they are very good at their jobs. But they are not learning or contributing or deriving challenge and satisfaction from the job. And yet they are still likely to face another 20 if not 25 years of work. That is why managing oneself increasingly leads one to begin a second career.

There are three ways to develop a second career. The first is actually to start one. Often this takes nothing more than moving from one kind of organization to another: the divisional controller in a large corporation, for instance, becomes the controller of a medium-sized hospital. But there are also growing numbers of people who move into different lines of work altogether: the business executive or government official who enters the ministry at 45, for instance; or the midlevel manager who leaves corporate life after 20 years to attend law school and become a small-town attorney.

We will see many more second careers undertaken by people who have achieved modest success in their first jobs. Such people have substantial skills, and they know how to work. They need a community–the house is empty with the children gone–and they need income as well. But above all, they need challenge.

The second way to prepare for the second half of your life is to develop a parallel career. Many people who are very successful in their first careers stay in the work they have been doing, either on a full-time or a part-time or consulting basis. But in addition, they create a parallel job, usually in a nonprofit organization, that takes another ten hours of work a week. They might take over the administration of their church, for instance, or the presidency of the local Girl Scouts Council. They might run the battered women's shelter, work as a children's librarian for the local public library, sit on the school board, and so on.

Finally, there are the social entrepreneurs. These are usually people who have been very successful in their first careers. They love their work, but it no longer challenges them. In many cases they keep on doing what they have been doing all along but spend less and less of their time on it. They also start another activity, usually a nonprofit. My friend Bob Buford, for example, built a very successful television company that he still runs. But he has also founded and built a successful nonprofit organization that works with Protestant churches, and he is building another to teach social entrepreneurs how to manage their own nonprofit ventures while still running their original businesses.

People who manage the second half of their lives may always be a minority. The majority may "retire on the job" and count the years until their actual retirement. But it is this minority, the men and women who see a long working-life expectancy as an opportunity both for themselves and for society, who will become leaders and models.

There is one prerequisite for managing the second half of your life: you must begin long before you enter it. When it first became clear 30 years ago that working-life expectancies were lengthening very fast, many observers (including myself) believed that retired people would increasingly become volunteers for nonprofit institutions. That has not happened. If one does not begin to volunteer before one is 40 or so, one will not volunteer once past 60.

Similarly, all the social entrepreneurs I know began to work in their chosen second enterprise long before they reached their peak in their original business. Consider the example of a successful lawyer, the legal counsel to a large corporation, who has started a venture to establish model schools in his state. He began to do volunteer legal work for the schools when he was around 35. He was elected to the school board at age 40. At age 50, when he had amassed a fortune, he started his own enterprise to build and to run model schools. He is, however, still working nearly full-time as the lead counsel in the company he helped found as a young lawyer.

There is another reason to develop a second major interest, and to develop it early. No one can expect to live very long without experiencing a serious setback in his or her life or work. There is the competent engineer who is passed over for promotion at age 45. There is the competent college professor who realizes at age 42 that she will never get a professorship at a big university, even though she may be fully qualified for it. There are tragedies in one's family life: the breakup of one's marriage or the loss of a child. At such times, a second major interest–not just a hobby–may make all the difference. The engineer, for example, now knows that he has not been very successful in his job. But in his outside activity–as church treasurer, for example–he is a success. One's family may break up, but in that outside activity there is still a community.

In a society in which success has become so terribly important, having options will become increasingly vital. Historically, there was no such thing as "success." The overwhelming majority of people did not expect anything but to stay in their "proper station," as an old English prayer has it. The only mobility was downward mobility.

In a knowledge society, however, we expect everyone to be a success. This is clearly an impossibility. For a great many people, there is at best an absence of failure. Wherever there is success, there has to he failure. And then it is vitally important for the individual, and equally for the individual's family, to have an area in which he or she can contribute, make a difference, and be somebody. That means finding a second area–whether in a second career, a parallel career, or a social venture–that offers an opportunity for being a leader, for being respected, for being a success.

The challenges of managing oneself may seem obvious, if not elementary. And the answers may seem self-evident to the point of appearing naive. But managing oneself requires new and unprecedented things from the individual, and especially from the knowledge worker. In effect, managing oneself demands that each knowledge worker think and behave like a chief executive officer. Further, the shift from manual workers who do as they are told to knowledge workers who have to manage themselves profoundly challenges social structure. Every existing society, even the most individualistic one, takes two things for granted, if only subconsciously: that organizations outlive workers, and that most people stay put.

But today the opposite is true. Knowledge workers outlive organizations, and they are mobile. The need to manage oneself is therefore creating a revolution in human affairs.