“Jump, Tap…Jump, Tap…Jump, Tap” -Antman to his teenage daughter Cassie in Ant-Man and The Wasp: Quantumania
MINOR SPOILER ALERT1
In the latest MCU film, Antman’s teenage daughter (Cassie) emerges as a new hero. However, her first battle was nearly her last, as she narrowly avoided getting taken out by an enemy. In classic “Dad” fashion, Antman gave her a long lecture about how to fight with her new suit, repeating the phrase “Jump Tap” at least six or seven times and then providing her with an example, beating down several enemies.2 While Cassie showed all the hallmarks of a teenage daughter (rolling eyes, “I know,” etc.), it’s clear she internalized the lesson because later in the movie, she progressively becomes more and more of a badass fighter.
Cassie’s learning was accelerated through the combination of apprenticeship AND having to apply this new skill in the heat of the battle against a dangerous enemy.
Leadership principle: The second condition for developing a new skill or behavior is to take intentional action.
Even if the “one thing” that your team member is working on feels as challenging as fighting the armies of Kang the Conqueror, the 3-step process for developing a new skill, behavior or mindset - BAR (Believe, Act, Reinforce) - still applies.3
In the last Friday Reflection, I explored the role for the leader and the team member in the first step of this process - Believe.4
This week, we will break down step two: Act.
So what are the types of actions that will enable our team members to acquire the “one thing?”
They fall into three categories: a) Applied skill-building; b) Challenging new responsibilities; c) Shared experiences.
Consider again, the example of the fix-it operator developing his “growth” toolkit.5 After establishing the "Believe" foundation, the CEO identified two “challenging new responsibilities” and one “shared experience.” First, she assigned him to lead a higher growth business unit that consisted of a portfolio of four business models. Second, she put him on the board6 of a joint venture with a fast growing company. Third, she identified an external mentor from a different industry who could help push the executive’s thinking in new ways.7
Notice that training wasn’t one of the actions they agreed on. I often find this to be the case for senior leaders. While trainings and executive education programs tend to be engaging for the participant, research suggests they are highly ineffective unless they are paired with real world application and reinforcement.8 In fact some studies show that only 5-20% of what is learned in a training is ever applied on the job.
Take Action: Practical and Proven Steps
Create a specific action plan for each team member. Identify 2-3 specific actions that will enable them to make progress in developing their “one thing.” The table above gives a starting point for the types of actions you could consider. Set milestones to check-in on how they are progressing in developing the new skill, behavior or mindset (in addition to the actual outcomes they are driving).
Ensure at least one of those actions “stretches” them. Like a lobster growing a new shell, new skills and mindsets are forged in situations that are uncomfortable and at times, stressful.
Be specific when pairing them with mentors. Look to pair your team members with mentors who are distinctive at the new skill, behavior or mindset they are trying to develop. It can be particularly powerful if these mentors are in other functions or even other companies (non-competitors) to help them get the broadest perspective possible. They also don’t necessarily need to be “senior” to them, because you can set up peer mentorship so that each individual is helping the other one on specific skill development.
Reflect: Some Questions to Consider
What specific actions or experiences can help each member of my team develop their “one thing?”
For team members that have recently taken on a challenging new experience, have I been explicit enough about “why” I gave them the role and what I want them to focus on?
How strong is my network of potential mentors? In other words, does my network represent a sufficient diversity of skills and perspectives?
Hopefully no one hates me for this. I say “minor” spoiler for two reasons. First, if you have watched the trailer, you know this to be true. And if you haven’t watch the trailer, then you likely don’t care that much about the film. Second, knowing this doesn’t affect the plot or any twists. That said, I still gave you the courtesy of a spoiler alert. You can thank me later.
The “tap” refers to the button on Antman’s suit that allows him to change sizes (e.g., from the size of an ant to the size of a tower).
As I mentioned in the last Friday Reflection, this model borrows heavily from David Peterson’s development pipeline. The reason I created it is that I find it easier to remember the BAR pneumonic, because development is all about “raising the BAR.”
It’s important to consider all three elements of “Believe” in this first step (Awareness → Motivation → Confidence). That said, I’d argue that “awareness” is foundational and one that we often don’t spend enough time on. This is particularly true when it comes to behaviors that are particularly hard for leaders to change.
This is the example I shared in the last Friday Reflection.
Serving on boards is an underutilized development tool. Leaders can gain at least 10 concrete skills as a board member. Check out this article that elaborates on these skills.
She also partnered him with an executive coach (yours truly). While I’d like to say I played a small role in this executive’s transformation, this example illustrates the importance of these critical actions and experiences as complementary to executive coaching. With strong performers in particular, coaching is not a substitute for stretching them in new ways - that’s where maximum learning happens. At some point, I’ll likely outline an entire Friday Reflection to the role of coaching and where it can (and can’t) make a difference.
More on this in the next Friday Reflection.