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  • I need to make a confession at the outset here.

  • A little over 20 years ago

  • I did something that I regret,

  • something that I'm not particularly proud of,

  • something that, in many ways, I wish no one would ever know,

  • but here I feel kind of obliged to reveal.

  • (Laughter)

  • In the late 1980s,

  • in a moment of youthful indiscretion,

  • I went to law school.

  • (Laughter)

  • Now, in America law is a professional degree:

  • you get your university degree, then you go on to law school.

  • And when I got to law school,

  • I didn't do very well.

  • To put it mildly, I didn't do very well.

  • I, in fact, graduated in the part of my law school class

  • that made the top 90 percent possible.

  • (Laughter)

  • Thank you.

  • I never practiced law a day in my life;

  • I pretty much wasn't allowed to.

  • (Laughter)

  • But today, against my better judgment,

  • against the advice of my own wife,

  • I want to try to dust off some of those legal skills --

  • what's left of those legal skills.

  • I don't want to tell you a story.

  • I want to make a case.

  • I want to make a hard-headed, evidence-based,

  • dare I say lawyerly case,

  • for rethinking how we run our businesses.

  • So, ladies and gentlemen of the jury, take a look at this.

  • This is called the candle problem.

  • Some of you might have seen this before.

  • It's created in 1945

  • by a psychologist named Karl Duncker.

  • Karl Duncker created this experiment

  • that is used in a whole variety of experiments in behavioral science.

  • And here's how it works. Suppose I'm the experimenter.

  • I bring you into a room. I give you a candle,

  • some thumbtacks and some matches.

  • And I say to you, "Your job

  • is to attach the candle to the wall

  • so the wax doesn't drip onto the table." Now what would you do?

  • Now many people begin trying to thumbtack the candle to the wall.

  • Doesn't work.

  • Somebody, some people -- and I saw somebody

  • kind of make the motion over here --

  • some people have a great idea where they

  • light the match, melt the side of the candle, try to adhere it to the wall.

  • It's an awesome idea. Doesn't work.

  • And eventually, after five or 10 minutes,

  • most people figure out the solution,

  • which you can see here.

  • The key is to overcome what's called functional fixedness.

  • You look at that box and you see it only as a receptacle for the tacks.

  • But it can also have this other function,

  • as a platform for the candle. The candle problem.

  • Now I want to tell you about an experiment

  • using the candle problem,

  • done by a scientist named Sam Glucksberg,

  • who is now at Princeton University in the U.S.

  • This shows the power of incentives.

  • Here's what he did. He gathered his participants.

  • And he said, "I'm going to time you. How quickly you can solve this problem?"

  • To one group he said,

  • "I'm going to time you to establish norms,

  • averages for how long it typically takes

  • someone to solve this sort of problem."

  • To the second group he offered rewards.

  • He said, "If you're in the top 25 percent of the fastest times,

  • you get five dollars.

  • If you're the fastest of everyone we're testing here today,

  • you get 20 dollars."

  • Now this is several years ago. Adjusted for inflation,

  • it's a decent sum of money for a few minutes of work.

  • It's a nice motivator.

  • Question: How much faster

  • did this group solve the problem?

  • Answer: It took them, on average,

  • three and a half minutes longer.

  • Three and a half minutes longer. Now this makes no sense right?

  • I mean, I'm an American. I believe in free markets.

  • That's not how it's supposed to work. Right?

  • (Laughter)

  • If you want people to perform better,

  • you reward them. Right?

  • Bonuses, commissions, their own reality show.

  • Incentivize them. That's how business works.

  • But that's not happening here.

  • You've got an incentive designed to

  • sharpen thinking and accelerate creativity,

  • and it does just the opposite.

  • It dulls thinking and blocks creativity.

  • And what's interesting about this experiment is that it's not an aberration.

  • This has been replicated over and over

  • and over again, for nearly 40 years.

  • These contingent motivators --

  • if you do this, then you get that --

  • work in some circumstances.

  • But for a lot of tasks, they actually either don't work

  • or, often, they do harm.

  • This is one of the most robust findings

  • in social science,

  • and also one of the most ignored.

  • I spent the last couple of years looking at the science of

  • human motivation,

  • particularly the dynamics of extrinsic motivators

  • and intrinsic motivators.

  • And I'm telling you, it's not even close.

  • If you look at the science, there is a mismatch

  • between what science knows and what business does.

  • And what's alarming here is that our business operating system --

  • think of the set of assumptions and protocols beneath our businesses,

  • how we motivate people, how we apply our human resources --

  • it's built entirely around these extrinsic motivators,

  • around carrots and sticks.

  • That's actually fine for many kinds of 20th century tasks.

  • But for 21st century tasks,

  • that mechanistic, reward-and-punishment approach

  • doesn't work, often doesn't work, and often does harm.

  • Let me show you what I mean.

  • So Glucksberg did another experiment similar to this

  • where he presented the problem in a slightly different way,

  • like this up here. Okay?

  • Attach the candle to the wall so the wax doesn't drip onto the table.

  • Same deal. You: we're timing for norms.

  • You: we're incentivizing.

  • What happened this time?

  • This time, the incentivized group

  • kicked the other group's butt.

  • Why? Because when the tacks are out of the box,

  • it's pretty easy isn't it?

  • (Laughter)

  • If-then rewards work really well

  • for those sorts of tasks,

  • where there is a simple set of rules and a clear destination

  • to go to.

  • Rewards, by their very nature,

  • narrow our focus, concentrate the mind;

  • that's why they work in so many cases.

  • And so, for tasks like this,

  • a narrow focus, where you just see the goal right there,

  • zoom straight ahead to it,

  • they work really well.

  • But for the real candle problem,

  • you don't want to be looking like this.

  • The solution is not over here. The solution is on the periphery.

  • You want to be looking around.

  • That reward actually narrows our focus

  • and restricts our possibility.

  • Let me tell you why this is so important.

  • In western Europe,

  • in many parts of Asia,

  • in North America, in Australia,

  • white-collar workers are doing less of

  • this kind of work,

  • and more of this kind of work.

  • That routine, rule-based, left-brain work --

  • certain kinds of accounting, certain kinds of financial analysis,

  • certain kinds of computer programming --

  • has become fairly easy to outsource,

  • fairly easy to automate.

  • Software can do it faster.

  • Low-cost providers around the world can do it cheaper.

  • So what really matters are the more right-brained

  • creative, conceptual kinds of abilities.

  • Think about your own work.

  • Think about your own work.

  • Are the problems that you face, or even the problems

  • we've been talking about here,

  • are those kinds of problems -- do they have a clear set of rules,

  • and a single solution? No.

  • The rules are mystifying.

  • The solution, if it exists at all,

  • is surprising and not obvious.

  • Everybody in this room

  • is dealing with their own version

  • of the candle problem.

  • And for candle problems of any kind,

  • in any field,

  • those if-then rewards,

  • the things around which we've built so many of our businesses,

  • don't work.

  • Now, I mean it makes me crazy.

  • And this is not -- here's the thing.

  • This is not a feeling.

  • Okay? I'm a lawyer; I don't believe in feelings.

  • This is not a philosophy.

  • I'm an American; I don't believe in philosophy.

  • (Laughter)

  • This is a fact --

  • or, as we say in my hometown of Washington, D.C.,

  • a true fact.

  • (Laughter)

  • (Applause)

  • Let me give you an example of what I mean.

  • Let me marshal the evidence here,

  • because I'm not telling you a story, I'm making a case.

  • Ladies and gentlemen of the jury, some evidence:

  • Dan Ariely, one of the great economists of our time,

  • he and three colleagues, did a study of some MIT students.

  • They gave these MIT students a bunch of games,

  • games that involved creativity,

  • and motor skills, and concentration.

  • And the offered them, for performance,

  • three levels of rewards:

  • small reward, medium reward, large reward.

  • Okay? If you do really well you get the large reward, on down.

  • What happened? As long as the task involved only mechanical skill

  • bonuses worked as they would be expected:

  • the higher the pay, the better the performance.

  • Okay? But one the task called for

  • even rudimentary cognitive skill,

  • a larger reward led to poorer performance.

  • Then they said,

  • "Okay let's see if there's any cultural bias here.

  • Lets go to Madurai, India and test this."

  • Standard of living is lower.

  • In Madurai, a reward that is modest in North American standards,

  • is more meaningful there.

  • Same deal. A bunch of games, three levels of rewards.

  • What happens?

  • People offered the medium level of rewards

  • did no better than people offered the small rewards.

  • But this time, people offered the highest rewards,

  • they did the worst of all.

  • In eight of the nine tasks we examined across three experiments,

  • higher incentives led to worse performance.

  • Is this some kind of touchy-feely

  • socialist conspiracy going on here?

  • No. These are economists from MIT,

  • from Carnegie Mellon, from the University of Chicago.

  • And do you know who sponsored this research?

  • The Federal Reserve Bank of the United States.

  • That's the American experience.

  • Let's go across the pond to the London School of Economics --

  • LSE, London School of Economics,

  • alma mater of 11 Nobel Laureates in economics.

  • Training ground for great economic thinkers

  • like George Soros, and Friedrich Hayek,

  • and Mick Jagger. (Laughter)

  • Last month, just last month,

  • economists at LSE looked at 51 studies

  • of pay-for-performance plans, inside of companies.

  • Here's what the economists there said: "We find that financial incentives

  • can result in a negative impact on overall performance."

  • There is a mismatch between what science knows

  • and what business does.

  • And what worries me, as we stand here in the rubble

  • of the economic collapse,

  • is that too many organizations

  • are making their decisions,

  • their policies about talent and people,

  • based on assumptions that are outdated, unexamined,

  • and rooted more in folklore than in science.

  • And if we really want to get out of this economic mess,

  • and if we really want high performance on those

  • definitional tasks of the 21st century,

  • the solution is not to do more of the wrong things,

  • to entice people with a sweeter carrot,

  • or threaten them with a sharper stick.

  • We need a whole new approach.

  • And the good news about all of this is that the scientists

  • who've been studying motivation have given us this new approach.

  • It's an approach built much more around intrinsic motivation.

  • Around the desire to do things because they matter,

  • because we like it, because they're interesting,

  • because they are part of something important.

  • And to my mind, that new operating system for our businesses

  • revolves around three elements:

  • autonomy, mastery and purpose.

  • Autonomy: the urge to direct our own lives.

  • Mastery: the desire to get better and better at something that matters.

  • Purpose: the yearning to do what we do

  • in the service of something larger than ourselves.

  • These are the building blocks of an entirely new operating system

  • for our businesses.

  • I want to talk today only about autonomy.

  • In the 20th century, we came up with this idea of management.

  • Management did not emanate from nature.

  • Management is like -- it's not a tree,

  • it's a television set.

  • Okay? Somebody invented it.

  • And it doesn't mean it's going to work forever.

  • Management is great.

  • Traditional notions of management are great

  • if you want compliance.

  • But if you want engagement, self-direction works better.

  • Let me give you some examples of some kind of radical

  • notions of self-direction.

  • What this means -- you don't see a lot of it,

  • but you see the first stirrings of something really interesting going on,

  • because what it means is paying people adequately

  • and fairly, absolutely --

  • getting the issue of money off the table,

  • and then giving people lots of autonomy.

  • Let me give you some examples.

  • How many of you have heard of the company Atlassian?

  • It looks like less than half.

  • (Laughter)

  • Atlassian is an Australian software company.

  • And they do something incredibly cool.

  • A few times a year they tell their engineers,

  • "Go for the next 24 hours and work on anything you want,

  • as long as it's not part of your regular job.

  • Work on anything you want."

  • So that engineers use this time to come up with

  • a cool patch for code, come up with an elegant hack.

  • Then they present all of the stuff that they've developed

  • to their teammates, to the rest of the company,

  • in this wild and wooly all-hands meeting

  • at the end of the day.

  • And then, being Australians, everybody has a beer.

  • They call them FedEx Days.

  • Why? Because you have to deliver something overnight.

  • It's pretty. It's not bad. It's a huge trademark violation,

  • but it's pretty clever.

  • (Laughter)

  • That one day of intense autonomy

  • has produced a whole array of software fixes

  • that might never have existed.

  • And it's worked so well that Atlassian has taken it to the next level

  • with 20 Percent Time --

  • done, famously, at Google --

  • where engineers can work, spend 20 percent of their time

  • working on anything they want.

  • They have autonomy over their time,

  • their task, their team, their technique.

  • Okay? Radical amounts of autonomy.

  • And at Google, as many of you know,

  • about half of the new products in a typical year

  • are birthed during that 20 Percent Time:

  • things like Gmail, Orkut, Google News.

  • Let me give you an even more radical example of it:

  • something called the Results Only Work Environment,

  • the ROWE,

  • created by two American consultants, in place

  • in place at about a dozen companies around North America.

  • In a ROWE people don't have schedules.

  • They show up when they want.

  • They don't have to be in the office at a certain time,

  • or any time.

  • They just have to get their work done.

  • How they do it, when they do it,

  • where they do it, is totally up to them.

  • Meetings in these kinds of environments are optional.

  • What happens?

  • Almost across the board, productivity goes up,

  • worker engagement goes up,

  • worker satisfaction goes up, turnover goes down.

  • Autonomy, mastery and purpose,

  • These are the building blocks of a new way of doing things.

  • Now some of you might look at this and say,

  • "Hmm, that sounds nice, but it's Utopian."

  • And I say, "Nope. I have proof."

  • The mid-1990s, Microsoft started

  • an encyclopedia called Encarta.

  • They had deployed all the right incentives,

  • all the right incentives. They paid professionals to

  • write and edit thousands of articles.

  • Well-compensated managers oversaw the whole thing

  • to make sure it came in on budget and on time.

  • A few years later another encyclopedia got started.

  • Different model, right?

  • Do it for fun. No one gets paid a cent, or a Euro or a Yen.

  • Do it because you like to do it.

  • Now if you had, just 10 years ago,

  • if you had gone to an economist, anywhere,

  • and said, "Hey, I've got these two different models for creating an encyclopedia.

  • If they went head to head, who would win?"

  • 10 years ago you could not have found a single sober economist anywhere

  • on planet Earth

  • who would have predicted the Wikipedia model.

  • This is the titanic battle between these two approaches.

  • This is the Ali-Frazier of motivation. Right?

  • This is the Thrilla' in Manila.

  • Alright? Intrinsic motivators versus extrinsic motivators.

  • Autonomy, mastery and purpose,

  • versus carrot and sticks. And who wins?

  • Intrinsic motivation, autonomy, mastery and purpose, in a knockout.

  • Let me wrap up.

  • There is a mismatch between what science knows and what business does.

  • And here is what science knows.

  • One: Those 20th century rewards,

  • those motivators we think are a natural part of business,

  • do work, but only in a surprisingly narrow band of circumstances.

  • Two: Those if-then rewards often destroy creativity.

  • Three: The secret to high performance

  • isn't rewards and punishments,

  • but that unseen intrinsic drive --

  • the drive to do things for their own sake.

  • The drive to do things cause they matter.

  • And here's the best part. Here's the best part.

  • We already know this. The science confirms what we know in our hearts.

  • So, if we repair this mismatch

  • between what science knows and what business does,

  • if we bring our motivation, notions of motivation

  • into the 21st century,

  • if we get past this lazy, dangerous, ideology

  • of carrots and sticks,

  • we can strengthen our businesses,

  • we can solve a lot of those candle problems,

  • and maybe, maybe, maybe

  • we can change the world.

  • I rest my case.

  • (Applause)

I need to make a confession at the outset here.

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