The power of leadership shaping the power of influence
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I will be giving a talk tomorrow as part of a seminar series on Mindfulness, Influence and Leadership.
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The power of leadership shaping the power of influence
- 1. The Power of Leadership Sessions – Shaping the Power of Influence
- 2. Tasks of Leadership I. Envisioning Goals II. Affirming Values III. Motivating IV. Managing V. Achieving a workable level of unity VI. Explaining VII.Serving as a Symbol VIII.Representing the group IX. Renewing John W. Gardner
- 3. Influence & Persuasion Inspiration Consultation Personal Appeals Exchange Ingratiation Rational persuasion Legitimizing Coalition Pressure Falbe & Yukl (1992) The Academy Management Journal, 35 (3).
- 4. “…recognizing when a style (or tactic) is ineffective requires enough interpersonal insight to accurately judge how your appeal is being perceived.” Musselwhite & Plouffe, HBR Blog Network March 28, 2012
- 6. Leadership that Gets Results 1. Self-Awareness 2. Self-Management 3. Social Awareness 4. Social Skill Daniel Goleman, 2000
- 7. “An emotionally intelligent leaders can monitor his or her moods through self- awareness, change them for the better through self- management, understand their impact through empathy and act in ways that boost other’s moods through emotional contagion and relationship management.”
- 9. The Reflective Mind-Set: Managing Self The Collaborative Mind-Set: Managing Relationships
- 10. What gets in the way? 1. Wanting energy 2. Not Wanting energy 3. Too much energy 4. Too little energy 5. Doubt
- 11. Multitasking Makes You Stupid: Studies Show Pitfalls of Doing Too Much at Once Sue Shellenbarger
- 12. A Wandering Mind Is an Unhappy Mind Matthew A. Killingsworth & Daniel T. Gilbert
- 13. “In conclusion, a human mind is a wandering mind, and a wandering mind is an unhappy mind. The ability to think about what is not happening is a cognitive achievement that comes at an emotional cost.” Killingsworth & Gilbert (2010)
- 14. Overloaded Circuits Why Smart People Underperform Edward M. Hallowell
- 15. “Modern office life and an increasingly common condition called “attention deficit trait” are turning steady executives into frenzied underachievers.” Hallowell (2005)
- 16. “…most of us, even those of us with modest endowments, will have to learn to manage ourselves.” Peter Drucker
- 17. You Choose…
- 18. Premise and Conclusion Mindful Awareness (aka mindfulness) is both foundational to the practice of leadership and also acts as an integrating mechanism for the various leadership attributes, competencies, knowledge and skills.
- 20. What is Mindfulness? “A way of being that asks us to pay attention, be curious, and intentional in our lives.” Donald Altman “An open-hearted acceptance of the moment.” Jon Kabat-Zinn “The quality of paying full attention to the moment, opening to the truth of change.” Joseph Goldstein
- 21. What is Mindfulness? Notice new things about things that are familiar… Ellen Langer, PhD
- 22. What is Mindfulness? A step-by-step process to bring about change by using acquired skills in attention and awareness to develop experiential insight into how we create maladaptive experiences and how they can be overcome. Rapgay & Bystrisky (2009)
- 23. Two Components Self-regulation of attention so that it is maintained on immediate experience, thereby allowing for increased recognition of mental events in the present moment and… An orientation towards one’s experience that is characterized by curiosity, openness and acceptance. Bishop et al, 2004
- 24. What is Mindfulness? • Orientation to Current Experience (aka contacting the present moment) • Curiosity (i.e. noticing something new) • Openness • Acceptance (what are you accepting?) • Investigative (how is this different from curious)
- 25. Mindful Awareness of Breath Breathing in long, one is aware: “I breathe in long.” Breathing out long, one is aware: “I breathe out long.” Breathing in short, one is aware: “I breathe in short.” Breathing out short, one is aware: “I breathe out short.”
- 26. The Three Potentials I. A clear and focused mind II. An ability to see positive potential III.Kindness and constructive relationship with others
- 27. RAIN Recognize – can you see what is actually there? Bring your bare attention to bear on the sensations Allow (be willing to accept this experience) Investigate – bring curiosity Non-identification – hurt vs. “I” hurt
- 28. Change Your Brain Increased gray matter in areas associated with: Regulation of emotion Visceral awareness Conscious experience of the self Spatial unity of self & body Social cognition
- 29. Change Your Brain Recognition of other’s internal states Cortical arousal & responsiveness Relevance of stimulus to self Sensory perception Motor control Fear and anxiety (decreased gray matter)
- 30. Cultivating Leadership Presence Experiential program for business leaders to systematically develop mindfulness and apply those skills in an organizational context. Leaders report: •Direct & sustained attention •Less reactivity •Catching emerging insights and innovations •Learning to pause and ask questions
- 32. Mindfulness in the Workplace • More external awareness • More accepting of work situations • More realistic work goals • More selfless at work • Less concerned with material wealth
- 33. Mindfulness in the Workplace • More internal locus of evaluation • Derive meaning in life from more than work • Better able to cope & remain calm during difficult situations • See more challenges than threats • Find work more enjoyable • More positive interpersonal relationships at work
Editor's Notes
- In this section (the opening) I need to welcome the guests and introduce the session. What is my main point? Why are we having this session? What is influence? What is mindfulness? How are they related? Introduce myself? Funny story – is this me in the picture? Debate in the office. Why am I talking about this topic? What has been my experience of becoming a leader and how has the development of mindful awareness (aka) mindfulness been beneficial?
- Inspiration most likely to result in commitment (90%); Pressure most likely to result in resistance (56%) and compliance (41%)
- So, what might a workplace environment look like if the managers and executives were to purposefully, intentionally develop and cultivate mindfulness? I would suggest that they would create an environment in which the people who worked there would thrive and flourish. I believe, and I have practiced this myself, that these mindful leaders would create a work culture characterized by these four themes: trust, compassion, stability, and hope. Trust: honesty, integrity, respect Compassion: caring, friendship, happiness, love Stability: security, strength, support, peace Hope: direction, faith, guidance Work done by at the Gallup organization by Tom Rath and Barry Conchie, authors of Strengths Based Leadership (10,004 surveyed) Does this describe your work environment? What can you do as leaders to create, nurture and sustain these feelings in your people? Are you willing to accept responsibility for the well-being of your people? If you want them to follow, fully engaged and committed to the values and vision you have created, you may want to consider stopping and taking a breath.
- Emotional Intelligence Primer Self-Awareness – emotional self-awareness/Accurate self-assessment/self-confidence Self-management – self-control/trustworthiness/conscientiousness/adaptability/ achievement oriented/initiative Social Awareness – empathy/organizational awareness/service orientation Social Skill – vision/develop others/communication (listening)/conflict management/ teamwork and collaboration
- (December 2001) “An emotionally intelligent leaders can monitor his or her moods through self-awareness, change them for the better through self-management, understand their impact through empathy and act in ways that boost other’s moods through emotional contagion and relationship management.”
- Emotional Contagion – mood matters (as primates we are used to social dominance hierarchies. We look to the leaders as an indication of our well-being). In Social Intelligence and Biology of Leadership, Goleman expands on emotional intelligence work to encourage executive leaders to develop and cultivate their capacity for empathy, attuned listening and persuading others through engagement and support.
- “ The world of the manager is complicated and confusing. Making sense of it requires not a knack for simplification, but the ability to synthesize insights from different mind-sets into a comprehensive whole”
- (February 2023) Managing two mental tasks at once reduces the brainpower available for either task, according to a study published in the journal NeuroImage. Marcel Just of Carnegie Mellon University asked subjects to listen to sentences while comparing two rotating objects. Even though these activities engage two different parts of the brain, the resources available for processing visual input dropped 29% if the subject was trying to listen at the same time. The brain activation for listening dropped 53% if the person was trying to process visual input at the same time. People who are multitasking too much experience various warning signs; short-term memory problems can be one. Intense multitasking can induce a stress response, an adrenaline rush that when prolonged can damage cells that form new memory, Dr. [David Meyer] says. Other red flags are changes in your ability to concentrate or gaps in your attentiveness. Some kinds of multitasking just don't work very well. If the tasks require the same parts of the brain, such as two assignments that both draw on language skills, "it's going to be extremely hard to succeed efficiently," Dr. Meyer says. Listening for a child playing in the next room while talking to your boss by phone, for instance, creates conflicting auditory-processing demands. So – what is your experience with multitasking? What is the overall effect on your performance? How much do you have to redo? What is the effect on your relationships (personal and professional)? What message does it send to the people who look to you for guidance, development, and growth?
- 12 NOVEMBER 2010 VOL 330 SCIENCE 2250 adults (58.8% male, 73.9% residing in the United States, mean age of 34 years) who were randomly assigned to answer a happiness question (“How are you feeling right now?”) answered on a continuous sliding scale from very bad (0) to very good (100), an activity question (“What are you doing right now?”) answered by endorsing one or more of 22 activities adapted from the day reconstruction method (10, 11), and a mind-wandering question (“Are you thinking about something other than what you’re currently doing?”) answered with one of four options: no; yes, something pleasant; yes, something neutral; or yes, something unpleasant. Our analyses revealed three facts. First, people’s minds wandered frequently, regardless of what they were doing. Mind wandering occurred in 46.9% of the samples and in at least 30% of the samples taken during every activity except making love. The frequency of mind wandering in our real-world sample was considerably higher than is typically seen in laboratory experiments. Surprisingly, the nature of people’s activities had only a modest impact on whether their minds wandered and had almost no impact on thepleasantness of the topics to which their minds wandered (12). Second, multilevel regression revealed that people were less happy when their minds were wandering than when they were not [slope (b) = –8.79, P < 0.001], and this was true during all activities, including the least enjoyable. Although people’s minds were more likely to wander to pleasant topics (42.5% of samples) than to unpleasant topics (26.5% of samples) or neutral topics (31% of samples), people were no happier when thinking about pleasant topics than about their current activity (b = –0.52, not significant) and were considerably unhappier when thinking about neutral topics (b = –7.2, P < 0.001) or unpleasant topics (b = –23.9, P < 0.001) than about their current activity (Fig. 1, bottom). Although negative moods are known to cause mind wandering (13), time-lag analyses strongly suggested that mind wandering in our sample was generally the cause, and not merely the consequence, of unhappiness (12). Third, what people were thinking was a better predictor of their happiness than was what they were doing. The nature of people’s activities explained 4.6% of the within-person variance in happiness and 3.2% of the between-person variance in happiness, but mind wandering explained 10.8% of within-person variance in happiness and 17.7% of between-person variance in happiness. The variance explained by mind wandering was largely =independent of the variance explained by the nature of activities, suggesting that the two were independent influences on happiness.
- ADT springs entirely from the environment. Like the traffic jam, ADT is an artifact of modern life. It is brought on by the demands on our time and attention that have exploded over the past two decades. As our minds fill with noise—feckless synaptic events signifying nothing—the brain gradually loses its capacity to attend fully and thoroughly to anything. How many of you know what that feels like?
- The symptoms of ADT come upon a person gradually. The sufferer doesn’t experience a single crisis but rather a series of minor emergencies while he or she tries harder and harder to keep up. Shouldering a responsibility to “suck it up” and not complain as the workload increases, executives with ADT do whatever they can to handle a load they simply cannot manage as well as they’d like. The ADT sufferer therefore feels a constant low level of panic and guilt. Facing a tidal wave of tasks, the executive becomes increasingly hurried, curt, peremptory, and unfocused, while pretending that everything is fine.
- Given the exceptional number of competencies demanded of executives, managers, and leaders, is it a surprise that many are fragmented, stress-out, and underperforming? How can anyone lead from this place? Attentional capacity seems to be a biologically limited resource; one that is scarce and in short supply. When someone gives you their undivided attention, it is a gift. This gift begins with self-awareness.
- Need to unpack both aspects of this premise Foundational Integration (biological mechanisms – change the brain)
- THESE ARE 3 OF ANDREA’S DEFINITIONS FROM A BOOK SHE IS READING CALLED 10/01/12 PCCP504 Process Cohort 3 Fall 2010
- Dr. Langer is a social psychologist at Harvard and while there are considerable differences between her descriptions and definitions of mindfulness, nonetheless, there are some similarities.
- NOTE: Attention and Awareness are not the same thing: Attention on breath – focused vs. Awareness of body open, choiceless Annals of the New York Academy of Sciences (1172, 148-162)
- From Mindfulness: A Proposed Operational Definition (2004) Clinical Psychology and Practice 10/01/12 PCCP504 Process Cohort 3 Fall 2010
- Take a comfortable seated posture – back supported – feet flat on the ground. Gently focus your attention on your own breathing. Really experience your breath. Where is your attention drawn to? What part of your body is moving/breathing? Can you be curious and open and accepting of whatever happens? You may notice that your attention moves away from your breath, if so, gently, kindly, bring your attention back to your breath. (3 minutes and then debrief) Breath is always with us (and our clients) and therefore it is always available as a tool or mechanism for (re)minding ourselves to be present. Practice here is focused attention – learning to return over and over to a specific object 10/01/12 PCCP504 Process Cohort 3 Fall 2010
- Consistent engagement with mindful awareness practices changes the brain (increased gray matter volume and density). There is emerging scientific evidence that as little as 8 weeks of mindful meditation practice changes the brain in the following ways: Might any of these be useful in coaching? Might these changes be useful for clients? This is a very popular line of research right now and I will (have posted) a number of references and links on the blackboard site for your reference. 10/01/12 PCCP504 Process Cohort 3 Fall 2010
- Consistent engagement with mindful awareness practices changes the brain. There is emerging scientific evidence that as little as 8 weeks of mindful meditation practice changes the brain in the following ways: Might any of these be useful in leading people or managing team? Might these changes be useful for your employees? “ normal” age-related decline in gray matter volume and in attentional performance are observed in controls but not practitioners. Might this have any value for you as leaders? 10/01/12 PCCP504 Process Cohort 3 Fall 2010
- Training derived from Mindfulness Based Stress Reduction – Janice Marturano Exec Director and Vice President, Public Responsibility and Deputy General Counsel of General Mills Inc. Many people in the Stress Reduction Clinic were professionals – what would happen if they learned to practice mindfulness BEFORE they became patients
- Survey study of 80 participants from twelve for-profit and nonprofit organizations, the leaders reported the following:
- Paper presented at the Academy of Management Annual Meeting 2008 (Jeremy Hunter and Donald McCormick). Hypothesis generating study involving unstructured interviews with 8 professionals and managers with a mindfulness practice
- Paper presented at the Academy of Management Annual Meeting 2008 (Jeremy Hunter and Donald McCormick). Hypothesis generating study involving unstructured interviews with 8 professionals and managers with a mindfulness practice “ In the long run, this generates less stress, enhances concentration and creativity, and improves resilience,”
- Questions, Comments?