 ‘You don’t hire for skills, you hire for attitude. You can always teach skills.' (Simon Sinek)
Richard looked for spirit, talent and potential. Perhaps surprisingly, this wasn’t first and foremost about knowledge, skills and experience. It was about attitude, character and engagement. Get the right people on board, the right team in place, and almost anything becomes possible. This made interviews intriguing. One person would try hard to impress based on what they had done and achieved. Another would convey humility and courage: ‘I’ll do whatever it takes to succeed.’ If the spirit was genuine, the sentiment was real, the latter person could leave with a good job offer. It made performance conversations interesting too. Rather than ‘I’ve done this, or that’, it focused on spirit and contribution. ‘This is what I’ve made possible, including for others. This is what I’ve learned, including from others. This is how I aim to develop, and to enable others. These are the steps I’ll take, alongside others.’ People took ownership of their own performance, recognised their interdependence with and impact on others and proactively sought authentic feedback: ‘What do I do well? What would most improve my contribution in future? How can I do this better next time?’ This Richard took a chance on me too and invited me into his leadership team at a global Christian non-governmental organisation (NGO). He gave me a gift – Stephen Covey’s ‘The Speed of Trust’ – to signal his trust in me. That small gesture inspired me deeply and challenged me to reflect critically on my own spirit and practice. I created a simple grid with ‘can do/can’t do’ on one axis and ‘willing to do/not willing to do’ on the other, as a tool for honest conversations with myself, God and others. It reminds me to fan the flame of the Spirit within and not to become jaded, fearful or complacent. What part does ‘spirit’ play in your life and work? How to you spot, nurture and help sustain it in others?
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 If at first you don't succeed? 'Try to hide your astonishment.' (Harry Banks); 'Hide all the evidence that you ever tried!' (Billy Collins) There are things we can do, and there are things we are willing to do; and there is a great deal of difference between the two. I could be, for instance, capable of doing a particular job well but have absolutely no commitment to do so. I could, conversely, throw myself wholeheartedly into a job that I’m hopelessly incompetent at. If we like grids, we can draw two axes with can do/can’t do as one polarity, and willing to do/not-willing to do as the other. It makes a great, simple tool to use in e.g. recruitment and selection; performance management and development; talent and career planning. I worked with an organisation that used ‘ready, willing and able’ as a core talent management tool; a variation of a standard performance vs potential matrix. Ready meant ‘can do’ (as above) and able meant ‘wider life and work circumstances-permitting’. It opened up some valuable and creative conversations when leaders and team members met to compare and contrast insights, aspirations and ideas on possible ways forward. The ‘able’ dimension also drew broader cultural, contextual and systemic factors into the frame: influences that lay beyond individual can-do and will-do alone. In my experience, the ‘will-do’ dimension, which incorporates e.g. motivation, determination and perseverance, often proves vital. It taps into beliefs, values and character and sifts out, ‘I would love to do this, in principle’, from, ‘I am willing to do whatever it takes (within legal-ethical boundaries) to succeed.’ It’s also the aspect that many leadership, recruitment, coaching and training conversations pay least attention to; assuming that e.g. goals, experience, qualifications, knowledge and skills are enough. How do you ensure traction? How do you test, nurture and help sustain the critical ‘will’?  ‘It’s about moving on in some way from point A, not necessarily to point B or C, but to some position beyond A.’ (Bill Rosseter) I love Rosseter’s open definition of the fundamental goals of learning, development and education. We could argue this principle lays at the heart of leadership, coaching, training and facilitation too. After all, an axiom of Western thought is the unquestioned value of personal autonomy and agency. Applied more broadly in organisation development (OD), we can attach the same idea to teams, groups and organisations. It points towards an underlying and oft-implicit intention, trajectory and destination: from dependence towards ever-increasing independence: to stand on one’s own two feet. And it’s not just theoretical. If, like me, you were born into a Western culture; perhaps especially into a UK proud-of-its-island-mentality culture, notice the connotations and feelings we associate with the words themselves: dependence vs independence. Dependence can sound and feel (negatively) weak, vulnerable and needy. Independence, by contrast, can sound and feel (positively) strong, resilient and resourceful. We see this language played out increasingly on the global-geopolitical stage too; with independence often being associated (desirably) with power, control and self-determination. So, what could this look like in leadership, coaching, training and facilitation? Reg and Madge Batten, development pioneers against a backdrop of colonialism in Africa, proposed three distinctive forms of intervention that, when used well, can support a useful journey of empowerment. In paraphrase, there are things we can: (a) do for others; (b) enable others to do for themselves; and (c) leave others to do without us. Some critical questions this spectrum begs are: what is most facilitative (that is, enabling) for this person (or team, group, organisation) in this situation, at this time - and who decides? There are further considerations too. The Battens (above) coined an important qualifying phrase, qualitative autonomy, stating: ‘We are interested not only in the fact of independence but also in its quality.’ Independence is not a values-neutral end in itself and, therefore, needs to be balanced with broader ethics and values in order to ensure holistic change. It is possible, for instance, to imagine a form of independence that is self-centric and limiting, undermining or exploitative of others; lacking any sense of altruism, mutuality-synergy or healthy interdependence; and, ultimately, self-defeating. So, how do you work with people, teams or organisations to learn, develop and grow? How far do you take your, and their, cultural backgrounds, beliefs and values into account? How do you help ensure that wider people, relationships and systems are kept in view? |
Nick WrightI'm a psychological coach, trainer and OD consultant. Curious to discover how can I help you? Get in touch! 
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