1. F OLLOW : @ LDAVIDMARQUET C ONNECT : L INKED I N L IKE : F ACEBOOK P AGE 1 WHY?  A CHIEVING EXCELLENCE IS DIFFERENT THAN “ PRETTY DARN GOOD.” E XCELLENCE CANNOT BE ORDERED. E XCELLENCE HAPPENS WHEN EVERYONE IS THINKING. H OW ? G IVE CONTROL, DON ’ T TAKE CONTROL. (T HIS IS SCARY !) T HINKING AND EXCELLENCE HAPPEN WHEN THE CONDITIONS ARE RIGHT. T HE DEGREE TO WHICH YOU “ TAKE CONTROL ” WILL LIMIT OTHERS ’ MOTIVATION FOR THINKING. W E ’ RE TAUGHT THAT LEADERS “ TAKE CONTROL ” AND “ MAKE THINGS HAPPEN.” THIS IS ACHIEVEMENT, NOT LEADERSHIP. T HEREFORE, GIVING CONTROL WILL FEEL UNNATURAL. A ND YET…G IVING C ONTROL RELEASES PASSION, ENERGY, INITIATIVE AND INTELLECT, CREATES LEADERS AT ALL LEVELS OF THE ORGANIZATION AND SET THE CONDITIONS FOR O PERATIONAL E XCELLENCE. F OCUS IS ON A CHIEVING E XCELLENCE ( NOT AVOIDING ERRORS ) A CHIEVING EXCELLENCE IS ACHIEVABLE, POSITIVE. C REATES A BIAS TOWARD ACTION. A VOIDANCE OF ERRORS IS NOT ACHIEVABLE, NEGATIVE. C REATES A BIAS TOWARD INACTION. L EADER -L EADER AS TOLD IN T URN THE S HIP A ROUND ! W HAT IS L EADER -L EADER ? L EADER -L EADER IS A COMPREHENSIVE SCHOOL OF LEADERSHIP. L EADER -L EADER DIFFERS FROM TRADITIONAL MODELS OF LEADERSHIP BECAUSE IT TREATS EVERYONE AS LEADERS. L EADER -L EADER VIEWS THE ROLE OF THE LEADER AS ONE OF DEVELOPING ADDITIONAL LEADERS. I T INCLUDES STRUCTURES FOR HOW PEOPLE TREAT EACH OTHER, AND MECHANISMS FOR IMPLEMENTING THE NEW APPROACH. T HE EMPHASIS IS ON ACTION. I T INCLUDES FRAMEWORKS AND TOOLS. T HE RESULT OF IMPLEMENTING LEADER - LEADER IN ORGANIZATIONS IS INCREASED MORALE AND PRODUCTIVITY. T HE LEADER - LEADER APPROACH IS SPELLED OUT IN T URN THE S HIP A ROUND. L EADERSHIP. N. E MBEDDING THE CAPACITY FOR ACHIEVEMENT IN OTHERS. ( ALT ) N. C REATING THE ENVIRONMENT FOR OTHERS TO ACHIEVE GREATNESS. L EADERSHIP MEANS DECOUPLING THE GREATNESS OF YOUR ORGANIZATION FROM YOUR PERSONALITY AND EMBEDDING IT IN THE PRACTICES AND PEOPLE SO THAT THEY CAN BE GREAT WHEN YOU ’ RE NOT THERE. L EADER -L EADER AS TOLD IN T URN THE S HIP A ROUND ! F OLLOW : @ LDAVIDMARQUET C ONNECT : L INKED I N L IKE : F ACEBOOK P AGE 4 W HAT DO I DO ? B E CURIOUS, B E C ONVERSATIONAL, B E Q UIET P USH AUTHORITY TO INFORMATION M OVE EVERYONE UP THE LADDER OF CONTROL E MAIL : DAVID @ TURNTHESHIPAROUND. COM TO SET UP 30 MIN CONSULTATION Y OUR BIGGEST CHALLENGE : Y OU David Marquet is the author of the award-winning book Turn the Ship Around! In 2012 Fortune Magazine called it the "best how-to manual anywhere for managers on delegating, training, and driving flawless execution." He teaches graduate level leadership at Columbia University. A U.S. Naval Academy graduate, David Marquet served in the U.S. submarine force. He commanded the nuclear- powered fast-attack submarine USS Santa Fe. Captain Marquet completely turned around Santa Fe, where the crew went from being "worst to first." Santa Fe continued to win awards after his departure and promoted a disproportionate number of officers and enlisted men to positions of increased responsibility, including 10 subsequent submarine captains. After riding USS Santa Fe, Stephen R. Covey said it was the most empowering organization he'd ever seen and wrote about Captain Marquet's leadership practices in his book, The 8th Habit. H UMAN B IAS … I S TO OVERWEIGHT THE INFLUENCE OF INDIVIDUAL ON BEHAVIOR …. A ND UNDERWEIGHT THE INFLUENCE OF ENVIRONMENT ON BEHAVIOR. A CTIVITIES FOR W HY W HAT IS THE PURPOSE OF OUR COMPANY ? A RE WE HERE TO ACHIEVE EXCELLENCE ? C AN WE E NVISION THE FUTURE STATE ? W HAT GOOD COULD HAPPEN IF YOU DIDN ’ T HAVE TECHNICAL EXPERTISE ? W HEN CHANGING CULTURE, REMEMBER : THE ACT PRECEDES THE WORD, THE HABIT PRECEDES THE CULTURE. A CT YOUR WAY TO THE NEW CULTURE. F IND MECHANISMS THAT CAUSE THE NEW BEHAVIORS TO HAPPEN. T HE BEST MECHANISMS WILL PASS THE “ MEN - IN - BLACK ” MEMORY WIPE TEST

2. L EADER -L EADER AS TOLD IN T URN THE S HIP A ROUND ! L EADER -L EADER AS TOLD IN T URN THE S HIP A ROUND ! R ESULTS L EADERS : THOUGHTFUL, PROACTIVE, ENGAGED, THINKING, INVOLVED, RESPONSIBLE. F OLLOWERS : DETACHED, DISENGAGED, UNINVOLVED, IRRESPONSIBLE. F RAMEWORK. T HE L ADDER OF C ONTROL R EQUIREMENTS HARD/EASY: REQUIRES MUCH COMPETENCE, TRUST, COURAGE, CLARITY, PLANNING, AUTONOMY. EASY/HARD: REQUIRES LITTLE COMPETENCE, TRUST, COURAGE, CLARITY, PLANNING, AUTONOMY. A CTIVITY : M OVE A UTHORITY TO INFORMATION. T HINK OF A SPECIFIC DECISION YOU MADE IN THE LAST COUPLE WEEKS. W RITE IT DOWN. T HINK OF A SPECIFIC SUBORDINATE. I MAGINE THAT SUBORDINATE HAD THE AUTHORITY TO MAKE THE DECISION YOU THOUGHT OF. W HAT WOULD KEEP YOU UP AT NIGHT ? A LT : W RITE DOWN ALL THE REASONS THAT PERSON COULDN ’ T HAVE MADE THAT DECISION. A LT : WRITE DOWN WHAT GOOD COULD HAPPEN IF THAT PERSON HAD THE ABILITY ( OR AUTHORITY ) TO MAKE THAT DECISION. S HARE RESULTS. D ISCUSS WITH OTHERS. G ROUP INTO CATEGORIES. S TART REMOVING BARRIERS. D ELEGATE THE DECISION ! F RAMEWORK. M OVE A UTHORITY TO I NFORMATION MOVE INFORMATION TO AUTHORITY : O LD, SLOW, UNRESPONSIVE, CONTROLLING, NOT FUN. MOVE AUTHORITY TO INFORMATION : N EW, RESILIENT, RESPONSIVE, EMPOWERING, F UN, PATH TO EXCELLENCE. W RONG R IGHT F OLLOW : @ LDAVIDMARQUET C ONNECT : L INKED I N L IKE : F ACEBOOK P AGE 3 F OLLOW : @ LDAVIDMARQUET C ONNECT : L INKED I N L IKE : F ACEBOOK P AGE 2 “I’ve been doing…” “I just did…” “I am about to…” “I intend to…” “Request permission to…” “I recommend…” “I think…” “Tell me what to do…” A CTIVITY : M OVING UP THE L ADDER OF C ONTROL. ( DAVIDMARQUET. COM / BLOG + SEARCH “L ADDER OF C ONTROL ” A WARENESS AND ASSESSMENT. L ISTEN TO LANGUAGE AND MARK WHERE INTERACTIONS OCCUR. A CTION. D ETERMINE NEW LANGUAGE FOR YOU FOR ONE EXAMPLE. C OMMIT TO PRACTICING. A SSESS IMPACT ON CHANGING THE BEHAVIOR OF THOSE AROUND YOU. D ISCUSS. R EPEAT FOR 10 WEEKS.