Tag: emotional intelligence

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Grow Your Brain: Lead Yourself to Increased Leadership Capacities

Research, published in the new book The Emotional Life of your Brain by Richard J. Davidson (with Sharon Begley), has good news. We can change our emotional styles and become more self-aware, attentive to context, and resilient – core skills for surviving and thriving in the rough-and-tumble leadership world. All it takes is systematic mental practice.

I’ll let you read the neurophysiology and brain science and just cut to the chase here. By thinking – and thinking alone – adults can expand areas of the brain to broaden their cognitive and emotional capacities.

This gives us more control than previously believed over what Davidson and Begley call the Six Key Elements of Emotional Style: our resilience in the face of disappointment, outlook on life, self-awareness, social intuition, attention, and sensitivity to context.

To quote the authors: “Mental activity, ranging from meditation to cognitive-behavior therapy, can help you develop a broader awareness of social signals, a deeper sensitivity to your own feelings and bodily sensations, a more consistently positive outlook, and a great capacity for resilience.”

Too negative an outlook on life or situation? Embrace the essentials of “well-being therapy” and focus on ways you can be more grateful, generous, appreciative, and upbeat. You’ll have significant growth in the brain areas used, giving you quicker and more automatic access to these positive responses over time.

Not very self- or other-aware? Slow down and ask yourself to focus on the feelings, discomfort, or concerns of another. It’ll increase activation of the circuitry involved in taking in pain and distress more carefully and broaden your capacities to see life more richly and compassionately.

Too self-aware and filled with the internal chatter and self-evaluations that keep you spinning your wheels? Learn to observe your thoughts or feelings non-judgmentally and choose to put them aside.

Mindfulness and meditation help here. [See the blog archives for past posts of mindfulness and the work of Ellen Langer.] With practice, you’ll develop the hard-wiring and self-control needed to pause, acknowledge a setback or disappointment, have a good laugh at how quickly your mind wants to perseverate and magnify a mere bump in life’s road, and stop yourself from spiraling downward.

The authors claim that locating the base of emotions at least partly in the brain’s seat of reason is a major break from conventional wisdom in psychology and neuroscience.

I’m thrilled their work affirms human capacities to develop the emotional and cultural intelligence needed for effective leadership in an increasingly diverse world. How do you want to lead? Respond? Be? Make it happen. That’s hugely empowering – and productive for us all!

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Managing the Occupational Hazard of Leadership

Leadership is emotional work. “There’s no leading without bleeding,” Jerome Murphy, professor and former Dean of the Harvard Graduate School of Education, writes in the most recent Phi Delta Kappan.[1] “No matter what we call it — stress, agitation, loss, frustration, fear, exhaustion, shame, confusion, sadness, loneliness, hurt — there’s not an executive alive who can lead without experiencing emotional discomfort.” Anyone who has led – from the head or the foot of the table – knows exactly what Murphy means.

Leaders can’t escape this occupational hazard; however, they can be their own worst enemy in responding to it – turning inevitable job discomforts into personal anguish and self-doubt that erode focus and energy.

“In the privacy of our minds, we can make things worse by fighting our discomfort, getting hooked on our troubling thoughts, and scolding ourselves for falling short. As a consequence, we can sidetrack our work and lose sight of what really matters to us.”

The stage is set for unproductive denial (and an investment of psychic energy pretending we’re not uncomfortable) or negative self-talk (and worries about whether our discomfort is a sign that we’re a flop or, worse yet, no leader at all). “In the grip of mind chatter that sounds like a Greek chorus of naysayers, it’s not unusual to rehash the past, fret about the future, and hang ourselves out to dry,” concludes Murphy.

There are more productive ways to respond, and Murphy draws from psychology and Eastern thinking to suggest six.

1.  accept the emotional discomforts at the core of leading: “In doing so, we can hold them more lightly, believe them less resolutely, and take them less personally.”

2. acknowledge distress without clinging to it: “We can have our thoughts rather than be had by them.”

3. focus on changing behaviors, not feelings: “We can accept what we’re experiencing at the moment while still working to make things better.”

4. treat self with compassion, kindness, and care. “Both intuitively and through scientific research, we know that self-compassion is central to well-being.”

5. accept human imperfection: “Self-criticism is often accompanied by an irrational but pervasive sense of isolation — as if ‘I’ were the only person suffering or making mistakes.”

6. keep faith in core values: They remind us what’s at stake and put the inevitable discomforts in leading from and toward them in perspective.

Mindfulness training can help cultivate these habits of the mind. The leadership payback is clear: increased capacities for situational diagnosis, task focus, calm value-centered action, and resilience.

Our internal dramas may still be intense, warns Murphy, but we’ll witness them from a safe, nonjudgmental place where we can respond wisely.

[1] Jerome. T. Murphy. Dancing in the rain: Tips on thriving as a leader in tough times. Phi Delta Kappan (September 2011), 93 (1): 36-41.

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Leadership Skill # 2: Cultural Intelligence

Cultural intelligence is key in a multicultural world.  The skills are as helpful in navigating a multinational as they are any where in today’s diverse global world.  Organizations, groups, professions, nations, ethnic groups all have their own cultures.  Even facilitating conversations  between different groups or divisions in your own organization requires strong cultural intelligence.  

Consider, for example, the divide that can exist between engineers and sales folks in many large organizations.  Difference language, values, training, expectations, goals, worldview, behaviors, practices.  Learning to diagnose and move comfortably and ably between cultures is a skill to be treasured.

The idea of multiple intelligence dates back to the early 1980s and the work of Howard Gardner. Gardner proposed that a single general capacity that every individual has – one that could be measured by IQ tests and the like – was too limited for the reality of the human experience.  Individuals are unique in the portrait of their diverse skills and strengths and in the different kinds of intelligence that underpins each.  A star athlete knows and uses different knowledge and skills than a great artist or a Nobel prize winning scientist.  Gardner proposed seven intelligences: linguistic, musical, logical-mathematical, spacial, body-kinesthetic, interpersonal, and intrapersonal.  

In the 1990s, Daniel Goleman broadened interpersonal intelligence into the idea of emotional intelligence.   

Ten year later,  Christopher Earley and Soon Ang popularized the concept of cultural intelligence (CQ): the ability to understand someone’s gestures and behaviors in the way that person’s colleagues and group-mates would.  

Bottom-line, strong cultural intelligence is the capacity to determine the set of shared attitudes, values, goals, behaviors, and practices that characterizes a group, institution, or organization. That’s not an easy task.  CQ is not stereotyping or equating the idiosyncrasies of an individual from a cultural group as characteristics of the entire group.  

Those with high CQ are akin to good anthropologists with strong ethnographic skills. They look, study, discern, watch over time and situation, compare — and suspend judgment as they work. They note differences and determine the meaning of behaviors from those within the culture who know.     

So how does one increase cultural intelligence?  Become more open to (and even intuitive in) teasing out the appropriate responses and understandings in a cross-cultural situation?  Remain comfortable while knowing that despite best efforts to decipher gestures, language, and behavior that you will never be able to learn, know, or plan for everything? Mistakes will happen – and that’s OK.

Building CQ involves cultural studies and learning about your own and others cultures.  There’s a clear cognitive component in CQ.  However, just knowing  about a culture doesn’t mean you’ll be comfortable in it or have the courage and motivation to adjust body movement and language to mirror someone very different.    

That’s where experimentation and practice come in.  Accept that we all have our own brand of CQ and that like learning a new musical instrument, practice will expand skills and capacities.

Christopher Earley and Elaine Mosakowski studied 2000 managers from 60 different countries and identified six different portraits of CQ, each emphasizing different combinations of natural skills, strengths, and experiences.   They found:  

1.  The Provincial with predispositions for the comfort of predictability of the known 

2. The Analyst with good learning, planning, and environmental scanning skills 

3. The Natural with strong intuitive capacities  

4. The Ambassador with confidence, as well as motivation and behaviors that convey “I belong”

5. The Mimic with abilities to sense how to mirror actions and engage in the cultural dance  

6. The Chameleon with skills and orientations that draw from all of the portraits . 

So what’s your current style?  Which portrait best fits your approach to cultural differences?   How’s your motivation and what’s your plan for growth and development?

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Educating global leaders, global citizens–learning to see through cultural lenses

Business leadership today is global. There’s no debate on that. Not everyone will become a player in a multi-national company – and some may never do any business outside the United States. However, we are all global citizens in an increasingly flat world who need to appreciate that our leadership decisions and choices may be local in operation, but they are always global in impact.

How do we teach people to be productive global citizens? Do we even know what being a good global citizen today means?

The questions have been on my mind all week as I prepare for the first class in Global Management, the course surrounding our international residency. I’m taking our second year Executive MBAs to three cities in China (Beijing, Shanghai, and Tianjin) this spring, and the course is designed to enable them to make the most of that learning experience.

The syllabus and mechanics are in order. My scholarly area is management education; and I’ve got enough experience, pedagogical savvy and developmental theory under my belt to design a pretty integrated and nifty course.

China is a rapidly changing nation of great accomplishment, influence, mystery, and paradox to the Western eye. I’m no China scholar, so I’ve asked distinguished professionals with on-going, hands-on experiences in China to join me in helping students unravel the paradoxes  and mystery as they learn about China’s history, culture, economy, law, and business environments.

I’m sure students will enjoy and learn from this. But I have bigger goals for them – and figuring out how to accomplish those is what’s kept me on edge.

I want our students to learn to see China through Eastern and Western eyes. More important, I want them to understand why that’s so important, so difficult, and so vital to their professional development in an increasingly diverse work world.  All that is not going to come simply from reading cases and articles,  interacting with our distinguished guests, or even travelling abroad.  It’s going to require time, a new level of openness to experience, self-reflection, and some deep digging to identify their own lenses and cultural blinders.  Oy! And I only have five class sessions in KC and eleven days in China to accomplish this.

I know only too well these are high expectations. Some twenty plus years ago, Jean Ramsey and I joined with colleagues to explore how to create educational experiences that broaden others’ understanding of and comfort with diversity and differences, as well as how to deconstruct the dynamics in the learning. We wrote about that in Teaching Diversity: Listening to the Soul, Speaking from the Heart; and we concluded that exploring differences, working to build emotional and cultural intelligence, and getting people to a place where they can name differences without triggering the human urge to evaluate (or devalue) them is complex and emotion-laden teaching.  And developmental growth of this kind takes time.

Activities, for example, can seem touchy-feely for those who live in their heads and are anchored in their local worlds, threatening to those with quick evaluative and ethno-centric lenses, or simplistic to people who just don’t get it. In those cases, primitive displacement can get triggered – along with some nasty comments come course evaluation time!

But hey, every professor knows if you’re looking for love in the classroom, you’re looking in the wrong place.  Good teaching challenges like nothing else, and sometimes it takes years for students to realize what they really learned from their work with you. 

So, wish me luck. Class is Friday, 8 am.  I’ll keep you posted.