What Makes a Success
 |
Description
Book Introduction
If you work hard but don't see results, you should question your methods.
If you're tired of just standing still, this is a must-read!
Have you ever had the experience of starting something out, but then finding it increasingly difficult? Some say, "Well begun is half the battle," but no one talks about the steps that follow.
Because there is bound to be a traffic jam in the middle.
Even if you double the amount of hours you work to try to do it well again, the results are unlikely to change.
It's almost hypocritical to do what you always do and expect better results.
Let's say you're assigned the task of giving a presentation to all employees every week.
By memorizing the entire script from beginning to end, diligently preparing the presentation materials, and even thinking of jokes to include here and there, your presentation skills will quickly go from 0 to 5.
Then, when you start to get used to giving presentations, your presentation skills become stagnant.
The reason is that the vessel that holds the content remains the same, only the specific content changes.
If you truly want to improve your skills, you should compare and analyze videos of legendary speakers, take classes from professional coaches, read books on public speaking, and consistently ask your boss or colleagues for feedback on every presentation.
People who are successful in any position are never workaholics who only work hard.
They value learning as much as working.
Learning here refers to a series of processes of reflecting on whether the current method and direction of my work is correct and experimenting with more creative methods.
Performance is not just a matter of results, but also of process.
Likewise, organizations should not cling to existing practices and focus solely on performance.
You must be able to support your employees' growth and development while simultaneously fostering their commitment and sense of ownership.
Good employees recognize good organizations and systems.
Personal growth and organizational development are never mutually exclusive.
Moreover, only organizations that pursue mutual growth with their employees will survive in any crisis.
Through "What Makes Performance", I hope to awaken you and your company to the fact that you can learn while working and achieve results while learning.
If you're tired of just standing still, this is a must-read!
Have you ever had the experience of starting something out, but then finding it increasingly difficult? Some say, "Well begun is half the battle," but no one talks about the steps that follow.
Because there is bound to be a traffic jam in the middle.
Even if you double the amount of hours you work to try to do it well again, the results are unlikely to change.
It's almost hypocritical to do what you always do and expect better results.
Let's say you're assigned the task of giving a presentation to all employees every week.
By memorizing the entire script from beginning to end, diligently preparing the presentation materials, and even thinking of jokes to include here and there, your presentation skills will quickly go from 0 to 5.
Then, when you start to get used to giving presentations, your presentation skills become stagnant.
The reason is that the vessel that holds the content remains the same, only the specific content changes.
If you truly want to improve your skills, you should compare and analyze videos of legendary speakers, take classes from professional coaches, read books on public speaking, and consistently ask your boss or colleagues for feedback on every presentation.
People who are successful in any position are never workaholics who only work hard.
They value learning as much as working.
Learning here refers to a series of processes of reflecting on whether the current method and direction of my work is correct and experimenting with more creative methods.
Performance is not just a matter of results, but also of process.
Likewise, organizations should not cling to existing practices and focus solely on performance.
You must be able to support your employees' growth and development while simultaneously fostering their commitment and sense of ownership.
Good employees recognize good organizations and systems.
Personal growth and organizational development are never mutually exclusive.
Moreover, only organizations that pursue mutual growth with their employees will survive in any crisis.
Through "What Makes Performance", I hope to awaken you and your company to the fact that you can learn while working and achieve results while learning.
- You can preview some of the book's contents.
Preview
index
Recommendation
Part 1 Growing Individuals
Chapter 1: The Paradox of Achievement
Chapter 2: Jump into the Learning Zone
Chapter 3: You can learn while working
Chapter 4: Attitudes Learners Should Have
Chapter 5: The Power of Mistakes
Chapter 6: Learning is not the opposite of performance.
Chapter 7: How True Growth Occurs
Part 2: The Learning Organization
Chapter 8: What Makes Learning Organizations Different?
Chapter 9: Flexible Organizations Survive
Chapter 10: The Magic of Teamwork
Chapter 11 Leadership for Growth
Chapter 12: Great Leaders Are Great Learners
Part 3: The Mindset That Drives Life
Chapter 13: Now is the time for achievements.
Chapter 14: Finally Overcoming the Paradox
Conclusion: Learning Continues
Acknowledgements
References
Part 1 Growing Individuals
Chapter 1: The Paradox of Achievement
Chapter 2: Jump into the Learning Zone
Chapter 3: You can learn while working
Chapter 4: Attitudes Learners Should Have
Chapter 5: The Power of Mistakes
Chapter 6: Learning is not the opposite of performance.
Chapter 7: How True Growth Occurs
Part 2: The Learning Organization
Chapter 8: What Makes Learning Organizations Different?
Chapter 9: Flexible Organizations Survive
Chapter 10: The Magic of Teamwork
Chapter 11 Leadership for Growth
Chapter 12: Great Leaders Are Great Learners
Part 3: The Mindset That Drives Life
Chapter 13: Now is the time for achievements.
Chapter 14: Finally Overcoming the Paradox
Conclusion: Learning Continues
Acknowledgements
References
Detailed image
Into the book
The paradox of performance is a counterintuitive phenomenon.
The more we try to achieve results, the more our results decline.
No matter how hard we work, if we only do things the way we know how and try to minimize mistakes, we will be stuck at our existing level of understanding, skill, and efficiency.
To improve performance, you need to do more than just execute.
That's the paradox.
--- p.20, from “Chapter 1: The Paradox of Achievement”
In the learning realm, you ask questions, experiment, make mistakes, reflect, and adjust on your journey toward excellence.
This is a long-term investment that will yield future dividends in the form of improved technology and superior results.
--- pp.41-42, from “Chapter 2 Jump into the Field of Learning”
People often describe the benefits they gain from learning skills while doing something as "learning by doing."
However, this is often misinterpreted to mean that you can simply do something and expect learning to follow automatically.
As I explained in Chapter 2, improvement only comes from practice when you are a beginner.
I'm getting better at my job, but that effect is no longer there.
From then on, you need to add the learning area to the performance area.
This is why I emphasize that the integration of the two areas is not simply learning through practice, but learning while practicing.
--- pp.72-73, from “Chapter 3: Learning While Working”
Small-scale experiments that reduce unexpected outcomes and failures and allow for rapid adaptation and iteration typically lead to much faster learning.
This will allow you to more quickly develop strategies to scale successfully.
--- p.93, from “Chapter 4 Attitudes Learners Should Have”
Learning and improvement require not only being willing to make mistakes, but also paying attention to and reflecting on those mistakes.
Noticing a mistake should be a cue to enter the learning space, observe the mistake, discuss it, and explore what can be learned from it.
--- pp.119-120, from “Chapter 5: The Power of Mistakes”
“I welcome mistakes.
"Because mistakes teach you how to improve." Doesn't that seem like a powerful mindset? But would you believe it if there were flaws in this mindset? While it's certainly wise to learn from mistakes, you don't have to wait until you've deliberately made them to drive growth.
A reactive growth mindset (one that focuses solely on learning from unexpected mistakes and setbacks) is much more desirable than a fixed mindset, but it's not as powerful as a proactive growth mindset that continually drives change and evolution.
A proactive growth mindset can only be achieved by embracing challenges beyond what you know and adopting learning habits that continuously develop your skills.
--- p.163, from “Chapter 6 Learning is not the opposite of performance”
Many beliefs influence how we behave.
The paradox of performance itself is rooted in the mistaken belief that the best path to success is to do as much as possible.
If we replace it with another belief, that combining learning with practice produces much better results, we will overcome the paradox of performance.
--- p.177, from “Chapter 7: How True Growth Achieves”
When organizations focus on people's development, they can more easily create powerful growth engines that enable employees to excel in both performance and learning.
Learning organizations can be created through a combination of top-down and bottom-up efforts.
Anyone can start from where they are now.
Instead of complaining that people are hesitant, just connect with people who are interested and start from there.
Focus on what you can control (starting with your own behavior) and continue to expand your sphere of influence.
--- p.209, from “Chapter 8: What Makes a Learning Organization Different”
A team must have a common purpose.
If you are a hospitality business, your hotel's goal may be to meet the needs of guests with disabilities.
A team might focus on creating viable routes throughout a building, identifying potential needs for people with disabilities, or redesigning a website to make it more accessible.
While team members may have varying levels of motivation, reminding people of the larger purpose of their work and the impact it has on their lives will strengthen their bond.
--- p.242, from “Chapter 9: Flexible Organizations Survive”
In fact, it is cooperation that has allowed humans to survive as a species and transform ourselves and our environment.
Collaboration drives better learning and better performance.
As more people join forces, they can think in different ways, provide information from different perspectives, combine diverse expertise, and engage in more systems thinking rather than siloed problem solving.
--- p.261, from “Chapter 10: The Magic of Teamwork”
To overcome the paradox of performance and create teams and companies that deliver results while continually reaching new levels of success, we must shift our mindset—our beliefs about people, management, and leadership.
We need a shift away from command and control and toward envisioning the future, fostering a sense of purpose, improving well-being, empowering employees to take initiative, and supporting their development.
To be a successful leader, you must not only create an environment where both learning and performance are maintained, but also cultivate collective intelligence by participating in it yourself.
--- p.293, from “Chapter 11 Leadership for Growth”
An effective leader must be an effective teacher.
In this process, leaders must lead people not as someone who pretends to know everything, but as a leader with a vision for how things should work, always with an open mind to consider other people's perspectives.
--- p.317, from “Chapter 12: Excellent Leaders Are Excellent Learners”
Preparation is the entryway to the performance realm.
This allows you the time and cognitive resources to plan rather than trying to figure everything out on the fly.
--- p.350, from “Chapter 13: Now is the time for achievements”
To reach new heights, you must constantly engage in learning areas and learning while you practice, always refining your approach to getting things done.
Preparation isn't just something you do in a hurry right before execution.
It's about making habits that enable great execution your default.
--- p.352
When you break free from chronic performance syndrome, your life begins to change.
It's not just about improving your skills, life, career, and influence.
Research shows that engaging in learning itself has its own benefits.
We experience a sense of wonder through exploration and discovery.
We also feel less anxious when we know we can overcome challenges, and we feel a sense of personal satisfaction as our skills develop and our contributions increase.
And as we learn to tolerate temporary setbacks and develop deeper relationships, we experience greater happiness and well-being.
It's not just the destination that matters.
The journey is also important.
The more we try to achieve results, the more our results decline.
No matter how hard we work, if we only do things the way we know how and try to minimize mistakes, we will be stuck at our existing level of understanding, skill, and efficiency.
To improve performance, you need to do more than just execute.
That's the paradox.
--- p.20, from “Chapter 1: The Paradox of Achievement”
In the learning realm, you ask questions, experiment, make mistakes, reflect, and adjust on your journey toward excellence.
This is a long-term investment that will yield future dividends in the form of improved technology and superior results.
--- pp.41-42, from “Chapter 2 Jump into the Field of Learning”
People often describe the benefits they gain from learning skills while doing something as "learning by doing."
However, this is often misinterpreted to mean that you can simply do something and expect learning to follow automatically.
As I explained in Chapter 2, improvement only comes from practice when you are a beginner.
I'm getting better at my job, but that effect is no longer there.
From then on, you need to add the learning area to the performance area.
This is why I emphasize that the integration of the two areas is not simply learning through practice, but learning while practicing.
--- pp.72-73, from “Chapter 3: Learning While Working”
Small-scale experiments that reduce unexpected outcomes and failures and allow for rapid adaptation and iteration typically lead to much faster learning.
This will allow you to more quickly develop strategies to scale successfully.
--- p.93, from “Chapter 4 Attitudes Learners Should Have”
Learning and improvement require not only being willing to make mistakes, but also paying attention to and reflecting on those mistakes.
Noticing a mistake should be a cue to enter the learning space, observe the mistake, discuss it, and explore what can be learned from it.
--- pp.119-120, from “Chapter 5: The Power of Mistakes”
“I welcome mistakes.
"Because mistakes teach you how to improve." Doesn't that seem like a powerful mindset? But would you believe it if there were flaws in this mindset? While it's certainly wise to learn from mistakes, you don't have to wait until you've deliberately made them to drive growth.
A reactive growth mindset (one that focuses solely on learning from unexpected mistakes and setbacks) is much more desirable than a fixed mindset, but it's not as powerful as a proactive growth mindset that continually drives change and evolution.
A proactive growth mindset can only be achieved by embracing challenges beyond what you know and adopting learning habits that continuously develop your skills.
--- p.163, from “Chapter 6 Learning is not the opposite of performance”
Many beliefs influence how we behave.
The paradox of performance itself is rooted in the mistaken belief that the best path to success is to do as much as possible.
If we replace it with another belief, that combining learning with practice produces much better results, we will overcome the paradox of performance.
--- p.177, from “Chapter 7: How True Growth Achieves”
When organizations focus on people's development, they can more easily create powerful growth engines that enable employees to excel in both performance and learning.
Learning organizations can be created through a combination of top-down and bottom-up efforts.
Anyone can start from where they are now.
Instead of complaining that people are hesitant, just connect with people who are interested and start from there.
Focus on what you can control (starting with your own behavior) and continue to expand your sphere of influence.
--- p.209, from “Chapter 8: What Makes a Learning Organization Different”
A team must have a common purpose.
If you are a hospitality business, your hotel's goal may be to meet the needs of guests with disabilities.
A team might focus on creating viable routes throughout a building, identifying potential needs for people with disabilities, or redesigning a website to make it more accessible.
While team members may have varying levels of motivation, reminding people of the larger purpose of their work and the impact it has on their lives will strengthen their bond.
--- p.242, from “Chapter 9: Flexible Organizations Survive”
In fact, it is cooperation that has allowed humans to survive as a species and transform ourselves and our environment.
Collaboration drives better learning and better performance.
As more people join forces, they can think in different ways, provide information from different perspectives, combine diverse expertise, and engage in more systems thinking rather than siloed problem solving.
--- p.261, from “Chapter 10: The Magic of Teamwork”
To overcome the paradox of performance and create teams and companies that deliver results while continually reaching new levels of success, we must shift our mindset—our beliefs about people, management, and leadership.
We need a shift away from command and control and toward envisioning the future, fostering a sense of purpose, improving well-being, empowering employees to take initiative, and supporting their development.
To be a successful leader, you must not only create an environment where both learning and performance are maintained, but also cultivate collective intelligence by participating in it yourself.
--- p.293, from “Chapter 11 Leadership for Growth”
An effective leader must be an effective teacher.
In this process, leaders must lead people not as someone who pretends to know everything, but as a leader with a vision for how things should work, always with an open mind to consider other people's perspectives.
--- p.317, from “Chapter 12: Excellent Leaders Are Excellent Learners”
Preparation is the entryway to the performance realm.
This allows you the time and cognitive resources to plan rather than trying to figure everything out on the fly.
--- p.350, from “Chapter 13: Now is the time for achievements”
To reach new heights, you must constantly engage in learning areas and learning while you practice, always refining your approach to getting things done.
Preparation isn't just something you do in a hurry right before execution.
It's about making habits that enable great execution your default.
--- p.352
When you break free from chronic performance syndrome, your life begins to change.
It's not just about improving your skills, life, career, and influence.
Research shows that engaging in learning itself has its own benefits.
We experience a sense of wonder through exploration and discovery.
We also feel less anxious when we know we can overcome challenges, and we feel a sense of personal satisfaction as our skills develop and our contributions increase.
And as we learn to tolerate temporary setbacks and develop deeper relationships, we experience greater happiness and well-being.
It's not just the destination that matters.
The journey is also important.
--- p.373, from “Chapter 14 Finally Overcoming the Paradox”
Publisher's Review
If you work hard but don't see results, you should question your methods.
There is a saying, “Well begun is half done.”
It's hard to get started, but once you get started, you're halfway there.
But no one talks about the next step.
Because there is a traffic jam in the middle.
When you hit a plateau, it's easy to lose interest or blame your own lack of effort.
Even if you start over, there's a high chance that it won't work out well.
What is the reason?
Let's say you're assigned a job that requires you to give a presentation to all employees every week.
You, who are afraid of presenting in front of a large group of people, do your best to prepare for the presentation.
I memorize the script without making a single mistake and create a PowerPoint template paying attention to even the most detailed design elements.
And to change the mood, humor and action are prepared.
After going through the second and third presentations, my presentation skills, which were close to 0, improved to 4 or 5.
But when I started to not be so afraid of giving presentations, I still felt frustrated that my presentation skills were stuck at level 5.
"I memorized the entire script like I used to, meticulously prepared my presentation materials, and didn't forget to tell any jokes. What's the problem?" If your boss gives you even the slightest bit of negative feedback, you might feel aggrieved because you thought you were doing your best.
And then, they lose motivation, saying, “Presentations don’t suit my aptitude,” or “It’s because I still don’t have enough work to do.”
“There is no other way than to work harder,” he said, and he even worked overtime.
“When our efforts lead to stagnation, we assume we have come as far as we can.
Or they conclude that the path to success is to work longer hours and later in the day.
“We begin to associate success with consistent execution, not realizing that reality is much more freeing.” (p. 56) Perhaps as you become more comfortable with presentations, your preparation time will have gradually decreased.
Only the data would have changed, but the flow of the script, the presentation format, and even the jokes used to change the mood would have remained the same.
But there's one thing you're missing.
“The more we try to achieve results, the more we fail.
No matter how hard we try, if we only work the way we know how and try to minimize mistakes, we will be stuck at our existing level of understanding, skill, and efficiency.
“To improve performance, you need to do more than just execution.” (p. 20)
If you truly want to improve your skills, you'll need to compare and analyze videos of legendary speakers, take classes from professional coaches, read books on public speaking, and consistently ask your boss or colleagues for feedback on every presentation.
Whether you're a new employee, a mid-level manager with seven years of experience, or a team leader, the harsh reality is that "it's not about working hard, it's about doing well."
To do that, you must never stop learning and growing.
The solution to saving yourself and your organization from falling behind in performance while obsessing over it is contained in "What Makes Performance".
There is no such thing as 'original'
Everyone works.
There are many people who are not only honest but also smart.
But there are some people who are exceptionally good at it.
There are even people who have achieved remarkable results despite not having a long career and not having majored in the field.
It is easy to think that these people are workaholics who only spend time on work, but in reality, that is not the case.
People who achieve success in any position devote time and effort to reflecting, observing, and learning about their work as much as they do to their work.
If you've ever ordered a takeout drink from Starbucks, you've probably noticed a sticker or text on one side of your cup listing your drink, syrup, espresso shot, and other options.
What's surprising about this phrase, which you'll find in any Starbucks store, is that this warrior code was actually the brainchild of a college student and barista named Traka Sabadogo.
Traka, who was struggling with sleep deprivation due to juggling school and part-time work, often made mistakes when placing orders. To prevent these mistakes, he came up with the idea of writing the order information on the side of the cup instead of verbally ordering in the noisy store environment.
After Traka confirmed that ordering errors were reduced by introducing this method, he shared the results with headquarters.
And after Starbucks headquarters refined her idea over a long period of time, it was finally established as a manual that all stores had to follow.
These stickers allow employees to process orders more efficiently, reducing mistakes that result in wasted drinks, cups, and time.
Even customers can enjoy a quieter store atmosphere.
Traka's achievements cannot be explained by just one sticker on a cup.
Not only did she break with established practices, she also established a new culture in its place.
A significant number of employees must have felt, like her, uncomfortable with the traditional way of delivering orders.
But why hasn't anyone raised this issue before Traka? Most people believe it's not the employees' job to change company norms.
In other words, they think they are only doing what they are supposed to do and working as much as they are paid to do, and they end up dismissing any problems within the organization as just 'how things are'.
But if you shift your focus to “doing things in a way that can be improved,” you can achieve so much.
“It’s about staying curious, asking questions, trying new things, seeking feedback, and paying attention to new information.” (p. 78)
Likewise, organizations must not cling to existing practices and must constantly question whether there are ways to work more creatively.
And if you give your employees the opportunity to try new things, you'll unlock their commitment and sense of ownership.
Traka was able to make a difference because he thought Starbucks' work was his work, and Starbucks thought Traka's work was their work.
Work like you're shopping at a supermarket
It is said that you shouldn't focus only on performance, but that doesn't mean you can only learn.
“A chef can’t just experiment with new recipes.
When a restaurant is full of customers, the chef must also quickly prepare food, place it on plates, and put it in the servers' hands.
“If you spend all your time focusing on performance, you will never get better; if you spend all your time focusing on learning, you will never get anything done.” (pp. 57-58)
Work should be done as if you were shopping at a supermarket.
The scenes commonly seen in supermarkets can be broadly divided into three types.
Whether you're looking for ingredients for a dish you frequently cook, or you're determined to create a new dish because you see a sauce or seasonal vegetables you don't usually use, or you can't think of anything, you call your family and ask, "Do you need anything?"
This entire process flows naturally from the shelf to the checkout counter without requiring much effort.
Most effective teams and organizations work this way.
I do what I'm good at, but I also study new areas and seek advice from colleagues when I have questions.
The core argument of "What Creates Performance" is that a cycle of endless learning and practice must be established within individuals and organizations.
Personal growth and organizational development are never mutually exclusive.
Research also demonstrates that "employees who perceive their organizations as supporting a growth mindset exhibit higher levels of collaboration, innovation, integrity, trust, and commitment in the workplace" (p. 208). I hope that "What Creates Performance" will awaken you to the fact that you and your company can learn while working and achieve results while learning.
There is a saying, “Well begun is half done.”
It's hard to get started, but once you get started, you're halfway there.
But no one talks about the next step.
Because there is a traffic jam in the middle.
When you hit a plateau, it's easy to lose interest or blame your own lack of effort.
Even if you start over, there's a high chance that it won't work out well.
What is the reason?
Let's say you're assigned a job that requires you to give a presentation to all employees every week.
You, who are afraid of presenting in front of a large group of people, do your best to prepare for the presentation.
I memorize the script without making a single mistake and create a PowerPoint template paying attention to even the most detailed design elements.
And to change the mood, humor and action are prepared.
After going through the second and third presentations, my presentation skills, which were close to 0, improved to 4 or 5.
But when I started to not be so afraid of giving presentations, I still felt frustrated that my presentation skills were stuck at level 5.
"I memorized the entire script like I used to, meticulously prepared my presentation materials, and didn't forget to tell any jokes. What's the problem?" If your boss gives you even the slightest bit of negative feedback, you might feel aggrieved because you thought you were doing your best.
And then, they lose motivation, saying, “Presentations don’t suit my aptitude,” or “It’s because I still don’t have enough work to do.”
“There is no other way than to work harder,” he said, and he even worked overtime.
“When our efforts lead to stagnation, we assume we have come as far as we can.
Or they conclude that the path to success is to work longer hours and later in the day.
“We begin to associate success with consistent execution, not realizing that reality is much more freeing.” (p. 56) Perhaps as you become more comfortable with presentations, your preparation time will have gradually decreased.
Only the data would have changed, but the flow of the script, the presentation format, and even the jokes used to change the mood would have remained the same.
But there's one thing you're missing.
“The more we try to achieve results, the more we fail.
No matter how hard we try, if we only work the way we know how and try to minimize mistakes, we will be stuck at our existing level of understanding, skill, and efficiency.
“To improve performance, you need to do more than just execution.” (p. 20)
If you truly want to improve your skills, you'll need to compare and analyze videos of legendary speakers, take classes from professional coaches, read books on public speaking, and consistently ask your boss or colleagues for feedback on every presentation.
Whether you're a new employee, a mid-level manager with seven years of experience, or a team leader, the harsh reality is that "it's not about working hard, it's about doing well."
To do that, you must never stop learning and growing.
The solution to saving yourself and your organization from falling behind in performance while obsessing over it is contained in "What Makes Performance".
There is no such thing as 'original'
Everyone works.
There are many people who are not only honest but also smart.
But there are some people who are exceptionally good at it.
There are even people who have achieved remarkable results despite not having a long career and not having majored in the field.
It is easy to think that these people are workaholics who only spend time on work, but in reality, that is not the case.
People who achieve success in any position devote time and effort to reflecting, observing, and learning about their work as much as they do to their work.
If you've ever ordered a takeout drink from Starbucks, you've probably noticed a sticker or text on one side of your cup listing your drink, syrup, espresso shot, and other options.
What's surprising about this phrase, which you'll find in any Starbucks store, is that this warrior code was actually the brainchild of a college student and barista named Traka Sabadogo.
Traka, who was struggling with sleep deprivation due to juggling school and part-time work, often made mistakes when placing orders. To prevent these mistakes, he came up with the idea of writing the order information on the side of the cup instead of verbally ordering in the noisy store environment.
After Traka confirmed that ordering errors were reduced by introducing this method, he shared the results with headquarters.
And after Starbucks headquarters refined her idea over a long period of time, it was finally established as a manual that all stores had to follow.
These stickers allow employees to process orders more efficiently, reducing mistakes that result in wasted drinks, cups, and time.
Even customers can enjoy a quieter store atmosphere.
Traka's achievements cannot be explained by just one sticker on a cup.
Not only did she break with established practices, she also established a new culture in its place.
A significant number of employees must have felt, like her, uncomfortable with the traditional way of delivering orders.
But why hasn't anyone raised this issue before Traka? Most people believe it's not the employees' job to change company norms.
In other words, they think they are only doing what they are supposed to do and working as much as they are paid to do, and they end up dismissing any problems within the organization as just 'how things are'.
But if you shift your focus to “doing things in a way that can be improved,” you can achieve so much.
“It’s about staying curious, asking questions, trying new things, seeking feedback, and paying attention to new information.” (p. 78)
Likewise, organizations must not cling to existing practices and must constantly question whether there are ways to work more creatively.
And if you give your employees the opportunity to try new things, you'll unlock their commitment and sense of ownership.
Traka was able to make a difference because he thought Starbucks' work was his work, and Starbucks thought Traka's work was their work.
Work like you're shopping at a supermarket
It is said that you shouldn't focus only on performance, but that doesn't mean you can only learn.
“A chef can’t just experiment with new recipes.
When a restaurant is full of customers, the chef must also quickly prepare food, place it on plates, and put it in the servers' hands.
“If you spend all your time focusing on performance, you will never get better; if you spend all your time focusing on learning, you will never get anything done.” (pp. 57-58)
Work should be done as if you were shopping at a supermarket.
The scenes commonly seen in supermarkets can be broadly divided into three types.
Whether you're looking for ingredients for a dish you frequently cook, or you're determined to create a new dish because you see a sauce or seasonal vegetables you don't usually use, or you can't think of anything, you call your family and ask, "Do you need anything?"
This entire process flows naturally from the shelf to the checkout counter without requiring much effort.
Most effective teams and organizations work this way.
I do what I'm good at, but I also study new areas and seek advice from colleagues when I have questions.
The core argument of "What Creates Performance" is that a cycle of endless learning and practice must be established within individuals and organizations.
Personal growth and organizational development are never mutually exclusive.
Research also demonstrates that "employees who perceive their organizations as supporting a growth mindset exhibit higher levels of collaboration, innovation, integrity, trust, and commitment in the workplace" (p. 208). I hope that "What Creates Performance" will awaken you to the fact that you and your company can learn while working and achieve results while learning.
GOODS SPECIFICS
- Date of issue: January 24, 2025
- Page count, weight, size: 420 pages | 554g | 145*210*21mm
- ISBN13: 9791193528440
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