RESILIENCE DURING TIMES OF CHANGE (AKA ALL THE TIME) Randy Chittum - - PowerPoint PPT Presentation

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,

• pportunity to misunderstand

Everyone t think nks of cha hang nging t the world, bu but no o

• ne

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

Results Actions Perspective or Frame

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. Incremental Improvement

Reference: Adapted from Chris Argyris, Double-loop learning

Leadership from the Balcony

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

18

The Emotional Response to a Trigger

PREFRONTAL LOBES

The brain’s executive center: integrates information from all parts of the brain and makes decisions to act.

BRAIN STEM

The most primitive part of the brain; associated predominantly with automatic reflexes, as well as memory and learning.

THALAMUS

Processes sensory messages (e.g., eyes and ears), then routes them mainly to the neocortex. AMYGDALA Triggers emotional responses. Typically receives signals from the neocortex, but a quicker and fuzzier signal comes directly from the thalamus; can hijack the brain when it perceives an emergency.

NEOCORTEX

The most evolutionarily advanced part of the brain; associated with complex thought.

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 Explanatory Style Permanent Pervasive Personal Not Permanent Not Pervasive Not Personal Optimistic Explanatory Style Not Permanent Not Pervasive Not Personal Permanent Pervasive 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
• ut 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

Personal Responsibility Time

Moment of Mastery

“Between s

n stimulus and nd respo pons nse- lives t the freedom

• m t

to

• choos
• ose.”

”

• 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)

39

"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

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

• pen, 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

• rganization).

– 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.”

Neutral Zone

Time between old and d new reality May experience anxiety or disorientation. Can also be a creative time.

Beginnings

The he ne new be begins ns to t take hol

• ld

Feel completed, settled, energized about change; or at least okay with change.

Endings

Letting go

• of
• f the ol
• ld

May experience phases of grief for the loss

• f what is

known.

Transition

adapted from William Bridges, Managing Transitions

Denial (Ending)

• How good things were in the past
• They don’t really mean it”
• Refusing to hear new information
• Assumption that things won’t work

Resistance (Ending)

• Anger
• Stubborness
• Complaining
• Doubting your ability

Exploration (Neutral Zone)

• What’s going to happen to me?
• Chaos
• Seeing new possibilities
• Exploring Alternatives
• Learning new skills

Commitment (Beginning)

• Where am I headed
• Focus
• Cooperation
• Vision

Neutral Zone

• Expect anxiety and

disorientation

• Allow for creativity
• “Normalize” this

process

• Create/work with

temporary systems

• Monitor transition

Beginnings

• Paint a picture of outcome
• Involve people
• Be consistent
• Symbolize new identity
• Explain purpose of

change

• Celebrate successes

Endings

• Define what is over and

what is not

• Expect overreaction
• Expect phases of

grieving

• Give constant info
• Treat past w/respect
• Mark the endings

Managing the Transition

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?