Geoff Colvin’s “Talent Is Overrated” A REVIEW BY JOACHIM MACEBONG

On top of their game

The question of talent  We look at some of the most successful people in the world, and we know they are different from us. But why are they different?  The idea of talent and leadership being innate has been around for centuries, but is this really true?  The study of high performance is critical in today’s world due to rapidly rising standards in every area.  As researchers have looked for evidence to link high performance to innate abilities (like intelligence and so on), they have found little of it.  So, what does explain high performance?  It is called ‘deliberate practice’, and its principles hold enormous potential to increase the productivity of individuals and organisations

Elements of deliberate practice  It is designed to improve performance  High repetition  Continuous feedback  Demanding mentally (several hours a day, with breaks)  Not a lot of fun

Aim for your learning zone Comfort zone Learning zone Panic zone

Effects of deliberate practice  Superior perception  Superior knowledge  Superior memory

Models of deliberate practice Music model (presentations, speeches, job evaluations, interviews, etc)  Analyse the text and determine the most important idea to be conveyed  Work on each section repeatedly, striving to express yourself more effectively  Feedback after each repetition either from a coach or from watching video.

Models of deliberate practice Chess model  Case method, organized under themes  Used in business schools, and can be focused on specific areas that need improvement  The key question is: ‘What would you do?’  Feedback can be gotten from classroom interactions and the real-life actions of the subjects

Models of deliberate practice Sports model  General conditioning (basics, basics, basics)  Specific skill development through simulations, etc

Further opportunities for deliberate practice  Before the work (setting specific goals, thinking about the process for reaching those goals)  Self observation  Post mortem  Actively deepening your knowledge about your field

Lessons for teams and organisations  Jobs should be tailored in a way that stretches the individual  Encourage leaders to be active in their communities  Understand the role of teachers and of frequent and accurate feedback (coaching and mentoring programs)  Catch them young  Inspiration over authority  (We were made to do big things!)  Developing people for leadership should be a way of a life, a cornerstone of the organisation.  Develop teams, not just individuals  Chemistry and culture are key

Encouraging innovation in organisations  Deepening knowledge of the field helps spur innovation  Innovation comes in an incremental fashion  A management that encourages an atmosphere of innovation

Deliberate practice has benefits in youth and old age  Knowledge is the foundation of great performance, and the earlier the acquisition of this knowledge starts, the better.  A supportive environment at home is a key factor in exceptional performance  Deliberate practice can help stave off the effects of age in one’s chosen field

Where does the drive for excellence come from?  Intrinsic and extrinsic motivation: Which is more effective?  Colvin cites research which says that only intrinsic motivation enables to persist through the demands of high achievement over many years  This brings us to the topic of JOY!  Only a joyful disposition can sustain you through the ups and downs of attaining excellence

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