It may seem strange to link vulnerability with results because vulnerability is so often associated with weakness.

As defined by Brene Brown through her research, vulnerability is inherent in life--we cannot avoid "uncertainty, risk and emotional exposure." Our choice is how we "own and engage with our vulnerability." (1)

"To be vulnerable with others" means choosing to say what we really think and feel. It is about engaging in open, honest, and transparent communication. This means taking risks: of showing imperfection; of being wrong; of losing popularity; of losing status.

In organizations, an "open and trusting environment" has been linked with financial performance--"fostering trust among managers and employees so that they are open to sharing information, providing and receiving honest feedback, and having difficult conversations." These are factors which enhance an organization's ability to "align, execute, and renew." (2)

Vulnerability does not mean "letting it all hang out" or emotional catharsis. (1) It demands appropriate openness that does not provoke defensiveness and withdrawal but builds partnership.
 
An organization will likely have a difficult time establishing group norms for safe conversation unless leaders "go first"--that is, unless leaders are active participants. Taking the lead in being vulnerable is hard to do but "the best cure for the fear of being burned is opening yourself up to being burned. Sometimes it's even okay to get burned because you realize it's not fatal." (3)

How safe is it to be vulnerable in your workplace? One indication is the way leaders talk. Listen for statements like: "I don't know; I need help; I am not sure but I feel we need to take the risk; It failed but I learned a lot; I made a mistake; I apologize; My idea may be completely off-base but I want your reactions; What can I do better next time?; I played a part in that." (1)

These statements may seem like weakness but this kind of vulnerability actually "sounds like truth and feels like courage...Truth and courage may not be comfortable but they are not weakness." (1)

References
(1) Brown, Brene Daring Greatly, Gotham Books, 2012
(2) De Smet, Aaron et al The Missing Link: Connecting Organizational and Financial Performance McKinsey and
     Co., February 2007 (downloaded at McKinsey.com)
(3) Lencioni, Patrick The Five Temptations of a CEO Jossey-Bass, 1998

"The single most important skill to have in working through any problem is the ability to give constructive feedback. Why? Because most often problems are expressed as criticism of someone's actions." (1)

The stakes for feedback are higher on teams because "learning what several people expect of you is far more difficult than learning what one other person expects and needs." (2)  In effective teams, everyone helps each other to perform his/her role to meet expected outcomes--in Schein's words, "perpetual helping." But, feedback is the key mechanism for this helping. It is a means of constant course correction.

Because of the nature of personal exposure with feedback, the environment of trust on teams is essential. As Schein states, "What we think of as respect or trust is basically the feeling that you will not be humiliated or embarrassed even if your behavior deviates from the norm and is viewed as unhelpful. Instead you get task relevant information that allows you to figure out how to become more helpful in the effort to achieve goals." (2)

Helpful feedback is an art and skill which only develops with intentional practice. Practice gradually normalizes the discomfort of feedback.(3)  Over time, a feedback-rich culture can make feedback less a source of anticipated discomfort and more a source of desired learning. 

Key components of productive feedback include (from references 1 and 2):
(a) prior setting of team norms and work process specifications
(b) specific, concrete, behavioral descriptions related to achieving goals (not good vs. bad)
(c) avoidance of labels, generalizations, and characterizations (e.g. "You are lazy.")
(d) using "I" statements and owning feedback as perceptions as opposed to "Truth"
(e) asking for the other person's perception in response
(f) stating genuine positive regard along with the feedback wherever appropriate

References
(1) Schein, Edgar Helping: How to Offer, Give, and Receive Help Berrewtt-Koehler Publishers,Inc., 2009
(2) Scholtes, Peter R. et al The Team Handbook, Third Edition Oriel Incorporated, 2003
(3) Brown, Brene Daring Greatly Gotham Books, 2012

“Research confirms that organizations with a strong corporate culture based on a foundation of shared values outperformed other firms by a huge margin.” (Kouzes and Posner, The Leadership Challenge, 4th Edition, 2007)

Paradoxically values do not become shared except through day-to-day acknowledgement of their on-target expression AND learning from incidents of imperfection (i.e. when actions are counter to espoused values).

Even the most skilled and committed leaders and staff will at times make mistakes relative to values. "In spite of your best intentions, you are going to get into hassles, annoy each other, and step on each other’s toes. It is an inevitable feature of work life, even in high-morale, high-performing organizations." (Kegan and Lahey How We Talk Can Change the Way We Work, 2001)

Ongoing discovery and dialogue about the day-to-day expression of values is essential. Without this, people will be more likely to remain silent or, behind the scenes, make negative judgments and complaints which just further undermine values.

A learning environment needs to be created about values. Two ways to accelerate learning:
(1) Via interpersonal feedback--For example, leaders with authority in organizations have a very powerful mpact by asking for feedback about their own actions in private and public meetings--e.g. "How are my statements and actions impacting you? Am I acting consistent with our values?"

(2) Via team check-ins and feedback--Acknowledging and learning from episodes of imperfection can be celebrated. "If people are willing to engage their own 'violations' in a spirit of personal learning (as opposed to remorse or Mao-era confession) others in the group usualy find they can also make a space that goes beyond recrimination." (Kegan and Lahey, 2001)

This kind of vulnerability is not easy. In fact, Kouzes and Posner report that of the 30 items on their leadership inventory, the lowest observed behavior of leaders is asking for feedback. (Kouzes and Posner, 2007) But, with practice, feedback about the expression of values can be done with art and skill. The benefits for everyone far outweigh the risks of personal embarrassment.

"Researchers have long examined the 'transfer problem'"--the extent to which learning that occurs within trainings manifests later at work leading to improved performance. Overall there appears to be a "glaring gap between training efforts and organizational outcomes." (Grossman and Salas International Journal of Training and Development 15:2, 103-120, 2011)

One review reported that "only 5 - 20% of what is learned during formal training is transferred and applied in the workplace in a way that improves performance." (The Kite Foundation An Introduction to Learning Transfer, www.kite-foundation.com, 2012)

While research findings are not definitive, the strongest and most consistent elements of training design that enhance transfer include setting goals, active learner participation and practice, opportunities for application in the workplace, follow-up, and a supportive work environment for transfer. (Grossman and Salas, 2011)

Integrating four adult learning principles into training design is likely to facilitate transfer of skills into the workplace: [synthesized below from Stolovich and Keeps Telling Ain't Training, 2012 (SK) and Knowles et al The Adult Learner, Sixth Edition, 2005 (Kn)]
(1) Readiness--Adults come to a learning situation with their own priorities and attitudes. They must see the benefits of what they are learning.(SK)
(2) Experience--Adults come into learning with a rich variety of experience which must be recognized and valued. They learn best when the learning content and activities integrate with and exploit this experience.(Kn)
(3) Autonomy--Adult learners must participate in and contribute to their learning. They need opportunity to participate through discussion, practice, and action.(SK)
(4) Action--Adult learners must see how they can credibly apply what they have learned immediately at work. (SK) They are motivated to learn to the extent they perceive the learning will help them perform tasks or deal with problems that they confront in their life situations. (Kn)

Well-functioning work partnerships are not easy to build and maintain. They "always involve awareness, intention, and choice on an ongoing, minute-by-minute basis." (Cheesebrow, 2012)

In complex systems, there are many opportunities for misunderstandings which can disrupt partnerships.

Decision making is an especially sensitive area. In particular, making decisions unilaterally can be very negatively provocative for those who are impacted but were not involved in the decision process. Years of work building trust can be disrupted in such circumstances leading to poor quality of future problem solving and diminished engagement with implementation. (Fisher and Shapiro, 2005)

Decision making is so important for partnerships that consulting with key work partners before deciding should always be considered. In fact, while there are no absolutes and unilateral decisions are sometimes necessary, consultation is usually advisable. (Fisher and Shapiro, 2005)

This does not mean that decision making authority is abdicated by those who have it. Even if there are negative feelings about a decision, acknowledgement of the input along with explanation about how it was considered tends to mitigate problematic effects. Prior consultation helps others feel included. Also, valuable input may be provided.

A drawback of consulting might be prolonged decision making. But, the experience of respectful involvement usually facilitates better problem solving in the course of implementation.

Overall, "partnership is a conscious act, not a reflexive one." (Cheesebrow, 2012)