{"id":17321,"date":"2023-04-04T10:13:17","date_gmt":"2023-04-04T10:13:17","guid":{"rendered":"https:\/\/leadersinsport.com\/performance-institute\/?post_type=article&p=17321"},"modified":"2025-12-15T05:11:17","modified_gmt":"2025-12-15T05:11:17","slug":"intelligence-debrief-march-2023","status":"publish","type":"article","link":"https:\/\/leadersinsport.com\/performance-institute\/articles\/intelligence-debrief-march-2023\/","title":{"rendered":"Intelligence Debrief – March 2023"},"content":{"rendered":"\n\n
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\n 4 Apr 2023 <\/p>\n \t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/span>Articles<\/a>\n\n\t\t\t\t\t\t

Intelligence Debrief – March 2023<\/h1>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\n \n\t\t\t<\/div>\n\t\t<\/div>\n\n\t<\/div>\n<\/div>\n
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Category<\/div>\n Leadership & Culture<\/a> <\/div>\n
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A summary of key learnings from Leaders Performance Institute members across the month of March.<\/p>\n \n \n \n

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By Luke Whitworth and Sarah Evans<\/h6>\n
With our first North American Leaders Meet taking place in March, which focused on the theme on building winning organisations, it\u2019s been a busy month of learning both in person, in Toronto, but also across the wider Leaders Performance Institute network. For those of you unable to attend the event in Toronto, we have picked out some of our favourite reflections from the event, accompanied by the usual insights from across our virtual roundtables that took place in March.<\/h6>\n

The Leaders Performance Intelligence Debrief is designed to keep you on the pulse with contemporary thinking across the high performance space and provides you with some inspiration to engage with the variety of opportunities on offer through your membership.<\/p>\n

Below are some of the threads of conversation that have stood out to us across the last few weeks.<\/p>\n

Leaders Meet: Building Winning Organisations (Toronto)<\/strong><\/p>\n

Thank you to the brilliant group from the Performance Institute community who joined us in Toronto at Scotiabank Arena for our Building Winning Organisations event with the Toronto Maple Leafs. We sought insight from academia, two elite sporting environments, and the corporate world in order to unearth some of the key ingredients to \u2018winning\u2019 at the highest level. From the sessions, we have lifted out some of our favourite insights and tips from the day:<\/p>\n

    \n
  1. Starting Point:<\/strong> understand the environment and situation you are coming into, both the internal and external dynamics. What can you control and what levers can you pull to create the right environment?<\/li>\n
  2. Good Environments:<\/strong> Simon Timson, the Performance Director at Manchester City, believes that he doesn\u2019t think you can succeed with just a good environment where people feel psychologically safe \u2013 if you don\u2019t have the right strategy and tactics, it will be difficult to execute against.<\/li>\n
  3. Assumption is the Enemy of Excellence:<\/strong> do we know the things where the evidence tell us how to win? Having a \u2018what it takes to win\u2019 model that is complemented by key concepts and underpinning principles. This alone isn\u2019t the solution but it points you in the right direction and how to most effectively allocate resource.<\/li>\n
  4. Small Things, Big Impact:<\/strong> taking feedback from players that have retired. Their opinions were that if you have a more direct interest in their individual development as a player versus just tactical coaching, it means a lot to them as you are investing in them more holistically. Looking at them as the person and not just an athlete.<\/li>\n
  5. Characteristics:<\/strong> in staff, empathy is a key characteristic. Some teams have players and staff from different cultures, so being empathetic to who they are as a person and their culture can help you to understand what they need.<\/li>\n
  6. Maintaining a Culture of Sport Innovation:<\/strong> it\u2019s an extraordinary time for innovation. Technological change and industry disruption seem to be accelerating. And digital information networks are linking individuals, organisations, and nations as never before. Five themes have emerged in maintaining this culture. 1) Be comfortable being uncomfortable: both leaders and staff.\u00a0 2) Be connected, build a strong network: what are other people doing in their space? 3) Prioritise good, committed and collaborative people. 4) Diversity of thought and team. 5) Stay curious.<\/li>\n
  7. People First:<\/strong> this can often be misconstrued as \u2018me first\u2019. Realigning on the goal you are trying to achieve is something that you need to keep an eye on. We don\u2019t want to slip into \u2018me first\u2019.<\/li>\n
  8. Collaboration:<\/strong> have you been intentional in asking your teams how they interact and what is working?<\/li>\n
  9. Fit & Add:<\/strong> Glenn Zujew, the Chief People Officer at Klick Health shared that the organisation had almost \u2018too strong\u2019 of a culture. There was a laser focus on looking for someone that would fit the existing culture seamlessly. This focus actually ended up with the organisation having too many similar people. The organisation engaged in one small change: \u2018fit to add\u2019. The organisation wanted people to add to the culture, which in turn witnesses an increase in innovation and diverse thinking.<\/li>\n
  10. STOP:<\/strong> for live debriefs during the event: S) Stand Back: take a helicopter view. T) Take Stock: analyse what is happening. O) Options: explore options around what you can do differently. P) Proceed: step back in and take action. Assessing what impact your new approach has.<\/li>\n<\/ol>\n

    Defining and Solving Performance Problems<\/strong><\/p>\n

    We often hear about the effect of problem solving within high-performing environments, but what is the process of identifying, reviewing and then effecting this problem solving? We looked into the ways in which our members were going about this process within their own environments within a recent Topic-Led Virtual Roundtable.<\/p>\n

    Here are four key themes that we pulled out of our conversation around how to effectively define and solve performance problems.<\/p>\n

      \n
    1. Power of questioning<\/strong><\/li>\n<\/ol>\n
        \n
      • It is important to have an inquisitive mind when it comes to problem solving. One team\u2019s members stressed how important it is to be able to ask \u2018why was this data collected? What was the context?\u2019 The more we ask questions and tease out more depth before jumping in to solving problems the more effective you will be. As leaders, they explained it is important to continuously challenge the coaches when they come with a solution, break it down and ask what else could you do?<\/li>\n
      • Often the first question is not always right, but you have to start somewhere. Sometimes the original question is needed to prompt discussion and collaboration to get to the better answer. However, often we wait for the perfect question, but actually within that time the problem has changed or evolved.<\/li>\n<\/ul>\n
          \n
        1. Reframing<\/strong><\/li>\n<\/ol>\n
            \n
          • As mentioned above, huge importance is placed on asking lots of questions to provide context to define the problem in order to fully understand it. However, it is then imperative to try to reframe the problem to get other perspectives and see it from a different angle to help you come to different solutions in order to solve the problem. Working as multidisciplinary team and pulling in the athlete\u2019s perspective are just two ways to go about gathering different perspectives.<\/li>\n<\/ul>\n
              \n
            1. Diversity of thought and experience<\/strong><\/li>\n<\/ol>\n
                \n
              • Spending time in non-traditional environments is a great way to improve problem solving. One member explained about how, every month they intentionally spend time in an environment that is \u2018left field\u2019, and not in sport. Sport organisations are large with cultures and subcultures, and in order to navigate these and keep things moving, you have to look outside the norm.<\/li>\n
              • Engaging with multiple stakeholders is imperative; you need to incorporate the insight from people with different experiences. Don\u2019t just seek out those who are the most engaged, seek out the insights from those that might sit on the periphery or who are not as bought-in.<\/li>\n
              • <\/li>\n<\/ul>\n
                  \n
                1. Symptom vs. Problem<\/strong><\/li>\n<\/ol>\n
                    \n
                  • There are different kinds of performance problems, those that are reactive and symptom-like which need solutions right away, and those which are fundamental problems. Often teams look to solve the symptoms but miss addressing the fundamentals.<\/li>\n
                  • It is crucial to understand the fundamentals on where the team could have tackled that earlier to understand for next time. Then, form taskforces to ask questions. You have to trust the taskforce, to have the understanding of the structure. If people have a narrow-minded way of seeing structure, it\u2019s not fruitful, so building trust and having overview are two key things to have in the taskforce.<\/li>\n<\/ul>\n

                    The Future of Facilities: The Physical High Performance Environment<\/strong><\/p>\n

                    We often talk about environments within the Leaders Performance Institute, however within this topic-led virtual roundtable, we looked to extend these conversations into the physical space. We asked our members how their facilities were shaped and how they have evolved in order to contribute to the culture and environment they are trying to create.<\/p>\n

                    We picked out four key points from our discussions:<\/p>\n

                      \n
                    1. Future-proofing the facility<\/strong><\/li>\n<\/ol>\n
                        \n
                      • Many sporting organisations have evolved and grown. Our members spoke about asking the questions \u2018how do we prepare for the building of the future\u2019, \u2018what\u2019s true now that won\u2019t change in 10 years?\u2019, \u2018<\/strong>what needs to be consistent?’<\/li>\n
                      • Another way of future-proofing the facility is thinking about what outcomes the team are seeking from the environment. Is it to enhance athletic performance? Is it to encourage more collaboration between staff? Are they hoping staff stay later at work? Identifying these outcomes can help the facility be more intentional and serve its purpose long term.<\/li>\n
                      • <\/li>\n<\/ul>\n
                          \n
                        1. Make the space inclusive<\/strong><\/li>\n<\/ol>\n
                            \n
                          • Equity, Diversity and Inclusion work is becoming more engrained into high performance organisations, and making sure the facility is inclusive to everyone is something many of our teams are prioritising.<\/li>\n
                          • Are the facilities inclusive for visually-impaired athletes? Transgender athletes? Are they fully accessible for para-sports, as well as staff and visitors with accessibility needs? Some of these considerations are much easier to integrate into new builds, but how can we adapt current spaces to become more inclusive?<\/li>\n<\/ul>\n
                              \n
                            1. How does it make people feel?<\/strong><\/li>\n<\/ol>\n
                                \n
                              • Many people will forget things about a place or an environment, but people don\u2019t forget how something makes them feel.<\/li>\n
                              • Are there any spaces where the athletes aren\u2019t being watched? It becomes normalised as part of their workplace dynamic, but if they\u2019re always being watched then they can never let their guard down to be themselves. So is there a possibility to create spaces in high performance environments where they have freedom to be themselves, or do they have to leave the facility to let go?<\/li>\n
                              • What are the performance outcomes of certain areas, and how can you impact this through the feel? For example within the dining area, if the outcome is to keep athletes there longer and increase engagement with nutrition, how can you create a relaxing space where they want to stay, rather than it feeling like a school canteen? The impact of plants and lighting, and making it feel more like a restaurant, can have a big difference.<\/li>\n<\/ul>\n
                                  \n
                                1. The flow of the facility<\/strong><\/li>\n<\/ol>\n
                                    \n
                                  • Understanding the flow of the facility from a physical and psychological perspective. What\u2019s the first thing you want them to do? Is a trophy cabinet the first thing you want to see every day? Actually, making a training ground feel like home and not have increased pressure all the time can have performance benefit.<\/li>\n
                                  • Having the stadium be somewhere you intimidate the opposition, make them feel in awe and provide as many home advantages as possible. What is the entrance route for away teams at the stadium? Is it through a walkway filled with trophies and success or a bland hallway that doesn\u2019t have an impact?<\/li>\n<\/ul>\n

                                    Performance Support Series: The Performance Paradox \u2013 Session 3<\/strong><\/p>\n

                                    This was the third and final session of our first Performance Support Series of the year, which focused on \u2018The Performance Paradox\u2019.\u00a0 Across these sessions, led by our Performance Advisor and Performance Expert Dr Meg Popovic, the aim was to explore the trade-offs, and considerations in the quest to win for staff, athletes, and their wider organisation. This series is centred around Transformational Learning Theory, how we learn to transform ourselves and our teams we co-create. This final session focused on the voices in athlete-led leadership.<\/p>\n

                                    Assumptions:<\/strong><\/p>\n

                                      \n
                                    1. Our athletes are growing into their (young) adult selves<\/li>\n
                                    2. Athletes become great via being highly coachable. Part of coachability is being able to be told what to do, how and when.<\/li>\n
                                    3. We as organisational leaders have yet to fully embrace athlete voices, thoughts and insights into our design, processes, multidisciplinary teams<\/li>\n
                                    4. We have a responsibility as adults, and roles with power in and over their lives, to help them be their best versions of themselves; this includes creating a container for them to find their voices in their athletic journeys and lives.<\/li>\n
                                    5. The Co-Active Way is possible for enabling Athlete-Led Leadership in high performance sport.<\/li>\n<\/ol>\n

                                      Holding Space: Athlete-Led Leadership<\/strong><\/p>\n

                                      If we imagine more space for athletes to find and integrate their voices into the system (club\/team\/organisation that surrounds the athlete):<\/p>\n

                                        \n
                                      1. What would it look like?<\/li>\n
                                      2. What would it feel like?<\/li>\n
                                      3. What would have to change?<\/li>\n<\/ol>\n

                                        Meg asked our members to reflect on their own voice process, and make notes on the following questions:<\/p>\n

                                        What is the age of athletes you work with? If it\u2019s a large range, pick either one team or level of the athletes you relate to least. This is the age you need to remember yourself at. Try to relate these questions to you at this time of your life.<\/p>\n

                                          \n
                                        • Details \u2013 where did you live? What school did you go to? What sports did you play? Did you have a part time job? Did you travel at all by that time in your life?<\/li>\n
                                        • Influencers \u2013 who were you living with? Who had the greatest impact on your life decisions and choices at this time?<\/li>\n
                                        • Life Learning \u2013 what was something that this younger version of yourself had to go through or learn from? What happened in your life that made you learn an important lesson?<\/li>\n
                                        • What were your greatest worries? How did you handle it? Who did you talk to?<\/li>\n
                                        • What was your peer group like?<\/li>\n
                                        • What were your relationships like with people in their 30s\/40s at this time?<\/li>\n
                                        • How did you think about and or handle money and wealth at this time?<\/li>\n<\/ul>\n

                                          It\u2019s important to understand our younger athletes, think about what life was like for you at that time, and how to help them in order to get the best out of them as people and performers.<\/p>\n

                                          Agency vs Structure:<\/strong><\/p>\n

                                          Looking at the social relationships between individuals and larger groups and social institutions that have influence on those individuals.<\/p>\n

                                          Structure<\/strong> \u2013 macro: the recurrent patterned arrangements \/ social structures which influence or limit the individual choices and opportunities available. The Club \/ Organisation and its departments.<\/p>\n

                                          Agency<\/strong> \u2013 micro: the capacity of the individuals to have the power and resources to fulfil their potential, express themselves and act upon their own will. The Athletes.<\/p>\n

                                          The structure and the agency are always in a Co-Active dance together, let\u2019s see where they blend and where they don\u2019t.<\/p>\n

                                          Low agency, low structure = drift<\/strong><\/p>\n

                                            \n
                                          • Athletes are vulnerable.<\/li>\n
                                          • Little resistance and athletes disengaged and disconnected.<\/li>\n
                                          • Boundaries and expectations are unclear.<\/li>\n
                                          • Staff are out of touch with the athlete\u2019s needs, wants, feelings and experiences.<\/li>\n<\/ul>\n

                                            High agency, low structure = laissez-faire<\/strong><\/p>\n

                                              \n
                                            • Under-regulated, no clear boundaries.<\/li>\n
                                            • Expectations are not clear or articulated for the athletes.<\/li>\n
                                            • Athletes speak and often drive decisions, but this results in wishy washy standards and inconsistency.<\/li>\n<\/ul>\n

                                              Low agency, high structure = regulation<\/strong><\/p>\n

                                                \n
                                              • Compliant athletes.<\/li>\n
                                              • Shallow resistance.<\/li>\n
                                              • Shallow engagement in broader decisions made for them.<\/li>\n
                                              • Dominant authority by staff over athletes.<\/li>\n<\/ul>\n

                                                High agency, high structure = alignment<\/strong><\/p>\n

                                                  \n
                                                • Integrity and awareness in athletes and staff.<\/li>\n
                                                • Strong engagement between athletes and staff.<\/li>\n
                                                • Co-Active player development; athlete voices invited into the decision making and ideation that impact their careers.<\/li>\n<\/ul>\n

                                                  Think about the departments of your organisation, if you were to evaluate the relationship between the club, the department and the athletes and the dialogue between them. Where would you plot them on a graph with the quadrants above?<\/p>\n

                                                  Strength-based best practices<\/strong><\/p>\n

                                                  Thinking about the departments within your club or organisation, if they\u2019re really good at engaging player\u2019s voices:<\/p>\n

                                                    \n
                                                  • Why so?<\/li>\n
                                                  • What are they doing?<\/li>\n
                                                  • How are they doing it?<\/li>\n
                                                  • What\u2019s the impact?<\/li>\n<\/ul>\n<\/p>\n <\/div>\n \n \n \n <\/div>\n
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