1. How to use
1.1. How to put in some new systems so that they learn new ways of interacting and change their behavior - us small interactions to build a cohesive culture
1.2. How to create engagement around a clear simple set of priorities in order to orient behavior and provide a path toward a goal.
1.3. How to create a high-purpose environment, flood the zone with signals that link the present effort to a meaningful future, and use a story to orient motivation- This is why we work. Here’s where you should put your energy.
2. New Ideas
2.1. How to create a Culture Framework or a set of living relationships working toward a shared goal
2.1.1. Skill 1: Build safety
2.1.1.1. how to create signals of connection in order to generate bonds of belonging and identity.
2.1.1.1.1. Approaches to connect
2.1.2. Skill 2: Share Vulnerability
2.1.2.1. How to enable creating habits of mutual risk in order to drive trusting cooperation
2.1.2.1.1. Profile or Skills Set
2.1.3. Skill 3: Establish Purpose
2.1.3.1. How to create narratives that create shared goals and values
2.1.3.1.1. What’s all we do for?
2.1.3.1.2. What are working toward?
2.2. “The best teams tended to be the ones I wasn’t that involved with, especially when it came to training. They would disappear and not rely on me at all. They were better at figuring out what they needed to do themselves than I could ever be
3. Research
3.1. Research
3.1.1. Profiling small behaviors that create conditions whose key feature is We are solidly connected. We are safe.
3.1.1.1. Where does safety come from?
3.1.1.1.1. Good chemistry - a combination of excitement and deep comfort
3.1.1.2. How do you go about building it?
3.1.1.2.1. Belonging cues are behaviors that create safe connection in groups
3.1.1.3. How do we create a sense of family?
3.1.1.3.1. Spending time is physically addictive
3.1.1.3.2. Team Performance depends on behavior that communicates one powerful idea: We are safe and connected
3.1.1.4. How do we create small moments of social connection?
3.1.1.4.1. Close physical proximity
3.1.1.4.2. Profuse amounts of eye contact
3.1.1.4.3. Physical touch - handshakes, fist bumps, hugs
3.1.1.4.4. Lots of short energetic exchanges
3.1.1.4.5. High levels of mixing - everyone talks to everyone
3.1.1.4.6. Few interruptions
3.1.1.4.7. Lots of questions
3.1.1.4.8. Intensive Active Listening
3.1.1.4.9. Humour, laughter
3.1.1.4.10. Small attentive courtesies - thank yous
3.1.2. Ways of sharing vulnerability- behavior
3.1.2.1. Recruitment
3.1.2.1.1. Asking questions that generate confession discomfort and authenticity
3.1.2.1.2. Do they pick up an reveal their own weaknesses, or do they cover up and pretend they don’t have any?
3.1.2.2. First Day
3.1.2.2.1. “Okay, The one thing we know about today is that it’s not going to go perfectly. I mean, it could, but odds are really, really, really high that it won’t.” “So here’s how we’ll know if you had a good day. If you ask for help ten times, then we’ll know it was good. If you try to do it all alone …”
3.1.2.2.2. Flash Mentoring
3.1.2.3. On a team level
3.1.2.3.1. Vulnerability Loop
3.1.2.3.2. Give-Some Game
3.1.2.3.3. Balloon Hunting
3.1.2.3.4. Reflection
3.1.2.4. July Training
3.1.2.4.1. Trainees put into groups
3.1.2.4.2. Trainees have to be self- sufficient, able to navigate around and through obstacles relying on each other
3.1.2.4.3. Provide high-repetition, high feedback training
3.1.2.4.4. Create a narrative that drives the relationship between the teachers and the students
3.1.3. Successful cultures relentlessly seek ways to tell and retell their story.
3.1.3.1. They build high-purpose environments
3.1.3.1.1. High-purpose environments are filled with small, vivid signals designed to create a link between the present moment and the future ideal. They provide the two simple locators that every navigation process requires: Here is where we are and Here is where we want to go.
4. Development
4.1. Development
4.1.1. How to design for Belonging
4.1.1.1. When an idea becomes part of a language, it become part of the default way of thinking
4.1.1.2. Overdo Thank-Yous
4.1.1.2.1. Email with Tank you for great results
4.1.1.3. Over communicate your Listening to be in synching with someone
4.1.1.4. Invite input
4.1.1.5. Embrace the messenger
4.1.1.6. Preview future connection
4.1.1.6.1. Ex. “Three years ago he was sitting right in that seat where you are.”
4.1.1.7. Eliminate bad apples
4.1.1.8. Create Safe, collision-rich Spaces
4.1.1.9. Create sharing opportunities in team meetings and sharing boards
4.1.1.9.1. What do you like most about Britanica?
4.1.1.9.2. What do you like least?
4.1.1.9.3. What would you change if you were the CEO?
4.1.1.10. Capitalize on Threshold Moments
4.1.1.10.1. Plan the first day with newbies !!!
4.1.2. How we could translate connection into trusting cooperation
4.1.2.1. BrainTrust Meetings - assessing and improving projects during the year
4.1.2.1.1. Key rule
4.1.2.1.2. Red teaming
4.1.2.2. After Project Review
4.1.2.2.1. Name and analyze problems
4.1.2.2.2. Face uncomfortable questions head-on
4.1.2.2.3. Led by different leader each time
4.1.2.3. Before Project Review
4.1.2.3.1. What are our intended results?
4.1.2.3.2. What challenges can we anticipate?
4.1.2.3.3. What have we or others learned from similar situations?
4.1.2.3.4. What will make us successful this time?
4.1.2.4. The Leader is vulnerable first and often
4.1.2.4.1. Laszlo Bock, former head of People Analytics at Google, recommends that leaders ask their people three questions: What is one thing that I currently do that you’d like me to continue to do? What is one thing that I don’t currently do frequently enough that you think I should do more often? What can I do to make you more effective?
4.1.2.5. Over communicate expectations
4.1.2.5.1. Clear signals that establish expectations
4.1.2.5.2. Modeled cooperation
4.1.2.5.3. Align language and roles to maximize behavior
4.1.2.6. Deliver the negative stuff in person
4.1.2.7. Listen like a trampoline
4.1.2.7.1. Make the other person feel safe and supported
4.1.2.7.2. Take a helping cooperative stance
4.1.2.7.3. Ask questions that gently and constructively challenge old assumptions
4.1.2.7.4. Make suggestions to open up alternative paths
4.1.2.7.5. So I try to find ways to slowly surface things, to bring out what ought to be shared so that people can build from it. You have to find a lot of ways to ask the same question, and approach the same question from a lot of different angles. Then you have to build questions from that response, to explore more
4.1.3. How we lead for Proficiency
4.1.3.1. How to transform the school into home where everyone is cared for
4.1.3.2. Details or comments are remembered
4.1.3.3. How to build a language that teaches behavior
4.1.3.3.1. Naming behavior before modeling it
4.1.3.3.2. Name and rank Britanica Priorities
4.1.3.3.3. Name the specific behaviors and interactions using catchphrases to express core purpose We Serve humanity
4.1.3.3.4. Embedding te catchphrases and stating priorities in training, team trusts and all communications
4.1.3.4. How to achieve a differentiation strategy of ‘enlightened education’ through a synergistic set of human resource management practices involving three key practices
4.1.3.4.1. Selection of employees based on emotional capabilities
4.1.3.4.2. Respectful treatment of employees
4.1.3.4.3. Management through a simple set of rules that stimulate complex and intricate behaviors benefiting the kids and the teams.
4.1.3.5. Focus on bar-setting Behaviors
4.1.3.5.1. One challenge of building purpose is to translate abstract ideas (value, mission) into concrete terms. Spotlight a single task and use it to define their identity and set the bar for their expectations
4.1.3.6. Building purpose to perform skills is like building a vivid map. You want to spotlight the goal and provide crystal clear directions to the checkpoints along the way.
4.1.3.6.1. Fill the organization ‘s windshield with clear accessible models of excellence
4.1.3.6.2. Provide high-repetition, high feedback training
4.1.3.6.3. Build vivid memorable rules of thumb If X, then Y
4.1.3.6.4. Spotlight and honor the fundamentals of the skill