Better. Aconversationaboutcreatingandsustainingacultureofexceptionalperformance.John Crawley High Performance Director, Team Sports United States Olympic Committee I’m excited to have such a tremendous opportunity to share some thoughts, observations, and insights from the world of Olympic sport performance with your oganization. What lessons might you be able to draw upon from our experiences in creating world-class teams, and how might this knowledge be deployed within your staff to build a culture of exceptional performance? Our team’s role in the American Olympic movement is primarily to achieve sustained competitive excellence while staying committed to the ideals and values of the Olympic Games. And by working, sharing, and learning together, we can continue to ensure that all of our athletes, coaches, and performance teams are the most prepared, skilled, consistent, and professional in the world. What are your guiding principles, and how do you demonstrate those every single day? The goal of this particular session is to introduce a number of questions designed to stimulate discussion, thought, and perhaps even some innovation related to selected aspects of elite sport performance. During today’s conversation, I will draw from a number of different domains; certainly from sports, but also from medicine, aviation, military, education, the performing arts, and many others – to understand the key characteristics of high performing teams and how we might intentionally develop them. I’m going to suggest that we look at human performance in general (and performance in Olympic and professional sport in particular) through a broader and more diverse lens. This is not meant to be a prescriptive presentation, but rather a more provocative (and evocative) discussion around specific issues that we face in the world of Olympic and Paralympic competition. I will also provide you with some additional resources that will allow you to individually and collectively explore these areas more deeply. This is a very expansive topic for sure, so there is no way we could address everything about high performance sport in one 60-minute presentation; however, we can certainly begin by provoking some critical thought. This is simply a story about building better teams. It is about creating and sustaining an environment of continuous learning and growth. About developing leaders, like yourselves, to challenge the status quo. To ask the hard questions and discover what really matters. And it is about creating

systems of effective and lasting performance delivery. So, how do we go about doing that? It Matters

For a bit of a unique introduction into today’s discussion, let’s look at some interesting data that was presented in the New England Journal of Medicine, demonstrating the pronounced increase in the frequency of significant cardiovascular events (an increase of 266% on the days Germany played!) in the Munich area during the 2006 FIFA World Cup hosted by Germany1. What these data demonstrate, as does the video of Iceland’s qualification into the knockout phase of the 2016 UEFA European Soccer Championships, is that in a very deep and profound way, these sporting events MATTER to the citizens of the country. It’s not just about being entertained, but these teams are exciting to watch and evoke very strong emotions of belonging, striving, struggling, and overcoming. It is a very tangible and real desire to be part of a collective effort. You are very much part of a team as well, and the same forces that bond sports teams together (or tear them apart) are also at work in your environment as well. Magical teams don’t just happen; they are built carefully and intentionally. Like it or not, you’re in the spotlight – you will help to shape and guide the development and performance of these teams for the days, months, and years to come. “If he’s such a good hitter, how come he doesn’t hit good?” Performance analytics and “big data” have become almost commonplace in high performance sport. More and more organizations are integrating a variety of data solutions to address a wide array of performance issues, from comprehensive athlete monitoring, to advanced opposition scouting, to injury prediction algorithms. When applied strategically, data may be used to objectively answer questions once left to intuition, conjecture, personal opinion, or individual experience. However, the act of collecting information will not necessarily lead to more informed decisions if the fundamental questions are not clearly and concisely designed to begin with. As you recall from the clip from the movie adaptation of “Moneyball”, Billy Beane (played by Brad Pitt) kept admonishing his scouts to think more critically when they were evaluating talent by asking the simple question, “What’s the problem?” Clarity is king. 1 Wilbert-Lampen, et al. (2008). Cardiovascular Events During World Cup Soccer. New England Journal of Medicine, 358: 475-483.

Oakland A’s General Manager Billy Beane (as portrayed by Brad Pitt) meets with his scouting department in a scene from the movie "Moneyball".

I would suggest that we need to follow this well-publicized example, and have the willingness to rethink the way in which we deliver service and support to our athletes, and likewise, how our performance teams are constructed to provide this in a comprehensive, interdisciplinary manner. In your environment, what are those critical questions? What problems do you need to solve? Mind The Gap

For those of you who have ridden the London Underground, you’ve certainly seen signs and heard messages reminding you to “Mind the Gap.” Literally, this message warns us to acknowledge the physical gap, and its lurking danger, between the approaching train and the platform. Metaphorically, it reminds us to pay attention to the gap between “us” and “them”, or between our perception of our performance capability and the reality of it; that is, where we think we are versus where we actually are. It is a reminder that performance doesn't happen in a vacuum; rather, we must acknowledge and appreciate the ever-changing competitive landscape. How does our performance measure up to the very best in the world? Where is performance in our sport headed in the future?

By systematically evaluating performance across various outcomes (medal winning performances, world record performances, etc.) and attributes (physical capabilities, technical skills, team cohesion, etc.) of our top competitors, and likewise doing the same evaluation of ourselves, we can begin to develop a sense of where we currently stand against our competitors and how large or small various gaps in performance are (whether we are ahead, even, or behind). What we may also gather is a sense of whether or not we are currently competitive, whether or not we may be competitive in the future, and what impact our initiatives are having on our performance trajectory. Examining this same concept from the world of medicine, Dr. Atul Gawande2 offers some excellent insight;

“We look for medicine to be an orderly field of knowledge and procedure. But it is not. It is an imperfect science, an enterprise of constantly changing knowledge, uncertain information, fallible individuals, and at the same time lives on the line. The gap between what we know and what we aim for persists. And this gap complicates everything we do.”

But here is a critical step. Once you recognize and accept the existence of these performance gaps, what do we do about it? Certainly, we could do

2 Gawande, Atul. (2002). Complications, A Surgeon’s Notes on an Imperfect Science.

MIND THE GAP

what we’ve always done and HOPE that somehow the performance gaps either remain in place (if they happen to be in our favor) or disappear (if we find ourselves behind the competition). Maybe we could do “the first thing that sounds great” (or employ a “shotgun” approach, search for a “magic bullet”, seek performance “gurus,” etc.). Perhaps we could even try and address multiple factors at once – “throw spaghetti against the wall” – and see what works. Or, perhaps we could start to think critically, utilize some scientific and experiential rigor, and focus our attention and energies on the things that we know really affect performance and that we can really do something about. 3

The Elements of High Performance

What are some of the attributes or characteristics of a high performance environment? While there is neither an exhaustive list nor a universal prescription, there are some things that all high performing cultures and environments seem to share. Let’s take a look at some of these characteristics by asking some simple, yet nuanced questions and thoughtfully consider some potential solutions and how they might be addressed in your environment. Some of these probing, fundamental questions include;

1. Are we any good (as measured against our competition, against historical performances, against standards, etc.)? These answers reflect qualities of expertise and capability.

2. Are we getting any better (through focused attention on various attributes of performance)? These answers reflect qualities of trainability and adaptability.

3. What do we need to do to get better (in terms of training, resources, research and innovation, data, etc.)? These answers reflect traits such as reflection, awareness, and critical thought.

4. How long do we have to get better? How long will it take to get better? These answers reflect timeliness and urgency.

5. Is our performance capability robust and sustainable over time? Or is it likely to be short-lived? These answers reflect durability.

6. Is everyone of the team committed to the mission? This exploration leads to the idea of alignment and mission clarity.

7. What are some of the underpinning values of our performance environment? This likely leads to some basic, yet powerful ideas of learning, continuous improvement, relationships, leadership, creativity, and empowerment.

Certainly it’s a bit easier to answer many of these questions by closely examining competitive results, but what about when we are not competing, when our competitions are not very frequent, or when we don’t face rival

3 For an interesting perspective on the phenomenon of competitive “herding”, I recommend reading “Different: Escaping the Competitive Herd” by Youngme Moon.

competitors for extended periods of time? That poses a difficult challenge, and one that we must consider carefully when implementing a sustainable high performance strategy. In addition, certain sports (e.g., sports that have distinct time, distance, or weight measurements) lend themselves to more quantitative and timely assessments than others (e.g., judged sports, combat sports, team sports, etc.), potentially adding another layer of complexity to the issue. As leaders in these efforts, we are tasked to create and execute specifically designed performance initiatives that will identify, develop, and retain internationally competitive athletes (and coaches). The Paradox of Innovation One of the interesting challenges facing coaches is understanding and appreciating the spectrum that exists between [disruptive innovation] on one side and the [relentless application of fundamentals] on the other. There is often an assumption that, especially for senior national team or mature professional athletes, fundamentals are securely established and that gains in performance are most likely to come from innovative techniques, concepts, or technologies. While marginal, incremental gains are in the current fashion (that is, the so-called “1% solutions”), and the pursuit of creative and innovative solutions to the challenges of the day are still vital, there is still value in ensuring that fundamentals are still being addressed comprehensively and consistently. Looking to the world of medicine for insight, this challenge has been summarized in one of the most thoughtful and compelling ways in recent times. The noted physician and writer Atul Gawande, speaking about this very same subject in a medical context, says,

“To be sure, we need innovations to expand our knowledge and therapies, whether for CF (cystic fibrosis) or childhood lymphoma or heart disease or any of the other countless ways in which the human body fails. But we have not effectively used the abilities that science has already given us. And we have not made remotely adequate efforts to change that. When we have made a science of performance, thousand of lives have been saved.”4

Climate Control Sir Ken Robinson, widely regarded as one of the most prominent thinkers in the world of education and its reform, delivered an inspiring and thought-provoking address entitled, “How to Escape Education’s Death Valley” at TED Talks Education in April, 20135. In his closing remarks, he offered the

4 From the book “Better: A Surgeon’s Notes on Performance” by Dr. Atul Gawande. 5 The complete TED address can be viewed here; http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley?language=en

“… we have not effectively used the abilities science has already given us. And we have not made remotely adequate efforts to change that.”

Atul Gawande!In Better : A Surgeon’s Notes on Performance, p 232.

following example from the natural world as a way to imagine creating a culture of growth, learning, and possibility.

“Not far from where I live is a place called Death Valley. Death Valley is the hottest, driest place in America, and nothing grows there. Nothing grows there because it doesn't rain. Hence, Death Valley. In the winter of 2004, it rained in Death Valley. Seven inches of rain fell over a very short period. And in the spring of 2005, there was a phenomenon. The whole floor of Death Valley was carpeted in flowers … for a while. What it proved is this: that Death Valley isn't dead. It's dormant. Right beneath the surface are these seeds of possibility waiting for the right conditions to come about. And with organic systems, if the conditions are right, life is inevitable. It happens all the time. You take an area, a school, a district, you change the conditions, give people a different sense of possibility, a different set of expectations, a broader range of opportunities, you cherish and value the relationships between teachers and learners, you offer people the discretion to be creative and to innovate in what they do, and schools that were once bereft spring to life … The real role of leadership is not and should not be Command and Control. The real role of leadership is Climate Control.”

In yet another example, this time from the world of high performing special operations military units, General Stanley McChrystal described in very specific detail how he led a transformation of individual teams into a cohesive singular team with a shared purpose6. Here’s how he described the result;

“Our entire force needed to share a fundamental, holistic understanding of the operating environment and of our own organization, and we also needed to preserve each team’s distinct skill sets. We dubbed this goal—this state of emergent, adaptive organizational intelligence—shared consciousness, and it became the cornerstone of our transformation.”

Language matters. The environmental design matters. Strategic feedback matters. Training session design matters. All of these elements contribute to, and support, a culture of learning. Dan Coyle, author of “The Talent Code,” illustrates these concepts brilliantly in one his latest blog, entitled “Three Tools for Highly Productive Practice.” http://thetalentcode.com

6 From the book “Team of Teams: New Rules for Engagement in a Complex World” by General Stanley McChrystal, Tantum Collins, David Silverman, and Chris Fussell.

And here’s something else to consider. One of the simplest and most powerful self-evaluation tools that I’ve encountered provides the same potential for growth and learning for coaches.7 Following every training or competition (or every meeting, project landmark, or team engagement in your world), it is the responsibility of every coach to answer the following;

• What did we want to happen (at this session)? • What actually happened (at this session)? • What caused the difference between the two? Why did it work? Why

did it not work? • What are we going to do about it (next time)?

Applied consistently, this simple but powerful debriefing technique offers almost unlimited opportunity for coaches to learn, collaborate, practice, gather feedback, create, and experiment. Just as we are constantly striving to provide growth opportunities for the athletes with whom we work, we can create the same opportunities for ourselves and the coaches with whom we work as well. I hope these discussions were valuable, and I hope that they have piqued your interest for further exploration. In addition to the resources contained within the document, I have also provided an additional reference list on the following page. If you would like to discuss or explore any of these concepts more deeply, please feel free to contact me at any time.

7Adapted from the Chelsea Football Club Academy handbook.

!21Courtesy of Chelsea Football Club Academy

Selected Reference List Catmull, Ed. (2014). Creativity, Inc.: Overcoming the Unseen Forces that Stand in the Way of True Inspiration. Coyle, Daniel. (2018). The Culture Code: The Secrets of Highly Successful Groups. Ericsson, Anders and Pool, Robert. (2017). Peak: Secrets from the New Science of Expertise. Fussell, Chris. (2017). One Mission: How Leaders Build a Team of Teams. Gawande, Atul. (2002). Complications: A Surgeon’s Notes on an Imperfect Science. Gawande, Atul. (2008). Better: A Surgeon’s Notes on Performance. Grazer, Brian and Fishman, Charles. (2015). A Curious Mind: The Secret to a Bigger Life. Kerr, James. (2013). Legacy: 15 Lessons in Leadership. Lewis, Michael. (2004). Moneyball: The Art of Winning an Unfair Game. McChrystal, Stanley; Collins, Tantum; Silverman, David; Fussell, Chris. (2015). Team of Teams: New Rules of Engagement for a Complex World. McKeown, Greg. (2014). Essentialism: The Disciplined Pursuit of Less. Moon, Youngme. (2010). Different: Escaping the Competitive Herd. Sinek, Simon. (2009). Start With Why: How Great Leaders Inspire Everyone to Take Action.