For six decades, Bruce Tuckman's model of group development has given leaders a reliable map for a messy process: turning a collection of individuals into a functioning team. Teams form, they storm, they eventually norm, and if they are fortunate, they perform (Tuckman, 1965). The model has proven durable because it describes something true about human groups regardless of industry or era. What has changed is the composition of the team itself. A growing share of leaders now manage groups that include people as well as AI agents capable of planning, adapting, and contributing to shared goals (Lou et al., 2025). Applying Tuckman's stages to this new configuration offers a practical way to think about what changes, and what does not, when a machine joins the roster. A Model Built for People, Now Tested by Machines Tuckman's original 1965 paper synthesized fifty studies of group behavior into four stages: orientation, conflict, cohesion, and functional role-relatedness, more memorably known as forming, storming, norming, and performing (Tuckman, 1965). A 1977 revision added a fifth stage, adjourning, to account for how groups disband once their purpose is fulfilled (Tuckman & Jensen, 1977). The model's staying power comes from its simplicity and its accuracy, and its trajectory from an HR practitioner favorite into a widely cited academic framework is itself well documented (Bonebright, 2010). Teams really do need time to establish trust, work through friction, and settle into shared norms before they reach full productivity. Nothing about the introduction of AI into a team changes that underlying psychology. What changes is who, or what, the team is establishing trust with. A Fifth Teammate Who Never Sleeps Researchers studying human-AI teaming describe a shift already underway in many organizations. AI systems are no longer confined to the role of tool, quietly executing instructions in the background. They are increasingly functioning as active collaborators that learn, adapt, and operate with a degree of autonomy inside shared workflows (Lou et al., 2025). This shift requires new thinking about interaction protocols, delegation, and how responsibility gets distributed between human and machine contributors (Lou et al., 2025). For a leader applying Tuckman's framework, that means treating the AI system as a team member whose onboarding, integration, and performance deserve the same deliberate attention given to a new hire. Forming: Defining the Agent's Role Before the Work Begins The forming stage has always been about orientation. Team members test the boundaries of the group, look to the leader for direction, and try to understand how they fit. When an AI system joins a team, that same orientation needs to happen deliberately, not by default. In practice, that means leaders deciding up front which decisions the AI supports, which decisions it should never make unilaterally, and how its output will be verified before it becomes team knowledge. Skipping this step moves the confusion downstream, typically into the storming stage, where it is more expensive to resolve. Storming: Conflict Now Includes a Trust Problem Every team hits a period where politeness gives way to friction. With a human-AI team, that friction often centers on a different kind of conflict: whether the AI's output can be trusted, and how much oversight it actually requires. Current research on human-AI teaming identifies exactly this tension as one of the field's central gaps, pointing to the ongoing difficulty of aligning AI systems with human values and objectives, and the tendency of teams to underutilize the AI's genuine capabilities even once it has proven itself (Lou et al., 2025). Left unmanaged, this friction shows up as a new source of workplace strain. A recent Harvard Business Review study found that intensive oversight of AI tools drives measurable cognitive fatigue among employees, a condition researchers call AI brain fry (Bedard et al., 2026). Leaders who recognize storming as a normal, necessary stage, rather than a sign that the AI integration has failed, are better positioned to work through it deliberately. Norming: Building a Shared Mental Model Teams reach the norming stage once they develop shared expectations about how work gets done. For human-AI teams, this means building what researchers call a shared mental model: a common understanding, held by both the human and the AI system, of goals, roles, and the standards output must meet (Lou et al., 2025). In practice, this looks like documented prompts, agreed-upon review checkpoints, and a clear record of which tasks the AI now owns outright versus which remain under close human review. Norming is also where trust gets calibrated rather than assumed. Teams that skip this step tend to oscillate between over-trusting AI output and second-guessing every line it produces, neither of which reflects a mature working relationship. Performing: When the Combination Outperforms Either Alone The payoff for working through the earlier stages is a team that performs at a level neither its human nor its AI members could reach independently. This is the central promise of human-AI joint cognitive systems: an approach that raises joint performance beyond what either humans or AI achieve on their own, while working around the known limitations of each (Xu & Gao, 2024). Reaching that point is the product of a team that has genuinely formed, stormed, and normed around its newest member, rather than adding a chatbot to an existing workflow and calling it a transformation. What Leaders Should Take From This Tuckman's model was never meant to be applied once and forgotten. Teams reform every time membership changes, and adding an AI agent to a workflow counts as a membership change, even if no one updates the org chart. Leaders who name the stage their team is actually in, rather than assuming everyone has already arrived at performing, will spend less time firefighting avoidable conflict and more time building the kind of shared understanding that lets human judgment and machine capability genuinely compound. References Bedard, J., Kropp, M., Hsu, M., Karaman, O. T., Hawes, J., & Kellerman, G. R. (2026). When using AI leads to “brain fry.” Harvard Business Review Digital Articles. Bonebright, D. A. (2010). 40 years of storming: A historical review of Tuckman's model of small group development. Human Resource Development International, 13(1), 111–120. https://doi.org/10.1080/13678861003589099 Lou, B., Lu, T., Raghu, T. S., & Zhang, Y. (2025). Unraveling human-AI teaming: A review and outlook. arXiv. https://doi.org/10.48550/arXiv.2504.05755 Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399. Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419–427. Xu, W., & Gao, Z. (2024). Applying HCAI in developing effective human-AI teaming: A perspective from human-AI joint cognitive systems. Interactions, 31(1). Copyright © 2026 by Severin Sorensen. All rights reserved.

Dwight Eisenhower's insight about urgency and importance has outlived every technology cycle since he first shared it. In a 1954 address at Northwestern University, Eisenhower quoted an unnamed college president's observation that urgent problems are rarely important, and important problems are rarely urgent, an idea Stephen Covey later formalized into the four-quadrant tool now known as the Eisenhower Matrix (Covey, 1989). The framework has always been about protecting judgment from the tyranny of the inbox. That mission has only gotten harder now that AI has multiplied the number of plausible options in front of every decision-maker. A Framework Born From Genuine Stakes Eisenhower's authority on this subject came from lived experience, not theory. His career as a wartime commander and later as president exposed him to decisions with consequences that gave his observation about urgency and importance real weight, and it is that context Covey drew on when he built the matrix into his influential guide to personal effectiveness (Covey, 1989). That history matters for how leaders should read the matrix today. It was never meant as a productivity hack for clearing inboxes faster. It was a filter for protecting attention when the cost of misallocating it was genuinely high. AI has now changed the volume of inputs competing for a leader's attention before those decisions get made. A Simple Tool for a Persistent Problem The Eisenhower Matrix sorts tasks along two axes, urgency and importance, producing four categories: do now, schedule, delegate, and eliminate. Its enduring appeal lies in forcing a distinction that busy leaders routinely collapse: the difference between what demands attention right now and what actually moves the organization forward. Covey built this distinction into the third habit of his influential management text, arguing that effective people organize their time around importance rather than urgency (Covey, 1989). That discipline was already difficult to sustain in an analog world of ringing phones and stacked memos. It is more difficult still in a workplace saturated with AI-generated options, drafts, and recommendations. AI Was Supposed to Clear the Queue The pitch for workplace AI has always centered on time saved: fewer manual tasks, faster first drafts, more capacity for the work that actually requires human judgment. In practice, that promise is only partially holding up. A 2026 Harvard Business Review study of nearly 1,500 full-time workers found that intensive AI oversight increases rather than decreases cognitive strain, contributing to a condition the authors term AI brain fry (Bedard et al., 2026). The study found that AI reduces burnout when it automates routine, repetitive tasks, but increases mental fatigue when it requires constant monitoring and judgment calls of its own (Bedard et al., 2026). In other words, AI has changed the shape of decisions, and in many workplaces, multiplied their number. When Everything Feels Urgent, Nothing Sorts Itself This is precisely the terrain the Eisenhower Matrix was designed for, and precisely where it is now being tested. The pattern shows up wherever AI gets added to a workflow without a filter: it can sharpen decision quality when deployed with intention, but it just as easily piles onto cognitive load when there's no clear framework for what deserves attention. The failure mode is familiar to anyone managing a marketing or content function today: a growing stream of AI-assisted drafts, options, and suggestions, all requiring review, none of them automatically sorted by what actually matters. Without a deliberate filter, urgency wins by default, because urgent items announce themselves while important ones wait quietly. Rebuilding the Matrix for an AI-Assisted Workflow Applying the Eisenhower framework to an AI-augmented team starts with treating AI-generated output as raw material for the matrix, not an exemption from it. A draft press release, a competitive analysis, or a first-pass email campaign produced by AI still needs to be sorted by importance and urgency before it earns a leader's attention. Practically, this means building review habits around a few principles. AI should be assigned primarily to the quadrant it serves best, important-but-not-urgent work, where it can draft, research, and prepare material well ahead of deadline pressure, precisely the category human attention tends to neglect under normal workloads. A competitive scan of the market, a first pass at quarterly messaging, or a rough outline of an executive presentation are all examples of work that matters a great deal but rarely feels urgent enough to get done, which makes it exactly the kind of work AI should be handling in the background before it becomes a fire drill. Urgent-but-unimportant tasks, the category Eisenhower's framework recommends delegating, are now genuinely delegable to AI in a way they were not before, freeing human time for judgment calls that AI cannot make. Routine status updates, first-draft responses to common questions, and formatting work all fall into this category. Leaders also need an explicit standard for what still requires direct human review before anything produced by AI is treated as final, so that oversight itself does not become the newest urgent-and-unimportant task on the list. Without that standard, reviewing AI output becomes its own source of urgency, and the matrix loses the very discipline it was built to provide. Protecting the Quadrant That Matters Most The real risk of AI in a business environment is that the sheer volume of AI-generated material will quietly crowd out the important-but-not-urgent work that strategic thinking, coaching, and long-range planning depend on. That is the same quadrant Eisenhower identified as the one people most reliably neglect, decades before AI existed. The tools have changed. The discipline required to protect that quadrant has not. Leaders who build AI into their workflow with the matrix in mind, rather than letting AI dictate what feels urgent, put themselves in a stronger position to spend their attention on the decisions that genuinely warrant it. References Bedard, J., Kropp, M., Hsu, M., Karaman, O. T., Hawes, J., & Kellerman, G. R. (2026). When using AI leads to “brain fry.” Harvard Business Review Digital Articles. Covey, S. R. (1989). The 7 habits of highly effective people: Powerful lessons in personal change. Free Press. Copyright © 2026 by Severin Sorensen. All rights reserved.

A RAND Corporation study published in 2024, based on interviews with sixty-five data scientists and engineers with at least five years of experience building AI and machine learning systems, set out to understand why so many AI projects fail. The researchers noted that by some estimates, more than 80% of AI projects fail to deliver the business value they were built for, roughly twice the failure rate of ordinary IT projects. The most important detail is what the interviewees identified as the primary cause: 84% pointed to leadership-driven problems rather than technical ones, citing a persistent gap between what executives believed AI could do and what the teams building it were actually equipped to deliver (Ryseff et al., 2024). All of which goes to say: the models mostly work, but the organizations around them are not changing fast enough to use them well. An Old Problem in a New Package This is not a new problem wearing a new name. It is the oldest problem in change management, arriving in an unfamiliar package. Leaders who would never announce a merger, a restructuring, or a new strategic direction without a change plan are routinely rolling out AI tools with none at all, treating adoption as a training question when it is really a change question. Two frameworks that predate the current AI cycle by decades explain much of why that approach fails, and together they give coaches a useful diagnostic for clients stuck somewhere in an AI rollout that has quietly gone nowhere. Kotter's Eight Steps, Applied to AI The first framework is John Kotter's eight-step model, built from his research on why large organizational changes so often collapse (Kotter, 1996). Kotter's sequence begins with establishing a sense of urgency, a step most AI rollouts skip because the urgency feels self-evident to a leadership team that has been reading about AI for two years. It rarely feels as self-evident to the employee whose daily workflow the tool is about to disrupt. From there, Kotter's steps move through building a guiding coalition, forming a strategic vision, enlisting a volunteer army to communicate it, removing barriers to action, generating short-term wins, sustaining acceleration, and finally institutionalizing the change so it survives once the initial push fades. Skipping urgency leaves an initiative without the organizational will to survive its first budget review, echoing RAND's finding that leadership misalignment on what problem AI is meant to solve is the most common failure driver. Skipping the guiding coalition produces tools that live entirely inside one department, resented rather than adopted anywhere else. Skipping short-term wins leaves projects that technically launch and then fade because no one can point to a specific result that justified the disruption, a pattern RAND traces to underinvestment in the deployment infrastructure that would let early wins actually surface. Skipping institutionalization explains why so many AI pilots that succeeded quietly disappear a year later when the champion who drove them changes roles. ADKAR and the Individual Level of Change Kotter's model operates at the organizational level, and that is precisely its limitation for AI adoption, which depends on whether individual employees actually change how they work. This is where Jeff Hiatt's ADKAR model, developed by Prosci from research on hundreds of organizations, becomes a necessary complement (Hiatt, 2006). ADKAR breaks individual change into five sequential outcomes: Awareness that a change is happening and why, Desire to participate in it, Knowledge of how to do so, Ability to actually execute it, and Reinforcement that makes the new behavior stick instead of reverting under pressure. Most AI training programs start at Knowledge, handing employees a tool and a tutorial, and skip past the two stages that actually determine whether anyone uses it. Awareness without a credible business reason produces polite compliance followed by quiet abandonment. Desire is the stage leaders underestimate most severely, because an employee's motivation to adopt an AI tool is entangled with a genuine, often unspoken concern about what fluency with it will mean for their role. A training session cannot manufacture desire that a leader has not first addressed directly. Reinforcement is the stage almost every organization drops once the launch event ends, which is exactly why usage metrics so reliably spike at rollout and decay within a quarter. Where the Two Models Meet Used together, the two models cover ground that either one leaves exposed alone. Kotter explains whether the organization has built enough structural support for an AI initiative to survive contact with reality. ADKAR explains whether the individuals inside that structure have actually been taken through the psychological sequence required to change how they work. A rollout can execute every Kotter step well and still fail if individual employees never move past Awareness. A rollout can win over every individual employee and still fail if there is no guiding coalition protecting it past the first reorganization. A Diagnostic Conversation for Coaches For a coach working with a leadership team on a stalled AI initiative, this pairing turns a vague complaint (e.g. people just are not using it) into a specific diagnostic conversation. Ask where the guiding coalition sits and whether anyone outside the initial sponsor's own department has a stake in its success. Ask what short-term win the team can point to that took less than ninety days to produce. Then ask the individual-level question underneath the organizational one: for the people closest to the work, has anyone addressed directly what this tool means for their role, moving them from awareness to desire, or has the organization simply assumed that training equals adoption? How This Plays Out in Practice Consider the shape this takes in practice. A mid-sized professional services firm rolls out an AI drafting tool to its client-facing teams. Leadership announces it at an all-hands meeting, points to the productivity numbers from the pilot group, and gives everyone a login. Three months later, adoption has flatlined at the same handful of early enthusiasts who used it during the pilot. Nothing about the tool has changed. What is missing is not a second training session. It is a guiding coalition that includes respected senior staff who were not part of the original pilot, a short-term win specific to the teams who have not yet adopted the tool, and, underneath all of that, an honest conversation about the desire gap, the quiet worry among mid-level staff that visible fluency with the tool is being read by the firm as a signal about which roles it plans to need less of. No amount of additional Knowledge closes a gap that actually sits at Desire. The Bottom Line The number from the RAND report that should reframe how leaders think about AI adoption is 84—the percent of practitioners who pointed to leadership-driven problems, not technical ones, as the primary reason AI projects fail. AI initiatives are failing for reasons that have little to do with whether the model is good enough and everything to do with whether the organization did the unglamorous work of taking people through change in order. Kotter and ADKAR were built to diagnose exactly that gap. The tools involved are new. The way organizations resist changing around them is not. References Hiatt, J. M. (2006). ADKAR: A model for change in business, government and our community. Prosci Learning Center Publications. Kotter, J. P. (1996). Leading change. Harvard Business School Press. Ryseff, J., De Bruhl, B. F., & Newberry, S. J. (2024). The root causes of failure for artificial intelligence projects and how they can succeed: Avoiding the anti-patterns of AI. RAND Corporation. https://www.rand.org/pubs/research_reports/RRA2680-1.html Copyright © 2026 by Severin Sorensen. All rights reserved.

Every executive coach has sat across from a leader who insists that their door is open, that their team knows they can say anything, and who still watches meeting after meeting pass without a single dissenting voice. The leader is usually being honest about their intentions, but what eludes them is the fact that psychological safety cannot be established by announcement. It develops in a sequence, and most teams stall long before they reach the stage where genuine candor becomes possible. The Origins of the Model The concept traces back to Harvard's Amy Edmondson, whose 1999 research on manufacturing teams established that a person's willingness to raise a concern, admit an error, or ask a question depends on a shared belief that doing so will not lead to humiliation or punishment (Edmondson, 1999). Organizational psychologist Timothy R. Clark later translated that broad idea into a sequence leaders can actually diagnose and build: the Four Stages of Psychological Safety, grounded in research across hundreds of organizations (Clark, 2020). Clark defines the underlying condition as a culture of rewarded vulnerability, in which taking an interpersonal risk earns recognition instead of retaliation. The four stages describe how deeply that culture actually runs within an organization. Stage One: Inclusion Safety Inclusion Safety answers a question every new team member asks, whether or not they say it aloud: can I be myself here? It is the most basic form of safety, the sense of being accepted as part of the group instead of simply being tolerated by it. Leaders build inclusion safety less through grand gestures than through small, consistent signals, learning names and using them correctly, showing genuine curiosity about a team member's background, and respecting the boundaries people set around what they choose to share. A team without inclusion safety can still look orderly and cooperative on the surface. It will rarely produce an original idea, because no one on it feels secure enough to offer one. Stage Two: Learner Safety Learner Safety is where growth becomes possible, and it answers a narrower question: is it safe to ask, to admit confusion, and to get something wrong in front of other people? Coaches will recognize this as the stage where well-meaning leaders often undermine themselves, rewarding people who arrive with polished answers while unintentionally punishing the honest admission of not knowing. Building learner safety means treating a mistake as data rather than as a verdict on someone's competence, and it requires a leader to model that behavior first. A leader who rarely admits uncertainty gives their team implicit permission to hide theirs. Stage Three: Contributor Safety Contributor Safety is the stage most performance conversations are actually about, even when no one names it that way. It answers the question, can I create value here in my own way, and it depends on a leader granting real autonomy in exchange for accountability. Clarity of expectations matters here as much as encouragement does. A team member needs to understand what good looks like and then needs enough latitude to reach it along their own path. Coaches often find that stalled contributor safety looks like micromanagement from the outside and feels like caution from the inside. A leader who has been burned by a past mistake tightens control, the team responds by contributing less, and that pattern quietly confirms the leader's instinct to tighten further. Stage Four: Challenger Safety Challenger Safety is the hardest stage to reach, and it is also the one every leader tends to claim they already have. It answers the question, can I speak up when something is wrong, including when what is wrong is a decision the leader made? Clark treats this as an exchange in which a leader offers air cover in return for candor. Without that exchange, dissent has no protection, and silence becomes the rational choice for anyone who has watched what happened to the last person who spoke up. This is the terrain that the strongest voice-and-dissent research keeps circling back to. Organizations rarely lack people with concerns. What they lack is the accumulated trust, built stage by stage, that makes voicing those concerns feel survivable. Why the Order Matters What makes Clark's model useful for coaching work is that the stages build on one another in a fixed order. Clark treats this progression as close to a psychological law. A team cannot reach Challenger Safety without first securing Contributor Safety, cannot reach Contributor Safety without Learner Safety, and cannot reach any of those stages without Inclusion Safety already in place. The parallel to Maslow's hierarchy is intentional: the need to belong precedes the need to learn, which precedes the need to contribute, which in turn precedes the need to be heard. A leader who asks a team for challenger-level candor before that team has secured inclusion safety is asking for a behavior the team has no foundation to produce. A Diagnostic for Coaches For a coach, this reframes a familiar problem. When a leader reports that their team will not speak up, the more useful question is not why won't they but which stage is missing. A team that avoids conflict yet participates freely in brainstorming has likely built inclusion and learner safety without yet reaching contributor or challenger safety. A team that executes reliably but never volunteers a concern has probably built the first three stages and stalled at the fourth, the one that requires a leader to visibly protect someone for disagreeing with them. Naming the specific gap gives a leader something concrete to work on, which is more useful than a general instruction to be more open. A short set of stage-by-stage questions does more diagnostic work than a general survey ever will. On inclusion, ask a leader how a new or different-thinking team member discovered that they belonged, and listen for whether the answer is a specific memory or a vague policy. On learner safety, ask when someone last admitted a mistake in a meeting and what happened in the thirty seconds afterward, since that reaction is what the rest of the team is quietly calibrating against. On contributor safety, ask whether people are evaluated on the outcome they produced or the process they were told to follow, since a team held to a rigid process rarely stays motivated to contribute original thinking. On challenger safety, ask the hardest question directly: when did someone last disagree with this leader in front of the team, and what happened to that person afterward. The answer to that final question, more than any survey score, tells a coach how far the team has actually come. The Bottom Line Leaders who eventually earn real candor from their teams rarely get there by asking for it directly. Instead, they get there by building each stage in order and allowing the team's confidence to catch up to the invitation. For coaches, that sequence is the real value of Clark's model. It turns psychological safety from an aspiration into a checklist, and it gives a stalled team, and the leader trying to unblock it, a specific place to start. References Clark, T. R. (2020). The 4 stages of psychological safety: Defining the path to inclusion and innovation. Berrett-Koehler Publishers. Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. https://doi.org/10.2307/2666999 Copyright © 2026 by Severin Sorensen. All rights reserved.

For many, Peter Drucker's works are to business literature, what Isaiah's words are to the bible; rich, deep, insightful, proverbial, and oftentimes difficult to grasp. For instance, in 2016 I reviewed the Audible version of Management by Peter F Drucker, and while a magnum opus, it was like listening to the tax code in sections. So I decided to dig deep, research, sort, and provide for my coaching clients dozens of his golden nuggets of wisdom that he was so frequently quoted in the media. First a little history, Peter Drucker (November 19, 1909 – November 11, 2005), the 'father of modern management,' was an Austrian-born American management consultant, educator, and author. His writings covered 39 books and contributed to the practical foundations of the modern business corporation. He was an early leader in the development of modern management education, and he invented the concept of management by objectives and self-control. Most of his books were philosophical, however, two were particularly written as 'how-to' books: Managing for Results, with its emphasis on tactics for improving economic performance, and The Effective Executive, with its recommendations for making executives more effective managers of both themselves and others. Here now are a few of my favorite Drucker-isms. My greatest strength as a consultant is to be ignorant and ask a few questions. Once a year ask... What do I or my people do that helps you to do your job? and What do I or my people do that hampers you? The most important thing in communication is to hear what isn't being said. Any journey of self-exploration of the enterprise should begin with five essential questions. a. "What is our mission? b. Who is our customer? c. What does the customer value? d. What are our results? e. What is our plan?" The days of the intuitive manager are numbered. What gets measured gets improved. What cannot be measured cannot be managed. Culture eats strategy for breakfast. The purpose of business is to create a customer. Meetings are by definition a concession to a deficient organization. For one either meets or one works. One cannot do both at the same time. Concentration is the key to economic results. No other principle of effectiveness is violated as constantly today as the basic principle of concentration. Doing the right thing… is more important than doing the thing right. Management is doing things right; Leadership is doing the right things. A manager… sets objectives, organizes, motivates, and communicates, sets yardsticks, and measures [and] develops people. Leadership is lifting a person's vision to higher sights, the raising of a person's performance to a higher standard, the building of a personality beyond its normal limitations. Management by objective works -- if you know the objectives. Ninety percent of the time you don't. The entrepreneur always searches for change, responds to it, and exploits it as an opportunity. Results are gained by exploiting opportunities, not by solving problems. What you have to do and the way you have to do it is incredibly simple. Whether you are willing to do it, that's another matter. If you want something new, you have to stop doing something old. And that's just the beginning of the journey in Peter Drucker's masterful work. Copyright © 2021 by Arete Coach LLC. All rights reserved.

I love quotes as I find that they inspire imagination and are more often remembered. As a premier-level retained executive search headhunter who finds difference making talent for top positions, I am often asked why hiring is so expensive. My answer is simple: because it's too expensive not to have great talent. Here are 25 of my favorite quotes on the importance of hiring the right talent, inspiring current talent, and retaining the same talent. The clear theme for business owners, CEOs, and key executives is the necessity to attract, identify, hire, and retain difference making top talent. This article was originally published on ePraxis and has been approved for placement by ePraxis on Arete Coach. Scroll to continue reading or click here to read the original article. “Executives owe it to their organization and to their fellow workers not to tolerate nonperforming individuals in important jobs.” - Peter Drucker, Author “Hire people who are smarter than you are—whose talents surpass yours—and give them opportunities for growth. It's the smart thing to do and it is a sign of high personal humility.” - Bruna Martinuzzi, The Leader as a Mensch: Become the Kind of Person Others Want to Follow "If you pick the right people and give them opportunity to spread their wings – and put compensation as a carrier behind it – you almost don’t have to manage them." - Jack Welch, CEO, General Electric (1981-2001) "Somebody once said that in looking for people to hire, you look for three qualities: integrity, intelligence, and energy. And if you don't have the first, the other two will kill you." - Warren Buffet, CEO, Berkshire Hathaway (1965-Present) "I am convinced that nothing we do is more important than hiring and developing people. At the end of the day you bet on people, not on strategies." - Lawrence Bossidy, Chief Executive, General Electric (1979-1991) "I hire people brighter than me and then I get out of their way." - Lee Lacocca, President, Chrysler Corporation (1978-1992) "Hiring the right people takes time, the right questions and a healthy dose of curiosity. What do you think is the most important factor when building your team? For us, it's personality." - Richard Branson, Founder, Virgin Brands “Train people well enough so they can leave, treat them well enough so they don’t want to.” - Richard Branson, Founder, Virgin Brands "Hire character. Train skill." - Peter Schutz, President and CEO, Porsche (1981-1987) "A company should limit its growth based on its ability to attract enough of the right people." - Jim Collins, Author, Good to Great and Built to Last “People are not your most important asset. The right people are.” - Jim Collins, Author, Good to Great and Built to Last "In technology, it's about the people. Getting the best people, retaining them, nurturing a creative environment, and helping to find a way to innovate." - Marissa Mayer, CEO, Yahoo! (2012-2017) "I'd rather interview 50 people and not hire anyone than hire the wrong person." - Jeff Bezos, Founder and CEO, Amazon "Hire right, because the penalties of hiring wrong are huge." - Ray Dalio, Author and Investor "The secret to my success is that we’ve gone to exceptional lengths to hire the best people in the world." - Steve Jobs, Co-Founder and CEO, Apple "My theory is that A players hire people even better than themselves. It’s clear, though, that B players hire C players so they can feel superior to them, and C players hire D players. If you start hiring B players, expect what Steve [Jobs] called ‘the bozo explosion’ to happen in your organization." - Guy Kawasaki, Chief Evangelist, Apple (1983-1987) "Acquiring the right talent is the most important key to growth… Hiring was- and still is- the most important thing we do." - Marc Bennioff, Co-Founder and CEO, Salesforce “I don’t pay good wages because I have a lot of money; I have a lot of money because I pay good wages.” - Robert Bosch, Inventor “If you pay peanuts, you get monkeys.” - Chinese Proverb “When you hire people that are smarter than you are, you prove that you are smarter than they are.” - Richard H. Grant, Vice President, General Motors (1929-1942) “If you can 'hire tough,' you can 'manage easy.” - Sue Tetzlaff, Author, The Employee Experience: A Capstone Guide to Peak Performance “Dating and hiring have a lot in common.” - Scott Wintrip, Author, High Velocity Hiring: How to Hire Top Talent in an Instant “Recruitment IS marketing. If you’re a recruiter nowdays and you don’t see yourself as a marketer, you’re in the wrong profession.” - Matthew Jeffery, Global Head of Sourcing and Employment Brand, SAP (2014-2019) “If you think it’s expensive to hire a professional, wait until you hire and amateur.” – Red Adair, Innovator And lastly one of my own, in line with the maxim of pennywise and pound foolish, when considering investing in recruiting services, please remember that 'the sting of poor quality lingers long after the remembrance of a good price.'

Quotes play a pivotal role in business by serving as concise sources of wisdom, inspiration, and guidance. For business leaders, quotes can be incredibly powerful tools. They encapsulate complex ideas and strategies in a simple, memorable format, making them easy to recall and apply in decision-making processes. Quotes often distill years of experience and insight into a few impactful words, offering leaders quick access to the essence of broader concepts. This brevity is especially valuable in the fast-paced business environment where time is a precious resource. For leaders facing challenges, quotes offer a source of encouragement, a reminder of best practices, and a beacon guiding towards effective leadership and management. In this insight article, we turn our attention to the words of Stephen R. Covey, an American educator, author, businessman, and keynote speaker—most renowned for his influential book, "The 7 Habits of Highly Effective People." Since its publication in 1989, "The 7 Habits of Highly Effective People" has achieved remarkable success, selling millions of copies globally and consistently maintaining its bestseller status. This acclaimed work has garnered immense appreciation, as evidenced by an impressive 91% satisfaction rating from Google Users. Additionally, it boasts a strong 4.2 out of 5-star rating on GoodReads, based on an extensive pool of 729,982 reviews. This widespread acclaim underscores the book's enduring impact and relevance in the realms of personal development and leadership. Covey's work has had a significant impact in the fields of business and self-help. His other books include "First Things First," "Principle-Centered Leadership," and "The 8th Habit: From Effectiveness to Greatness." At the time of his passing in 2012, Stephen Covey was serving as a professor at Utah State University's Jon M. Huntsman School of Business. His teachings emphasized effectiveness, leadership, family, and personal development, drawing from his experience in business and education. Covey's approach Stephen Covey's influential approach to personal and professional development was characterized by his approach going beyond mere professional success, encompassing personal well-being, family life, and ethical living, ultimately making his insights accessible to a diverse audience. Above all, Covey empowered individuals to take charge of their lives, an appealing proposition in an era where external circumstances often dictate one's sense of control and direction. His ability to articulate principles and ideas in a clear, actionable manner made his work a cornerstone in the fields of leadership, productivity, and personal development. A few themes Covey championed include: Principle-centered living: Covey strongly believed in living a life aligned with universal and timeless principles like integrity, honesty, and human dignity. He advocated that true effectiveness, both personally and professionally, comes from such a principle-centered approach rather than from short-term tactics or social strategies. Personal proactivity: Covey emphasized the importance of being proactive, which is the ability to take responsibility for one's own life. He taught that people are not just products of their environment or genetics but have the power to choose their response to any situation. Begin with the end in mind: This principle focuses on the importance of having a clear vision or goal in life. Covey advised that effective people should live and work with a clear understanding of their desired direction and destination. Prioritization and time management: Covey introduced the concept of "First Things First," advocating for a focus on important tasks over urgent but not necessarily important ones. He promoted the idea of prioritizing one's life according to what is most significant and impactful. Win-win mindset: He believed in thinking in terms of mutual benefits in all interactions. Covey's idea of a win-win mindset was about striving for solutions or agreements that are beneficial for all parties involved. “Seek first to understand, then to be understood”: Covey highlighted the importance of empathetic listening to genuinely understand others before trying to be understood ourselves. This approach fosters better communication and more effective problem-solving. Synergize: He held the belief that when elements come together, they create something bigger and better than just their individual contributions. Covey taught that cooperative efforts and teamwork yield results greater than individual efforts. Continuous improvement: Finally, Covey emphasized the importance of self-renewal and continuous improvement in all aspects of life, encapsulated in the habit of "Sharpening the Saw." This entails the management of one's resources, vitality, and well-being, fostering a lifestyle that is not only effective but also sustainable and enduring. 30 quotes for today's business leaders Stephen Covey's quotes, such as the select few listed below, are highly impactful due to their blend of universality, clarity, and practical wisdom. They encapsulate complex ideas in straightforward language, making them accessible and memorable to a wide audience. His ability to connect with fundamental human aspirations for growth, integrity, and meaningful living is what makes his quotes enduring and influential. “The key is not to prioritize what’s on your schedule, but to schedule your priorities.” “The main thing is to keep the main thing the main thing.” “Live out of your imagination, not your history.” “Most of us spend too much time on what is urgent and not enough time on what is important.” “I am not a product of my circumstances. I am a product of my decisions.” “I teach people how to treat me by what I will allow.” “Live, love, laugh, leave a legacy.” “There are three constants in life – change, choice and principles.” “Make time for planning; Wars are won in the general’s tent.” “Most people do not listen with the intent to understand. Most people listen with the intent to reply.” “If we keep doing what we’re doing, we’re going to keep getting what we’re getting.” “Treat your employees exactly as you want them to treat your best customers.” “The key is not to prioritize what’s on your schedule but to schedule your priorities.” “Leadership is a choice, not a position.” “I am not a product of my circumstances, I am a product of my decisions.” “Strength lies in differences not in similarities.” “The way we see the problem is the problem.” “Accountability breeds response-ability.” “Management is doing things right; leadership is doing the right things.” “He who has a why can deal with any what or how.” “Stop setting goals. Goals are pure fantasy unless you have a specific plan to achieve them.” “Happiness, like unhappiness, is a proactive choice.” “The only thing that endures over time is the Law of the Farm. You must prepare the ground, plant the seed, cultivate, and water it if you expect to reap the harvest.” “What you do has greater impact than what you say.” “It's not what happens to us, but our response to what happens to us that hurts us.” “Two people can see the same thing, disagree, and yet both be right. It's not logical; it's psychological.” “We see the world, not as it is, but as we are──or, as we are conditioned to see it.” “What is common sense isn’t common practice.” “The bottom line is, when people are crystal clear about the most important priorities of the organization and team they work with and prioritize their work around those top priorities, not only are they many times more productive, they discover they have the time they need to have a whole life.” “Be a light, not a judge. Be a model, not a critic.” Copyright © 2024 by Arete Coach LLC. All rights reserved.

Gratitude is an existing thread weaved throughout many cultures, especially during this time of year. As the world shows gratitude for family, friends, and culture, we explored what research says gratitude is and what the benefits of gratitude are. Continue reading to see what we found. What is gratitude? According to "The Science of Gratitude" published by the Greater Good Science Center at UC Berkeley, “gratitude is not simply a cultural construct.” Instead, gratitude is a much bigger concept that spans across cultures, religions, and traditions. Robert A. Emmons, Ph.D, a professor of psychology at the University of California and the founding Editor-in-Chief of The Journal of Positive Psychology states that gratitude is first, "an affirmation of goodness. We affirm that there are good things in the world, gifts, and benefits we’ve received." And secondly, it is recognizing “that other people—or even higher powers, if you’re of a spiritual mindset—gave us many gifts, big and small, to help us achieve the goodness in our lives." Benefits of gratitude There are a variety of benefits to being grateful and expressing gratitude. Consider the following. Mental Health Benefits Physical Health Benefits “Stronger bond with the local community” (John Templeton Foundation, n.d.) 10% fewer stress-related illnesses (John Templeton Foundation, n.d.) “More satisfying relationships with others and will be better liked by their peers” (John Templeton Foundation, n.d.) Improved blood pressure (Boggiss et al., 2020; John Templeton Foundation, n.d.) Increased optimism (Emmons & McCullough, 2003) Improved eating behaviors (Boggiss et al., 2020) Greater life satisfaction (Emmons & McCullough, 2003; Caputo, 2015) Improved glycemic control (Boggiss et al., 2020) Increased well-being (Emmons & McCullough, 2003) Increased control over asthma (Cook et al., 2018; Boggiss et al, 2020) Increased happiness (Seligman et al., 2005; Caputo, 2015) Increased helping behaviors (Emmons & McCullough, 2003) Decreased levels of depressive symptoms (Seligman et al., 2005; Mills et al., 2015; Wood et al., 2008; Sun et al., 2020) Improved physical health (Mills et al., 2015) Decreased use of negative emotional words (Wong et al., 2015) Reduced fatigue (Mills et al., 2015) Increased overall mental health (Wong et al., 2015; Mill et al., 2015) Improved heart health (Mills et al., 2015) Reduced feelings of loneliness (Caputo, 2015) Reduced inflammation (Mills et al., 2015) Increased social bonds (Caputo, 2015) “Grateful teens are 10 times less likely to start smoking” (John Templeton Foundation, n.d.) Increased social desirability (Caputo, 2015) Gratefulness can add “up to 7 years to your life.” (John Templeton Foundation, n.d.) Increased perception of social support (Wood et al., 2008) Increased likelihood to exercise (Emmons & McCullough, 2003; John Templeton Foundation, n.d.) Reduced stress (Wood et al., 2008) Reduced physical complaints (Emmons & McCullough, 2003) Reduced anxiety (Sun et al., 2020) Better sleep (Emmons & McCullough, 2003; Mills et al., 2015) The main takeaway Gratitude has been studied extensively and has been shown to give those practicing an “attitude of gratitude” a variety of benefits including increased optimism, increased life satisfaction, increased likelihood of exercise, better sleep, and increased levels of happiness, among many other benefits. Through research, we can see that if gratitude is practiced, we can become more grateful and sensitive to feelings of gratitude (Kini, 2016). With this in mind, we can apply a variety of gratitude strategies to our daily lives and take advantage of the many benefits an “attitude of gratitude" can have. References APA Dictionary of Psychology. (n.d.-a). https://dictionary.apa.org/mood. APA Dictionary of Psychology. (n.d.-b). https://dictionary.apa.org/neural-plasticity. Boggiss, A. L., Consedine, N. S., Brenton-Peters, J. M., Hofman, P. L., & Serlachius, A. S. (2020). A systematic review of gratitude interventions: Effects on physical health and health behaviors. Journal of Psychosomatic Research, 135, 110165. https://doi.org/10.1016/j.jpsychores.2020.110165. Brown, J., & Wong, J. (2017). How Gratitude Changes You and Your Brain. Greater Good. https://greatergood.berkeley.edu/article/item/how_gratitude_changes_you_and_your_brain. Bryant, F.B. (2003). Savoring beliefs inventory (SBI): A scale for measuring beliefs about savoring. Journal of Mental Health, 12, 175-96. Cambridge Dictionary. (2022). gratitude meaning: 1. the feeling or quality of being grateful: 2. the feeling or quality of being grateful: 3. a. . .. Learn more. https://dictionary.cambridge.org/us/dictionary/english/gratitude. Caputo, A. (2015). The Relationship Between Gratitude and Loneliness: The Potential Benefits of Gratitude for Promoting Social Bonds. Europe’s Journal of Psychology, 11(2), 323–334. https://doi.org/10.5964/ejop.v11i2.826. Cook, K. A., Woessner, K. M., & White, A. A. (2018). Happy asthma: Improved asthma control with a gratitude journal. The Journal of Allergy and Clinical Immunology: In Practice, 6(6), 2154–2156. https://doi.org/10.1016/j.jaip.2018.04.021. Domet, S. (2016, November 13). A Simple Mindful Gratitude Exercise. Mindful. https://www.mindful.org/a-simple-mindful-gratitude-exercise/. Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377–389. https://doi.org/10.1037/0022-3514.84.2.377. grateful. (2022). In The Merriam-Webster.com Dictionary. https://www.merriam-webster.com/dictionary/grateful. Gratitude. (n.d.). BrainyQuote. https://www.brainyquote.com/search_results?q=gratitude gratitude. (2022). In The Merriam-Webster.com Dictionary. https://www.merriam-webster.com/dictionary/gratitude. Gratitude Definition | What Is Gratitude. (n.d.). Greater Good. https://greatergood.berkeley.edu/topic/gratitude/definition. Gratitude Journal (Greater Good in Action). (n.d.). https://ggia.berkeley.edu/practice/gratitude_journal. Gratitude Letter (Greater Good in Action). (n.d.). https://ggia.berkeley.edu/practice/gratitude_letter. Gratitude Meditation (Greater Good in Action). (n.d.). https://ggia.berkeley.edu/practice/gratitude_meditation. John Templeton Foundation. (n.d.). The Science of Gratitude. https://www.templeton.org/discoveries/science-of-gratitude. Kini, P., Wong, J., McInnis, S., Gabana, N., & Brown, J. W. (2016). The effects of gratitude expression on neural activity. NeuroImage, 128, 1–10. https://doi.org/10.1016/j.neuroimage.2015.12.040. Llenares, I. I., Sario, J. A., Bialba, D., & Dela Cruz, J. M. (2020). Volunteerism influences on student resilience and gratitude. Journal of Psychology in Africa, 30(3), 211–216. https://doi.org/10.1080/14330237.2020.1777031. McGaughey, S. (n.d.). Mindfulness Exercise for Gratitude. Great Circle. https://www.greatcircle.org/index.php/newsroom/blog/mindfulness-exercise-for-gratitude. Mills, P. J., Redwine, L., Wilson, K., Pung, M. A., Chinh, K., Greenberg, B. H., Lunde, O., Maisel, A., Raisinghani, A., Wood, A., & Chopra, D. (2015). The role of gratitude in spiritual well-being in asymptomatic heart failure patients. Spirituality in Clinical Practice, 2(1), 5–17. https://doi.org/10.1037/scp0000050. Mills, P., & Redwine, L. (2017). Can Gratitude Be Good for Your Heart? Greater Good. https://greatergood.berkeley.edu/article/item/can_gratitude_be_good_for_your_heart. Oppland, B. M. A. (2022, August 6). 13 Most Popular Gratitude Exercises & Activities. PositivePsychology.com. https://positivepsychology.com/gratitude-exercises/. PositivePsychology.com. (2019). 3 Gratitude Exercises for Helping Professionals. Quoidbach, J., Berry, E.V., Hansenne, M., & Mikolajczak, M. (2010). Positive emotion regulation and well-being: Comparing the impact of eight savoring and dampening strategies. Personality and Individual Differences, 49, 368-73. Rosenberg, E. L. (1998). Levels of analysis and the organization of affect. Review of General Psychology, 2(3), 247-270. Savoring Walk (Greater Good in Action). (n.d.). https://ggia.berkeley.edu/practice/savoring_walk. Sawyer, K. B., Thoroughgood, C. N., Stillwell, E. E., Duffy, M. K., Scott, K. L., & Adair, E. A. (2022). Being present and thankful: A multi-study investigation of mindfulness, gratitude, and employee helping behavior. Journal of Applied Psychology, 107(2), 240–262. https://doi.org/10.1037/apl0000903. Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive Psychology Progress: Empirical Validation of Interventions. American Psychologist, 60(5), 410–421. https://doi.org/10.1037/0003-066x.60.5.410. Sliwa, J. (2012). A Grateful Heart is a Healthier Heart. American Psychological Association. https://www.apa.org/news/press/releases/2015/04/grateful-heart. Sun, P., Sun, Y., Jiang, H., Jia, R., & Li, Z. (2020). Gratitude as a protective factor against anxiety and depression among Chinese adolescents: The mediating role of coping flexibility. Asian Journal of Social Psychology, 23(4), 447–456. https://doi.org/10.1111/ajsp.12419. TherapistAid. (2020). Gratitude Exercises. Wong, Y. J., Owen, J., Gabana, N. T., Brown, J. W., McInnis, S., Toth, P., & Gilman, L. (2016). Does gratitude writing improve the mental health of psychotherapy clients? Evidence from a randomized controlled trial. Psychotherapy Research, 28(2), 192–202. https://doi.org/10.1080/10503307.2016.1169332. Wood, A. M., Maltby, J., Gillett, R., Linley, P. A., & Joseph, S. (2008). The role of gratitude in the development of social support, stress, and depression: Two longitudinal studies. Journal of Research in Personality, 42(4), 854–871. https://doi.org/10.1016/j.jrp.2007.11.003 Copyright © 2022 by Arete Coach LLC. All rights reserved.

Hiring the right fit is a critical endeavor for organizations aiming to build high-performing teams and drive success. To ensure the selection of a new employee who aligns with the organization's values, work environment, and goals, a comprehensive assessment of key aspects is imperative. From evaluating qualifications and work history to assessing cultural fit, communication skills, problem-solving abilities, work ethic, willingness, proactivity, and availability, each aspect plays a vital role in finding the perfect match. In this article, we explore these ten essential elements that demand inspection during the hiring process, providing valuable insights and guidance for organizations striving to make informed and successful hiring decisions. 1: Resume and work history When it comes to building a successful team, hiring the right employees is paramount. One of the crucial steps in the hiring process is reviewing the resume and work history of potential candidates. A resume serves as an initial glimpse into an applicant's qualifications, experiences, and accomplishments. By thoroughly inspecting these aspects, employers can make informed decisions and identify individuals who possess the skills, expertise, and cultural fit required for the job. In addition to reviewing work history on each resume, take note of achievements, contributions, employment gaps or discrepancies. 2: References In the process of hiring a new employee, conducting reference checks plays a vital role in gaining a comprehensive understanding of the candidate's qualifications, work ethic, and interpersonal skills. While a resume provides a glimpse into a candidate's professional background, reaching out to references allows employers to validate the information provided and obtain valuable insights from previous employers or colleagues. Checking references allows you to verify skills and experience, assess work performance, evaluate interpersonal skills, and determine reliability and professionalism. It's important to acknowledge that references may not always provide a complete or unbiased perspective. Due to legal constraints and company policies, some references might only provide basic employment verification without offering in-depth insights. Additionally, personal relationships or other factors could influence the references' feedback. Therefore, while valuable, reference checks should be considered alongside other assessment methods to make a well-rounded hiring decision. 3: Qualifications When hiring a new employee, assessing their qualifications is a crucial step in determining their competence and expertise in relation to the job requirements. Qualifications encompass educational degrees, certifications, licenses, and specialized training that directly contribute to a candidate's skill set. By inspecting qualifications, employers can verify the candidate's level of knowledge, technical proficiency, and commitment to professional development. Assessing qualifications by means of technical assessments, skill-based assignments, panel interviews, role-play scenarios, written examinations, portfolio samples, or work samples can help understand relevance of the candidate’s past experience to the job, technical proficiency, and required professional development. 4: Culture fit Assessing cultural fit is a critical component of the hiring process as it ensures that a new employee aligns with the values, beliefs, and work environment of the organization. A candidate who is a good cultural fit is more likely to thrive, collaborate effectively, and contribute positively to the team dynamics. Assessing cultural fit by asking behavioral questions (such as “Describe a time when you encountered a challenge in adhering to company values. How did you handle it?") during the interview and introducing a trial period after the initial hire, will help to ensure alignment with organizational values. 5: Communication Effective communication is a fundamental skill that plays a pivotal role in the success of any organization. Assessing a candidate's communication abilities during the hiring process is crucial to ensure they can effectively convey ideas, collaborate with team members, and build strong relationships with clients or stakeholders. During the interview process, keep notes on the following to identify candidates who excel at communication: Clarity and Coherence: Pay attention to how well the candidate expresses their thoughts and ideas. Clear and coherent communication demonstrates their ability to organize information logically and effectively convey their message. Active Listening: Observe if the candidate actively listens and engages in the conversation. They should demonstrate attentiveness, ask relevant questions, and provide thoughtful responses that show they understand and comprehend the information shared. Articulation and Vocabulary: Assess the candidate's ability to articulate their ideas using appropriate vocabulary and language. Effective communicators can convey complex concepts in a concise and understandable manner without relying on excessive jargon or technical terms. Non-verbal Cues: Pay attention to the candidate's body language, facial expressions, and tone of voice. Positive non-verbal cues, such as maintaining eye contact, using open and engaged body language, and displaying appropriate facial expressions, indicate their level of engagement and ability to connect with others. Adaptability in Communication: Look for signs of adaptability in their communication style. Effective communicators can adjust their approach to different audiences, contexts, or mediums, ensuring their message is understood by diverse stakeholders. 6: Problem-solving skills In today's complex and fast-paced work environments, strong problem-solving skills are invaluable for individuals and organizations alike. Candidates with effective problem-solving abilities can analyze situations, identify root causes, and develop innovative solutions. Assessing a candidate's problem-solving skills during the hiring process is crucial to ensure they possess the critical thinking and analytical abilities necessary to tackle challenges. To assess problem-solving skills, try presenting candidates with hypothetical case studies or real-world scenarios relevant to the position. Ask them to analyze the situation, identify the key issues, and propose potential solutions. Doing so will help you assess their ability to think critically, consider multiple perspectives, and demonstrate a structured approach to problem-solving. 7: Work ethic Work ethic is a critical attribute that influences an individual's dedication, commitment, and approach to work. Assessing a candidate's work ethic during the hiring process is vital to ensure they possess the drive, reliability, and professional integrity necessary to contribute effectively to your organization. To assess work ethic, you can utilize behavioral assessment tools or personality assessments that provide insights into a candidate's work ethic and related traits. Throughout the hiring process, you can also observe a candidate’s' behaviors and professionalism. Look for punctuality, responsiveness to communication, attention to detail in application materials, and their overall level of engagement. These observations can provide valuable insights into their work ethic and commitment to the hiring process. 8: Willingness Willingness is a valuable attribute in employees as it reflects their openness to new experiences, learning opportunities, and their eagerness to contribute to the organization's success. Assessing a candidate's willingness during the hiring process helps identify individuals who possess a growth mindset, adaptability, and a proactive attitude. Methods for assessing a candidate’s willingness could include the following: Self-Assessment and Goal Setting: Ask candidates to reflect on their own willingness to learn, adapt, and contribute. During interviews, encourage them to discuss their growth mindset, their approach to personal and professional development, and their aspirations for the future. Their self-assessment and ability to articulate their willingness can provide insights into their genuine interest and commitment. Observation and Interaction: Throughout the hiring process, observe candidates' behaviors and attitudes. Pay attention to their level of engagement, responsiveness, and enthusiasm during interviews, assessments, and any interactions with your team members. Look for indicators of their willingness to actively participate, ask questions, and demonstrate a proactive mindset. Assess Feedback Receptiveness: Provide candidates with feedback during the hiring process and evaluate their receptiveness to it. Observe how they respond to constructive criticism or suggestions for improvement. Candidates who show openness and a willingness to learn from feedback demonstrate a growth-oriented mindset. 9: Proactivity Proactivity is an essential trait that can significantly contribute to an individual's success and the growth of an organization. Assessing a candidate's proactivity during the hiring process helps identify individuals who take initiative, show resourcefulness, and actively drive positive change. Assessing proactivity during the hiring process requires a combination of methods that allow you to evaluate a candidate's behaviors, attitudes, and past experiences. Such methods include inquiring about instances where the candidate went beyond their assigned tasks, took on additional responsibilities, or suggested improvements. Additionally, inquiring about their ability to take the initiative in defining ambitious goals, developing action plans, and monitoring progress will help understand their perseverance in achieving desired outcomes. 10: Availability Availability refers to a candidate's ability and willingness to meet the work requirements and fulfill their commitments within the organization. Assessing a candidate's availability during the hiring process helps ensure they can meet the demands of the role and align with the organization's expectations regarding work hours, travel, or other time-related factors. Assessing a candidate's availability during the hiring process involves gathering information about their schedule, flexibility, and willingness to meet the demands of the role. To do this, you could include availability-related questions during the initial screening phase, engage candidates in a conversation about their flexibility in adjusting their work schedule or adapting to changing circumstances, and discuss their notice period with their current employer. Inquiring about their ability to provide an appropriate notice period that allows for a smooth transition sheds light on their commitment to fulfilling their obligations and their ability to manage the timing of their transition effectively. The main takeaway Hiring the right fit is a meticulous process that requires careful evaluation of multiple aspects. By thoroughly inspecting a candidate's qualifications, work history, references, cultural fit, communication skills, problem-solving abilities, work ethic, willingness, proactivity, and availability, organizations can increase their chances of selecting a candidate who not only possesses the necessary skills and experience but also aligns with the organization's values and objectives. Investing the time and effort in a comprehensive assessment ensures that the new employee will contribute positively to the team, drive success, and foster a thriving work environment. Ultimately, by prioritizing these key aspects during the hiring process, organizations can lay the foundation for a fruitful and mutually beneficial employee-employer relationship. In this article, we delve into the “10 most important things to inspect before you hire a new employee” chapter found in Next 10: Coach Wisdom for Entrepreneurs, Business Owners, and CEOs Wondering What Moves to Make Next, a book written by the Host and Curator of Arete Coach Podcast, Severin Sorensen, with contributions from Amelia Chatterley. Copyright © 2023 by Arete Coach LLC. All rights reserved.

In the fast-paced world of business, executives, coaches, and CEOs are constantly seeking innovative solutions to boost productivity, streamline operations, and gain a competitive edge. In recent years, artificial intelligence (AI) has emerged as a game-changer in this quest for efficiency. One standout AI technology that is transforming the way executives work is ChatGPT, a powerful language model developed by OpenAI. In this article, we will explore the business use cases for integrating ChatGPT into the workplace and quantify the time-saving potential it offers today's busy executives. Use cases of ChatGPT for executives ChatGPT is a state-of-the-art natural language processing model, built upon the foundation of OpenAI's GPT-3.5 architecture. It is designed to understand and generate human-like text, making it a versatile tool for a wide range of applications. With its advanced language capabilities, ChatGPT can engage in coherent and contextually relevant conversations, making it an invaluable resource for businesses. Continue reading to discover six effective strategies for seamlessly incorporating ChatGPT into your daily routine, enhancing your overall productivity and achieving your goals with newfound efficiency. ChatGPT as a virtual assistant: Saves 5-10 hours per week One of the primary use cases for ChatGPT in the business world is serving as a virtual assistant for executives. Imagine having an AI-powered assistant available 24/7 to handle various tasks such as scheduling meetings, drafting emails, and researching information. This not only frees up valuable time but also allows executives to focus on more strategic aspects of their work. Here are some instances of virtual assistant tasks that ChatGPT can support: Scheduling and calendar management: ChatGPT, with plugins, efficiently schedules meetings, sets reminders, and integrates with tools like Google Calendar and Outlook for seamless coordination. Project management: ChatGPT manages tasks, creates to-do lists, sets deadlines, and integrates with tools like Trello and Asana for streamlined workflows. Travel planning: ChatGPT assists with travel itineraries, flight and hotel bookings, ground transportation, weather updates, and historical flight data for future travel planning. By taking over routine administrative tasks, ChatGPT can save executives an estimated 5-10 hours per week. This equates to an extra half-day or more of productive time, which can be channeled into high-impact activities. Enhanced decision-making: saves 2-5 hours per week Effective decision-making is at the core of executive roles. ChatGPT can assist in this regard by providing real-time data analysis, market insights, and even scenario planning. Executives can query ChatGPT to gather information quickly, helping them make more informed decisions faster. Some examples of tasks that ChatGPT can assist with when it comes to improving decision-making include: Price analysis: ChatGPT can assist in analyzing pricing strategies, competitive pricing, and optimal pricing models for your products or services. Product development: ChatGPT can generate ideas for new products or improvements to existing ones based on market research and customer feedback. Report generation: You can instruct ChatGPT to generate reports and insights based on data found in an Excel spreadsheet, PDF, or Word document. The time saved through quicker access to data and insights can amount to 2-5 hours per week. In a dynamic business landscape, these hours can make a significant difference in staying ahead of the competition. Accelerated content creation: saves 3-6 hours per week CEOs and business leaders often need to generate reports, presentations, and other written content. ChatGPT can assist in content creation by providing well-structured drafts, suggesting improvements, and even offering creative ideas. This speeds up the content development process significantly. A few examples of how ChatGPT can support accelerated content creation include the following: Content outlines: ChatGPT can provide structured outlines and subheadings to organize your thoughts and guide the content creation process. Research assistance: ChatGPT can summarize key points from research materials, saving you time on data gathering and analysis. Data Visualization: ChatGPT can create charts, graphs, and infographics to illustrate data-driven content effectively. With ChatGPT's help, executives can save 3-6 hours per week on content creation, allowing them to maintain a consistent flow of high-quality materials for various purposes. Seamless communication: saves 2-4 hours per week Effective communication is crucial for executives who need to interact with teams, clients, and stakeholders. ChatGPT can assist in crafting clear and concise messages, improving the efficiency of email correspondence, and even offering language translation services to facilitate global communication. Here are instances exemplifying how ChatGPT can support executives in seamlessly communicating: Storytelling: ChatGPT can assist in crafting compelling narratives and storytelling elements for fiction, marketing, or brand storytelling. Content curation: ChatGPT can recommend relevant articles, news, and content from various sources for inclusion in curated content pieces. Editing and proofreading: It can review and edit content for grammar, spelling, and style, ensuring that your final piece is polished and error-free. The time saved on communication tasks can range from 2-4 hours per week. This time can be reinvested in strategic discussions and relationship-building efforts. Personalized learning and development: saves 1-2 hours per week Executive coaches and business leaders are committed to continuous improvement. ChatGPT can curate personalized learning materials, recommend relevant books and courses, and even provide insights on leadership trends and best practices, tailored to individual needs. Here are instances illustrating how ChatGPT can aid in the learning and development of executives: Skill Development: ChatGPT can recommend skill-building exercises, provide practice scenarios, and suggest resources to improve your leadership, communication, and management skills. Leadership Insights: ChatGPT can provide insights into leadership styles, approaches, and best practices from renowned leaders and management experts. Professional development plans: It can help create personalized professional development plans, set goals, and track progress toward your career aspirations. Networking opportunities: It can suggest industry events, conferences, and networking opportunities where you can connect with peers, thought leaders, and potential collaborators. By leveraging ChatGPT for personalized learning and development, executives can save 1-2 hours per week that would have otherwise been spent on researching and curating resources. Streamlined onboarding and training: saves 2-3 hours per week For CEOs and business leaders, ensuring that new hires are onboarded effectively is essential. ChatGPT can assist in creating onboarding materials, answering common questions, and providing training resources, which expedites the onboarding process. To ensure the seamless onboarding of employees, executives can use ChatGPT to support the following: Knowledge repository: ChatGPT’s Chatbase can provide new employees with access to training materials, videos, manuals, and other resources that are available. Resource recommendations: It can suggest additional resources, articles, books, or courses that can further enhance employees' knowledge and skills in their specific roles. FAQs and guidance: It can act as a virtual assistant to answer frequently asked questions and offer guidance on common onboarding tasks, helping new employees navigate their initial days with ease. With ChatGPT's support, executives can save 2-3 hours per week on onboarding and training-related tasks, enabling faster integration of new executive team members. Quantifying the impact Now that we've explored several use cases for ChatGPT in the workplace, it's time to quantify the cumulative time-saving potential for executives. Here's a breakdown: Virtual assistant: 5-10 hours/week Enhanced decision-making: 2-5 hours/week Accelerated content creation: 3-6 hours/week Seamless communication: 2-4 hours/week Personalized learning and development: 1-2 hours/week Streamlined onboarding and training: 2-3 hours/week Total time saved: 15-30 hours per week By implementing ChatGPT in various facets of their work, executives can potentially save an impressive 15-30 hours per week. This is equivalent to 2-4 full workdays, which can be redirected towards high-priority tasks, strategic thinking, and achieving business objectives. The main takeaway In the relentless pursuit of efficiency and effectiveness, executives, coaches, and CEOs are turning to AI-powered solutions like ChatGPT. Its ability to serve as a virtual assistant, enhance decision-making, accelerate content creation, streamline communication, facilitate personalized learning, and expedite onboarding is revolutionizing the workplace. The quantified time-saving potential of 15-30 hours per week underscores the transformative impact of ChatGPT on executive productivity. As businesses continue to embrace AI technologies, those who leverage ChatGPT are not only gaining a competitive advantage but also reclaiming valuable time to lead, innovate, and drive success. It's safe to say that ChatGPT is not just a tool but a strategic partner for today's business leaders, empowering them to achieve more than ever before. Copyright © 2023 by Arete Coach™ LLC. All rights reserved.

According to current research, up to 70% of adults will experience imposter syndrome at some point in their life (Mann, 2019). This is especially true for high achievers such as executives and business leaders. Imposter syndrome can have many negative consequences on quality of life, mental health, and business performance. Without proper knowledge on what imposter syndrome is and how to defeat it, executive coaches can miss the “red flags” of imposter syndrome and miss opportunities to get to the root of their clients' challenges. Executive coaches themselves can also suffer from imposter syndrome, leading to less effective coaching, dissatisfied executives, and reduced quality of life. Because of this, it is vital for executive coaches to be aware of not only what imposter syndrome is, but what beliefs are associated with it, what groups are most vulnerable to it, triggers of it, and consequences of it. Furthermore, after learning to identify imposter syndrome, executive coaches can build up their coaching toolbox with coaching methods and powerful questions to help their clients and themselves defeat imposter syndrome. “Be the kind of person who dares to face life’s challenges and overcome them rather than dodging them.” - Roy T. Bennett Defining imposter syndrome In order to best combat imposter syndrome, it is important to have an accurate and researched-based understanding of what imposter syndrome is. In Dr. Sandi Mann’s book, “Why Do I Feel Like an Imposter, How to Understand and Cope with Imposter Syndrome,” Dr. Mann points to Clance and Imes as the first researchers to identify imposter syndrome in 1978 (Mann, 2019). In Clance and Imes’ 1978 research article, they define imposter syndrome as “an internal experience of intellectual phoniness…despite outstanding academic and professional accomplishments” (Clance & Imes, 1978). Like the title suggests, imposter syndrome is essentially feeling like an imposter or fraud despite having skill, intellect, and/or success. While Clance and Imes’ research focused solely on women in the workplace, more recent research reveals that imposter syndrome can affect both men and women. An article in the 2020 Journal of General Internal Medicine reviewed 33 independent research studies that compared the rates of imposter syndrome between men and women. This review found that 16 of 33 studies reported that women suffer from imposter syndrome more than men, while the other 17 studies indicated they both suffered from imposter syndrome at similar rates. Because of these findings, researchers state that “while impostor syndrome is common in women, it also affects men” (Bravata et al., 2020). According to Dr. Mann, “at least 70%” of adults will experience imposter syndrome at some point in their lives. However, it is “more common among high achievers,” much like the business leaders that executive coaches serve day-to-day (Mann, 2019). Beliefs and fears of imposter syndrome Inspired by Clance and Imes’ research, Dr. Mann outlines three core beliefs and fears that make up imposter syndrome. Belief that others have inflated views of your abilities Fear of being exposed as a fraud Attributing your success to external factors (for example: luck, others, or coincidence) (Mann, 2019) These beliefs and fears are central to imposter syndrome. Through discussion and questions, some of these beliefs might become apparent in an executive or coachee. If this happens, it should be taken as a warning sign of imposter syndrome and seen as an opportunity to collectively dive deeper into the coachee’s beliefs and perspectives. “There are still days when I wake up feeling like a fraud not sure I should be where I am.” - Cheryl Sandberg, COO Facebook Those likely to experience imposter syndrome There are several groups of people that are more likely to experience imposter syndrome than others. According to Psychology Today, both men and women can develop imposter syndrome, but women are more likely to develop it than men. Dr. Mann states that students, those with creative careers, those in academics, highly successful individuals, those with early career success, first-generation professionals or college students, those who have unique routes to their position, under-represented groups, those with high achieving parents, self-employed individuals, and lone workers are more prone to imposter syndrome (2019). For those in under-represented groups, imposter syndrome poses a distinct threat. In a 2020 BBC article, Sheryl Nance-Nash quotes Brian Daniel Norton, a psychotherapist and executive coach, as saying, “When you experience systemic oppression or are directly or indirectly told your whole life that you are less-than or undeserving of success and you begin to achieve things in a way that goes against a long-standing narrative in the mind, imposter syndrome will occur.” Because imposter syndrome is built on the belief that abilities and accomplishments achieved by an individual are undeserving, oppression or discrimination can speed the development of imposter syndrome in marginalized groups. Emily Hu, a clinical psychologist, is also quoted as saying “We’re more likely to experience imposter syndrome if we don't see many examples of people who look like us or share our background who are clearly succeeding in our field” (Nance-Nash, 2020). Triggers of imposter syndrome Imposter syndrome can have a variety of triggers. Dr. Mann claims that there are three key triggers to imposter syndrome. First, imposter syndrome can be triggered when “first qualifying” for a job, promotion, educational program, etc. For example, consider a new college graduate that now qualifies for careers that need a college degree. Because they have just attained this requirement and recently qualified, they could view their new qualification as a phony, believing that they don’t have what it takes to apply for the newly available positions. The second trigger is when first starting a degree “course, or education experience.” Although an executive or coach may qualify for a training program or educational program, they might feel as though they are phony and do not truly qualify for the program. This can stifle opportunities to learn more and develop as a coach or executive. Lastly, promotions to new or higher positions can be a trigger for imposter syndrome (Mann, 2019). Other researchers cited Jaruwan Sakulku and James Alexander in their review of imposter syndrome published in the International Journal of Behavior Science, claiming that other contributing factors of imposter syndrome include perfectionism and family environment (2011). In their original research article, Clance and Imes state that “the real root of” imposter syndrome “lies in social expectation” pushed forth by the “differential between high achievement and low societal expectations” (1978). This “social expectation” as a trigger, correlates with the increased likelihood of underrepresented groups developing imposter syndrome as discussed above. “Whether you think you can, or you think you can’t, you’re right.” -Henry Ford Consequences of imposter syndrome Poor mental health Researchers Sakulku and Alexander state that some of the consequences of imposter syndrome are “anxiety, fear of failure,” “dissatisfaction with life,” “depression,” “psychological distress,” “self-doubt,” “fear of failure,” “emotional exhaustion,” “loss of intrinsic motivation,” and “guilt about success” (Sakulku & Alexander, 2011). According to the National Safety Council, “mentally distressed workers are 3.5 times more likely to have substance use disorders” (2021). Furthermore, poor mental health is also associated with chronic diseases, sleep problems, and nicotine usage (WebMD Contributors, 2021). The negative consequences that imposter syndrome can have on mental health are serious and can create a cascading effect of negative consequences on executives and executive coaches alike. Increased rates of burnout Research has also shown that imposter syndrome is correlated with an increased risk of burnout (Sakulku & Alexander, 2011). In the 2020 issue of the Saudi Medical Journal, researchers discovered that imposter syndrome is correlated with the “development of burnout” (Alrayyes et al., 2020). This sense of burnout can reduce a coach’s ability to take on new coaching clients and effectively manage their current workload. Burnout for an executive can be very costly to his/her company via the cost of hiring new executives or leaders. It can also be costly for coaches and executives in terms of poorer decision-making due to mental exhaustion. Workplace behaviors Other consequences of imposter syndrome include overworking “in order to prevent… ‘phoniness’ from being discovered,” having a lack of confidence, “hiding true opinions” to protect one’s image, having a mentor only to impress them, a perfectionist perspective to prove worth and ability, downplaying achievements, “discounting praise,” and self-sabotaging behavior (Mann, 2019). For example, an executive coach might overwork themselves at the beginning of their coaching career, because they feel they do not know enough despite passing their required certifications and current success. An executive might not share his/her opinions in the boardroom because they believe that if they do, they risk losing their “phony” success by revealing their true colors or intelligence levels. Furthermore, an executive might demand perfection from himself/herself on all tasks and fail to allocate time and resources properly. All of these behaviors guard an executive’s or coach’s ego against potential mistakes because they fear drastic and unrealistic consequences such as being found an imposter. Defeating imposter syndrome Both executive coaches and business leaders can face imposter syndrome. Because of this, it is important for executive coaches to learn how to combat their own sense of imposter syndrome so they can help their clients combat imposter syndrome as well. The following methods can be used by both the executive coach and coachee to overcome imposter syndrome. “A good discussion increases the dimensions of everyone who takes part.” - Randolph Bourne Peer group discussions Researchers, Clance and Imes, state that “a group therapy setting or an interactional group” with others facing imposter syndrome is “highly recommended.” While executive coaches do not have the tools necessary for group therapy, they can host peer advisory group discussions about imposter syndrome. Educational and conversational discussions about imposter syndrome can show executives who are facing imposter syndrome that they are not alone (Clance & Imes, 1978). Executive coaches can also have discussions with their mentors and peer coaches about imposter syndrome. This can further their resilience towards imposter syndrome and increase their understanding of why their imposter syndrome is untrue and how it hinders their success as a leader. Name it Licensed Master Social Worker, Melody Wilding, recommends giving the “inner critic” or voice of imposter syndrome a name. She states that doing so can give an individual “distance from” the negative self-talk by identifying outside of themselves. She uses an example of a client who named the voice of his inner critic Darth Vader. Every time her client’s inner critic caused trouble her client would say “not today, Darth” helping him “stop the negative inner dialogue in its tracks.” Wilding recommends choosing a name that is “silly and light-hearted” because this takes away some of the inner critic or imposter syndrome credibility and power (Wilding, 2021). Both executive coaches and business leaders can use this method to become mindfully aware of their own impostor syndrome thought processes and perspectives. Power statements Different from positive affirmations, power statements remind an individual of their own power, skills, or abilities. These statements can directly oppose beliefs of imposter syndrome such as “I’m not good at this, I’ve just been lucky” with a power statement saying “I am good at this. I have worked hard for this. I can do this.” Melody Wilding, LMSW, recommends putting these power statements “somewhere visible and prominent” like on a computer monitor, mirror, calendar, or screensaver (Wilding, 2021). For example, an executive coach can have a power statement of “I have helped many executives through my executive coaching. I am a good executive coach.” A business leader can have a power statement such as, “I can be a great executive and leader. I have worked hard and earned my position.” “Knowing your feelings won’t change the facts, but knowing the facts can change your feelings.” - Marlene Chism Practice separating feelings from facts Psychologist, Susan Albers, PsyD., states that those facing imposter syndrome should practice separating their feelings from facts. This is done with mindfulness of imposter syndrome thoughts and intentionally responding with facts such as “I know I am capable in doing…” (Cleveland Clinic, 2021). For the executive that is facing a difficult season in business, their imposter syndrome would state, “you’re not qualified to lead a company,” leaving them feeling distraught and helpless. In response, the executive could state “I am qualified to lead this company because I have done….” For executive coaches feeling challenged by the difficulties associated with starting a coaching business or group, imposter syndrome might also state that they are unqualified to coach, making them feel inadequate. In response, they can separate their feelings of inadequacy from the facts of their training, experience, and knowledge. Keep track of your accomplishments By saving emails that recognize excellent work, keeping a journal of successes, or saving letters/cards of encouragement from others, individuals can combat the feelings of inferiority or fraud that often accompany imposter syndrome (Cleveland Clinic, 2021). Executives can do this by creating a journal of successful moments in their business. Executive coaches can do this by creating a log of positive reviews, comments, and outcomes that resulted from their coaching sessions. After making this log, journal, or database of accomplishments, executive coaches and business leaders alike can revisit and revalidate their successes when imposter syndrome thoughts arise. Stop comparing Dr. Albers recommends that individuals facing imposter syndrome should intentionally focus on not comparing themselves to others. Instead, they should “focus on measuring [their] own achievements instead of holding them up against others.” When coaching a business leader, executive coaches can ask their clients “who or what are you comparing yourself and your business to? Why?” Doing this can reveal unfair standards or expectations. The same is true for executive coaches. If a new executive coach is comparing some aspects of their executive coaching practice to a seasoned executive coach, they could be placing unrealistic expectations on their growing coaching business. By stopping unfair comparisons, both executive coaches and business leaders can begin to defeat their impostor syndrome. “It is not the answer that enlightens, but the question.” - Eugene Jonesco A note on making referrals It is vital for executive coaches to remember the importance of making necessary referrals to counselors and other mental health professionals as needed for themselves and their clients as well. As research by Clance and Imes indicates, previous family environments and past experiences can contribute to imposter syndrome. Because the primary role of an executive coach is to be forward-focused, we encourage executive coaches to practice discretion and due diligence when discussing imposter syndrome with their clients. For more information on when to make mental health referrals tune into episode 1027 with Sally Rhoads LCSW on the Arete Coach podcast. Powerful questions Using the information above, here are several powerful questions for executive coaches to consider and customize to meet their executive coaching clients’ needs. Executive coaches can also ask themselves these questions and answer in a group or introspectively. Consider the following powerful questions for inspiration… Questions that identify imposter syndrome It sounds like your coworkers and superiors think highly of you. Do you agree? What are you afraid of? What is the cause of your success? Do you believe that you are as capable as others say that you are? What is your reaction to success or a promotion? Do you often hide your true opinions? What are your thoughts on perfectionism? Share with me some successes you have had this year. Where did they come from and how did they happen? Questions that address imposter syndrome If you had to name the voice of your imposter syndrome, what would it be? In this scenario, what is feeling and what is fact? What is your power statement? Is comparing yourself to others helpful? How is your imposter syndrome holding you back? How can you intentionally overcome your imposter syndrome? Do you want to overcome your imposter syndrome? Do you believe that it is true? If so, why? Main takeaway A key feature to remember when discussing imposter syndrome is the role of an executive coach. Executive coaches are forward-focused. Psychologists, counselors, and the like have the tools necessary for diving deep into past family history and experiences. As Clance and Imes point out in their research, family history and past experiences can contribute to imposter syndrome (1978). If this is apparent with a client, it is important to make the necessary referrals for both the coach’s and the client’s wellbeing. This is also true for the executive coach themselves. If examining and defeating imposter syndrome reveals deep-rooted or other complex mental health causes, gaining advice or guidance from a mental health professional is surmount. However, if the roots of imposter syndrome are closely tied to a business leader or executive coach’s current beliefs and outlook on the future, executive coaches can help themselves and their clients reevaluate their beliefs, separate facts from fiction, and stop unfair comparisons. When executive coaches are aware of what imposter syndrome is and its effects on the executives they coach, they are more likely to notice potential signs of imposter syndrome. This recognition leads to deeper and more impactful executive coaching that helps executives with their genuine needs. It also helps executive coaches be the best coach they can be. “You don’t have to attain perfection or mastery to be worthy of the success you achieved.” - Margie Warrell References Alrayyes, S., Dar, U. F., Alrayes, M., Alghutayghit, A., & Alrayyes, N. (2020). Burnout and imposter syndrome among Saudi young adults. Saudi Medical Journal, 41(2), 189–194. https://doi.org/10.15537/smj.2020.2.24841. Bravata, D. M., Watts, S. A., Keefer, A. L., Madhusudhan, D. K., Taylor, K. T., Clark, D. M., Nelson, R. S., Cokley, K. O., & Hagg, H. K. (2020). Prevalence, Predictors, and Treatment of Impostor Syndrome: a Systematic Review. Journal of general internal medicine, 35(4), 1252–1275. https://doi.org/10.1007/s11606-019-05364-1. Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247. https://doi.org/10.1037/h0086006. Cleveland Clinic. (2021, February 24). A Psychologist Explains How to Deal With Imposter Syndrome. https://health.clevelandclinic.org/a-psychologist-explains-how-to-deal-with-imposter-syndrome/. Nance-Nash, S. (2020, July 27). Why imposter syndrome hits women and women of colour harder. BBC Worklife. https://www.bbc.com/worklife/article/20200724-why-imposter-syndrome-hits-women-and-women-of-colour-harder. National Safety Council. (2021, May 13). New Mental Health Cost Calculator Shows Why Investing in Mental Health is Good for Business - National Safety Council. https://www.nsc.org/newsroom/new-mental-health-cost-calculator-demonstrates-why. Mann, S. (2019). Why Do I Feel Like an Imposter?: How to Understand and Cope with Imposter Syndrome. Watkins Publishing. Psychology Today. (n.d.). Imposter Syndrome. https://www.psychologytoday.com/us/basics/imposter-syndrome. Sakulku, J., & Alexander, J. (2011). The Imposter Phenomenon. International Journal of Behavioral Science, 6(1), 75–97. WebMD Contributors. (2021, March 30). How Does Mental Health Affect Physical Health. WebMD. https://www.webmd.com/mental-health/how-does-mental-health-affect-physical-health. Wilding, M. (2021, August 9). 8 Easy Tricks to Quiet Negative Inner Dialogue. Psychology Today. https://www.psychologytoday.com/us/blog/trust-yourself/202108/8-easy-tricks-quiet-negative-inner-dialogue. Copyright © 2022 by Arete Coach™ LLC. All rights reserved.

Quotes can be a great source of inspiration. They can also be used in coaching to convey concepts, start thought-provoking conversations, and introduce powerful questions. In today’s Insight article, we analyze the quote “when the student is ready, the teacher will appear…” We discuss the origins of the saying, potential applications, and powerful questions that can be used in coaching conversations. “The art of teaching is the art of assisting discovery.” - Mark Van Doren Quote or proverb? Some attribute this quote to Lao Tzu’s book Tao Te Ching. However, this concept or quote is not apparent in Tao Te Ching’s English translation. Some say this quote is attributed to Buddha or a Zen proverb, however evidence for this claim is nonexistent (Popik, 2013). Furthermore, there have been many different paraphrased versions of this quote. One of those comes from the 1880s in a religious text by Mabel Collins’ “Light on the Path.” Collins states that “for when the disciple is ready, the master is ready also” (Bodhipaksa, 2013). Collins’ writing is part of Theosophical literature, a movement that sought to combine eastern religious traditions and western mysticism (Bodhipaksa, 2013), founded by Madame Blavatsky and others in 1875 (Stenudd, 2020). However, it has been reported that Madame Blavatsky had a habit of plagiarism. Since the source of this statement has no concrete original author, we choose to refer to this statement as an aphorism or proverb (Bodhipaksa, 2013 & Grothe, n.d.). There’s more to it Some sources add an additional section to this saying: “When the student is truly ready the teacher will disappear" (Stenudd, 2020). This section is closely related to a quote from “Confucian Analects, Book XIX, where disciples of Confucius are speaking” which states (Stenudd, 2020): Tsze-hsiâ said, 'The officer, having discharged all his duties, should devote his leisure to learning. The student, having completed his learning, should apply himself to be an officer.' “Whoso neglects learning in his youth, loses the past and is dead for the future.” - Euripides Analysis The aphorism, “When the student is ready the teacher will appear. When the student is truly ready the teacher will disappear,” brings forth two key concepts. “An investment in knowledge pays the best interest.” - Benjamin Franklin Required readiness In order for a student to learn and develop, they must be “ready.” The teacher cannot teach them to be “ready,” instead, it is up to the student to decide and commit to readiness. Furthermore, there is a difference between being “ready” and being “truly ready.” When a student is “truly ready,” they have no need for the teacher and can then begin to apply the knowledge and concepts taught by the teacher on their own. For example, consider standardized tests and schooling. A child must be “ready” for 4th grade by completing 3rd grade and having a willingness to learn. They are “truly ready” when they take a standardized test without the presence of a teacher’s advice or assistance. In this instant, the student is “truly ready” to apply all that they have learned to the task at hand. “Learning is not the product of teaching. Learning is the product of the activity of learners.” - John Holt The role of a teacher This aphorism also gives us insight into the role of a teacher. They are not meant to coddle the student so that the student is dependent on their advice. When a student is “truly ready” they “disappear” allowing them to test their own skills and knowledge because they are “truly ready” for the challenge. A teacher is not meant to be a crutch. Instead, they are meant to be a springboard, enhancing learning, increasing skills, challenging thought processes, and increasing the success of their students. Application These two concepts of required readiness and the role of a teacher can be directly applied to the executive coaching relationship. Consider the following. “My best skill was that I was coachable. I was a sponge and aggressive to learn.” - Michael Jordan The readiness of an executive In order for an executive to receive any benefit from executive coaching, he or she must be ready and willing to learn, change their perspective, challenge their ideas, and potentially change their behaviors. Some call this an individual’s “coachability.” Coachable, or “ready,” executives take responsibility for their actions, are willing to sacrifice some of their time for coaching and personal preparation before coaching, they are “open to reflect on questions that push them into real change,” and see coaching as a resource that helps their development (Mitchell, 2019). Clearly, being a “ready” executive coaching client is a personal decision that can only be carried out by the one being coached. Consider the following questions that can gauge how “ready” an executive coaching client is for their coaching session. Are you willing to change your behaviors, beliefs, or perspectives as you learn? What does being coachable mean to you? Would you consider yourself to be coachable? Are you ready for executive coaching? What makes you ready? “Experience is a hard teacher because she gives the test first, the lesson afterward” - Vern Law The support of an executive coach Each time an executive leaves their coaching session, they test if they are “truly ready” for the goals and challenges they discussed with their coach. An executive coach does not primarily give advice or make decisions for a client. Instead, they teach the executive to the point of being “truly ready” and “disappear” thereafter, ultimately allowing the executive to make their own decisions, have their own learning moments, and test their own skills. An executive coach is not dependent on their coach, but instead is encouraged, challenged, and enlightened by their coach. While the teacher may be present for a test, their advice and assistance “disappears.” In the same way, executive coaches allow their clients to test their knowledge, beliefs, ideas, and behaviors without their advice or assistance. However, when the executive reaches out to their coach for perspective or insight, an executive coach is ready and willing to ask powerful questions that reveal the genuine desires, goals, and ambitions of an executive. Consider the following questions that address the moments when the coach “disappears” and the client’s readiness is tested. What goals did you set for yourself after our last meeting? Did you accomplish these? Why or why not? What do you attribute your success/failure to? Do you believe that you were “truly ready” for the challenges you faced since our last meeting? Why or why not? The main takeaway From this quote, we learn that the teacher and the student both play intentional roles in the learning process. The student must be ready to learn. The teacher must teach. When the student is truly ready to apply their new knowledge, skills, or abilities the teacher must “disappear,” allowing the student to learn their own lessons and test their own abilities. These lessons can be directly applied to executive coaching. The executive must be ready, coachable, and willing to learn. The executive coach must refrain from giving advice and allow executives to learn from their own choices, mistakes, and challenges. As a coach do you “disappear” when your clients are “truly ready?” Do you examine if your new coaching clients are “ready” for executive coaching? How do you help your clients be “truly ready” for the challenges ahead of them? “Develop a passion for learning. If you do, you will never cease to grow.” - Anthony J. D’Angelo Reference Bodhipaksa. (2013, March 16). "when the student is ready the teacher will appear.". Fake Buddha Quotes. Retrieved December 2, 2021, from https://fakebuddhaquotes.com/when-the-student-is-ready-the-teacher-will-appear/ Grothe, M. (n.d.). Dr. Mardy’s Dictionary of Metaphorical Quotations. Dr. Mardy. https://www.drmardy.com/dmdmq/ Lao-tzu. (600 BC approx.). Tao Te Ching. Translation by J.H. Mcdonald in 1996. Merriam-Webster. (n.d.). Aphorism. https://www.merriam-webster.com/dictionary/aphorism#other-words Mitchell, M. (2019, July 17). Council post: The best executive coaching clients demonstrate these four behaviors. Forbes. Retrieved December 2, 2021, from https://www.forbes.com/sites/forbescoachescouncil/2019/07/17/the-best-executive-coaching-clients-demonstrate-these-four-behaviors/?sh=5190d3074dbb Popik, B. (2013, March 29). Barry Popik. The Big Apple. Retrieved December 2, 2021, from https://www.barrypopik.com/index.php/new_york_city/entry/when_the_student_is_ready_the_teacher_will_appear/ Stenudd, S. (2020, September 22). Fake Lao Tzu Quote "When the student...". Taoistic. Retrieved from https://www.taoistic.com/fake-laotzu-quotes/fake-laotzu-quote-When_the_student_is_ready_the_teacher_will_appear.htm Copyright © 2022 by Arete Coach™ LLC. All rights reserved.