Reframing your reason for performing a task. Answering the question: "why am I doing this?”

Sometimes we forget the power and role of communication in learning and development. Communications teams and assets rarely see what they do as enabling and supporting learning and learning teams don't see what the communication team does or produces as learning assets. With what we can achieve with digital solutions and the appetite for video and engagement with content online, communications and learning teams in organisation need to come together, not to produce communications and learning products for the organisation, but to enable everyone in the organisation, especially leaders and managers to produce communication and learning solutions that are modern, engaging and effective in ways now possible. They need to be able to advantage of the digital tools and solutions available to effortless create and share communication and instructional assets that meet the expectations of the online community that we all have now become regardless of generation! Leaders and managers have the podium, they need to clarify their message and now take advantage of these tools to get their message to their teams and employees in personalised ways at a scale that was previously impossible.

For most people, graduating from school and entering into the workforce means putting away all those textbooks and all that studying. However, with all the problems being tackled by all professions in the workplace, there has never been when we need more scholar-practitioners fully engaged in providing insights needed for effective decisions and actions. Do we have enough professionals in roles who are willing and able to engage with the problems of their industry at whatever levels of theory and abstractness required to increase efficacy of decisions and actions?

This is part 1 of a 5-part series on how intentionality drives performance. Performance is a key construct that underpins a lot of what we try to do. In an organisational context, it determines successful we are in motivating people to show up and invest effort. Yet the consistency of understanding of what performance really means needs to be significantly better if we are to truly unleash and leverage the human potential to perform. This is really about having deeper insights into what constitutes performance so that we can deliberately target, or focus on, what we desire from ourselves, the people we are supervising or the people we are leading. In organisations, the HR function can also have better conversations around what performance means first in HR and then for all other functions in the organisation.

This is part 2 of a 5-part series on how intentionality drives performance. This video explains performance and motivation in a way that supports self-reflection and presents levers organisations might be able to pull to better enable performance.

This is part 3 of a 5-part series on how intentionality drives performance. This is about starting with the end in mind. Being increasingly clear about why actions are being performed. Motivation comes from valuing what you hope to achieve. Understanding what results are, and what they are not, helps to understand why it's not always easy to try hard enough.

This is part 4 of the 5-part series on how intentionality drives development. This video takes a deeper look at activities, decisions and actions and how they work together. It explores macro and micro activities in much the same results were explored.

This is part 5 of a 5-part series on how intentionality drives performance. Understanding capabilities means appreciating the role knowledge and skills play in our ability or inability to achieve our goals. Knowing how to improve the quality of our decisions and actions is the key.

Excellence in activity, project and team management Deconstructing performance expectations of the role Understanding knowledge requirements of the role Understanding skills requirements of the role Identifying key decision moments requiring application of knowledge and planning for reflective practice Identifying key action moments requiring application of skills and planning for deliberate practice Diligently following the plans you layout