Legacy

This chapter focuses on the transformation of the All Blacks team following a period of poor performance and cultural issues. The chapter begins by describing a pivotal moment in 2004 when the team lost to South Africa and finished last in the Tri-Nations tournament. Kerr highlights the problematic drinking culture within the team, which led to dangerous situations for some players after a particularly heavy night of drinking.

The author then outlines the process of organizational change that the All Blacks undertook, using a framework of four key stages, which included establishing a case for change, creating a compelling vision of the future, developing sustained capability for change, and implementing a credible execution plan. Kerr explains how the All Blacks addressed each of these stages. The case for change was clear due to poor on-field performance and off-field behavior. The team’s vision, articulated by coach Graham Henry, focused on creating an environment that would motivate players to participate fully. The capability for change involved removing problematic players and developing those who remained, while the execution plan centered on a shared leadership structure and comprehensive player development.

The chapter then introduces the concept of the sigmoid curve, which illustrates how organizational cultures naturally tend to decline over time without intervention. Kerr argues that it’s important for leaders to recognize when to initiate change, even when an organization appears to be at its peak. He discusses the Japanese concept of kaizen, or continuous improvement, to maintain organizational effectiveness. He also introduces the military acronym VUCA (Volatile, Uncertain, Complex, Ambiguous) to describe the challenging environment in which modern organizations operate. The author then presents military strategist John R. Boyd’s OODA loop (Observe, Orient, Decide, Act) as a framework for decision-making in fast-changing environments. He compares this concept to similar strategies historical military leaders used and applies it to the All Blacks’ approach to adapting quickly on the field.

The chapter concludes by summarizing Graham Henry’s key focus areas for transforming the All Blacks, which included developing leadership, transferring responsibility to players, and establishing a strong team identity. He explains that sustainable competitive advantage comes from developing a self-adjusting organizational culture that can respond effectively to challenges and opportunities, As the chapter concludes, Kerr emphasizes the importance of continuous adaptation, quick decision-making, and creating a culture that can adjust to changing circumstances.

Kerr recounts a pivotal moment in New Zealand rugby history and the development of a new philosophy for the All Blacks team. The narrative centers around a crucial meeting that took place at the New Zealand Rugby Union Headquarters in Wellington in 2004, following a disappointing performance in South Africa. Kerr describes how eight key figures in New Zealand rugby gathered for a three-day meeting to address the team’s issues and chart a new course. The attendees included head coach, Graham Henry, his assistant coaches, Steve Hansen and Wayne Smith, the mental skills coach, Gilbert Enoka, team manager, Darren Shand, former captain and coach, Brian Lochore, current captain, Tana Umaga, and vice-captain, Richie McCaw. The author emphasizes the significance of this meeting, with Henry reportedly considering it the most important conversation of his All Blacks coaching career. The outcome of these discussions was a complete overhaul of what Kerr refers to as “the most successful sporting culture in human history” (33). A key insight emerged from Brian Lochore, who proposed a six-word philosophy that would guide the team’s efforts for the next several years: “Better people make better All Blacks” (33). This concept formed the foundation of their new approach, focusing on personal development both on and off the field.

The chapter explains that this philosophy aimed to develop players not just as athletes, but as well-rounded individuals. The belief was that by cultivating character, skills, and leadership abilities that extended beyond rugby, players would become more effective on the field as well. Kerr refers to this approach as “Kiwi Kaizen,” suggesting a continuous improvement process applied to personal growth. However, the author notes that implementing this philosophy in practice presented a significant challenge. Kerr includes a quote from Henry, who says that there was no existing blueprint for this approach, indicating that the team would need to develop their own methods and strategies to bring this concept to life. The chapter emphasizes the holistic nature of this new philosophy, repeatedly stressing the importance of developing character, composure, and interpersonal skills. The goal was to create leaders who could excel both in their sport and in their lives outside of rugby.

This chapter focuses on the concept of responsibility and leadership, using examples from both community initiatives and the All Blacks team. It begins with an anecdote about a community in Hackney, London, where a resident was experiencing repeated car break-ins. This led to the creation of Teenage Kicks, a football tournament designed to transform local gangs into teams. Kerr explains that the key principle behind Teenage Kicks was “Pass the Ball” (46), which involved empowering individuals with responsibility for their team’s success. The organizers delegated tasks to young people, starting with natural leaders who became team managers. These managers then selected captains, who in turn chose their teams. The responsibility for showing up on time was placed on the entire team, with strict consequences for tardiness.

The author then transitions to discussing how the All Blacks implemented similar principles. Under coach Graham Henry’s leadership, the team shifted from a top-down management style to a more collaborative approach. They formed leadership groups among players, giving senior team members specific responsibilities ranging from on-field leadership to community relations. Kerr describes how the team’s weekly structure reflected this management model. Coaches facilitated Sunday review meetings, but as the week progressed, they handed more responsibility over to the players. By game day on Saturday, the players were fully in charge of their preparation and mindset.

The chapter emphasizes the importance of creating “active followers” who can step up and take responsibility when needed. Kerr cites examples from various fields, including astronauts and military leaders, to illustrate this concept. He introduces the idea of “mission command,” a military strategy that provides clear goals and resources but allows individuals in the field to make decisions autonomously. To demonstrate the effectiveness of this approach, Kerr recounts the story of Stephen Donald, a fourth-choice fly-half who unexpectedly became a hero in the 2011 Rugby World Cup final. Despite being out of practice, Donald was able to step up and score the winning points when called upon.

The author details various methods the All Blacks employed to put these leadership principles into practice. They implemented a “train-to-win” system featuring intense problem-solving exercises and emphasized mental preparation for high-pressure situations. The All Blacks also cultivated an environment conducive to individual growth and learning. Additionally, they utilized storytelling and rituals to instill a strong sense of purpose among team members. Through these diverse approaches, the team embodied the leadership philosophies discussed in the chapter.

Kerr concludes by discussing the concept of “Level 5 leadership,” as described by Jim Collins, which combines personal humility with professional will. He argues that this type of leadership is crucial for creating a collaborative culture where individual talents can flourish.

Chapter 5 explores the importance of creating a learning environment in high-performing organizations. Kerr begins by quoting Graham Henry, who stresses the importance of fostering a learning environment. Henry believes that such an environment leads to constant improvement among team members.

The author then introduces writer Daniel Pink’s motivation theory, which comprises three key elements: mastery, autonomy, and purpose. The chapter highlights the significance of mastery and explores how leaders can create an environment that promotes personal growth and professional development. Kerr uses the example of Sean Fitzpatrick, a renowned All Blacks player, to illustrate the importance of consistent, modest improvement and relentless focus on both major goals and minor details. Fitzpatrick emphasizes the need for practice and self-analysis in achieving success.

Kerr then discusses the All Blacks’ approach to structuring their training week, demonstrating how their strategy translates into action. He explains how each player has an individualized improvement plan, which the team integrates into their overall structure. The author contrasts this meticulous planning with typical business practices, suggesting that many companies could benefit from adopting a similar approach.

Kerr introduces the concept of “marginal gains,” referring to the practice of improving numerous small aspects to achieve significant overall improvement. Kerr provides examples from various sports teams and organizations that have successfully implemented this strategy, including the England rugby team under Clive Woodward and British cycling under Dave Brailsford.

The chapter also delves into the importance of creating a controlled environment for optimal performance. Kerr explains how the All Blacks carefully manage their surroundings, eliminating distractions and negative influences while selectively introducing positive stimuli. He emphasizes the need for leaders to be discerning about what elements are allowed into their team’s environment.

Kerr highlights the All Blacks’ practice of learning from other successful organizations and individuals. He describes how the team’s coaches seek knowledge and insights from various sources, including other sports teams, artists, and even military personnel. He presents this approach to continuous learning and improvement as a key factor in the team’s sustained success.

The author concludes the chapter by reinforcing the idea that leaders are teachers. He uses examples of inspirational speakers brought in to address the All Blacks, demonstrating how external influences can contribute to a team’s learning environment. Kerr emphasizes that effective leadership involves guiding people through uncertainty toward self-knowledge and self-actualization.