RESILIENCE DURING TIMES OF CHANGE (AKA ALL THE TIME) Randy Chittum November 10, 2014
Leadership Workshops Leadership Coaching Team Coaching Culture assessment and development
RESILIENCE
• Confronting Reality – V (Volatility) – speed and nature of change – U (Uncertainty) – lack of predictability, opportunity for surprise – C (Complexity) – multiple and often competing forces at play – A (Ambiguity) – general “haziness”, mixed meanings, opportunity to misunderstand
Everyone t think nks of cha hang nging t the world, bu but no o one ne t think nks of cha hanging h himself. Leo Tolstoy
• Resilience is . . . – In the moment adaptability so that you are less thrown by events – Quick “recovery” from an experience that has thrown you
Resilient P People . . . . . . • See difficulties as challenging instead of paralyzing – A part of instead of apart from – Perspective and internal story-telling • Committed to . . . Life purpose, relationships, work, etc. – Fully engaged • Exhibit personal control – Emotionally balanced – Choose what to ignore and what to tackle
PERSPECTIVE
Get on the Balcony
Leadership from the Balcony Perspective or Actions Results Frame Incremental Improvement Getting on the balcony to “see how you are seeing” and what you can’t see from the “dance floor” allows for new or broader perspective and actions not previously available to you; Results are significantly different. Reference: Adapted from Chris Argyris, Double-loop learning
What does it mean? • Not trapped by unknown assumptions • To own our future we have to ask bigger questions • Our time horizons need to be longer Is it hard? Sure. “The best way to predict the future is to create it.” (Peter Drucker) Somebody, somewhere is doing this.
INTERFERENCE
Per erformance e = Poten entia ial - Inter erfer eren ence ce
Ellsberg Paradox
Asch Experiment A B C
We Fear Two Main Things PUBLIC RIDICULE UNCERTAINTY
The Emotional Response to a Trigger NEOCORTEX The most evolutionarily advanced part of the brain; associated with complex thought. PREFRONTAL LOBES The brain’s executive center: integrates information from all parts of the brain and makes decisions to act. THALAMUS Processes sensory messages BRAIN STEM (e.g., eyes and ears), then routes them mainly to the neocortex. AMYGDALA The most primitive part of the Triggers emotional responses. Typically receives brain; associated predominantly signals from the neocortex, but a quicker and with automatic reflexes, as well as fuzzier signal comes directly from the thalamus; can memory and learning. hijack the brain when it perceives an emergency. 18
STORIES
Solve the Following Anagrams Sample: CTA = CAT 1. 2. 3. 4. 5.
raluet
dayunc
dripow
irusat
ibabtr
• How did you rationalize the setback? – Was it personal (about me or something/somebody else)? – Was it prevalent (about just this experience or about more than that)? – Was it permanent (it was always going to be this way or did you mentally reset at each new opportunity)?
ibabtr
Explanatory Style (Seligman) Bad Events Good Events Pessimistic Permanent Not Permanent Explanatory Pervasive Not Pervasive Style Personal Not Personal Optimistic Not Permanent Permanent Explanatory Not Pervasive Pervasive Style Not Personal Personal
Those with optimistic explanatory styles . . . • Are more persistent and less depressed • Win more at sports when you control for talent • Are more successful in school • Tend to live longer and healthier • Tend to win more in politics (1990s) • Optimistic societies are more successful
Locus of Control • Internal – I believe that I am an agent, an operator, that who I am and what I do has an impact on the world around me • External – I believe that my circumstances are largely out of my control, I am subject to others and my environment
The LOC/Optimism Paradox In L LOC it it is is “all about m me” y yet when l lookin ing at it it f from Optim imis istic ic Ex Explanatory Style – when facin ing a setback – it i is “ “no not persona nal.”
The LOC/Optimism Paradox Moment of Mastery Personal Responsibility Time
“ Between s n stimulus and nd respo pons nse- lives t the freedom om t to o choos oose.” ” - Viktor Fra rankl 33
MINDFULNESS
Impulse Control
Children who exercised impulse control were . . . • More personally effective • Self-assertive • Persistent • Organized • More academically competent • More able to concentrate • More able to use reason • Had a 210 point difference on the SAT
Self Control
Impact of Meditation/Attention Training • Able to control thoughts and reactiveness. (Richard Davidson, University of Wisconsin) • Thicker Cortical Wall = Brains aging at a slower rate and associated with decision making, attention, and memory. (2005 study) • Increased alertness (2006 study) • Reduces blood pressure (Zusman, Mass General, 2008) • Strengthens telomeres (anti-aging indicator) (University of California-Davis) "It's a about training our minds to be m more f focused, to see w with c clarity, to have e spaci ciousnes ess f for cr crea eativity y and to feel eel co connect ected ed.” -GM, Dep eputy G y Gen ener eral Counsel el Janice ce Marturano 39
Mindfulness Defined “Paying attention in a particular way: on purpose, in the present moment, and non-judgmentally.” Jon Kabat-Zinn “An awareness that arises through intentionally attending in an open, accepting, and discerning way to whatever is arising in the present moment.” Shapiro & Carlson
CHANGE & TRANSITION
Change and Transition • Change is nearly constant today. • Change is necessary to organizational survival and growth. • Change and Transition are different, yet intertwined: – Change is the shift in the external situation (e.g., new organization). – Transition is the reorientation that we, as individuals, make in response to the change (e.g., how I feel about the reorg). • Change requires transition if it is to “take.”
Transition Endings Letting go o of of the ol old Neutral Zone Time between old Beginnings May experience and d new reality phases of grief The he ne new be begins ns to t take for the loss hol old May experience of what is anxiety or known. Feel completed, disorientation. settled, energized Can also be a about change; or creative time. at least okay with change. adapted from William Bridges, Managing Transitions
Exploration (Neutral Zone) Denial (Ending ) • What’s going to happen to me? • How good things were in the past • Chaos • They don’t really mean it” • Seeing new possibilities • Refusing to hear new information • Exploring Alternatives • Assumption that things won’t work • Learning new skills Resistance (Ending) Commitment (Beginning) • Where am I headed • Anger • Focus • Stubborness • Cooperation • Complaining • Vision • Doubting your ability
Managing the Transition Endings Neutral Zone • Define what is over and what is not Beginnings • Expect anxiety and • Expect overreaction disorientation • Expect phases of • Paint a picture of outcome • Allow for creativity grieving • Involve people • “ Normalize ” this • Give constant info • Be consistent process • Treat past w/respect • Symbolize new identity • Create /work with • Mark the endings • Explain purpose of temporary systems change • Monitor transition • Celebrate successes
Resistance It ’ s the transition not that change that people often resist: – Loss of identity or the known – Disorientation of the neutral zone – Risk of failing in the new beginning “ It’s not so much that we ’ re afraid of change, but it’s that place in between we fear. It’s Linus when his blanket is in the dryer. There’s nothing to hold on to.” Marilyn Ferguson
Partner Discussions • What are the two things you have heard today that resonated the most? • Pick one for now – what are some actions you could take today . . . this week . . . this month . . . that would move you in the right direction in that area? How can you ensure that this happens?
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