The previous three chapters of Talent is Overrated discussed in detail what doesn’t drive great performance.  Chapters four through seven begin exploring what it is that does separate high level performers from others.  These next chapters further break down the concept of deliberate practice and provide real-world examples of its application.  

As the author notes, “There is a path leading from the state of our own abilities to that of the greats. No matter how far one goes, however, the journey is always beneficial and begins by applying the elements of the process.” (p.104) The questions for us as organizational leaders is how do we encourage employees to embark on the journey and how do we best support their efforts a long the way.

“The Role of Deliberate Practice in the Acquisition of Expert Performance”, a paper authored by Anders Ericsson, provides a new theoretical framework for understanding why some people are so remarkably good at what they do. (p.61) Ericsson, et. al. proposed the new framework over the previously prevailing notion that talent was innately driven.  

Their research showed numerous cases of great performers who showed no evidence of precocity or natural gifts. It also showed that excellent performance was only achieved after many years of hard work.  

Herbert Simon and William Chase took this framework a step further by proposing the “ten-year rule” based on their study of chess players.  They observed that no one seemed to reach the top ranks of chess without at least 10 years of intensive study.  Research in a wide range of fields has substantiated the “ten-year rule”, beyond the world of chess. (p.62) Additional studies in the fields of math, science, musical composition, swimming, x-ray diagnosis, tennis, and literature showed 10 years of hard preparation preceded high level performance.

As a further challenge to the innate, “you’ve got it or you don’t”  explanation of talent driving high achievement, many scientists and authors don’t produce their greatest work until after 20 years or more of devoted effort. (p.62)

In fact, studies have shown that ordinary people improved their performance markedly when they were offered incentives or given new kinds of training, even after they had apparently plateaued performance-wise years earlier. (p63)  

The most successful organizations will be those that find ways to continuously develop meaningful incentives and dynamic training programs for their employees.

Deliberate Practice

According to Ericsson, deliberate practice is not work or play, but something completely in its own realm.  The following elements set deliberate practice apart from what is generally considered practice (p.62):

It is designed specifically to improve performance
It can be repeated a lot
The feedback on results is continuously available
It’s highly demanding mentally
It isn’t much fun
Individual pushes to breakdown and then develops solutions

The key element being that deliberate practice is “designed”.  As with any endeavor, it can be designed well or poorly.

Teachers are an integral part of improving performance because they can offer a clear, unbiased view of an individual’s performance and can assist with designing appropriate practice activities.

They can help stretch an individual beyond his/her current abilities, which is an important part of deliberate practice.

Noel Tichy (University of Michigan-business school) developed the illuminating concept of the “learning zone”. (p.68) The “learning zone” is in contrast to the “panic zone” and the “comfort zone” in regards to how an individual progresses in improving performance.

Focusing activities in the “learning zone” understandably leads to progress because it includes the skills and abilities that are just out of reach. Activities in the “comfort zone” don’t lead to progress because they are easily done.  “Panic zone” activities are so hard it is difficult even to know how to approach them.  

As the author points out, “identifying the “learning zone”, which is not simple, and forcing oneself to stay in it as it changes, which is even harder” are the first and most important characteristics of deliberate practice.(p.69)

Interestingly, the goal of deliberate practice is not developing the ability to perform certain activities automatically.  In fact, great performers never allow themselves to reach the automatic, arrested development stage in their chosen fields. (p.83)

The essence of practice, which is constantly trying to do the things one cannot do comfortably, makes automatic behavior impossible. The effect of continual deliberate practice is avoiding automaticity.  Avoiding automaticity is another way great performers continually improve their performance.

Perception and Knowledge

How does deliberate practice work? Deliberate practice changes a person in several significant ways. Most impressively, it can actually alter the physical nature of an individual’s brain and body. (p.103)

One of the considerable results is an enhanced level of perception.  Superior performers have a superior perception and understand the significance of indicators that average performers don’t even notice.

The “oil stain” example on page 89 is a great example of someone using a readily available piece of information to gain a better understanding of current conditions.  It is an opportunity for us to consider what the “oil stain” indicators may be in our own organizations and what other indicators may be available to give us a better understanding of our organizations.  

Superior performers look further ahead. Knowing what lies ahead leads to better preparation and, ultimately, better performance (see the sidebar on how Shell Oil scenerio plans to see the future).  Essentially, they know more from seeing less. This makes it possible for them to make better decisions using less information. They also make finer discriminations than average performers, and see differences that others don’t see.  Seeing differences that others don’t is another way of perceiving more. (p.93)

These enhanced abilities are clearly the results of training and practice.  Deliberate practice works by helping acquire specific abilities needed to excel in a given field. (p.94)

The knowledge of high-level performers is integrated and connected to higher-level principles. (p.96) The best performing organizations recognize the importance of deep knowledge in their specific field, as opposed to general managerial ability. (p.97)

The discussion by the CEO of General Electric regarding the most successful parts of the organization illustrates this point nicely. He observed that the most successful parts of G.E. were those divisions where leaders have stayed in place a long time, creating domain expertise, and the least successful divisions suffered from high turnover.

Deliberate practice enables the building and development of knowledge. Constantly trying to extend one’s abilities in a certain field requires amassing additional knowledge, and staying at it for years develops the critical connections that organize all the knowledge and make it useful. (p.98)

The bottom line is great performers perceive more, know more, remember more through deliberate practice.

What’s next?

Building on the concepts of the previous three chapters, the author has firmly established what deliberate practice is and is not, along with its role in creating high level performance. Interestingly, what many would consider practicing falls quite short of what deliberate practice really is. The difference seems to be focus, design, concentrated effort and continuous feedback.

There is no better illustration of that difference than the contrast between the author’s driving range experience and Ben Franklin’s approach to improving his writing skills.

Having established a complete understanding of the concept of deliberate practice, the book naturally progresses to the discussion of applying its principles on an individual and, ultimately, an organizational level. These topics form the basis of the last four chapters of the book and will be the subject of the upcoming review.