World-class performance does not rely on academic achievement or managing emotions. Instead, deliberate practice is needed to perform at a very high level.
The concept that you are born with talent and that it can not be developed is being challenged in the literature. Geoff Colvin, among others, contends that actual high performance is not dependent on innate talent. Colvin puts forth evidence that high or world-class performance can be achieved by deliberate practice.
Our early experiences, including the environment we grow up in, our education and exposure to experiences, influence our performance level and present strengths and weaknesses. However, deliberate practice and believing you can overcome barriers can supersede any deficiencies in the early years.
The Quotients Used to Predict Success
- IQ or Intelligence Quotient:
It is a score derived from a standardized test to measure intelligence level. Typically IQ is used to determine a person’s ability to achieve academically and, if the score is low, need special needs assistance.
- EQ or Emotional Quotient:
Also known as Emotional Intelligence in a model popularized by Daniel Goleman, it measures a person’s ability to be self-aware and identify and control their emotional response and manage emotions in a social setting, including conflict management. Many employers link a high EQ with a winning attitude.
- PQ or Practice Quotient:
Is Colvin’s quotient, which measures the amount of practice in hours a person has dedicated to learning a skill.
High IQ Does Not Equate to Academic Success
Two striking examples of this are Marilyn Vos Savant and Chris Langan. Marilyn is reported to have the highest IQ at 228, Chris is a close second at 220. Both dropped out of university.
The Deliberate Practice Rule of 10,000 Hours
Research evidence equates 10,000 hours of practice with mastery of a skill. This rule has been demonstrated in many arenas – music, sports, writing, chess players, master criminals etc. However, while this rule seems to be a pattern in high performers, it doesn’t explain why some people achieve more with practice than others. To understand this, we need to look at the five factors that can influence the success of the deliberate practice process:
- The activity is designed to improve performance where a specific aspect of the technique can be isolated often with the help of a teacher or mentor.
- The activity can be repeated many times.
- The activity is highly mentally challenging and demanding. It requires intense focus.
- Continuous feedback of results is available from a coach, and results can be measured.
- The activity isn’t fun or instantly rewarding. It may be a stretch of abilities and cause discomfort.
The concept that deliberate practice can bring high performance is a reassuring thought to those who felt they lacked innate talent. It is also an essential concept for teachers, coaches, and leaders to incorporate into daily performance improvement exercises.