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The 5 Big Invisible Obstacles to Achieving Your Goals

People have been talking about SMART goals for a long time. However, if your goals are only Specific, Measurable, Achievable, Realistic, and Time Restricted, there is a very good chance you will NOT achieve them.

There are five obstacles that are like an invisible fence that stands between leaders and their goals. When leaders address and overcome these five obstacles, they tend to achieve exceptional and often extraordinary results.

However, when leaders do not address and overcome these five obstacles, they tend to produce results that are satisfactory or mediocre at best.

Obstacle #1: Goals are NOT EXCITING.

The first invisible obstacle leaders encounter is their goals simply are not exciting to the people who have to achieve them.

People only pursue goals they want to pursue because of What Is In It For Them. Individuals will not put forth significant efforts towards goals they do not believe are worthy of their pursuit.

Many leaders do not realize the power here.

Exciting goals that individuals really want to achieve are more motivating than other types of rewards and incentives. In addition, difficult but achievable goals produce greater performance improvement and results than easy goals.

Obstacle #2: Goals are INCOMPLETE.

The second invisible obstacle leaders encounter is more often than not their goals are undeveloped and not fully designed.

Most leaders overlook or are not even aware of this very significant obstacle.

In order to achieve the results you desire, you have to take time to think about the important alternatives, make choices, and then design your goals completely.

Obstacle #3: Goals are FUZZY and VAGUE.

The third invisible obstacle leaders encounter is their goals typically are fuzzy or vague, or they conflict with other priorities and alternatives.

Our brains need precise information to work. We must have clear choices. We have to see in our minds what we want to achieve.

Once a leader has a compelling and complete goal he or she wants to achieve, the next step is to sharpen the details so the goal itself and its priority of importance are unmistakable.

Obstacle #4: There is NO BUY-IN or it is weak.

The fourth invisible obstacle leaders encounter is the buy-in and resolve of the people who must pursue their goals often are low, tentative, conditional, soft, or nonexistent.

Without commitment, there is no accountability. Without accountability, there is no power for goal achievement.

If a leader is serious about achieving his or her goals, then he or she must get serious about getting firm and unconditional commitments from the people who are to achieve the goals.

Obstacle #5: PEOPLE FORGET the goals and LOSE FOCUS.

The fifth invisible obstacle leaders encounter is the least understood of all the obstacles, and yet it is the most important.

We live in a world of “goal clutter.” People have so much to do and so much going on. They literally forget the goals they are supposed to be pursuing or they get distracted and lose their focus.

When this occurs, instead of concentrating on achieving the desired goals, individuals spend their time on low-producing and non-producing activities.

People will not pursue what they do not recall and they cannot recall what they have not put into long-term memory.

In order for people to stay focused on goals, they must “learn” those goals. This means leaders must take time to teach their goals to others and take steps to keep their goals top of mind.

 


 

38-foot snake devours entire company

How could a 38-foot snake devour an entire company, you ask?

The 38-foot snake was an Anaconda. Actually, it wasn’t just one anaconda, there were many.

The Anaconda is a snake in the Amazon that grows to 38 feet in length. Anacondas coil around their kill squeezing so tightly that their prey can’t expand its lungs to allow in fresh air. Anacondas suffocate their victims by literally squeezing out the breath of life. Then they devour them.

The Anacondas In Life (see our bookstore for a copy of this book) are the people and information sources which promote negativity, doubt, despair, and limitation thinking. The company that was devoured by a 38-foot snake was choked to death by the negative can’t do attitude and the doubt and despair of the people in it.

Things did not start out on a negative note. In the beginning it was a mood of optimism. The president smiled a lot and complimented individuals on their work. The vice president of sales had a sense of humor and put fun into the day. A siren was sounded when big orders were achieved and there were free donuts on Fridays when sales quotas were exceeded.

But in the end, there were no donuts and the siren was silent.

The negativity in this company wasn’t caused by one person; it involved many aspects and many people. As financial and operating problems increased, the president withdrew from the organization and spent much of his time behind closed doors with subordinates. Communication in the company came to a halt and the internal newsletter was abandoned.

When sales results were short of the mark, the vice president of sales berated the individuals on the sales force for letting him down and he became sarcastic and cynical.

The vice president became a real negative person, and if there was one main Anaconda in this company, he was it. He began killing ideas with skepticism before the ideas were even fully born. “Oh really?” was a sarcastic expression he acquired. “Quit living in a dream world” was another.

Being positive is not always the easy choice

We live in a world that manufactures negative information. Our newspapers, internet, and media thrive on reporting negativity. We wake up to bad news on the radio and television, read it in our newspapers, magazines, on our I-pads, and see it again on the late night news. And during the day, if we allow it, we churn this negativity input over and over in our conversations.

When you add company changes, downsizing, and operating problems to the external onslaught of negativity, the natural tendency is to join in and be negative. If individuals spend their time complaining and telling each other they are overwhelmed and stressed, they are foretelling their own misfortune.

In many aspects, it is easier and more “in” to be negative than to be positive. It is easier to find fault with individuals than to find their strengths. It is easier to agree it can’t be done than to find ways to do it. It is easier to complain than it is to be upbeat.

Whose job is it to create a positive, Anaconda-Free environment?

So, how did the company go from upbeat and optimistic to doom and gloom?

There were many contributing elements, but the central factor was that the members of management were not strong enough and sufficiently skilled to remain positive in the face of difficulties and adversity. They became reactive and reclusive and were not proactive and forceful in creating and maintaining a constructive environment.

Just about anyone can promote a positive environment when things are going well. It’s a no brainer to buy donuts on Fridays when sales quotas are being met. Sounding a siren for big orders is a natural and almost obvious action to take.

But what about when things aren’t going so swimmingly? What are the leaders of a company supposed to do when sales quotas are missed? What steps should executives take when the people in their organizations become preoccupied with doom and gloom? Should the managers cut costs and forget about the donuts and the celebrations? Should the officers of the company commiserate and join in the negative discussions?

We don’t think so. We think it is management’s responsibility to maintain a positive and inspiring environment in both good and bad times. It is management’s responsibility to remove Anacondas from their organizations. It is management’s responsibility to create and maintain a positive Anaconda-free environment. Managers are supposed to rise above doom and gloom, aren’t they?

If creating a positive environment is not the responsibility of management, whose responsibility is it? If top management isn’t responsible for removing an Anaconda like the vice president of sales in this story, who is?

How to create and maintain a positive environment

We had the opportunity to interview a man who was the founder and president of one of the most successful agencies in one of the most successful financial services companies in the world. A multi-millionaire many times over, this man has a vibrant and growing business and his team of associates and business partners is superb by every standard you can imagine.

When asked what he attributed the success of his business to, he fired back instantly, “I manage our environment,” he said.

“You manage your environment?”

“That’s right,” he said. “My number one most important job is to manage the environment our people work in.”

He went on to explain how he went about creating a motivational climate that attracted and cultivated “eagles” as he referred to them – people who suggest ideas and make things happen. One of his techniques is to provide his associates with an ongoing series of books, DVDs, CDs, and newsletters on the subjects of leadership, motivation, and management.

This man went on to say that it wasn’t until his twelfth year in business that he realized he had built an organization comprised of mostly mediocre individuals. He said he suddenly realized the only way he would ever be able to build a truly great organization was to go for super quality people. At that juncture, he started weeding out non-performers and began recruiting only positive, can-do eagles. Then his business really began to soar.

Are you an Anaconda or are you a Dream Sower?

It is doubtful that any of us really wants to be an Anaconda in life, but unfortunately, sometimes we unknowingly are.

In many ways we have become dulled to the reality that the people we come in contact with daily are living human beings. We are human beings, not machines. We have feelings, emotions, and needs, and one of those needs is to be encouraged by the people we are around and the environment we are in.

When someone approaches you with a new idea, what is your immediate response? Do you perk up, smile, and say, “neat idea, tell me more about it?” Or do you tell them you don’t have time now and ask them to see you sometime next week?

Join our campaign to create a more positive environment

We invite you to join our campaign to create a more positive environment wherever you are. Please print out a copy of our  Anaconda-Free-Zone Poster, hang it in your workspace, and then explain our Anaconda concept to all who see this poster. Clients also find value in purchasing and distributing The Anacondas In Life to their organizations.

Do whatever it takes to create a more positive environment where you are! Drop us a line and tell us your results. Check back from time to time to read more posts on creating a more positive environment.

Free Time Tools

Our Keep It Simple for Success book, It’s About TIME! is just that – simple.  You don’t need a big binder that you have to purchase pages for . . . we teach our time/self management methods in 5 simple steps.

For those of you who have purchased a copy of our book, below is a PDF file providing you the The 3 Magic Pieces of Paper that are explained in the book.  If you use these tools, your productivity will soar!

For book purchasers-Its-About-TIME-3-Magic-Pieces-of-Paper

If you want to learn the 5 steps and get more great tips, please visit our bookstore and order your copy of It’s About TIME!

 

 

How to overcome setbacks

How professional are you?

Click on the link below to take our quick quiz on Professionalism.  Discover areas that you can enhance to become even more professional.

Professionalism Quick Quiz

Professionalism: The Decline of a Critical Set of Behaviors

Click here to download

EXECUTIVE SUMMARY

Professionalism is critical both to the effective functioning of any business and to the success of any individual, but professionalism in the workforce is declining. Indeed, there is reason to believe that this decline will continue and that it may accelerate.

In order to reverse this decline, changes must be made in the way that we educate our workforce, both in the classroom and the workplace because the evidence suggests that people do not acquire professionalism simply by working in a professional environment.

The traditional academically-oriented, four-year colleges are not well suited to the teaching of professionalism skills. The critical classrooms are those found in market-facing institutions like community colleges and vocational and technical colleges. These schools, far more than their four-year counterparts, are committed to preparing their students for career success. However, they have traditionally focused on teaching skill sets and not professionalism. As an increasing number of newly-graduated students fail to meet employer expectations with regard to professionalism, colleges must add programs and prepare their students more comprehensively for the workplace.

Furthermore, since most new entrants into the job market are not graduates of community, vocational, or technical colleges, these institutions cannot solve the problem on their own. Businesses, themselves, will have to contribute the greater proportion of the solution. Making professionalism an explicit part of the orientation and training of all new hires is a step that most businesses have failed to take. That failure must be remedied.

A BRIEF DEFINITION

Like most social principles, professionalism is defined in the doing. Although such definitions are rarely precise, professionalism can accurately be described as the set of behaviors that you would hope to find in a co-worker; for example a good work ethic, appropriate attire and physical appearance, effective communication, courtesy, and good interpersonal skills.

Professionals are punctual, meet agreed-upon deadlines, dress appropriately for the work environment, acknowledge and learn from mistakes, are courteous and well mannered, exercise control over their emotions and the language they use, act as team players, treat everyone with respect, and consistently perform at “the top of their game.” Of course, the definition can be elaborated – at great length – by listing additional behaviors, but the definition provided above provides an adequate illustration and is easily understandable.

A CRITICAL SET OF BEHAVIORS

Perhaps the most striking thing about professionalism is that people need a definition to recognize it but don’t need anything at all to recognize its absence. We usually assume that the people around us will be professional in their dealings with us and, as a result, we rarely take specific notice when that expectation is fulfilled. However, when that expectation is not fulfilled – when someone is rude or lacks good manners, when
someone comes to work habitually late, when someone tries to avoid responsibility for something wrong that he has done – we not only notice but usually react quite strongly.

However, the fact that people take professionalism for granted does not mean that it is only a minor virtue. In fact, it is usually regarded as critical to the success of an individual or an organization. In a recent survey of journalism professionals, the Arkansas Press Association found that professionalism was considered the single most important attribute that a new journalism graduate could possess, surpassing basic interviewing skills, news writing skills, and even practical experience.1 Similarly, in a survey of medical students, residents, and attending physicians, professionalism was rated as important or very important by all three groups.2

Not only is professionalism highly valued, it can actually predict success. In a study of the relationship between the ranking assigned by interviewers to candidates for admission to medical residency programs and an array of potential predictors, including professionalism, medical school ranking, research experience, medical experience, academic awards, and professional memberships, Brandt, Forde, and Chasen found that professionalism and medical school ranking correlated highly while other variables did not.3 According to the authors, “Our data suggests [sic] that professionalism is considered highly when evaluating prospective residents.”

post1Just as professionalism is seen as critical to success, a lack of professionalism is strongly associated with failure. In a major study undertaken by the Center for Professional Excellence at York College of Pennsylvania, hundreds of managers and human resource personnel participated in an extensive professionalism survey.4 Figure 1 shows the impact of a lack of professionalism on the likelihood of being hired or promoted.

Another study, by Bekhor, Bekhor, and Gandrabur, found similar results when they surveyed employers across a broad range of industries to determine the impact of a perceived lack of professionalism – the wearing of visible tattoos – on the likelihood of being offered a job.5 They found that over 70% of employers in the office, retail, beauty, and hospitality sectors would not employ a person with visible tattoos.

PROFESSIONAL BEHAVIOR IN DECLINE

In spite of its importance, we rarely ask ourselves how professionalism develops. We don’t ask how people become professional. We simply take it for granted that almost everyone does, in fact, become professional. We seem to assume that professionalism is somehow inculcated in each of us as an integral part of our upbringing. Unfortunately, this is not the case.

In the York College study, fully 33% of the human resources personnel and 21% of the managers reported feeling that professionalism is declining.6 It should be noted here that the observed difference between the people in human resources and the managers is probably a function of the success of the human resources personnel in filtering out unprofessional candidates. Consequently, the experience of the HR respondents is probably a more accurate barometer of changes in the general population.

Even more alarming, the decline is largely attributed to a decline in professionalism among younger workers. This suggests that the decline reported by respondents in the York College study will not only continue but may accelerate as younger workers become an ever-larger fraction of the overall workforce.

post3This concern has recently been echoed by Anthony DePalma, a journalism professor at Seton Hall University. Commenting on his students’ reaction to a deception practiced by a public figure that resulted in a public apology by a major news organization, DePalma noted that they appear to accept “the idea that there might be different versions of the truth – a larger truth or an emotional truth.”7 DePalma went on to say that “They assume that [the public figure] was being an advocate for his beliefs, and if he had to break a few rules, so be it.” This attitude is fundamentally incompatible with the ethical demands of professionalism.

Edward L. Queen II, of the Emory University Center for Ethics, has framed the dilemma even more starkly; “The problem is today’s social norms are basically the social norms of adolescent males, not of adult human beings.” 8

THE CHALLENGE

Professionalism is far too important for us to ignore its troubles. However, the solution to these troubles is not obvious.

The evidence suggests that people do not acquire professionalism simply by working in a professional environment.9 A study of professionalism in teachers examined several factors that might affect professionalism and concluded that “academic qualifications and teaching experience did not affect professionalism …”

figure2
This difficulty is compounded by the fact that business is not prepared to engage the issue. The York College study revealed that fewer than half of all businesses have programs that specifically address professionalism for new employees.10 In fact, businesses would far rather not have to address the problem at all. Figure 2 shows the percentage of human resource professionals and managers who believe that colleges, not businesses, should be responsible for the development of professionalism. This finding is further supported by research done by Iowa State University that showed that employers of their horticulture graduates wanted to see a heavier focus by the school on professionalism.11
post43

In spite of the fact that people in the business environment want colleges to solve the problem of declining professionalism, they have very little idea exactly how colleges should go about it.12 When asked for suggestions, most respondents had none. Figure 3 shows the most common recommendations and the percentage of respondents who made them. If those most affected by the decline in professionalism are unable to offer solutions, it seems unfair to expect the colleges to find them.

The search for solutions to declining professionalism is exacerbated by the fact that, even though businesses desperately want the colleges to solve the problem, academically-oriented four-year colleges are not designed to do so. Training undergraduates in professionalism fits neither the colleges’ process nor their revenue models. As the Iowa State University research notes, “Some of the skills most desired, such as good work ethic and initiative, are also some of the most difficult to teach at the collegiate level.”13 More fundamentally, teaching professionalism is not consonant with their perceived mission.

RECOMMENDED SOLUTIONS

The research into the determinants of professionalism in teachers provided an insight critical to the understanding of the solution to the professionalism problem. While noting that work experience did not affect professionalism, they observed that professionalism training did.14 If we cannot look to traditional four-year colleges to provide that training, where then can we look?

Part of the answer to this question does indeed involve colleges, but of a different kind. Vocational, technical, and community colleges are ideally structured to meet this critical need. Students at these colleges routinely look to their almae matres to prepare them to secure and succeed at a job. Further, especially for vocational and technical colleges, their ability to recruit future students is determined in large part by their ability to produce and place well-prepared workers. As a result, professionalism is aligned with both their market-facing curricula and their economic models.

The hurdle that must be overcome, however, is that, with some notable exceptions, these institutions have not stepped forward to address this issue. Traditionally, of course, the set of behaviors that comprise professionalism were learned in the process of growing up. By the time that students reached the college level, the basics of professionalism were already in place and there was little need for additional formal training. Unfortunately, this is no longer the case.

Now the problem is becoming acute. The businesses that hire the graduates of the vocational and technical colleges that do not include professionalism in their curricula are dissatisfied with the level of professionalism exhibited by those graduates and are looking to the colleges to remedy the situation. By adding a course in professionalism and requiring that all prospective graduates complete it, these institutions could make a significant contribution to resolving the crisis.

However, vocation, technical, and community colleges produce too small a fraction of the overall workforce to resolve the problem completely. Much of the solution, therefore, must come from the businesses themselves.

All businesses provide some form of orientation and training to new employees. New hires must become familiar with company policies and procedures and learn specific skills that are required to perform their jobs effectively. Now, companies must add formal training in professionalism to their existing training regimen. Such training is comparatively straightforward and simple to incorporate into employee orientation. Although many businesses lack the internal expertise to develop such programs, there are institutes that have significant experience and substantial expertise in this area. These institutes have already invested heavily in the development of professionalism training programs and materials, including facilitation guides for use by an organization’s own in-house staff.

CONCLUSIONS

Professionalism in America has begun to decline. Because professional behavior is a fundamental attribute of successful people and successful businesses, the decline represents a substantial economic threat. This threat is made worse by the likelihood that the decline in professionalism is accelerating since it is most pronounced among younger workers.

There are two parts to the solution to this crisis:

  1. America’s community, vocational, and technical colleges must incorporate the teaching of professionalism into their curricula. Forward-thinking institutions have already taken this step, but it must become much more widespread.
  2. Because most new entrants into the workforce do not come through the community, vocational or technical college systems, businesses must add professionalism training to their new hire orientation and training programs.

Disclosure:This study was sponsored by The Goals Institute, a company dedicated to the enhancement of professionalism and the provision of professionalism training programs. The author of this paper, Patrick J. Miller, Ph.D., was a neuroscientist and faculty member at the University of Pennsylvania, where he earned his doctorate as a Fellow at the Institute for Neurological Sciences, and is currently a senior executive in the health care industry.

REFERENCES

  1. Sitton, Ronald D., Cary, John, & Hall, Roger, “What Do You Think Journalism Graduates Know?” Arkansas Press Association Press Release, 2009
    http:// www.uamont.edu/facultyweb/sitton/crz/mrea/APA_release.html
  2. Morreale, Mary K. M.D. & Balon, Richard, M.D., “Survey of the Importance of Professional Behavior among Medical Students, Residents, and Attending Physicians”; Academic Psychiatry, 35, 3, 2011, pp. 191 – 195
  3. Brandt, J.S., Forde, A.T. & Chasen, S.T., “Professionalism Assessment and Residency Rank Order”, Association of American Medical Colleges, https://www.aamc.org/download/…/108-professionalismassessment.pdf
  4. 2012 Professionalism in the Workplace Study, Center for Professional Excellence, York College of Pennsylvania, Polk-Lepson Research Group, p. 78

    http://www.ycp.edu/media/yorkwebsite/cpe/2012-Professionalism-in-the-Workplace-Study.pdf

  5. Bekhor, P.S., Bekhor, L. & Gandrabur, M., “Employer Attitudes toward Persons with Visible Tattoos”, Australasian Journal of Dermatology, 36, 2, May, 1996, pp. 75-77.
  6. 2012 Professionalism in the Workplace Study, op. cit., p. 33
  7. Leopold, Todd, “Seeking the Truth in an ‘American’ Controversy, March 21, 2012, p. 1

    http://articles.cnn.com/2012-03-21/us/us_american-truth-daisey_1_daisey-storyteller-fiction?_s=PM:US

  8. Ibid, p.3
  9. Toh, Kok-Aun, “Determinants of Teacher Professionalism”, British Journal of In-Service Education, 22, 2, 1966, pp. 231-244
  10. 2012 Professionalism in the Workplace Study, op. cit., p. 97
  11. VanDerZanden, A. M., & Reinert, M., “Employer Attitudes and Perceptions of Job Preparedness of Recent Iowa State University Horticulture Graduates”, 2009

    http://horttech.ashspublications.org/content/19/3/647.full

  12. 2012 Professionalism in the Workplace Study, op. cit., p. 98
  13. VanDerZanden, A. M., & Reinert, M., op. cit.
  14. Toh, Kok-Aun, op.cit.