Emotional intelligence, hope, mindfulness, and compassion help a person reverse the damage of chronic stress and build great leadership relationships. The Positive and Negative Emotional Attractors inspire sustained, desired change and learning at many levels.
Watch: Experimentation and Practice
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Из курса от партнера Case Western Reserve University
Inspiring Leadership through Emotional Intelligence
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Week 8: The Real Self and Learning Agenda – Discoveries #2, 3, 4 in ICT
In our final week, we examine the remaining elements of Intentional Change Theory: drawing a distinction between The Real Self and Faux Self, establishing a learning agenda, and emphasizing the value of experimentation and practice in shaping and re-shaping our visions. We conclude with a review of the course and the summary of the materials covered to date.
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Richard BoyatzisDistinguished University Professor, and a Professor in the Departments of Organizational Behavior, Psychology, and Cognitive Science
Now the fourth stage is very interesting because when you start to experiment and
practice with these things, you have to do it holistically.
Jane Wheeler who's senior faculty member of Bowling Green State University, in her
doctoral dissertation showed that people worked on learning goals at work.
Improved on their competencies about this much over a two to five year period.
If they worked on their learning goals at work and at home, they improved this
much. And if they worked on their learning
goals at home, at work, and in a professional or recreational group.
They improved this much. As she showed, the more of the spheres or
parts of our lives that we engaged in the new behavior in, the better off we were.
There's another example that comes to us from, Jim Lair and Tony Schwartson
talking about a classic article on Harvard Business Review called The
Corporate Athlete In which they said professional athletes practice 90% of the
time to perform 10% of the time; most executives practice zero to perform 100%
of the time. In cognitive behavior therapy, one of the
more effective versions of, forms of psychotherapy, we know that they say you
have to have a vision and you have to practice in safe settings.
And you have to practice to the point of mastery.
Not just the point of comfort. Let me use an example from one of my
former executive MBA students. Who gave me permission to use this story,
Juan Trubino. Juan was the marketing director of a
major international oil company. At the time, about 40, very socially
graced, very smooth, very effective. People liked him.
And when I was reviewing his dream, Juan wanted, looked forward to a future where
he could be a CEO or COO of an integrated energy company.
And for his family, he wanted he and his wife, both of them from Caracas, to be
able to return to Venezuela at some point.
After their children had grown and were out of college they would like to be able
to go back. And he wanted to be able to have both his
daughter and his son find lives of meaning and build families of their own.
It was a very, very holistic image. When Juan got the feedback from his
360-degree assessment, his subordinates were saying he didn't really practice a
lot of coaching and mentoring. Now, this was a little bit of a puzzle to
me, because when I watched him in class, he was very social, and people turned to
Juan for advice and help. Well, he said to me, Richard, I
understand what's happening. He said, well, I was trained as an
engineer. He said, when people come to me with
their problems, all I see is the problem. Actually, he said, truth be told.
He said, when somebody comes to me with a problem, I see see people as a
problem-bearing platform. Which is.
A frame. a way of interpreting this, and of
looking at, a perspective that a lot of times engineers use.
So he was focusing on the problem, not the person.
So as we talked about this issue of how could he practice, how could he
experiment with and then practice, coaching and think of the person, not the
activity or the problem? It dawned on him, his 11-year-old son was
in a, what we would call, soccer team, World Association Football, and when he
thought of his son or daughter, he thought about how they were feeling in an
activity not just whether they were winning or not.
And he said, I got it. Let me coach my son's soccer team for the
next season for the Summer because this was happening in the spring said I'll
coach him through the whole summer cause whenever he's on the field I'm going to
think about how he's feeling about this not just how he's performing and I hope
because he's on the field if I say anything to the rest of his teammates
I'll think about how they're feeling. We thought that was a great plan.
A safe place to experiment before we tried any of this at work.
Okay, that was the story told in our 2002 book.
I was giving a speech at Northwestern University too their MBAs about it.
And one them came up about a year after the book had come out.
Two years after the book had come out. And she said, well I work for one Juan
Tribino in Sao Paulo. Because the time I got in touch with him
for permission, I knew he was working heading up the Singapore office for Booz
Allen, Hamilton, the consulting firm. And I said what do you mean Sao Paulo?
She said oh yeah, he was a phenomenal mentor.
Everybody wanted to go to him. She said actually he had more official
mentees, I think he had 23, and the norm for senior partners in the firm was two
or three, and he was seen as the most developmental senior partner to work for
anywhere in Central and South America. Now I said that, you sure it's the same
Juan Trebino? It's not that odd of a name.
She said, no. She described him exactly.
Well I called, Juan, and we started to talk about it.
Now I caught up with him. He was back in the states.
And, he said, yeah, He said that worked.
He said that season of coaching my sons team really helped.
The following fall I started to work with people.
In the company. He said, now I got promoted and, and sent
to the Singapore office. He said, actually I took that new job and
got sent to the Singapore office. He said, and I started experimenting.
By the time I got to Sao Palo, I was on a roll with it.
And he said, yes, he said, I, I was an official mentor for a lot of people, and
people loved it. It really helped.
In that way, he was doing what many of us did when we learned a new instrument.
You know, when we're taking lessons, we practice to the point of mastery in the
sense of, well, actually we don't go to mastery.
We go to comfort. Can I get this down, so I can go into my
music lesson to show my teacher. But professional musicians, if you're
going to go on stage, you practice way beyond the point of comfort, to the point
of mastery. And you try to be able to do things so
that they're unconscious. That's the esscense of using your
experiences. Notice that in all of these examples I'm
talking about these changes being driven by the learning agenda.
Not going to courses. Because most of the time when we work
with people and they develop a learning agenda based on their personal vision,
remember that's the emotional driver, that they pursue them through their day
to day work and life experiences. And that helps us hit a cycle of the
sustained desired change process. An intentional change theory.
What I'd you to consider is the action learning assignment from this module.
Is, I would like you to pick one thing you could try differently next week.
Not a big thing. I mean if you're an introvert don't try
to become an extrovert. But one issue, you know, whether it's
managing teams or in your interpersonal relations, or in how you're organizing
work, pick one thing that you'd like to try.
Think about it beforehand. Try it.
And then collect some information as to how it came across.
If you have the oppurtunity within the week to try it a second time, please do,
if not, wait till the following week and try it again.
And, I believe, that if you try one thing, one small step, try it a few
times, using this ideal, be clear about why you'd love to do this.
Know that it's something that you, you aren't doing now but it's not
outrageously out of the question. It's close to your tipping point.
Have some intentionality around the learning agenda and practice in these
small steps. And talk about them with people that have
good resident relationships with you. And then I think you'll be having an
exciting experience about change. And by practicing this one small thing,
you're not going to transform your life, but you will be practicing the
intentional change process, and you'll be on your path toward a way of engaging in
change, and achieving sustained desired change.
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