We combine scientific research with the best practices of elite athletes to build a higher performing, adaptable and more humane workplace.

Our Proven Framework

1

Values Endurance

The ability to leverage one’s top strengths, take intentional actions, and create a life aligned with one’s values.

2

Mental Agility

The ability to look at situations from multiple perspectives, creatively problem-solve, and think flexibly under pressure.

3

Connection Strength

The ability to build upon the connection with oneself, and grow strong and healthy relationships with others.

4

Self-Awareness Power

The ability to pay attention to your thoughts, emotions, behaviors and physical reactions and responses.

5

Emotional Flexibility

The ability to strategically change one’s thoughts, emotions, and behaviors in the service of a desired outcome.

6

Optimism Conditioning

The ability to notice and expect the positive, bounce back from setback, and prepare for success.

John Williams

Area Vice President, Sales

"There is tremendous value in Valor being a third party and providing an objective Leadership perspective... Valor helped me to elevate as a leader by focusing on concrete strategies and action plans for continued improvement on my own personal Leadership journey."

Andrew Quinn

Vice President, Sales Productivity and Enablement

"HubSpot has benefited greatly from our partnership with Valor by giving our global sales managers performance mindset strategies, ways of handling adversity, and unbiased virtual coaching on leading and managing people. At HubSpot, we are committed to empowering our sales managers with leadership and development tools to be at their best. With Valor, we could give those managers access to world-class coaches to help refine how they lead in their daily interactions as well as setting them up for long-term success."

Rosalind F. Cohen

Principal, Director of Human Capital

"Valor has been a tremendous partner to Hall Capital over the past few years. We have worked together to give leadership development and management training to our junior and senior team members with great success. We have seen an impact on retention, engagement and productivity. I continue to appreciate Valor's proactive and responsive approach to our needs."

Allen Smith

President of Brigham and Women's Physicians Organization

"At the Brigham and Women's Physicians Organization, we strive to be at the forefront of offering innovative programs to support physicians in their leadership development and wellbeing. Valor Performance delivered a seamless and fully accessible experience that met the needs and engaged our busy physicians. There was very high engagement and satisfaction with the program (~80% completion rate) and positive feedback for the skilled Valor Coaches (9.3/10 rating), as well as improved assessment results including a reported 34% increase in our physicians’ self-reported ability to handle stress and pressure."

Our Science

At Valor Performance, we proudly take an evidence-based, multidisciplinary approach to learning, recognizing that elite performance requires a mindset created through efficient, deliberate and effortful preparation¹.

By integrating asynchronous and synchronous learning, hybrid platforms boast the advantages of efficiency and personalization over more traditional settings². Anyone can access world-class learning from anywhere and at any time^3,4. This flexible structure enables us to meet our clients where they are4 and enables them to think about, reflect on, and understand the online material at their own pace⁵.

Our coaching, the face-to-face learning element, increases leader effectiveness, improves work attitudes, job satisfaction, relationships, and increases the likelihood of setting specific goals⁷. Recipients also experience reduced workplace stress as coaching increases their ability to manage work-related problems, facilitates problem-solving, raises self-confidence, and develops stress coping skills⁸. Organizations that have embraced coaching benefit from reduced turnover rates and improved bottom-line measures⁷.

The Valor coaches and software platform expose clients to a wide variety of performance-enhancing techniques using cognitive-behavioral theory⁹, positive psychology¹⁰, and mindfulness¹¹. Since stress is an unavoidable by-product of expertise, we also integrate proven models of stress¹² and recovery¹³ to enable clients to effectively design efficiency in work and life. The results are mentally tough and resilient leaders¹⁴ with enhanced capabilities in decision making, team building, and empowering others to achieve peak performance.

Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C: U.S. Dept. of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. Retrieved from http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Bowen, W. G., Lack, K. A. (2015). Higher education in the digital age (New edition ed.). US: Princeton University Press.
Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2) Retrieved from https://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf
Cherry, K., & Morin, A. (2019). The 6 stages of behavior change: The transtheoretical or stages of change model. Retrieved from https://www.verywellmind.com/the-stages-of-change-2794868
Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & Education, 44(3), 217-235. doi:10.1016/j.compedu.2004.01.005
Fillery-Travis, A., & Lane, D. (2006). Does coaching work or are we asking the wrong question? International Coaching Psychology Review, 1(1), 23-36. Retrieved from http://eprints.mdx.ac.uk/5797
Gyllensten, K., & Palmer, S. (2006). Experiences of coaching and stress in the workplace: An interpretative phenomenological analysis. International Coaching Psychology Review, 1(1), 86-98
Ellis, A. (1957). Rational Psychotherapy and Individual Psychology. Journal of Individual Psychology, 13: 38-44.
Seligman, M. E. P. (1991). Learned optimism (2. print. ed.). New York: Knopf.
Hayes, S. C. (2019). A liberated mind: How to pivot toward what matters. New York: Avery.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Michigan. Springer Press.
Eccles, D. W., & Kazmier, A. (2019). The psychology of rest in athletes: An empirical study and initial model. Psychology of Sport and Exercise, 44, 90–98.
Coleman, J. M. & Morales, H. (2018). Leadership, In A. Mugford & G. Cremades (Eds.), Sport, Exercise, and Performance Psychology: Theories and Applications. Routlege/Psychology Press.

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