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  • 00:00:06,292 --> 00:00:09,690 [APPLAUSE]

  • ROBERT QUINN: A couple of weeks ago I was in Barcelona.

  • And we were just finishing a week in training executives

  • in leadership.

  • And I was having dinner with a man who

  • was in charge of the week.

  • He's an interesting character.

  • He's a psychiatrist who is deeply wedded to science.

  • He also has a PhD in theology.

  • He spends about half of his time with professionals

  • trying to make them more effective leaders.

  • He spends the other half of his time in villages and towns

  • helping very ordinary people make

  • better sense of their lives.

  • I was listening to him tell some of his stories,

  • and I said, Alberto, what is your life purpose?

  • Without a moment's hesitation, he

  • said the sanctification of work.

  • I said, what does that mean?

  • He said, making work sacred.

  • What does that mean?

  • And he paused for a second.

  • And he said, when you help people make their work sacred,

  • they come alive in every area of their life.

  • Whoa.

  • That was pretty interesting.

  • 00:01:34,020 --> 00:01:38,899 It's a very striking thing to see a man of such commitment

  • to science and to theology and to service

  • come to a conclusion like that.

  • 00:01:50,450 --> 00:01:56,890 About 2006, I left the university for three years,

  • and I went and ran an organization.

  • At the university, we have a set of [INAUDIBLE] organizations,

  • which is a new field of study where

  • we asked what is an individual like at their best?

  • What is a group like at their best?

  • What is an organization like at their best?

  • Not what they're like normally, but in the way out

  • far side of that normal curve [INAUDIBLE]..

  • And that creates an entirely different way to see the world.

  • I left with the commitment that I

  • was going to build an organization based

  • on the principles of science that we

  • knew from this new field.

  • Those three years were one of the most meaningful periods

  • of my life.

  • When I got back, my friend came to see me.

  • He's a world-class economist.

  • And he began to question me.

  • I thought it would go for two or three minutes.

  • It went on for two hours.

  • He wanted to know everything.

  • Then he went away for a few minutes and he came back.

  • And he said, what you just told me defies economics.

  • It turns economics upside down.

  • We have to write a paper.

  • So I said, OK.

  • I'm open to that.

  • We started working on a paper.

  • The paper's all in Greek.

  • It's all mathematical.

  • It's a simulation of an organization.

  • Now, along the way, he decided to educate me.

  • And he said, I'm going to explain to you why this

  • turns economics upside down.

  • It has to do with the principal-agent problem.

  • He said at the heart of microeconomics

  • is the principal-agent problem.

  • So I turned to him, an employee, and I said,

  • I'm going to give you $100.

  • You work for me for 10 hours.

  • We shake hands.

  • We have a contract.

  • As long as I'm there to watch him, he keeps the contract.

  • The moment I turn my back on him,

  • he underperforms the contract.

  • And that's the very heart of microeconomics--

  • principal-agent problem.

  • Well, we built the simulation.

  • We created a normal organization.

  • And then we introduced something new.

  • The new variable was higher purpose.

  • The moment we introduced higher purpose

  • into the model, the entire organization transformed.

  • The employee, or the agent, became

  • a principal, became an owner, became intrinsically motivated.

  • My friend was really excited.

  • He said, this is incredible.

  • We've got to go interview CEOs of high-purpose companies.

  • Now, to me, it seemed to sort of make sense

  • that that would happen.

  • But when we went out and did the interviews,

  • then I got surprised.

  • As we interviewed these CEOs, the shocking discovery to me

  • was that most of them, the majority of them,

  • when they became CEO, they did not

  • believe in purpose, people, or culture.

  • 00:05:18,730 --> 00:05:22,974 They had come up through economic, managerial training.

  • And they didn't believe in those things.

  • Every one of them got there through some kind

  • of personal crisis.

  • 00:05:32,140 --> 00:05:34,700 They had to rediscover the world,

  • and they had to bring purpose into their mental set.

  • When they did that, and they brought higher purpose

  • to the people in the organization,

  • things changed, just like our simulation.

  • And we learned a great deal from those folks.

  • 00:05:57,090 --> 00:06:00,000 And I wanted to share with you what

  • science says about that notion of having

  • a purpose-driven life.

  • I have a colleague over the public health school who just

  • published a book last year.

  • And in it there's a literature review

  • on the health effects of having a purpose-driven life.

  • The list is interesting.

  • This is what it says.

  • If you have a purpose-driven life,

  • it adds years to your life.

  • You live longer.

  • It reduces the likelihood of a heart attack or stroke.

  • It cuts the risk of Alzheimer's.

  • It helps you relax during the day and sleep better at night.

  • It doubles the chance of staying drug-free or alcohol-free

  • after treatment.

  • Increases your good cholesterol.

  • Gives you better sex.

  • Gives you more friends.

  • Gives you more meaning, engagement, life satisfaction,

  • and happiness.

  • 00:07:08,320 --> 00:07:14,360 Now, when I look at that list of findings,

  • the only thing that I'm left to conclude is you

  • and I are designed to be purpose-seeking mechanisms.

  • 00:07:25,720 --> 00:07:31,160 When we're not, when we live in our comfort zone,

  • we live a life of survival.

  • We know statistically, 70% of the global workforce

  • is disengaged at work.

  • That's an astounding number.

  • 51% of the management workforce is disengaged at work.

  • That's the management workforce.

  • 00:07:58,490 --> 00:08:01,982 What does that say about our organizations?

  • You know, when we talk about living

  • a life of quiet desperation, there

  • are legions of people out there surviving.

  • 00:08:11,450 --> 00:08:14,909 When you clarify your highest purpose,

  • you are basically discovering what your contribution

  • is to this planet.

  • Given your gifts, your skills, your abilities,

  • what is your contribution?

  • What's your life mission?

  • Why are you on the planet?

  • When you answer that question, everything changes.

  • The research says when you give up self-interested goals, where

  • most of us are most of the time, and you

  • take on contributive goals, you function differently.

  • The biology changes.

  • The thought process changes.

  • Learning accelerates.

  • You grow more.

  • 00:08:57,230 --> 00:08:59,870 Whenever we look at high-performing people

  • over long term, we find this notion of higher purpose.

  • I was invited with some colleagues to go to Ohio

  • and study public schoolteachers.

  • Now, in a business school, you could be shot for that.

  • Why would I go study public schoolteachers?

  • Because I had access to the top 1% of the teachers in Ohio.

  • These are the teachers that walk on water.

  • Students go in their class in September,

  • they come out in June way out here.

  • Now, two to three times as much learning in their classroom,

  • objectively measured.

  • Now, you can't work twice as hard as a normal teacher,

  • because they work hard.

  • So what are these people doing?

  • The reason I went to study them is I

  • knew before I ever went down there that they

  • weren't schoolteachers.

  • And I just told you they were schoolteachers.

  • They work in schools.

  • If they're not schoolteachers, what are they?

  • Let me get a response from you.

  • What would you think about if you think about that puzzle.

  • What would you know about these people before you ever went?

  • AUDIENCE: They're purpose-driven.

  • ROBERT QUINN: They're purpose-driven,

  • that's for sure.

  • 00:10:25,280 --> 00:10:29,900 These people are transformational leaders.

  • They would die if you call them that.

  • They would say, I'm a schoolteacher.

  • But they are transforming the culture of their classroom.

  • Their classroom as a positive organization.

  • They don't work for money.

  • They have a calling.

  • Their purpose is not to teach English or math or history.

  • Their purpose is to create the love of learning.

  • If I have this little kid in my classroom,

  • and I create the love of learning in this kid,

  • I've empowered this kid for life.

  • If he's a minority, if he's disadvantaged in some way

  • and his life path's going this way,

  • but I create that love of learning,

  • he gets the capacity to change all that, to take himself

  • beyond what's expected.

  • 00:11:23,720 --> 00:11:26,600 Everything about these people was different.

  • What I love about that story is they're not CEOs.

  • They're not kings, prime ministers.

  • What are they?

  • People working in the public school.

  • If I asked you who left the most positive legacy

  • in your life, name that person, you

  • might say, oh, that's my mother.

  • Or, oh, my third-grade teacher, or my coach, or my first boss.

  • You would name somebody.

  • If we did an in-depth analysis of your relationship

  • with that person, we would find out

  • that that ordinary person in your life who

  • left this positive legacy had a transformational influence

  • on you.

  • It was the most positive influence

  • you've ever experienced.

  • 00:12:17,330 --> 00:12:20,600 All around us, there are people who live like this.

  • We don't see them because we wear conventional glasses.

  • Economics says he's self-interested.

  • Resources are scarce.

  • Conflict is inevitable.

  • Now, all those things are true, most of the time.

  • That's why the social sciences work.

  • What the social sciences don't look at

  • is the end of the curve.

  • They don't look at excellence.

  • They look at central tendency.

  • And whenever we look at people at the end of the curve,

  • we find a different model.

  • And one key element is purpose.

  • Now, how does that happen?

  • Let me share two stories with you.

  • Story number one, we're interviewing

  • one of those schoolteachers.

  • 00:13:13,250 --> 00:13:15,890 She's sharing stuff, and it's a really exciting interview.

  • I'm writing stuff down.

  • And then she tells a story.

  • She says the first year I taught was heaven.

  • The second year I taught was hell.

  • I had five boys that second year,

  • and they were in incorrigible.

  • And there was one kid in particular, he was impossible.

  • One day, this kid's in the doorway of the classroom,

  • and he's kicking and moving his arms and making noises.

  • And I lost it.

  • She said, I'm ashamed to say these words.

  • But I walked towards that kid with the intention

  • of kicking him.

  • Thank heavens he got up and ran away.

  • 00:14:03,570 --> 00:14:04,506 I kept walking.

  • I went to the principal's office.

  • I said, this is it.

  • It's him or me.

  • And the principal took the kid out.

  • She said, I felt terrible.

  • So I went to two my colleagues and poured my heart out.

  • And they said to me, you are not the key to every door.

  • And as she said those words, she burst

  • into tears in the interview.

  • And we waited a long time.

  • And then she looked up and said, I hated that.

  • And I said, hated what?

  • She said those words.

  • You can't be the key to every door.

  • She said, so I decided to become the key to every door.

  • She said, instead of pushing disruptive kids away,

  • I began to seek them out.

  • I began to bring them into my world.

  • I read every book I could find.

  • I kept notes.

  • I ran experiments.

  • I kept notes on the experiments.

  • And then she kind of pulled herself up and said,

  • today, I am the key to every door.

  • When there's a disruptive, troubled kid in the school,

  • they said, give her to Miss So-and-so.

  • She seems to know what to do with them.

  • 00:15:18,460 --> 00:15:22,400 That's a profoundly important story.

  • It's a story of transformative learning.

  • When I have a higher purpose, I find the energy and the courage

  • to go outside my comfort zone and to learn in a deep way.

  • And I break some code.

  • The code could be about any part of life.

  • And then I can do things other people can't do.

  • Now, the second story is a lot closer to home

  • and I think a very helpful one.

  • I once had a daughter.

  • She was single.

  • She was living in Washington, DC.

  • And she had reached that point in life where she said--

  • you know, she wasn't married yet,

  • and she said the only man left at my age are pigs.

  • There's not a good man left on the Earth.

  • And then she found one, and she got really excited.

  • The relationship grew.

  • And then one day, our phone rang.

  • She's talking to her mother.

  • And I know what's going on.

  • This guy just dumped her.

  • She's all upset.

  • 00:16:28,140 --> 00:16:32,500 Her mother-- now, this daughter is the first-born child.

  • Many first-born children share a common characteristic.

  • If they're miserable, they want you to be miserable, too.

  • [LAUGHTER]

  • And she said, I'm coming home this weekend.

  • I thought, oh, no.

  • [LAUGHTER]

  • Her mother hangs up and says, you're the father.

  • You go to the airport, pick her up.

  • So the next day, I go pick her up.

  • She gets in the car, and she doesn't say hello, how are you.

  • She says, that no-good, dirty da-da-da.

  • Five minutes later, she takes a breath.

  • And I said, are you problem-solving or

  • purpose-finding?

  • She didn't even hear me.

  • So we go through that about four times.

  • We're finally pulling in the driveway.

  • She takes another breath.

  • I say it again.

  • She says, what are you talking about?

  • And I said, well, I wrote that thing to your brother

  • about the difference between purpose-finding and

  • problem-solving.

  • I sent you a copy.

  • And she said, this is the real world.

  • I said, well, I think it applies to the real world.

  • By then, we're in the house.

  • I pull out a sheet of paper out of my file.

  • And it says "Robert Quinn Life Statement."

  • So I take it.

  • I handed it to her.

  • She rips it out of my hand.

  • She looks at it.

  • And then she grows quiet.

  • And she looks up and says, when you feel bad, you read this?

  • I said, no.

  • When I feel bad, I rewrite it.

  • It's been rewritten hundreds of times.

  • She said, yeah, I can hardly understand some of this stuff.

  • I said, yeah, it's written to a customized audience,

  • one person.

  • Then the first miracle happened.

  • She said, do you think I could write one of these?

  • I said, I'm sure you can.

  • She went in the bedroom.

  • For a day-and-a-half, she worked on her life statement.

  • The miracle was, I did not have to suffer during that day

  • and a half, right?

  • She got on the plane.

  • She flew home to DC.

  • A couple of days pass.

  • I get an email.

  • She says, he called me.

  • Oh, this will be interesting.

  • And she says, so I wrote him this letter.

  • And I'm reading this letter that she's attached.

  • It's incredibly vulnerable, open, honest.

  • And I'm thinking, wow, this is impressive.

  • And then at the bottom it says, "And my roommate

  • said I can't give this to him."

  • Now, that's an interesting thing.

  • Let's freeze all the insensitive males in the room for now.

  • I just want to hear just in the females.

  • Why can't we give this letter to this guy?

  • AUDIENCE: He's crazy.

  • ROBERT QUINN: Because he's crazy?

  • Anybody who dumped me would be crazy.

  • That would be true.

  • Why else?

  • AUDIENCE: They think it'll make you look weak.

  • ROBERT QUINN: Yes!

  • Of course.

  • I'm vulnerable, I tell him how I really feel.

  • You know, dating's a marketplace, right?

  • It's a transaction.

  • You don't tell some guy that dumped you here's how you feel.

  • And then she said, what my roommates

  • don't understand is that what he thinks doesn't matter.

  • Whoa, wait a minute.

  • A few days ago, what he thought caused her life to shatter.

  • Now she's saying what he thinks doesn't matter.

  • What is she saying?

  • She's saying this is who I really am.

  • Didn't know this a while ago.

  • Now I know it.

  • It doesn't matter what other people think.

  • You see, when you clarify your purpose,

  • you take back your external locus of control

  • where you worry about what other people think,

  • and you take an internal locus.

  • You don't become insensitive.

  • You don't become rebellious.

  • You become centered.

  • 00:20:31,090 --> 00:20:33,280 You become powerful.

  • Now, here's the interesting thing

  • in the sequel to that story.

  • In the next few months, she began to be promoted.

  • 00:20:48,380 --> 00:20:51,025 Her career turned.

  • Why?

  • 00:20:55,400 --> 00:20:58,370 This was a dating breakup.

  • Why is her career taking off?

  • 00:21:03,950 --> 00:21:08,870 Because when you find purpose and meaning in what

  • you're doing in one area of your life,

  • it grows in every area of life because you are one person.

  • That company had a woman coming in with the same dresses on,

  • body looked the same, but it wasn't the same employee.

  • This was a woman now, full of leadership for the first time.

  • 00:21:33,950 --> 00:21:37,280 She had a higher purpose, and she

  • was willing to take initiative that normally she

  • wouldn't be willing to take.

  • That's leadership.

  • Companies desperately need it.

  • Cultures suppress it.

  • We're afraid to take leadership in organizations.

  • We're afraid to tell the truth.

  • 00:21:58,470 --> 00:22:03,300 When someone has that meaning and that integrity,

  • things start to change.

  • 00:22:06,960 --> 00:22:08,840 That's different than management.

  • 00:22:13,290 --> 00:22:19,200 My message to you today is that every one of you

  • is filled with talents and gifts.

  • You've been shaped by life.

  • You've had bad experiences and good experiences.

  • And both the bad experiences and the good experiences

  • are there to teach you something about you.

  • And if you look very carefully at those,

  • you can determine what your purpose is.

  • I'll close with a puzzle.

  • 00:22:44,990 --> 00:22:47,660 I have a friend who is a world-renowned sports

  • psychologist.

  • One day, he challenged me.

  • He said, here's a story.

  • Here's a woman who smokes.

  • So you tell her there's a link between tobacco and cancer.

  • If you keep smoking, you're going to die.

  • Absolutely doesn't faze her.

  • She keeps smoking.

  • So you buy her a patch.

  • She wears it for a few weeks.

  • She's still smoking.

  • So you send her to a therapy group.

  • She comes out of the therapy group.

  • She's still smoking.

  • He said, now, give me three words

  • you can say to this woman, and she'll put down her cigarette.

  • 00:23:33,900 --> 00:23:35,230 I had no idea.

  • This puzzle was too much for me.

  • Anybody have an answer?

  • "You are pregnant."

  • 00:23:48,814 --> 00:23:50,230 Now think about that for a second.

  • 00:23:53,540 --> 00:23:57,920 Absolutely knows she can't stop smoking.

  • Three words, "you are pregnant."

  • What does she have now?

  • AUDIENCE: A purpose.

  • ROBERT QUINN: A purpose that's bigger than she is.

  • The interesting thing about that story

  • is it says we are full of resources we don't know about.

  • They're already in there.

  • We don't believe it.

  • But when we suddenly find a contributive purpose,

  • those resources come to the surface.

  • We begin to change.

  • In fact, we instantaneously begin

  • to change when we embrace a purpose.

  • 00:24:40,240 --> 00:24:45,490 I believe every person in this room

  • can clarify the purpose of their life

  • and that the moment you do, this will

  • start happening not just at work, but in every aspect

  • of your life.

  • My hope is that every one of you learns

  • to become the key to every door in whatever aspect of life

  • you're working.

  • 00:25:11,400 --> 00:25:14,090 And with that, I thank you very much.

  • Thank you.

  • [APPLAUSE]

00:00:06,292 --> 00:00:09,690 [APPLAUSE]

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