EP 49 “Turn the Ship Around” Applying “I Intend to”, To Your Team

EP 49 “Turn the Ship Around” Applying “I Intend to”, To Your Team

David Marquet introduced us to “I Intend to” in his book “Turn The Ship Around”.  Today we are discussing his companion workbook and how you can apply “I Intend to” to your team.

[DAVID MARQUET] First it’s, well, what do you see? What do you think? What would you like to do? What would you like to do means, you still need to get my permission to do it. But then when you say, “I intend to,” that means all you need to do is not get a no.

[TODD DEVOE] Hi, welcome to EM Weekly, this is your host, Todd DeVoe. And today, we’re interviewing David Marquet, the author of “Turn This Ship Around.” If you remember, in episode 37, we had David on, talking about transforming leadership through the idea of “I intend.” And that was really a unique and, at the same time, revolutionary way of thinking about command structures in the armed forces, specifically in Navy submarine, which is a very top-down command structure. And the concept of “I intend,” which means that I’m going to go, ask the question– or not even ask the question. I’m going to go tell the commander what I’m going to do, and if he doesn’t tell me no, that’s what’s going to happen.

And so, this workbook that he has out was a great companion for the book “Turn This Ship Around.” The workbook also has a section there from the chief. And for those of you who do not understand that the role of the chief is in the navy, basically, it’s the middle-management. For those of us in law enforcement, fire, and EMS, I suppose, it would be your section captain, or your sergeant commander, maybe. You know, the chief is that rank where they run the backbone of the navy, they actually run the navy. And so, to get the perspective of the chief in this workbook I think was a really brilliant move by David Marquet.

In the “Ask Todd” section, we were having a discussion in the group regarding the five phases of emergency management; that’s mitigation, prevention, preparedness, response, and recovery. And understanding that prevention was added in 2007. It was kind of an interesting conversation regarding what do each section, you know, what do they really do, and then the idea of where is training and exercises put in; is it put in the prevention section or in the preparedness section? And the answer to that, I guess, could be yes, depends on which way you look at it. But that was kind of the conversation that was going on there. So, if you’re interested in joining the conversation, go to the Facebook group, join, and you can have that conversation with us over there. So, I’m looking forward to seeing you.

So, let’s not wait any longer, and let’s get into it with David Marquet, with “Turn This Ship Around – the Workbook.”


[TODD DEVOE] David, welcome back to EM Weekly.

[DAVID MARQUET] Yeah, thanks, Todd, for having me on the EM Weekly show.

[TODD DEVOE] So, David, you created this workbook. What was that process for you, and why did you decide to do the workbook?

[DAVID MARQUET] Well, we’ve been out– since the “Turn This Ship Around” came out, we’ve been out talking to organizations about how to do the kind of thing that we did on the submarine in their own organizations. And of course, we’ve had a lot of interest and enthusiasm from law enforcement, first responders, police forces, as well as other industries. And I wanted to do something that was very accessible, allow leaders and teams to just kind of do it on their own, and just give them everything that we were thinking, the kind of activities that we do on workshops on corporations (inaudible).

Because a lot of times what we find is that the St. Cloud, for example, St. Cloud police department and fire service isn’t going to have the same kind of budget as Twitter, or Facebook, or something like that.


[DAVID MARQUET] Sadly, sadly. So, here’s the idea. So, we took the book, we went chapter by chapter. So, the workbook follows the chapters of the book, and we added some activities. And we also added a couple of other things. We added a chief’s perspective. So, Andy Warshack, who was serving with me on the Santa Fe, and he was my head sonar chief, and he went on to be the chief of the boat, wrote sections throughout the workbook, talking about kind of what it felt for him, and the chiefs, and middle managers, aren’t necessary the provocateurs of this change, but almost the recipients. But obviously, they were clearly on board.

But the tensions– some of which I didn’t see, inside the chief’s quarters, as we were goign through this change, is what he illuminates in his chief’s perspective. And then the second thing that we added was we now have a– I’m getting (inaudible). We have a research PhD psychologist on staff now, and he has provided a number of research, links to research articles, and just some very quick snippets on some of the recent research, which basically just shows why the things that we kind of just did intuitively, and were lucky, actually work from a sort of, you know, studying human’s perspective.

So, that’s what I wanted to make the available, as widely and broadly as possible, and make it easy for people to do that.

[TODD DEVOE] That’s awesome. So– ok, here I am, I’m a trainer here in whatever department, and I want to use this program. How could I implement this in a fairly easy way, to get it in front of everybody? So, I buy your books, I have to read it first, and then I buy the workbook, and kind of work the workshop that way? Is that the best way to do this?

[DAVID MARQUET] Yeah, when it comes to training, we’re kind of in a fortunate position, because people aren’t calling us unless they’ve already basically decided they want to make some changes in their organization, and they want to implement it. But one of the really important first steps is for the team to talk about it and say, “Do we want to do this?”

I think that’s step one, and it’s a step that happened on the submarine, where I went and had this sort of really brutal session with the chiefs, where I said, “Do you guys really want to be in control and be responsible, or do you want to just keep doing what you’re told?” And I think absent that (audio cuts off), you can waste a lot of time. Because ultimately, at the end of the day, you’re going to be implementing a program where people need to be making decisions and taking them. You make them control to make decisions, and you can’t do it in the top-down way, it’s sort of internally inconsistent and it falls apart, right? You can’t order people to be in power.

So, we generally see organizations starting with the book, and maybe the “What is Leadership” video. They need to know enough, to decide whether or not they want to engage in a cultural and leadership transformation. Then, when they say, “Ok, we’re in,” then I recommend getting a workbook as a companion. And do it like a book club. There’s a lot of material– I think of it like a textbook. It’s something you probably want to spread out over a whole semester and do a chapter every week kind of thing.

And there are 26 chapters, so it might take you half a year to get through it, but that’s fine. You want that sort of– I call it drip irrigation. Just do a little bit every week, maybe at your weekly meetings. Don’t make a big burden, don’t add a whole bunch of extra training. Just do a little bit, and then practice, do a little bit, practice, do a little bit, practice. You don’t need to go from page one to page 197. You can skip around and grab the things that you think are more relevant for your team. So, that’s how I would think about it.

The other thing, on the workbook, I also talk about the leader’s journey, which is something that I kind of talk about it in the book, but I don’t really lay it out in the framework. And the leader’s journey– so, in the workbook, I sort of reveal the leader’s journey. In other words, what was goign on in my mind, as I thought about leadership? And basically, the leader’s journey is a transition from being a knowing and telling leader, to being a knowing but not telling leader. In other words, know the answers, but you decide whether you want to tell the team what to do or not. You know, (audio cuts off), responding, yeah. Hey, we’re not going to– you know, I just need to tell you what to do. But you’re planning, you’re deciding what new truck to buy, or what’s going to be on the truck, what’s the configuration. In those cases, be known, but don’t be telling.

[TODD DEVOE] That is kind of a really different change in that kind of idea here. Especially in the (inaudible) sort of positions, like fire or police, where the structure is sort of important to them. So, to be able to allow that to occur, where people are a part of the decision-making process, I guess. And one of the things I really love about the whole concept with the “Turn This Ship Around,” in chapter seven of the workbook, it’s laid out there. It’s “achieve excellence, don’t just avoid errors.”

And the other day, I put this up in our briefing room, on our white board, I wrote it in large letters here, “achieve excellence, don’t just avoid errors.” And I think that, at the end of the day, this whole process with the book and the workbook, I think that’s where we end up. That’s our goal, right? Is having everybody not just avoiding errors but trying to achieve excellence in their workspace. Do you agree with that? Is that what your end goal is?

[DAVID MARQUET] Yeah, exactly. I mean, there’s a couple of ways to think about it. If all you’re trying to do is avoid errors, and this kind of can creep in suddenly in our organization. It creeps into organizations where we have a lot of high-reliability, high-risk work. So, we say, “Well, we don’t want to get somebody killed, we don’t want to mishandle a patient, we don’t want to cross-contaminate samples, we don’t want to risk lives fighting a fire,” this kind of thing.

But what happens is, in your brain, all you’re doing is playing defense, right? And the only way you can win is not letting any goals through. Which, at the end of the day, isn’t all that satisfying. And from a work perspective, it kind of pushes the organization, in my mind, into sort of this paralysis, and this bias for waiting to be told what to do, and do as little as possible, don’t take risks and make decisions.

And you know, I think it’s more fun to play offense and win, and score goals. And yeah, every once in a while, you’re going to have an interception, and maybe they’ll even score on you, and then you can learn from that. But when people come to work, the picture in their mind is, I want them to be out there, you know, striving for an outcome. Because if you’re just trying to– see, I’ll give you a very simple example, right? Don’t run with scissors versus walk with scissors.

If you say, “Don’t run with scissors,” I can see people say, “Well, I’m skipping with scissors, or I’m swimming with scissors. I’m not running! I’m jogging with scissors.” Ok. So, when you say, “Don’t do something,” first of all, that’s what’s in your head. And secondly, there’s a lot of ways you cannot do something. But if you say, “Walk with scissors,” then it’s described in a positive way. That’s just a little tiny piece.

But at a bigger level, we want to be striving for excellence, because that’s going to make us happy, that’s going to create a bias for achievement and making decision in a bias for action. And you can make mistakes and still be amazing.

[TODD DEVOE] Sometimes I think you– it sounds terrible saying this way, but sometimes I think when you make those minor mistakes, you’ll learn more about yourself than you do if everything is always right.

[DAVID MARQUET] Yeah. I thought the other day, nothing sets you up for failure like success, or something like that.


[DAVID MARQUET] How bad it is as a teacher?

[TODD DEVOE] Yeah. I heard that I heard that before too. What I noticed about the workbook, and even more so, the workbook, is that if you, as an organization, decide to do this, you have to really be open for some constructive criticism, some really good organization soul-searching, if you will. Because there’s some points in here where you’re asking your employees to really take a look at the processes and the leadership and put their true opinions down here. Do you think that scares people off, from moving forward in these organizations?

[DAVID MARQUET] I think it’s very scary for a lot of people to get feedback and to invite feedback. We have this line of leadership training that’s about how to give constructive feedback or give feedback in a way that people don’t get defensive. And I’m not really sure that’s the right approach. I really would rather work on asking for feedback. In other words, don’t get better at giving unsolicited feedback. Create a team that’s asking for feedback and wants to learn and wants to get better.

A really important book in this area is called “Mindset,” by Carol Dweck, and she talks about the importance of a growth mindset. And I can tell you that, when it came to big inspections and some really critical events when I shifted from– I call it shifting from a proved to improved mindset. Proved to improved. So, instead of proving that we were good, simply, we would do whatever it was the inspectors wanted us to do. But the mindset was, how can we learn and get better for the next time?

It does this weird thing to your brain where it takes a lot of the stress away because you’re not trying to justify your existence, and you’re not really so focused on the score, but you’re really focused on what can you learn to get better? And the first time you do it, it may seem like, “We could have gotten a better score if we just focused on getting really, really good this one time.” But at the long run, the organization will be better served, and you’ll all be better if you shift to an improve mindset, versus a prove mindset.

[TODD DEVOE] So, one of the things you talked about is the short early conversations make efficient work.


[TODD DEVOE] And I was kind of going through that portion of the workbook, and it’s really interesting. Can you expand upon that a little bit, and tell everybody what you’re really getting through with that one?

EP 49 "Turn the Ship Around" Applying "I Intend to", To Your Team[DAVID MARQUET] Yeah. So, both the leader and the team are guilty of bad behavior here, that I normally see. The leader is very busy, and so, sometimes– you know, this is worse in corporations, I think than first responders. But sometimes, the leader is protected by walls of admin assistants, and you got to get on the schedule, and it’s hard to do that, and they’re behind glass doors, and that kind of thing. And so, when we finally have time with the leader, we want to– or the boss, we want to show a very finished product. All we want is a signup.

The result of this is that the team churns, and churns, and churns, and churns, but maybe is working on the wrong thing. So, the work is perfect, but just totally irrelevant. And the same thing from the team side is that they want to do good. They want the boss to say, “Oh, look! That’s perfect, let me just sign off, we’re done.” Now, we try and resist that tendency and say, look, first of all, don’t be a slave to like, 30-minute calendar blocks. You could do something like, “Hey, here is a 30-minute calendar block. The first ten people that line up outside my office gets three minutes with me. You’ve got three, minutes, just pop in, ‘Here is what I’m working on, what do you think?’ Blah, blah, blah, give us some criteria, just give us a blank check, and boom, you’re out.”

And that makes people really efficient when they know they only have three minutes. But it’s that course correction, it’s a much earlier course correction than waiting until the last minute and finding out your way, of course. So, the picture that’s coming to my mind now, Todd, is an open-water swimming. You know, they have some big orange buoy that’s 500 years away, and you’re trying to aim for it.

Now, good swimmers can swim in a straight line. But for a guy like me, I tend to go off course. So, I got to raise my head up. You’re going faster with your head down, right? You’re swimming. But then, every once in a while, you got to raise your head up to sight the buoy and then do a course correct. So, you don’t want to be raising your head up to sight the buoy all the time, you’ll never go anywhere. But on the other hand, you can’t just swim for 20 minutes and then stick your head up and realize you’re– you know, you’re swimming at a 45-degree angle to the course.

So, that’s kind of how I think about it. It’s just a quick pop my head up, ok, check where I am, going back. And so, both the team– the team needs to overcome the resistance to showing the leader an incomplete project; and the leader needs to overcome resistance to demand fully completed work all the time. The team needs to be aiming for fully completed work. But I found it just really saved us billions of hours, and it was very respectful for the team because they felt like– cause no one wants to say, I worked on this all week and it turned out– you know, put in the trash can.

[TODD DEVOE] Right. This kind of leads into chapter 12, when you say, “Return the problem unsolved.” Is that– you, as a leader, do you see the issue, and instead of fixing yourself, you put it back down to the lowest level to fix it? Is that what you discuss in this portion? Or is that– that’s kind of what I got, at least.

[TODD DEVOE] This kind of leads into chapter 12, when you say, “Return the problem unsolved.” Is that– you, as a leader, do you see the issue, and instead of fixing yourself, you put it back down to the lowest level to fix it? Is that what you discuss in this portion? Or is that– that’s kind of what I got, at least.

[DAVID MARQUET] Yeah. So, the idea is, your team brings you a problem, you think you know the answer, you’ve seen it before. Now, the fast thing to do is always just to give the answer and they go back. But what you’re doing then, is you’re kind of– you’re doing a number of things which are detrimental on long-term. One, you’re poaching their ownership, because you own their job if you’re the one who tells them what to do. Number two, you’re not developing their thinking and decision-making and leadership skills. Number three, you’re basically training them to be dependent on you.

And so, what happens is, you’re just in that every day, next week you’ll have the same, and next month, next year, and next decade, and that’s where you’re at. So, there’s really sort of a stasis, and there’s not really a lot of improvement, versus if you say– and these don’t need to be big chunks of time. You know, go talk to somebody else and come back in 30 minutes. You know, come back in half a day, come back tomorrow. You can provide some hints. A lot of times, all I do is just get a second opinion. “Hey, can you just bounce us off with somebody else, and then when you come back, let me know what you guys think?”

And I just try to incrementally move people from, “What do you want me do to here?” To– the very first step off that bottom one is description. “Ok, tell me about it. What’s going on?” And get them to start talking about what the situation is, as they see it. Be curious and ask questions. And then, at some point, say, “So, what do you think? If you were me, what would you do? You know, what do you think I should do at this point?” And they’ll probably tell you. And then say, “Ok, great. Go do that.”

[TODD DEVOE] Right. So, it goes back to the concept of the “I intend to” sort of thing, and sort of the (inaudible), right?

[DAVID MARQUET] Exactly. So, that’s a little bit higher up the ladder. So, first, it’s, “What do you see? What do you think? What would you like to do?” “What would you like to do” means you still need to get my permission to do it. But then when you say, “I intend to,” that means all you need to do is not get a no. “Hey, this is what we intend to do. We intend to run the following training, blah, blah, blah. We intend to collaborate with the next town over.” Ok, unless I say no, you’re off the races. You’re doing it. And so, that eliminates all that dead time, waiting time, waiting for approval time.

[TODD DEVOE] That’s really kind of cool in the aspect that you’re allowing the people who you trust. Because that’s what happens, the guys that are working for you– and gals, you’re goign to hire people that you trust, and you show that you trust them by letting them do what they’re supposed to be doing, and I think that makes everybody feel much better about their work. And I think that increases everybody’s work productivity as well, right?

[DAVID MARQUET] Yeah. I think because the productivity– so, what we’ve done, is we focused– in terms of productivity, we’ve done a really great job in the last 100 years, focusing on the production part of productivity. Ok, once I decide to do something, we eat down a lot of the inefficiencies. But we haven’t done such a good job in looking at the decision side of productivity. In other words, if I took a six-hour job, and I made it so efficient that I can do it in four hours, but it took me 12 hours to decide to do it, it’s still very inefficient.

So, that’s kind of what I see organizations at. They got really efficient in moving six to four, but we’re all still waiting around, and that’s so, how about we go from 12 down to 6, in terms of the decision side, or 12 to 2, in the decision side. That’s going to be a much bigger impact than (inaudible) out another 30 minutes of efficiency in the job itself.

[TODD DEVOE] One thing I love about this book, and also the workbook here, which goes along with it, is– the idea here, is you’re going to give people tools, your staff, tools to be more competent in what they do. And what I mean by that– it’s not that they’re incompetent, but I’m just saying, the core competencies for their job. And in part three of your workbook here, it has the mechanisms for competence. And it really teaches you step by step. And you know, chapter 16 in the workbook is deliberate action, and I really like that. So, can you talk a little bit about what you mean by the deliberate action, and how that works in public safety?

[DAVID MARQUET] Yeah, so, we had a problem where a sailor shut a breaker that had a red tag on it, they weren’t supposed to shut. Fortunately, no one was hurt, but it was a violation of a safety procedure, and it was kind of a big deal. And I talked to them, we did a big sort of formal investigation, and it was scary, and he was sitting down at the end of the table. And he was very honest, and he just said, “Look, I don’t know, I wasn’t thinking. I knew that was the next step to do, and it’s not like the tag wasn’t there, it was clearly visible, it hadn’t fallen off, you know, no excuses. Just I wasn’t thinking, I just shut the break.”

And so, rather than punishing him, we wanted to come up with a way of injecting thinking, because he gave us the answer. You know, we’ve all had that sense where I’m just going through the motions, I’m executing a procedure, and then all of a sudden, I’ve gone too far, or something has changed, or we’ve done a wrong step. And executing the procedure better is not going to save us. So, we need to make just a quick, momentary pause and think to ourselves, “Ok, am I still on track?” And that’s what this deliberate action meant.

So, I reach out, I put my hand on the pump switch, and before I turn the pump on, I would say it, “Activating number one fire pump.” Or, you know, in our case, “Reactor pulling pump.” Shifting number one reactor pulling pump to fast. And then I would pause and when I say it, and I put my hand on it, then the person next to me could look over and make sure I had my hand on number one, not on number two, by accident. And I decided number one was the right thing to do. And to let the team give each other backup.

We talk about team backup, but there was no mechanism for backup. We just said, “Back each other up.” But if you’re just doing things really fast, I can say, “Oh, that thing you just did was the wrong thing to do.” That’s not backup. That’s like after we crashed, I figured that out. So instead, inject a pause in the middle of an action, which allows the backup mechanism to take place. Otherwise, you end up making these little mistakes, which could be pretty costly.

[TODD DEVOE] I lecture on the normalcy bias, and how that can lead to poor planning, and then poor response, and then recovery. So there’s like, this whole thing. And I think this is a really good way of breaking that normalcy bias, if you will, going, “Yeah, I’m going to deliberately act on this, it’s not something that–” we’ve all suffered from it. People call it driving by habit. Like, if you normally go to work every morning, but it’s Saturday, you get up, and you actually start going towards work, because you’re not thinking. That’s what I’m talking about.

[DAVID MARQUET] Yeah, yeah, yeah. I actually, I was driving home two days ago, I actually drove past my house. In my head, I was just in auto, and I was just like, you know, I was off in the clouds, and I was like, “Oh, crap!”

[TODD DEVOE] So, the other thing here, moving on with the workbook, I love this chapter 18, “Don’t brief, clarify.” And that’s where we fall into some really– you know, we love briefings, right? In the military, law enforcement and fire, stand up or (inaudible), everybody kind of runs their mouth about what’s going on. What do you mean by “don’t brief, clarify”?

[DAVID MARQUET] So, we were really good at briefing, and everyone in the navy said, “You got to do a brief.” If you’re going to load a torpedo, say, for example, you get the team together, you tell them what to do, “Look out for this, watch out for that.” It’s very passive, for 99% of the group. You know, only the person talking really is just– you know, they’re excited to hear themselves talk, but nobody else is.

And so, we said, “Look, no more briefing.” Well, first we said, look, you can do these briefings, but I want you to do them differently. I want you to ask the team to tell you what they’re going to do, so we’re going to flip it. So, the team basically needs to prove that they’re ready to do the torpedo load, and then you, as the person in charge, has to make a decision if the team passed the final exam, are we ready and are we going to be able to do it?

But we kept them saying we’re briefing. But what happened was– you talked about normalcy bias. What would happen was we had regression of the mean. In other words, since we were still using the same word, briefing, it just migrated back to the normal stand in front and tell people what to do. So, I said, ok, we need a different word, because this is fundamentally a different thing. So, that’s where we got to the word (inaudible). So, we said, this is a storification, this is the team demonstrating that they are ready to do it.

Because I wanted more attention and timespan not on “Ok, we’re loading the torpedoes; how’s step 7, how’s step 8, how’s step 9 going to happen?” I wanted more attention on, “Are we ready to load the torpedo? Is the team ready?” Looking in each other’s eyes, everyone is alert, we have all the tools. Are we ready to start? I wanted more focus on that decision, and then let the decision play out.

[TODD DEVOE] That makes a lot of sense, it really does. So, in chapter 20, you’re talking about specifying goals, not methods. And one of the things in the emergency management side of a response, especially large-scale events, is we’re talking about our objective goals for that operational period. So, it’s really into making the smart goals, that type of stuff. But sometimes, I’m not sure if that really translated back down into the field. Can you talk a little bit about what you intend here with this chapter, on goals and not methods?

[DAVID MARQUET] Yeah. So, first off, some of your goals should be production goals. Like, we’re going to achieve some response rate, maybe something like that. You know, sometimes, we’re going to make it, we’re going to get to 95% of all incidents within 5 minutes or something. So, there are these production-oriented goals. But I also encourage organizations on learning-oriented goals. And here’s what we’re going to learn, we’re going to understand, you know, what parts of town are– I don’t know, how to do more big data and be more predictive about these things.

Anyway, so always have learning goals in addition to production goals. But the idea is, here, agree on the goal, and then try to release the details down to the team. So, if we’re going to do this, if we’re going to make it to 95% of all calls within 5 minutes on site, how are we going to achieve that? And let the team noodle on that.

But it’s ok to set goals– for example, one of my clients is a big– he’s an engine maker. And what they were doing was, he was developing these engines. So, a lot of times, these engines, in development process, would blow up. Right? So, they have these big test– these rooms, where they’re testing these engines. The problem was, people would have to go into the rooms every hours and take logs on the engine. Sometimes, some of these rooms were like, man, that guy would be sitting– it’s like the X-ray thing, you know? The guy is sitting behind a barrier, so if the engine starts to go, they can shut it down, and hopefully, protect it.

But it was inherently dangerous to have people inside these test cells. So, the leader said, “Look, we’ve got twelve months, I want to figure out how we can have nobody inside– never a need to go inside a test cell.” And initially, it was like, it can’t be done. You know, we’ve run test cells for a hundred years, blah, blah, blah. And the leader was very firm on this goal, and the team said, “Well, you know, actually, what we can do is we can put in some cameras, we’re going to add some sand thing.” And they did a bunch of clever stuff. And the bottom line was, they were able to meet the goal.

And one of the hardest things was, sometimes, there are leaks in the exhaust, so they don’t know where the gas is coming from. And so, in the old way, you would kind of go in there with the sniffer, so how can we do that? So anyway, the team had to get clever, but the idea was, if the leader had all the ideas, we would limit it to the leader’s ideas. In the meantime, there’s a thousand people doing this, and they came up with many more clever ideas, and cheaper than all the rest that are on the leader. And then they owned it, they felt good, they were celebrating together. Celebrating with.

[TODD DEVOE] That’s cool. That is really cool. And it is important to have that collaborative relationship with everybody who is working, because otherwise, you become– for lack of a better term, kind of a drone, right?

[DAVID MARQUET] That’s exactly what you are. A drone, and you will be replaced by a drone.

[TODD DEVOE] So, ok, so everybody who is listening to this show today, they say, “You know what? That sounds like a great plan, I’d love to get to start in the book and get the workbook.” And you know, the question comes up, how do I implement this, and when I start doing the training, is there any other resources that I can use to help with facilitating a classroom training with this work?

[DAVID MARQUET] Yeah. Yeah, so, we have a series of what we call “Leadership Nudges.” There’s a YouTube channel, Leadership Nudges is the name of the channel. And you go there, we’ve been doing this once a week for almost four years now, so we’re about 190, 180– 190 on the channel at this point. And in there, there’s a playlist that goes along with the workbook. So, it’s (inaudible) nudges out, and the sequence that sort of correlates to the workbook chapter. You know, as if you were going through the workbook, chapter by chapter.

But there’s a whole bunch of other nudges out there. We have a lot of teams who are subscribed to these nudges, and they get them every Wednesday, we send an email with a new nudge, and they go and they use these nudges. So, like, if you want to pick a topic– so like, one of the things I talk about is the leader’s journey being a knowing but not telling leader. Well, there’s a nudge on that. You know, it’s typically 60 to 90 seconds, it’s very quick, but it’s me talking about– certify, don’t brief. There’s a nudge on that. Deliberate action, there’s a nudge on that.

So, the nudges are really, I think, very good and useful resources. We have over 25 thousand people getting them every Wednesday, and the feedback I get is people like them because they’re very quick, it’s 60 seconds, and it’s just pure content. It’s just a reminder.

[TODD DEVOE] That’s awesome.


[TODD DEVOE] That really is. Cool. So, how would somebody get a hold on one of these workbooks– if they want to buy, I would say more than one, if they want to buy them, is there a way to get a hold of you guys, or is it just through Amazon, or how does it work?

[DAVID MARQUET] Yeah. Amazon, Barnes & Nobles, you can buy small batches. If you want to buy a bunch, go to Book-Pile. They’re out there in California, and there are– that’s where we send people who want to buy– if you’re looking at 25 or more, you go to Book Pile, they give you a pretty good discount, including shipping. When I want to buy my book, they’re the ones we go to.

[TODD DEVOE] That’s awesome.

[DAVID MARQUET] Go to Book Pile. And again, if you do get it and you enjoy it, please leave a review on Amazon, that helps us spread the word. Amazon, Barnes & Nobles, whatever your favorite book site is, to help us spread the word and build more leaders like you, who want to make the world a better place.

[TODD DEVOE] That’s awesome, David. Thank you so much for your time today. And is there anything else you’d like to say to our listeners before we let you go?

[DAVID MARQUET] What you all do is very hard, is very important, it’s about other people. There’s purpose, there’s a purpose inherent to what you do, and thank you for that. Thank you.



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LinkedIn: linkedin.com/in/davidmarquet

Twitter: @ldavidmarquet

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About Todd De Voe 72 Articles
Involved in Emergency Response, Emergency Management, Education and Volunteer Management for over 25 years.Served as a Corpsman assigned to the Fleet Marine Force of the United States Navy. I now teach Emergency Management at Coastline Community College, I am also the Host of EM Weekly.

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