Leaders told CCL that their leadership lessons were learned through hardships (e.g., business mistakes, lousy jobs, problems with subordinates, downsizings), challenging assignments (e.g., start from scratch, turnaround, project/task force, change in scope) and through relationships, frequently negative (e.g., role models - bad and good, mentors, peers, and difficult people). They said that only a small portion of their learning came from coursework, books, and traditional learning vehicles.
Furthermore, leaders said that their education wasn't really planned or directed -- they learned their lessons as chance and opportunity chose to provide them. The current state of the art in leadership development encourages managers to seek out these difficult situations for the learning experience. Does it have to be this way? The research on prodigies, champions and high-level experts says no. The learning that results from hardships, mistakes and challenges is not a function of the difficulty. It is because these situtations cause us to naturally, albeit unconsciously, switch into using the Prodigy Method of learning.
Years of extensive research shows that there is a remarkable consistency in how the highest levels of performance are achieved. Across diverse fields, there are four requirements for mastering any complex skill set at the highest levels:
- Deliberate Practice
- Hard Work
- Support
- Ability
The principles of the Prodigy Method teach managers to replicate the enhanced learning environment of a new job or a difficult assignment with their regular daily job activities. There is no waiting for a challenge or a mistake to come along to accelerate your learning. Learning can happen on a daily basis without changing much of what a person is doing. The Prodigy Method is not about doing something extra or different to practice your skills; it is merely thinking differently about what you are already doing.
