{"id":9784,"date":"2022-05-26T11:50:00","date_gmt":"2022-05-26T11:50:00","guid":{"rendered":"https:\/\/leadersinsport.com\/performance-institute\/?post_type=article&p=9784"},"modified":"2025-12-15T05:11:36","modified_gmt":"2025-12-15T05:11:36","slug":"leaders-meet-learning-cultural-development-the-key-takeaways","status":"publish","type":"article","link":"https:\/\/leadersinsport.com\/performance-institute\/articles\/leaders-meet-learning-cultural-development-the-key-takeaways\/","title":{"rendered":"Leaders Meet: Learning & Cultural Development – the Key Takeaways"},"content":{"rendered":"\n\n
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\n 26 May 2022 <\/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

Leaders Meet: Learning & Cultural Development – the Key Takeaways<\/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 Coaching & Development<\/a>, Leadership & Culture<\/a> <\/div>\n
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By Luke Whitworth<\/h6>\n
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The focus of our first Stateside Leaders Meet of 2022 was centred around the concepts of Learning and cultural development.<\/h4>\n

Throughout the day, we sought to learn how to apply new thinking and ideas in practice, explored how we are looking to evolve our respective organisational cultures, we even profiled the Blue Jays\u2019 environment after spending time walking around their new Player Development Complex in Dunedin, Florida, and we wrapped up the day by hearing how Jack Easterby, who is responsible for implementing the core themes of the day at the Houston Texans, where he serves as Executive Vice President of Football Operations, puts them into practice.<\/p>\n

Across the day, the group discussed concepts such as the application of learning, learner safety, becoming a cultural architect, belonging and much more. Taking these dynamics in mind, here are the choice insights from the day\u2019s proceedings.<\/p>\n

Session 1: Application of Learning<\/strong><\/p>\n

Speaker: Dehra Harris, Assistant Director of High Performance Applied Research, Toronto Blue Jays<\/em><\/p>\n

    \n
  • Continuous Learning: one of the best things you can do for yourself is always be learning. If you aren\u2019t learning, how are you going to help others learn better?<\/li>\n
  • Ingredients for Applied Learning Model: specificity, support & perspective taking.<\/li>\n
  • Perspective Taking: this is the key to applied learning. Activate the right part of the brain through asking questions.<\/li>\n
  • Do vs. Reflect: in high performance sport, there is a culture of doing, but in the process of quality applied learning, we need to reflect on how we do things.<\/li>\n
  • Create a Sense of Belonging: people do not fail on purpose \u2013 belonging is always at stake and is often something that is overlooked. What actually enables someone to take risks? (Safe environment, trust, relationship building, vulnerability.)<\/li>\n
  • Be a Power of Support: how willing are you to become the power of support? There can be a culture of outcome in high performance sport, which is often where our language extends to \u2013 that language is often based on the outcome we want.<\/li>\n
  • Repetition: repetition is a key component of applied learning.<\/li>\n
  • Specificity: specificity is your separator. If we are creating environments for athletes, the more we know them, the more we can drive acceptance.<\/li>\n
  • All Behaviour Has Meaning: no matter what the athlete is doing, their mindset is that it is their best solution (it is their version of right).<\/li>\n
  • Creating Specificity; Adaptive Learning Environments: core questions to consider around adaptive learning are what decisions do your athletes make? What is involved in that decision? In how we design things, what do they need from us?<\/li>\n
  • Coaching becomes the reinforcement because the game does not provide reinforcement.<\/li>\n
  • Do you address each element of the tasks they need to perform?<\/li>\n
  • Repeatability & Adjustability: how are you dialling in and creating a space for repeatability and adjustability? Input variability into the things people do.<\/li>\n
  • Understanding Obstacles: do you understand the obstacles they face? Time, understanding, can\u2019t see it, can\u2019t focus, physically can\u2019t move that way, don\u2019t have resources, don\u2019t fit your model, don\u2019t have support, don\u2019t believe in themselves.<\/li>\n
  • Support for Repeatability & Adjustability: how do we build for the above? Support for repeatability and support for adjustability.<\/li>\n<\/ul>\n

    Session 2: How Are We Developing Our Cultures & Creating Learner Safety?<\/strong><\/p>\n

      \n
    • Group 1: feedback and acting on it. Making it a two-way conversation. Something that has to happen consistently.<\/li>\n
    • Group 2: clarity of communication. Providing a clear vision, philosophy and approach. Having two-way communication is a great way to learn. Ownership and vulnerability \u2013 owning your mistakes. Trying to now drive a philosophy and approach of empowerment, moving away from authoritarian.<\/li>\n
    • Group 3: create time and space for conversations and learning. Do you leverage \u2018coaches retreats\u2019 where there is time for safety and understanding? Do you create strategic pauses to assess where we are at? It\u2019s important to have context in decisions and situations. Create value in the human relationship and being conscientious.<\/li>\n
    • Group 4: meaningful vulnerability, managing your own reactivity and having a safe environment where you need to trial and be patient. Take the emotion out of it, go to the hard areas and explore the root of the problem. Communication vs. confrontation \u2013 do they fully understand and grasp the concept? Break things down and take your time. Think about \u2018calling people up or in\u2019 \u2013 don\u2019t call people out. Remove the stakes and listen.<\/li>\n
    • Group 5: collaboration of input and messaging with influential stakeholders \u2013 in pursuit of this mission, these voices are collected at the start and then disseminated. Building structures, ensure that they are clear and the expectations have clarity as well. With this approach, it can create a sense of calm around what was expected. In times of change, don\u2019t clean sweep everything, maybe only 25 per cent needs to change to evolve a learning culture.<\/li>\n
    • Group 6: create task alignment. People at the top show vulnerability and accountability, which helps everyone else underneath to feal safer. Do you have a consistent feedback loop? It\u2019s great to have them, but make sure you go through that feedback. Go into others environments and be vulnerable \u2013 take yourself out of the comfort zone to develop relationships in an environment that is more natural to them.<\/li>\n
    • Group 7: what is safety? It is the healthy environment where we learn to understand vulnerability and take risks without repercussions. To help create those environments, set expectations of working (norms, acceptance, collaboration) \u2013 this will set clarity on purpose.<\/li>\n
    • Group 8: with culture specifically, peel back layers and keep a constant review of how things are going. Get to know each other more. Have deep discussions around deep pain points of the previous year \u2013 how can we get ahead of those?<\/li>\n
    • Group 9: vulnerability and the admission of mistakes. To improve learner safety you can ask more questions. Ask the learner how they like to learn \u2013 help them to lead their own learning.<\/li>\n
    • Group 10: generate a community of belonging \u2013 easier to learn, make mistakes and have a safety net. Subject matter experts fear making mistakes. Feedback culture \u2013 it\u2019s hard to learn and develop without that feedback; set expectations at the start.<\/li>\n
    • Group 11: trust is less a thing and more a pattern of behaviour. You have to behave in a way that you have faith for someone to execute. Creating a common language can support learner safety \u2013 something that can be understood by people in an environment to drive inclusion and understanding. What do we mean when we say certain things? Feedback \u2013 what does this look like? How are we guiding people through that reflection?<\/li>\n<\/ul>\n

      Session 3: Levers for Leading Culture<\/strong><\/p>\n

      Speaker: John Bull, Director & Lead for High Performance Research, Management Futures<\/em><\/p>\n

        \n
      • Shifting Culture: 80 per cent of organisations have clearly stated ambitions around how they want their culture to be \u2013 approximately 20 per cent act upon that vision. If you look at sustained high performing environments, it\u2019s close to 100 per cent.<\/li>\n
      • Defining vs. Instilling: the most common mistake is putting too much energy into defining the culture, but not enough in instilling.<\/li>\n<\/ul>\n

        6 levers for leading culture:<\/strong><\/p>\n

          \n
        1. Define Aspirational Standards and Communicate in a Way That Sticks (leave the jersey in a better place and bone deep preparation are standards utilised by the New Zealand All Blacks). How sticky is your communication?<\/li>\n
        2. Unpick Successes to Codify What Works (Appreciative Enquiry) \u2013 when we are at our best, what does that look like?<\/li>\n
        3. Develop Skills & Or Processes to Support Intent<\/li>\n
        4. Involve People in Reviewing Progress (Culture Conversations)<\/li>\n
        5. Feedback (Reinforce Positive \/ Challenge Negative)<\/li>\n
        6. Get the Right People on the Bus<\/li>\n<\/ol>\n
            \n
          • Appreciative Inquiry: works well in culture change. This approach builds self-awareness and technique. Identify and share examples where you have been at your best and identify behaviours that stand out and be specific.<\/li>\n
          • Intent vs. Skills: having an intent for culture is not enough, it takes skill.<\/li>\n<\/ul>\n

            \u00a0<\/strong>Four Skills of Effective Collaboration: <\/strong><\/p>\n

              \n
            1. Build High Trust Relationships at Pace: act as if there is trust immediately. Research across silos. Focus on shared interests. Invest time and energy in building relationships.<\/li>\n
            2. Speaking Up: contribute, share knowledge, insights and ideas. Challenge each other.<\/li>\n
            3. Listening Up: situational humility (open to what we don\u2019t know). Proactively seek out and be open to other people\u2019s insights and views. Lead with questions.<\/li>\n
            4. Situational Awareness: aware of and take responsibility for how the team is performing. Help the team make good use of time (Diamond Thinking).<\/li>\n<\/ol>\n

              Three Types of Thinking Environment In Groups<\/strong><\/p>\n

                \n
              1. Open Dialogue: thoughtful debate. What they\u2019re thinking, then listening.<\/li>\n
              2. \u2018Polite\u2019 \/ Withholding: people not saying what they\u2019re thinking.<\/li>\n
              3. Fixed Position: expressing views, but not listening.<\/li>\n<\/ol>\n

                Four Types of Psychological Safety<\/strong><\/p>\n

                  \n
                1. Inclusion Safety: I feel valued and a sense of belonging. Safe to be myself.<\/li>\n
                2. Learner Safety: I feel safe to ask questions, seek guidance, ask for help, admit mistakes and be vulnerable.<\/li>\n
                3. Contributor Safety: I feel safe to share my ideas, and trusted to act on my initiative.<\/li>\n
                4. Challenger Safety: I feel safe to challenge the status quo.<\/li>\n<\/ol>\n
                    \n
                  • Skilled Candour: create safety and show you care.<\/li>\n
                  • Skilled Candour: driven by Kim Scott\u2019s research.<\/li>\n
                  • Ruinous Empathy.<\/li>\n
                  • Skilled Candour (creating psychological safety and speaking directly).<\/li>\n
                  • Insincerity (we don\u2019t challenge, because we are often protecting ourselves).<\/li>\n<\/ul>\n

                    Session 4: Learning & Culture in Practice<\/strong><\/p>\n

                    Speaker: Jack Easterby, Executive Vice President of Football Operations, Houston Texans<\/em><\/p>\n

                      \n
                    • People vs. Structure: organisational structures are so different. It is important to study people more so than the structures. You either value people or you don\u2019t.<\/li>\n
                    • Four Buckets Around People Development: Emotional Intelligence \/ Intellectual or Curiosity Component \/ Skills They Have Learnt \/ Gifts They Have Been Given. After researching those who are thriving or diving, these have now become the four buckets that the Texans use in terms of their people development and recruitment.<\/li>\n
                    • Use People\u2019s Gifts: with the fourth concept of \u2018gift\u2019, if we are to have this as a zone of success and contribution, we all win. Build cultures around what people can be outstanding at.<\/li>\n
                    • What is Your Curriculum: there had historically been a lot of inefficiency. We explored the \u2018curriculums\u2019 of each person in-season, during camp and post-season. From here, it allowed the Texans to identify where things overlapped and create more effective workflow.<\/li>\n
                    • Ask Questions: be curious and ask questions within your environment. Start where the environment is at. Once you understand this, that\u2019s where your philosophy can begin to have an impact.<\/li>\n
                    • Thriving: when you are evaluating people, you have to be careful to make sure the result is about a person\u2019s ability to thrive. If we take time and space out of the equation, widen the lens and take away the anxiety that is permeated about fear.<\/li>\n
                    • Re-Delegate Assignments: one of the big leadership lessons Jack highlighted is the ability to reassign assignments and projects if they are taking the life out of someone and they are not thriving. Take it out of their bucket and give them something else that can help them to thrive, not starve.<\/li>\n
                    • Nameless & Faceless: when you are trying to either evolve culture and reinforce standards and behaviours, going nameless and faceless is an effective approach. Often there is a debate around whether to start with staff or to start with players \u2013 it\u2019s best not to prioritise either, but go nameless and faceless.<\/li>\n
                    • Onboarding: if you are onboarding, you are equipping and inspiring. There is a curriculum that sits within all of these three phases. Highlight how you attach to the greater good of the organisations.<\/li>\n<\/ul>\n<\/p>\n <\/div>\n \n \n \n <\/div>\n
                      \n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/section>\n","protected":false},"excerpt":{"rendered":"

                      Throughout the day, we sought to learn how to apply new thinking and ideas in practice, explored how we are looking to evolve our respective organisational cultures, we even profiled the Blue Jays\u2019 environment after spending time walking around their new Player Development Complex in Dunedin, Florida, and we wrapped up the day by hearing how Jack Easterby, who is responsible for implementing the core themes of the day at the Houston Texans, where he serves as Executive Vice President of Football Operations, puts them into practice.<\/p>\n

                      Across the day, the group discussed concepts such as the application of learning, learner safety, becoming a cultural architect, belonging and much more. Taking these dynamics in mind, here are the choice insights from the day\u2019s proceedings.<\/p>\n","protected":false},"featured_media":9785,"menu_order":0,"template":"","categories":[22,20],"pathway":[304],"topic":[350],"sport":[322],"class_list":["post-9784","article","type-article","status-publish","has-post-thumbnail","hentry","category-coaching-development-performance","category-leadership-culture-performance","pathway-technical-excellence","topic-creativity","sport-american-football"],"acf":[],"yoast_head":"\nLeaders Meet: Learning & Cultural Development - the Key Takeaways - Performance Institute<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/leadersinsport.com\/performance-institute\/articles\/leaders-meet-learning-cultural-development-the-key-takeaways\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Leaders Meet: Learning & Cultural Development - the Key Takeaways - Performance Institute\" \/>\n<meta property=\"og:description\" content=\"Throughout the day, we sought to learn how to apply new thinking and ideas in practice, explored how we are looking to evolve our respective organisational cultures, we even profiled the Blue Jays\u2019 environment after spending time walking around their new Player Development Complex in Dunedin, Florida, and we wrapped up the day by hearing how Jack Easterby, who is responsible for implementing the core themes of the day at the Houston Texans, where he serves as Executive Vice President of Football Operations, puts them into practice. 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