Association of Corporate Counsel: Ambidextrous Communication - acc.com · 2 Agenda Thomas Green...
Transcript of Association of Corporate Counsel: Ambidextrous Communication - acc.com · 2 Agenda Thomas Green...
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Association of Corporate Counsel:Ambidextrous Communication
Ethan Burris, Ph.D.
Session Overview Thomas Green case
What is the range of options to establishing effective relationships with multiple stakeholders?
How should you choose among these options to best manage your relationships?
Emotional Intelligence What it is and why you should care
MSCEIT assessment
Your assessment and development plans
BCPC exercise What tactics can you employ to better understand the needs of your stakeholders
and accomplish your goals?
How can you better communicate your ideas to generate commitment and buy-in?
Personal application Utilizing these concepts in your own work environment
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Agenda Thomas Green discussion Green’s and Davis’ expectations Green’s performance Agendas Types of influence styles
Breakout groups decide Green’s next steps
Green debrief Your recommendations, update
Wrap up discussion Framework for analyzing power Contingent nature of when to leverage different power
bases
Thomas Green
What are the differences in work styles, personalities, and expectations for Green and Davis? Why does this matter?
What is your analysis of Green’s job performance?
What is the underlying agenda of Davis? What is his role in Green’s development?
What about McDonald’s agenda and role?
Has Green been totally abandoned?
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Levers of Influence
Power
Positional
PersonalRelational
Bases of Influence
INFLUENCEBASES
---POSITION---• Legitimate• Hierarchical position• Control of strategic
resources• Reward/Punishment
---PERSONAL---• Charisma• Expertise• Persuasion tactics (e.g.,
rational persuasion)
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Commitment and Consistency
After a commitment, there is internal pressure to align self-image with action, and interpersonal pressure to align self-image with the way others perceive us Must be active, public, effortful, and freely chosen.
Writing provides physical proof of commitment, cannot be disbelieved, and can be shown to others
Social Proof
Social Proof: We view a behavior as correct
in a given situation to the degree that we see
others performing it.
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Liking
Liking: We most prefer to say yes to the requests of people we know and like. Attractiveness
Familiarity
Similarity
Reciprocation
We should try to repay, in kind, what another person has provided us.
Uninvited and unwanted favors/gifts work just as well. It also works better if it's termed as a gift. Someone can do a small favor and get a bigger one in return.
However, if the first request is seen as too extreme, then the whole thing backfires.
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Scarcity
The less available something is, the more valuable it seems. When something becomes scarcer we want it more
We react more strongly to the possibility of losing rather than gaining something: the same choice, framed as avoiding losing money versus saving money, makes us more likely to choose it.
Time Limits – Something available for a limited time increases our desire for it, particularly if we must decide right now.
Recycling Towels in Hotels
What should this say?
Commitment/ConsistencySocial ProofLikingReciprocationScarcity
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Control: HELP SAVE THE ENVIRONMENT. You can show your respect for nature and help save the environment by reusing your towels during your stay
Social Norm: JOIN YOUR FELLOW GUESTS IN HELPING TO SAVE THE ENVIRONMENT. Almost 75% of guests [in your room] who are asked to participate in our new resource savings program do help by using their towels more than once. You can join your fellow guests in this program to help save the environment by reusing your towels during your stay.
Goldstein, Cialdini, & Griskevicius (2008, J of Consumer Research)
Recycling Towels in Hotels
25%
33%
Social Capital
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Network Diagnosis – Your own network Range of connections – breadth
Who are you connected with? What is the value added for connections to different areas of life
Types of ties Expressive ties for support (friendship, social support, etc.)
Task advice inside and outside of professional specialty
Location of ties Within your team
Outside of your team
Structure of connections Direct contacts
Status of contacts
Friends of friends
Broker relationships
Network Diagnosis – Your own network
Strength of ties – depth
What kind of relationship do you have with each person in your network? Weak ties – extended network Capitalizing on diversity – six degrees of separation
Indirect access to resources
Strong ties – core network Typically similar to you
Immediate task and career support
Multiplexity Overlap among different types of ties – e.g., advice and
friendship
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Types of Power
Power
Positional
(p. 5-7)
Personal
(p. 3-5)
Relational
(p. 7-10)
10 Min Breakout
Come back with a recommendation for what Green should do about Davis.
What plan of action would help correct the problem?
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Outcomes of Influence
What types of outcomes are you interested in obtaining? Compliance
Commitment
Internalization
What influence strategies are better positioned to obtaining these outcomes?
What’s the difference?
Context• Formal Structure
(Distribution of resources, Information flows)
• Culture• Constituents’ needs• Time urgency/turbulence
Starting Model of Effective Communication and Influence
Effective Use of
Influence
Positional
PersonalRelational
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Green Post-script Green took the offensive Crafted memos, emails, reports and projections to
expose “creative forecasting” of Davis’ projections
Built alliances Other marketing personnel (at same level as Green)
Two months later… Davis moved laterally to an “undefined” special
project
Green’s tactics seen as overly brutal
McDonald distanced herself from Green
Green quit to enroll in full-time MBA program
Forcing your way… Energy that would have been put into shared goals
is either snuffed out…
Increased compliance
Lowered investment in projects
Less creativity
More opportunities missed
…or redirected against those goals
Grumbling, procrastinating, shirking, strategic error, sabotage
e.g, An angry flight attendant purposely spills a drink on the lap
of a rude passenger, then apologizes for the “accident” – with
perhaps a suspicious hint of lightheartedness.
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Influence from the other perspective
We spend a lot of time thinking about how to get in an influential position: Traits – charisma, extraversion, proactive personality
Skills – communicating, problem-solving
Influence tactics – ingratiation, persuasion
Structural position – titles, authority
We spend little time thinking about how others react to our power. What can you do to help others give their best voluntarily,
be creative, willing to speak up to challenge the status quo, take responsibility, etc?
BREAK
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Emotional Intelligence
Agenda – Emotional Intelligence What it is and why you should care
The MSCEIT assessment
Your score and interpretation
Next steps, developing your emotional competencies
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To begin … quick emotion check:
What are you feelingright now?
What is the group’smood?- on average- overall emotional
composition
Why might it matter?
Emotions serve an adaptive function
The primary function of emotion is to mobilize us to deal quickly with important interpersonalevents.
Events include: threats, attacks, alarms, courtships, social contact, isolation, greetings, appeasement, dominance, submission, and play.
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EventAutomatically
attend to event
Change in
physiology
Starts quickly Brief duration
Distinctive thoughts
Distinctive experience Ready
for action
Time (seconds)
Adaptive view of emotion
From The Emotionally Intelligent Manager
Emotional Intelligence: Background
1990Peter Salovey and Jack Mayer develop the idea of an emotional intelligence:
Emotional intelligence is:"the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinkingand action"(Caruso & Salovey, 2004)
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Ability Model of Emotional Intelligence: Perceiving Emotions – emotion contains information about
ourselves, other people and the world around us. Emotions are data. We need to accurately identify how we, and others, feel.
Using Emotions to Facilitate Thought – our emotions influence both what we think about, and how we think. For example, positive emotion leads us to see things differently than negative emotion.
Understanding Emotions – we can figure out why we feel a certain way and how these feelings will change over time. If you understand emotions, you can predict how an idea will go over, how others might react to you, and so forth.
Managing Emotions – since emotions contain data or information, we need to stay open to this information, and use it to help us make good decisions. We have to know how to enhance, reduce, create or prevent emotions.
Emotional Intelligence – Principles:1. Emotions are universal
Darwin, The expression of the emotions in man and animals (1872)
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What are the colors of the rainbow and emotions?
COLORS EMOTIONS
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
Primary colors Red
Orange
Yellow
Green
Blue
Indigo
Violet
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Contempt
What are the universal (basic) emotions?
Happiness/Joy
Fear
Anger
Surprise
Disgust
Sadness
Contempt
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Universal, but there are individual and group differences
Specific causes of emotions:- Can vary from person to person and across groups
When we express these emotions:- Differs from culture to culture, and differs within a culture across different social contexts - Differences are the result of “display rules”
Why Pay Attention to Emotions?
Emotions = Information
Emotional cues convey large amounts of subtle information:
Your perception of the situation
Your own preferences
Others' perceptions of (and reactions to) the situation
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Emotions = Information
What does he think about your suggestion?
Why Pay Attention to Emotions?
Emotions = Information
What does he think about your suggestion?
Why Pay Attention to Emotions?
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Happiness Gain something of value
Sadness Lose something of value
Surprise Something is happening
Anger Blocked from getting something
Fear Possible threat
Disgust Rules are violated
Emotional Intelligence – Principles:2. Emotions have universal meaning
Value of Recognizing Other’s Emotions
Emotions reflect how people perceive a situation, allowing you to infer their opinions and preferences
Emotions are associated with distinct responses- Positive emotions: persistent, flexible, cooperative- Negative emotions: analytical, restricted attention, cautious
Recognizing other’s emotions allows you to anticipate their behavior at work
Together, this information can help you to regulate social interactions and find ways to best mobilize other’s efforts toward a desired goal.
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Emotions Reveal
Dec. 16, 2007:Alex Rodriguez denies using performance enhancing drugs
Did you ever witness illegal drug use?
“I never saw anything. I never had raw evidence”
Half shoulder shrug suggests inability to answer tough question
Have you ever used steroids?
“No”
Micro-expressions of contempt reveal feelings of moral superiority
Have you ever been tempted to use illegal drugs?
“No”
Micro-expression of tightening of the lips reveal fear
Emotions Reveal
Feb. 10, 2009Alex Rodriguez admits using performance-enhancing drugs in 2001-2003
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Emotional Intelligence – Principles:3. Influences Important Outcomes
Psychological Health (Bastian, Burns & Nettelbeck, 2005)
Higher overall EI scores linked to:- Higher life satisfaction- Better perceived problem-solving- Increased coping ability- Lower anxiety
Social Interactions (Lopes, Brackett, Nezlek, Schutz, Sellin & Salovey, 2004)
Higher EI scores (specifically, Managing Emotions) are linked to:- Quality of interactions with friends- Increased positive interactions with romantic partners- Increased frequency of supportive relationships
Emotional Intelligence & Work Outcomes
Managers who “derail” are:
Less able to regulate their own emotional displays- e.g., more likely to be outspoken and offensive when
challenged
Less able to harness their own emotions to respond adaptively to situations - e.g., more likely to be defensive about their behavior,
cover up mistakes
Less able to accurately perceive and respond effectively to other’s emotions- e.g., more likely to be seen as insensitive, as indicated in
abrasive or intimidating behavior
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Emotional Intelligence & Leadership
IQ is a strong predictor of work performance
In organizations where most people have average or above-average IQ, restriction of range means other variables are important
EI is one of these variables
Emotional intelligence is positively associated with leader effectiveness
Emotional Intelligence & Leader Performance: Ratings of a Leader
Identifying Emotions• knows what people feel; reads people accurately, can recognize own feelings
Understanding Emotions• good predictions about others’ feelings; rich emotional vocabulary; sophisticated emotional knowledge
Using Emotions• focuses on what’s important; uses feelings to inform thinking; can generate emotions that are useful
Managing Emotions• uses emotions effectively; in self and others can psych up, calm down, or maintain mood
Perceived Leader
Effectiveness
r = .75
r = .68
r =.80
r =.74
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Emotional Intelligence & Leader Performance: Ratings of a Leader
Identifying Emotions• knows what people feel; reads people accurately, can recognize own feelings
Understanding Emotions• good predictions about others’ feelings; rich emotional vocabulary; sophisticated emotional knowledge
Using Emotions• focuses on what’s important; uses feelings to inform thinking; can generate emotions that are useful
Managing Emotions• uses emotions effectively; in self and others can psych up, calm down, or maintain mood
r = .38
r = .40
r =.49
r =.43
Objective Leader
Performance
Emotional Intelligence & Leader Success
American Express Challenge- Top sales associates (e.g., high sales and high customer
satisfaction) scored higher in EI-related abilities
Center for Creative Leadership- 10 of 16 Leadership Benchmarks (i.e., an instrument
based on 25 years of research on successful leadership) were significantly related to emotional intelligence
- Notably: emotional self-awareness, impulse control, and empathy
Meta-Analysis of EI effects- 20 independent articles, 320 effect sizes examined- EI significantly related to transactional & transformational
leadership, and overall leader effectiveness
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Emotional Intelligence & Leader Success Value of accurately perceiving the
distribution of emotions in groups and teams
Moving beyond the ability to recognize the emotions of a single person …
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What proportion of the group had a positive reaction ___ %
What proportion of the group had a negative reaction ___ %
None of the group About 1/4 of the group About 1/2 of the group About 3/4 of the group All of the group
None of the group About 1/4 of the group About 1/2 of the group About 3/4 of the group All of the group
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What proportion of the group had a positive reaction ___ %
What proportion of the group had a negative reaction ___ %
None of the group About 1/4 of the group About 1/2 of the group About 3/4 of the group All of the group
None of the group About 1/4 of the group About 1/2 of the group About 3/4 of the group All of the group
Emotional Intelligence & Leader Success
Value of accurately perceiving the distribution of emotions in groups and teams
- Reveals how team members are feeling
- Shapes inferences (perceptions) about the team
- Informs appropriate ways of responding to the team
- Associated with higher subordinate ratings of transformational leadership behavior
(Sanchez-Burks, Bartel, Huy, & Rees, 2013)
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The MSCEIT The MSCEIT is an ability test of emotional intelligence designed
for adult ages 17 years and older. Normative data are from a sample of 1000s of adults.
The MSCEIT consists of 141 items that yield a total emotional intelligence score, two Area scores, and four Branch scores.
The MSCEIT asks test takers to:
Identify the emotions expressed by a face or in designs.
Generate a mood and solve problems with that mood.
Define the causes of different emotions. Understand the progression of emotions.
Determine how to best include emotion in our thinking in situations that involve ourselves or other people.
Distinct from other (mixed) models Goleman
Self-awareness – the ability to know one's emotions, strengths, weaknesses, drives, values and goals and recognize their impact on others while using gut feelings to guide decisions.
Self-regulation – involves controlling or redirecting one's disruptive emotions and impulses and adapting to changing circumstances.
Social skill – managing relationships to move people in the desired direction
Empathy - considering other people's feelings especially when making decisions and
Motivation - being driven to achieve for the sake of achievement.
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Distinct from other (mixed) models Bar-On
Intrapersonal - ability to be aware of our emotions and ourselves in general.
Interpersonal - ability to be aware of others’ feelings, concerns and needs, and to be able to establish and maintain cooperative, constructive and mutually satisfying relationships.
Stress Management - emotional management and controlling our ability to deal with emotions so that they work for us and not against us.
Adaptability - ability to cope with and adapt to personal and interpersonal change.
General Mood - relates to our level of optimism and happiness.
Mixed models because they “mix” emotional intelligence with other things that are neither emotional nor about intelligence
Distinct from other (mixed) models Ability-based rather than self-report:
People are poor judges of their own intelligence and very poor judges of their emotional intelligence
Ability Self-Estimate
Act
ual
MS
CE
IT S
core
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Relationships between Self-report and the MSCEIT
Identifying Emotions
Understanding Emotions
Using Emotions
Managing Emotions
r = .26
r = .06
r = .12
Identifying Emotions
Using Emotions
Understanding Emotions
Managing Emotions
r = .06
Self-reported on survey MSCEIT ability scores
MSCEIT Scoring
Not one’s opinion, but one’s performance
How ‘correct’ each answer is Your answers compared to consensus or expert
ratings
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MSCEIT Validity
Good RELIABILITY Items within an area/branch are answered similarly
Test - Re-Test Reliability r = .86
MSCEIT is distinct from PERSONALITY Low correlations with “Big 5” and other measures
MSCEIT is distinct from IQ Correlations range from ~ 0 - .40
MSCEIT is predictive
Experiential EI Strategic EI
IdentifyEmotions
UseEmotions
UnderstandEmotions
ManageEmotionsA
bili
tyS
core
s
“Bran
ch”
Sco
res
‐ Faces‐ PicturesTa
skSc
ores
Are
aSc
ores
Total
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MSCEIT Result Reporting
Improve
Consider Developing
Competent
Skilled
Expert
Your MSCEIT scores are reported using a range of performance.
There are 5 possible score ranges:
MSCEIT in context: Two caveats1. Measures ability not behavior Can have a low MSCEIT score, but have learned
effective strategies over time
Achieve mostly positive outcomes because you work at it
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Low or High Scores … People with high scores may not utilize these abilities.
People with low scores can acquire knowledge, strategies and enhance their skills.
This means that you can get a low score on the MSCEIT, but through hard work and effort you can behave in an emotionally intelligent manner.
Lo
w .
. . .
. Hig
h
MSCEITScore
Performance
MSCEIT in context: Two caveats2. MSCEIT and work outcomes
MSCEIT score predicted performance (including deliverable, measurable objectives) after accounting for personality and cognitive ability (Rosette, 2005)
Self-report EI measure not predictive
MSCEIT score associated positively with peer and supervisory work behavior ratings and recommended year-end salary increases for finance division employees (Lopes et al., 2006)
MSCEIT score associated with salary
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MSCEIT, EI, and “Success”
- “Success” is a function of many skills and traits
- High MSCEIT scores do not guarantee success! It may be one component of effective behavior, but even then, it is one of many factors.
Due to EI ability (MSCEIT)
Due to otherstrategies and
skills
Negative Daily Outcomes Positive
In fact, IQ is still one of the best predictors available. The issue is that in an organization where everyone is smart and technically proficient we look toward other skills to enhance performance.
What do you think? Thoughts about taking the MSCEIT?
Expectations? Most people are unsure
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Preparing for your results:Strategies for remaining open
Listen
Be aware of your reactions (sensations, feelings)
Consider whether it is possible that the results are correct
Ask questions
Think about situations you’ve experienced
READ YOUR REPORT
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Examine your overall results:
Examine your overall Total and ability scores – Pg. 5
- How are you feeling now? Note your reaction.
- Manage your feelings
- Maintain openness, decrease defensiveness
Let’s review each ability:
As we review each ability and its tasks, compare to your detailed results (Page 6)
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1. Perceiving Emotions
The ability to accurately recognize emotions is the most basic EI skill.
- Emotions are data.
- You need to be aware of your own and others’ feelings and emotions in order to have accurate information about the world around you.
- The better the emotional read you have on a situation, the more appropriately you can respond to it.
Perceiving Emotions: Faces Task
Indicate how much of each emotion is present in this picture.
Not Mood Much VeryHappiness 1 2 3 4 5Fear 1 2 3 4 5Sadness 1 2 3 4 5Surprise 1 2 3 4 5
Ability: Accurately identify emotions in people.How the Ability May Be Used: "Read" or identify how a person feels based on his or her facial expressions.
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Perceiving Emotions: Faces TaskLower score on the Faces Task may indicate:
- May not pay attention to emotions
- May have more concrete and practical thinking
- May misread (or over-analyze) people
- May misunderstand your own feelings
- May filter certain emotions in or out of your awareness
Higher score on the Faces Task may indicate:
- Can quickly and accurately read people
- Can label own and others’ feelings accurately
- Should trust initial or first impressions
INSTRUCTIONS: How much is each emotion expressed by this picture?
1. Happiness
1 2 3 4 5
2. Sadness
Ability: Accurately identify emotions evoked by inanimate objects.How the Ability May Be Used: Perceive emotions in the environment. Can you “read the room?”
Perceive Task Scores: Pictures
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About This Task:
There is emotion in art ‐ whether it be a movie, a piece of music, a poem, or a scene. The ability to correctly identify emotions in others is related to the ability to identify emotion in objects as well. This task asks you to identify the emotions that are conveyed by various pictures and designs. It is not asking about your own, unique reaction to them.
Basis for Task:
Some people wonder how landscapes or pictures convey emotion. Yet, most people are aware that different textures, colors and designs move us in different ways. Landscape photographs likewise have textures, patterns, and colors. Visual information was, and is, critical to our survival.
Perceive Task Scores: Pictures
A low score on the Pictures Task might indicate: May not attend to emotions, particularly in objects.
May have more concrete and practical thinking
May have low comfort level in extracting emotions from art, objects, music, textiles, colors and patterns.
May not “read” the room or environment well
A high score on the Pictures Task might indicate: A strong sense of aesthetics
A “good eye” and a sensitivity to cues in the environment
Should trust initial or first impressions (even if Pictures score is higher than Faces- may have overanalyzed the faces task.)
Perceive Task Scores: Pictures
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DEVELOP LEVERAGE
Ask questions about your emotional perceptions to improve accuracy.
Trust your observations of people and report these to others as appropriate.
Look! Observe people, ask them how they feel. Confirmyour observations.
Emotions contain data so consider what emotions are telling you.
Discussing the feelings conveyed by pictures, movies, music, and environments can help.
Suggest ways to create environments that communicate your message.
Perceiving Emotions: Action Steps
2. Using Emotions
Emotions influence what we think about & howwe think
Harnessing your feelings to enhance cognition –knowing which emotions are best for different situations
Also using emotions to connect with others by feeling what they feel (emotional empathy)
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Using Emotions, Task scores: Facilitation
About This Task:Measures your ability to determine how different emotions shape thinking & decision making.
Basis for Task:Research on emotions documents how different emotions influence perception and judgment.
Emotion and thought are intertwined, and decision making does not, and cannot, occur in the absence of emotion.
USING Emotions When employees feel emotions, they
view the world through emotional lenses
resultsconscientious performance
retaliatory behaviors
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Using Emotions: Facilitation Task
What mood(s) might be helpful to feel when meeting in-laws for the very first time?
Not Mood Useful UsefulTension 1 2 3 4 5Surprise 1 2 3 4 5Joy 1 2 3 4 5
Ability: Understanding how an emotion and mood support thinking and reasoning.
How the Ability May Be Used: Leveraging the right feeling to assist in problem solving, communicating a vision, leading people.
Using Emotions: Facilitation
Lower score on the Facilitation Task may indicate: - Tendency to focus on the task no matter how people feel.- Perhaps not knowing how feelings influence thinking.
Negative moods provide a clear focus, enabling us to examine details with an enhanced ability to search for errors.Positive moods expand thinking, helping us generate new ideas and encourage us to think about possibilities.
Higher score on the Facilitation Task may indicate:- Are likely to have strong emotional empathy.- Can probably switch points of view and be flexible in their
thinking.- May get insight from emotions and view them as helpful
to their performance.
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Using Emotions: Sensations Task
About This Task:You are asked to identify or describe the direction and degree of your feelings.
- Although it may seem unusual, one of the best ways to describe your internal feelings is to compare them to other sensations.
Basis for Task: Published research suggests that this task is related to the ability to feel what others feel. That’s because primary emotions are accompanied by a distinct set of physiological changes.
If you are able to generate an emotion you should be able to also generate these same physiological reactions in response to others.
Using Emotions: Sensations
Imagine feeling surprised because you got a birthday present that was unexpected and one you really love. How much is the feeling of surprise like each of the following?
a. cold 1 2 3 4 5
b. blue 1 2 3 4 5
c. sweet 1 2 3 4 5
Not Alike Much Alike
Ability: Generate an emotion in order to compare and contrast its sensation with other emotion and their sensations.
How the Ability May Be Used: Creating the right feeling to assist in problem solving, communicating a vision, leading people.
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Using Emotions: SensationsLower score on the Sensations Task may indicate:
- May block out emotions or difficulty in processing them- May have limited range of emotional experiences- May not feel what others feel- May have difficulty imagining how events impact people
Higher score on the Sensations Task may indicate:- May feel what others feel; have emotional empathy for
others.- May be “in tune” with the physiological reactions that
emotions produce in the body.- Has a large depth of feeling & a potentially rich emotional
life. **Look at emotion self-management. If much lower than Sensations, strong feelings could overwhelm at times.
DEVELOP LEVERAGE
Consider whether current mood helps with task. If not, change task or mood.
Study the Mood Meter and which quadrants facilitate which types of thinking.
Use your ability to match the task with the optimal mood.
Focus on attending to and engaging with feelings. Reflect on the value and insight of feelings – even “unpleasant” ones.
Be the person who sets the ‘tone’ of a meeting/interaction. Suggest that the mood be changed as appropriate.
Focus on feeling other people’s feelings. “Listening to feelings” may be a useful metaphor.
Reflect your feelings to others to demonstrate your emotional empathy. Establish strong connections with people.
Using Emotions: Action Steps
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Emotions and thinking
PleasantUnpleasant
High
FEELING
Low
EN
ER
GY
3. Understanding Emotions
Knowledge of the emotional lexicon, including:- Simple and complex emotion terms- How emotions progress (annoyance anger
rage)- How emotions combine (anger + disgust =
contempt)
Ability to analyze emotions and their causes, and to predict how people will feel & react in different situations. - Can answer questions such as:
Why are we feeling anxious? If I say this to my friend, how will he feel? What will happen if I say that to her?
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Understanding Emotions: Changes Task
Tom felt anxious, and became a bit stressed when he thought about all the work he needed to do. When his supervisor brought him an additional project, he felt ___________.
a) Overwhelmedb) Depressedc) Ashamedd) Self Consciouse) Jittery
Ability: Understand the causes of emotions .How the Ability May Be Used: Being able to predict how people will emotionally react.
Understanding Emotions: Changes Task
Lower score on the Changes Task may indicate: - Outcomes of interactions may often be surprising (i.e.,
were unable to predict someone’s reaction).- May view emotions as arbitrary and occurring randomly,
rather than due to specific causes- May have difficulty understanding how emotions change
over time.- Emotional “what-if” analyses may not be conducted or
the wrong emotions are predicted.
Higher score on the Changes Task may indicate:- A solid understanding of emotions and their causes.- The ability to predict what will happen next in terms of
how people will feel in a given situation.- A solid understanding of how emotions can change over
time.
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Understanding Emotions: Blends Task
About This Task:Emotions are complex, and people can experience a combination of different emotions. This section taps your knowledge of complex emotions people may experience.
Basis for Task:Just as emotions follow a set of moves, there are simple and complex emotions. Emotions theory might not specify combinations of emotions with the accuracy of chemistry, but we know a lot about how simple emotions combine to form more complex and sometimes subtle emotions.
Understanding Emotions: Blends Task
A feeling of contempt most closely combines emotions of _______________.
a. surprise and anger
b. anger and fear
c. anxiety and fear
d. disgust and anger
e. hatred and guilt
Ability: Understand the complexity and nuances between emotions and how they interact.How the Ability May Be Used: Being able to determine how complex emotions are formed.
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Understanding Emotions: Blends
Lower score on the Blends Task may indicate: - May have a limited emotional vocabulary.- May have difficulty in differentiating between the
nuances of emotion.- May struggle to put exact words to the emotions they
are experiencing.
Higher score on the Blends Task may indicate:- A strong emotional vocabulary and an ability to find
just the right word to describe feelings.- Emotional insight.- Others are likely to recognize the insightful nature of
these individuals.
Understanding Emotions: Action Steps
DEVELOP LEVERAGE
Consider your emotional vocabulary. Look at some of the charts and tables of emotion and feeling words (for instance, in The Emotionally Intelligent Manager).
Be the person to explain what is happening and why something is happening. You should be the emotional spokesperson.
Try to consider outcomes of different actions when you, or someone else, is feeling a certain way. Ask yourself various “emotional what-if” questions.
Generate emotional what-if analyses and use the results to make recommendations.
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Emotion Words
PleasantUnpleasant
High
Emotion
En
erg
y
Low
Sad
HappyAngry
Calm
Content
Pleased
Afraid
Annoyed
Bored Tired
Surprised
Plutchik Circumplex
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4. Managing Emotions
Managing one’s own, or other people’s, feelings, you must be able to:- Monitor, discriminate, and label feelings
accurately- Believe that they can improve or otherwise
modify these feelings- Use strategies that will alter feelings and assess
the effectiveness of these strategies
Because emotions contain information, ignoring this information means that we may end up making a poor decision.
Managing Emotions: Emotion Management Task
About This Task:There are different ways to cope with situations. Some strategies are more effective than others, and this task measures a person's ability to select effective emotional strategies.
Basis for Task:There is a good deal of research on emotion management and regulation. Some actions, while common or popular, simply don't work that well.
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Managing Emotions:Emotion Management Task
Debbie just came back from vacation. She was feeling peaceful and content. How well would each action preserve her mood?
Action 1: She started to make a list of things at home that she needed to do.
Very Ineffective..1.....2.....3.....4.....5..Very Effective
Action 2: She began thinking about where & when she would go on her next vacation.
Very Ineffective..1.....2.....3.....4.....5..Very Effective
Action 3: She decided it was best to ignore the feeling since it wouldn't last anyway.
Very Ineffective..1.....2.....3.....4.....5..Very Effective
Ability: Stay open to emotions and blend with thinking. How the Ability May Be Used: Integrate emotion with thought to make effective decisions.
Managing Emotions:Emotion Management Task
Lower score on this task may indicate:- Tendency to ignore emotions in oneself- Tendency to suppress certain feelings- May not utilize the wisdom or the data that is
included in feelings- May get overwhelmed
Higher score on this task may indicate:- Potential to integrate emotions and thought- Open to experiencing all sorts of emotions, even
those that unwanted or uncomfortable- Can manage stress well
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Managing Emotions: Emotional Relations Task
About This Task:Emotional Relationships tests your ability to get to a certain emotional outcome in social situations.
Basis for Task:There are better and worse ways to handle other people. We have a good knowledge base of what is effective in determining certain outcomes, and what doesn't work that well.
Managing Emotions: Emotional Relations Task
Ken and Andy have been good friends for over 10 years. Recently however, Andy was promoted and became Ken’s manager. Ken felt that the new promotion had changed Andy in that Andy had become very bossy to him. How effective would Ken be in maintaining a good relationship, if he chose to respond in each of the following ways?
Response 1: Ken tried to understand Andy’s new role and tried to adjust to the changes in their interactions.
Response 2: Ken approached Andy and confronted him regarding the change in his behavior.
Ability: Stay open to emotions and use this information to make decisions that involve others.How the Ability May Be Used: To get a certain emotional outcome out of a situation.
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Managing Emotions: Emotional RelationsLower score on this task may indicate:
- May lack strategies to help others cope, unsure what works to manage others’ emotions.
- May be a very rational or matter-of-fact approach to people problems.
- May have an unwillingness to “get involved” with people’s problems.
Higher score on this task may indicate:
- Can manage other’s emotions effectively.
- Data in feelings and emotions is leveraged in order to make solid decisions for others.
- A willingness to help other people process feelings in order to better assist them.
- A willingness to solve conflict rather than avoid it.
Managing Emotions: Action Steps
DEVELOP LEVERAGE
Learn preventative and responsive management strategies.
Take the lead in challenging emotional situations.
Limit exposure to upsetting situations while you bolster yourmanagement skills.
Make sure you have good emotional data, and if you do, make your decisions and act on them. Don’t necessarily shy away from stressful situations.
You might get right to the concrete solution of a problem before you determined the underlying, emotional cause.
You should manage conflicts, address grievances and be the group’s problem-solver.
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MSCEIT Results: Managing Emotions branch
Example:
A “consider developing” score for “managing emotions”
Task scores: Managing emotions
Task: Manage Your Emotions Task: Manage Others’ Emotions
This task measures a person‘s ability to select effective emotional strategies for coping with situations.
This task tests your ability to get to a certain emotional
outcome in social situations.
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Consider branch scores in relation to each other
Example:
What kind of person might this pattern describe?
What kinds of behaviors and outcomes might this pattern of emotional capabilities produce?
The MSCEIT Assessment:
Your questions and reactions?
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MSCEIT Summary Results
Summary results:
Class distribution? Average score: 98.68
SD = 11.72
Gender differences? Males: 97.77
Females: 101.90
Last Year? Average score: 95.79
SD = 9.80
Gender differences? Males: 93.62
Females: 104.46
Consider: EI and you
1. How might your MSCEIT results impact how you manage and lead?
2. How might your MSCEIT results impact how you work in teams?
3. How might the results impact your own self development?
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Two Strategies to Develop How to work around (cope) with your
emotional skills?
How to develop (improve) your emotional skills?
Strategies to Cope and Develop
Emotion Strategies to cope Strategies to develop
Perceiving Emotions
Using Emotions
Understanding Emotions
Managing Emotions
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MSCEIT Discussion
Reminders:
- Emotional intelligence – as assessed by MSCEIT and others – predicts outcomes
- MSCEIT is not perfect or exhaustive
- EI can be developed and managed
- You don’t need to score high to be a good mentor, colleague, leader, or person – but it does help to know our set of emotional aptitudes.
Emotional IntelligenceCan be Developed:
You can start today by:
Practicing ‘in the background’ when you see opportunities to pay attention to emotions- Try to assess the different emotions in others, how
they change throughout the meeting, and how the emotions affect decision making, buy-in, etc.
Seeking feedback on your assessment of others’ emotions- “You seemed angry. Were you?”
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Emotional IntelligenceCan be Developed:
Other development strategies:
Practice deep & focused listening when communicating with others
Practice noticing body language or nonverbal communication
Summarize what you think you heard and ask for feedback
Ask questions to identify emotions & feelings in others
Ask questions to identify why people are behaving in particular ways (to establish links between emotions, emotion triggers, and behaviors)
Emotional IntelligenceCan be Developed:
Other development strategies:
Seeking feedback on how others are perceiving you- “I felt so dejected but was trying to conceal it. How
well did I do this?” “What did you think I was feeling?”- “I was trying to create a positive tone for the
brainstorming session. How did you experience me? Did it work, or come off as concocted?”
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Emotional IntelligenceCan be Developed:
Other development strategies:
Pay more attention to your own emotions- Do your emotions flow from one to the other as your experiences
change? Or, are certain emotions “sticky”, blocking out other emotions?
- Do you experience intense feelings that capture your and other’s attention?
- Notice if and when your emotions affect how you make decisions
- Identify triggers for different emotions
Observe your own reactions to other’s communications —what you feel inside and what you express to others
Test out different ways to deal with your negative emotions
MSCEIT Discussion Review “Conclusions” section of your report
Based on your scores and profile, you may have no recommendations or several
Consider the additional action items we covered, and some further suggestions (at the end of this slide deck)
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BCPC
Communication in decision-making teams
BCPC Internet Strategy Team Purpose of the exercise To have a shared experience of team decision-
making – to explore the challenges and opportunities of influencing others.
Uses a short, disguised management case about a strategic decision faced by a real organization Big City Phone Company’s Internet Strategy Team
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BCPC Preparation Each group will simulate the BCPC internet
strategy team and develop a recommendation for the CEO about the HIP Launch. In advance of the team meetings, please:
Reflect on the issues conveyed
in the four page case
in your separate role sheet(s)
Prepare to play an assigned “role”
even if it differs from your own experience or initial point of view after reading the case
play the role as if your own status, reputation, job security, pay, etc. depends on the outcome you think best!
Prep and Discussion Process Phase 1 (~10 minutes)
Read the case & your role sheet to learn about your character.Create a tent card to display your character’s name and position/title.Do not share your role sheet with other team members.
There are 6 roles in this case. This means:
8 person teams: 4 people playing two roles 7 person teams: 2 people playing the same role 6 person teams: as is 5 person teams: 1 person plays 2 roles 4 person teams: 2 people play 2 roles
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Prep and Discussion Process Phase 2 (~20 minutes)
In your mixed-role strategy team, meet to discuss the HIP decision.
In the conversation, you may draw from information or views held by your role, as well as from general information about BCPC
Prepare to give a brief report on your recommendation to the CEO.
ReportsDecision Output
Be prepared to give a very brief report to the whole group about your team’s decision about whether or not to launch HIP.
1. What did you decide?
1. What were the key issues the team considered?
Good luck!
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BCPC: The DecisionWhat did you decide? What were the key
issues you discussed in arriving at your decision?
A: Full-scale, aggressive launch
B: Wait – learn from other first movers
C: Something in the middle – iterative, staged roll out
BCPC: Decision Making ProcessHow did the conversation go? What was
it like?
This was an easy, smooth conversation?
A: Yes B: No
What went well? What was easy?
How many of you felt “hot” or “angry” or “worked up” at some point in the discussion?
A: Yes B: No
What didn’t go well?
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BCPC: Decision Making ProcessChris, Dana, Kim:
Did you find yourself primarily “advocating” (selling your position) or “inquiring” (asking for alternative viewpoints) or both?
A: Advocating/selling
B: Inquiring/seeking input
C: A balanced mix of Advocacy and Inquiry
Terry, Jan, Leslie: What do YOU think Chris, Dana, and Kim did?
A: Primarily advocated/pushed their own perspectives
B: Primarily sought to understand our perspectives
C: Sold their own positions AND fully sought and considered our input
BCPC: Decision Making ProcessChris, Dana, Kim:
Private Thoughts:
Was there anything you thought or felt, but didn’t share with others during the discussion?
Terry, Jan, Leslie: If forced to choose, would you say you primarily “advocated/sold” or
“inquired/asked” during the discussion?
A: Advocated/sold my position
B: Inquired/asked about Chris, Dana, and Kim’s positions
Private Thoughts:
Was there anything you thought or felt, but didn’t share with others during the discussion?
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The Challenge of “Difficult Decisions”Difficult decisions are those most in need of a
group because: Different views are present
Some favor the launch, some are against
Both personal and professional factors shape the different views
High stakes CEO’s interest and close attention
Market visibility of potential failure
Window of opportunity
Uncertainty about future events Technological risk, uncertain demand, uncertain about ability to
serve demand
Meetings to discuss decisions like this are also most likely to get “hot”
Reflect on Your Experience
Think of a time you were part of a “hot topic”
discussion of a difficult decision.
From your perspective, By what “rules of the game” did people seem to be playing?
Did the team produce a good decision?
Did the experience make you look forward to, or dread, future
interactions with this group?
Did you learn something valuable (besides who to avoid)?
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When Groups Face Difficult Decisions…
What are the unstated rules of the game?
How do you play? How do you win?
Typical view of “others” in the group?
Strategy for dealing with gaps in your argument?
Strategy for dealing with negative feelings?
Response to dissent?
When Groups Face Difficult Decisions…
The unstated rules of the game: • The aim is to win, gaining converts to your point of view.
Play and win by: • Forcefully and confidently advocating your point of view
• Representing your role or constituents
See others as: • Competitors
Strategy for dealing with gaps in your argument:
• Hide them
Strategy for dealing with negative feelings:
• Hide them
Response to dissent: • Suppress it, find it annoying.
This is essentially a “Win or Lose” orientation
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Back to the BCPC strategy team’s disagreement:
Typical exchange in BCPC case:
Leslie: “It’s going to cost too much if we do that.”
Chris: “It’s going to cost too much if we don’t do that.” (exasperated tone)
Given the unstated rules of the game and our cognitive biases, how is this conflict likely to be “resolved”? Who is going to “win”?
Why conversations go awry
People get angry, defensive, dig in their heels, etc. or they get scared and give up But why and what can we do about it?
1) “False Consensus Effect”
People tend to see their own views as more common
than they actually are…
Ignorance assumption
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Why “hot topic” conversations usually go awry
2) “Naïve Realism” “A person’s unshakeable conviction that he or she is somehow
privy to an invariant, knowable, objective reality -- a reality that others will perceive faithfully, provided they are reasonable and rational” (Lee Ross)
When others misperceive that “reality” we conclude it must be because they (not me!) view the world through a “prism of self-interest, ideological bias, or personal perversity.”
3) “Ladders of Inference” We (skillfully, but problematically) automatically employ “ladders
of inference” and therefore confuse “accounts” of reality from reality
Understanding Disagreement
HIP is a critical strategic product for us. It’s an essential part of the CEO’s vision for making BCPC a technology leader! Launching HIP in the Big City is a great opportunity for the company that will enhance our brand.
The costs associated with the launch are costs we’d have to bear eventually anyway and are not a deterrent. Hence, we should launch the HIP product aggressively in the BC market under the BCPC brand.
The HIP technology is premature. Our infrastructure is not ready -- to do a full scale launch at the present time would be crazy! Our brand would be destroyed by a visible failure.
The costs of doing it are much too high. Hence, we should not launch ourselves but sell our network space to others who want to enter the market now.
Chris’s Account of the situation Leslie’s Account of the situation
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Understanding Disagreement
HIP is a critical strategic product for us. It’s an essential part of the CEO’s vision for making BCPC a technology leader! Launching HIP in the Big City is a great opportunity for the company that will enhance our brand.
The costs associated with the launch are costs we’d have to bear eventually anyway and are not a deterrent. Hence, we should launch the HIP product aggressively in the BC market under the BCPC brand.
The HIP technology is premature. Our infrastructure is not ready -- to do a full scale launch at the present time would be crazy! Our brand would be destroyed by a visible failure.
The costs of doing it are much too high. Hence, we should not launch ourselves but sell our network space to others who want to enter the market now.
Chris’s Account of the situation Leslie’s Account of the situation
Opposing “Ladders of Inference”
Pool of Available Data
Conclusions
“We can’t pull it off!”
Reasoning
“The company doesn’t have the capability to do it well, and doing it badly would be worse than not doing it.”
Data & examples
Staffing levels, technological skills, infrastructure reports
Leslie’s Ladder Chris’s Ladder
Conclusions
“Let’s roll it out quickly!”
Reasoning
“The company needs this new business, and the window of opportunity is now.”
Data & examples
Financial projections, customer surveys
Working constructively with opposing accounts starts with making ladders of inference transparent. This requires Advocacy and Inquiry
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Communicating views as partial and tentative
In groups of 2 or 3, split up Chris and Leslie statements
By yourself:
Rewrite your statement in a way that communicates to others that you recognize that this is an account of reality, not reality itself. That is, try to improve upon the statement by rewriting it.
In pairs or triads:
Read your statements to each other, and offer observations/critiques
Chris’ and Leslie’s Statements
HIP is a critical strategic product for us. It’s an essential part of the CEO’s vision for making BCPC a technology leader! Launching HIP in the Big City is a great opportunity for the company that will enhance our brand.
The costs associated with the launch are costs we’d have to bear eventually anyway and are not a deterrent. Hence, we should launch the HIP product aggressively in the BC market under the BCPC brand.
The HIP technology is premature. Our infrastructure is not ready -- to do a full scale launch at the present time would be crazy! Our brand would be destroyed by a visible failure.
The costs of doing it are much too high. Hence, we should not launch ourselves but sell our network space to others who want to enter the market now.
Chris’s Account of the situation Leslie’s Account of the situation
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Partial views – How did you do? Consider the statements shared with you.
Did your partner(s) succeed in rewriting the statement to reveal his/her ladder of inference/reasoning, to invite alternative points of view, etc? That is, did your partner(s) succeed in advocating and
inquiring in the rewrite?
A: Not really
B: Partially
C: Yes
Starting with a “Partial View”
An example of a “partial view” offered by Chris that combines Advocacy and Inquiry:
As I see it, HIP is part of the CEO’s vision of being a technology leader and this launch offers an opportunity to enhance our market image and brand. This led me to think we should launch. But, the last thing I want is a failure. So it's important for me to learn as much as I can about the issues. Do others think we have the capability to do it successfully? If not, what are your concerns?
My understanding was that we would have to bear technology upgrade costs in the future anyway, and so costs are not a real deterrent. But let me check; do others of you see it differently, or have concerns about this line of reasoning?
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How to get there… Balancing advocacy and inquiry is (communication)
behavior.
So, do we just need some training and practice with this “skill”?
NO
It won’t happen routinely without a shift in mindset. It starts with an orientation, an intention to do some unnatural things.
The Problem-solving orientation
Orientation: Win/lose Problem-solving
Unstated rules of the game:
• The aim is to win, gaining converts to your point of view.
• The aim is to collectively arrive at the best possible solution.
How you play: • Forcefully and confidently advocate your point of view
• Represent your function or role or point of view
• Put forward your view as a point of view
• Actively inquire into others’ views
• Take company wide POV
Others as: • Competitors • Collaborators
Dealing with gaps & negative emotions:
• Hide them • Reveal them
Response to dissent: • Suppress it, find it annoying • Seek it, examine its implications
The problem-solving orientation is “unnatural.” Therefore, it must be LED.
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Conclusions
A good decision is at least partly a synthesis of different perspectives Multiple inputs have been considered in the decision
making process
Rarely is this a unilateral “WIN” for one person
The Decision Making Process goes well when People communicate openly about what they see as the
strengths and the possible weaknesses when advocating their position or viewpoint
Ironically, influential people actively seek others’ views, concerns, data, and experiences
Conclusions This rarely occurs spontaneously in groups…
It feels risky to court embarrassment, to appear vulnerable or incompetent
It requires conscious effort to overcome natural cognitive and emotional defense mechanisms
It requires leadership
… but is critical, because the prevalence of hot topics is unlikely to diminish over time! In most organizations, groups make important decisions under
conditions of uncertainty
The higher you get, the more of these decisions you face
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BREAK
Application
Generate one improvement-oriented idea 1. You would like implemented
2. You don’t have the authority alone to implement –you need buy-in and/or resources from multiple stakeholders.
Break into teams of 4-5 people Each person discuss the issue
How would you have approached pitching this idea in the past?
Would you change your approach based on our discussions today?
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Tactics in Collaboration and Issue Selling
Tailored to the target
Activating appropriate effect
Consciously framed
Timed right
Involving interested others
Considerate of context
Suggesting a sensible solution
Book recommendations
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Session Summary What is the range of options for ambidextrous
communication? Personal, positional, relational
Choice is dependent on outcome you want to achieve
How can you leverage emotional intelligence to improve communication? Adjust your tactics depending on the emotional reaction of others
What generic tactics help foster productive relationships? Balancing advocacy and inquiry
The real challenge Taking these concepts back to the “real world”