Esade Exec Ed Boyatzis 11 2011
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Transcript of Esade Exec Ed Boyatzis 11 2011
I i i Eff ti L d hiInspiring Effective Leadership through Emotional Intelligence, g g ,Emotional Contagion and Positive and Negative Emotionaland Negative Emotional Attractors
Richard E. Boyatzis, PhD, Distinguished University ProfessorProfessor, Departments of Organizational Behavior, Psychology and Cognitive SciencegH.R. Horvitz Family Business ChairCase Western Reserve University, Cleveland, OHDepartment of Human Resources, ESADErichard boyatzis@case edu
Al i E ti Ed ti ESADE
Alumni Executive Education, ESADEMay 11, 2011
Great Leaders Move UsGreat Leaders Move Us
Th h R ith OthThrough Resonance with Others
Through Our Emotions
1
ExerciseExercise
Thi k f l d f h ith h k d Think of a leader for whom or with whom you worked – one that brought out the best in you, one that you would gladly work with or for againwork with or for again
Think of a leader for whom or with whom you worked – one th t t t id l ft i hi f ld h lthat you try to avoid, left you wishing for more, would help your organization more by working for a competitor
When You were Around Them What Did They Say or Do?When You were Around Them, What Did They Say or Do?How Did They Make You and Others Feel?________________© Richard E. Boyatzis and Annie McKee, 2005.y
2
LeadershipLeadership
Is a Relationship
Is a Resonant Relationship
Being in Tune with or on the Same Wavelength as the Othersg S g O
3
What we know about great leadersWhat we know about great leaders
They inspire through hope and vision.Th d iThey spread compassion.They are mindful: attuned to mind bodyThey are mindful: attuned to mind, body,
heart and spirit.heart and spirit.They inspire others by creating and
maintaining resonance.
© Richard E. Boyatzis and Annie McKee, 2005.
Resonant versus Dissonant Leadership
Boyatzis R E Koenig K Lowe M Mathew B Passarelli A P Stoller Boyatzis, R.E., Koenig, K., Lowe, M., Mathew, B., Passarelli, A.P., Stoller, J., & Phillips, M. (in preparation for a management journal). “Examinatjono f the neural Substrates Aroused in experiences with Resonant & Dissonant Leaders”
Based on research done at the Cleveland Clinic and Case Western R U i itReserve University
12© Cesaro, R.L., Boyatzis, R.E., Khawaja, M., Passareli, A., Barry, K., Jack, A., 2010.
IFG ResonantIFG Resonant
Helping to Inspire Developmentp g p p
Dyadic relationshipsHelping relationshipsHelping relationships
Coaching relationshipsP id l ti hi (MD t hPaid relationships (MD, teacher,
professor, trainer, professionalcoach, etc.)
Mentoring relationships (informal,Mentoring relationships (informal, formal, clerics, etc.)
Peer relationshipsPeer relationships
Sustained Desired ChangeSustained Desired ChangeArouse, invoke, stimulate, provoke the desire to change or invest energy in maintaining a desired state, behavior, attitude, emotional state, perception, etc.
Invoke and motivate the energy and commitment to sustain such an effort over time and through changing circumstances
Requires openness adaptability tolerance for ambiguityRequires openness, adaptability, tolerance for ambiguity, maybe a wakeup call - - - - consider the possibilities
Two Modes of Human ExperienceTwo Modes of Human Experience
Autonomic Nervous System includes:
Sympathetic Nervous System - - Negative Emotional Attractor
Parasympathetic Nervous System - - Positive Emotional Attractor
Enteric Nervous System
Emotions Are ContagiousEmotions Are Contagious
Th b i h ‘ l ’ t The brain has an ‘open loop’ system We are ‘wired’ to pick up subtle clues from one another
Resonance is Contagious … So Is Dissonance
11
The Sacrifice SyndromeThe Sacrifice Syndrome
The Sacrifice ofbeing a leadercausesSt
Blood pressure increases
Large musclesStress Hormones Activated:Epinephrine
d
Large musclesprepare to fightor run
Brain shuts downnon essential
Results Brain losesand
Norepinephrinenon-essentialneural circuits
Less open, flexibleand creative
Stressarouses the
Brain losescapability to learn
We feel anxious,nervous,
SympatheticNervousSystem
Leads to reductionin healthy
even depressed Perceive things
people say or doas threateningy
Hormones Activated:Corticosteroids
in healthyimmune system
Inhibits creation of new neurons
Over stimulates
as threateningand negative
More stressis aroused Over stimulates
older neurons leading to shrinkage of neurons
________________© Richard E. Boyatzis and Annie McKee, 2005. eu o sy
13
Renewal: Engaging the Parasympathetic Nervous SystemSystem
Wanting to understand, care for another person and to
Neural circuit activated: limbic system to the left
Release of Oxytocinand Vasopressin
another person, and to initiate some action contributing to their well being
ypre-frontal cortex
Aroused Compassionwell-being Aroused Compassion Adrenal-pituitary axis activated; arousal ofthe PNS
Feeling hopefulFeeling hopeful, optimistic, at peace or exciting but look f d t th f t
Systolic anddiastolic bloodpressure decreased
Increased secretion of immunoglobulin A and natural killer cells
________________© Richard E. Boyatzis and Annie McKee, 2005.
forward to the future pressure decreased natural killer cells
y
16
Relationships That Inspire DevelopmentRelationships That Inspire Development
Wh h l d ? Who helped you?
Think back over your life and career
Who were the people who helped you develop the most?
What did they do and how did it make you feel?
________________© Richard E. Boyatzis, 2001.y
21
Boyatzis’ Intentional Change Theory (1970, 1999, 2000, 2008)( , , , )
The Ideal Self
The Real Self
Practicing beinga Leader
Strengths:where my Ideal Selfand Real Self are
a LeaderTrusting Relationshipsthat help, support, and encourage each step
Gaps:
SimilarExperimentingas a Leader
in the process
MyLearning Agenda:building on strengths
Gaps:where my Ideal Selfand Real Self areDifferentbuilding on strengths
while reducing Gaps
© Richard E. Boyatzis, 2001.
Boyatzis’ Intentional Change Theory (1970, 1999,2000,2008)
The Ideal Self
The Real SelfTrusting Relationshipsthat help, support, and encourage each step
Strengths:where my Ideal Selfand Real Self are
g pin the process
Gaps:
Similar
Two Attractors Gaps:where my Ideal Selfand Real Self areDifferent
Two Attractors
© Richard E. Boyatzis, 2003.
Two AttractorsTwo Attractors
P iti E ti l Att t N ti E ti l Att t PNS Arousal Specific neural arousal
Positive Emotional Attractor SNS arousal Specific neural arousal
Negative Emotional Attractor
Specific neural arousal Ideal Self Strengths
Specific neural arousal Real Self / Social Self Gaps / Weaknesses Strengths
Focus on Future Hope
Gaps / Weaknesses Focus on Past Fearp
Possibilities Optimism
Problems Pessimism
Learning Agenda and Goals Performance Improvement Plan
________________© Richard E. Boyatzis, 2003.y
26
Graphical representation of the Positive (PEA) and Negative Emotional Attractors (NEA)Negative Emotional Attractors (NEA)in Intentional Change Theory
Negative AffectIntensity of Arousal High
Y
Neural, endocrine, & Cardiovascular
Neural, XIntensity of Arousal Low
Cardiovascular markers of SNS arousal
endocrine, & Cardiovascular markers of PNS arousalarousal Z
Positive
18© Richard E. Boyatzis, All rights reserved
Affect
Adaptation of Lorenz equations to p qPEA/NEA of ICT
dx = a ( y - x)dtdy = -xz + bx - ydtddz = xy - czdta = (emotional intensity/emotional contagion)( y g )b = (Rayleigh #/ critical Raleigh #)c = 4/(1+a2), where a = emotional resilience
19© Richard E. Boyatzis, All rights reserved
The Cycle of Sacrifice and RenewalThe Cycle of Sacrifice and Renewal
ResonantRelationships
EffectiveLeadership
Mindfulness
CrisisHope RenewalCycle
SacrificeSyndrome
Compassion Ineffective orNon-Sustainable
ThreatNon Sustainable
LeadershipSustainable,Effective
LeadershipLaughter, joy, playfulness
________________© Richard E. Boyatzis and Annie McKee, 2009.
playfulness
y
15
Emotional and Social Intelligence Can Be DevelopedCan Be Developed
Results from 24 longitudinal studies at the Weatherhead School of
Results from 24 longitudinal studies at the Weatherhead School ofat the Weatherhead School of
Management of 25-35 year old managers.at the Weatherhead School of
Management of 25-35 year old managers.
Comparable results with 4 longitudinalComparable results with 4 longitudinalstudies of 45-55 year old executivesin an Executive Education program,studies of 45-55 year old executivesin an Executive Education program,p g ,
and 2 longitudinal studies of 38-42 year old high potential managers
p g ,and 2 longitudinal studies of 38-42 year old
high potential managershigh potential managers.high potential managers.
© Richard E. Boyatzis, 2001.
Sustainable Percentage Improvement of EI/SI
80
607080
405060 Emotional
Intelligence
203040 Competencies
010 Social
Intelligence
2 Yea
rs
5 Yea
rs
7 Yea
rs Competencies
1-2
Y
3-5
Y
5-7
Y
© Richard E. Boyatzis, 2000.
Coaching with Compassion to the PEAvs Coaching for Compliance to the NEAvs Coaching for Compliance to the NEA
Cesaro R L Boyatzis R E Khawaja M Passareli A Barry K Jack Cesaro, R.L., Boyatzis, R.E., Khawaja, M., Passareli, A., Barry, K., Jack, A. (in review in a neuroscience journal). “Visioning in the brain: An fMRI study of inspirational mentoring”
Cesaro, R.L., Boyatzis, R.E., Khawaja, M., Passareli, A., Jack, A. (2010). “Coaching with Compassion: An fMRI Study of Coaching to the Positive or N ti E ti l Att t P t d t th A d f M tNegative Emotional Attractor Presented at the Academy of Management Annual Conference, Montreal (Best Paper Award)
Cesaro, R.L., Boyatzis, R.E., Khawaja, M., Passareli, A., Barry, K., Cesaro, R.L., Boyatzis, R.E., Khawaja, M., Passareli, A., Barry, K., Begany, K., Jack, A. (20009). “Neural correlates of inspirational mentoring,” Presented at the Society for Neuroscience annual meeting, Chi O t b 19 2010Chicago, October 19, 2010
Based on research done at the Brain, Mind, & Consciousness Lab, Case Western Reserve University, Professor Anthony Jack, Director andWestern Reserve University, Professor Anthony Jack, Director and Principal Investigator on this study
http://tonyjack.org/
12© Cesaro, R.L., Boyatzis, R.E., Khawaja, M., Passareli, A., Barry, K., Jack, A., 2010.
Neural correlates of inspirational mentoringR. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. PASSARELLI2, K. P. BARRY1, K. BEGANY1, A. I. JACK1;
1Dept. of Cognitive Sci., Brain, Mind, and Consciousness Lab., Cleveland, OH; 2Weatherhead School of Management, Case Western Reserve University, Cleveland, OH
Manipulation Check Results7
NEA* * *
6
NEA
PEA* **
*
*
4
5
*
3
1
2
1.S/he inspired me about my future2.I liked him/her3.S/he is an inspiring person
7.S/he cared about me8.I trusted him/her9.S/he made me think about my purpose
12.S/he made me feel guilty about how much effortI am putting into my studies
13.S/he asked questions about things I should bep g p4.S/he trusted me5.S/he made me feel hopeful about my future6.S/he is a caring person
y p p10.S/he made me think that I should be working
harder11.S/he asked abrasive questions
q gdoing at Case regarding my studies
© Cesaro, R.L., Boyatzis, R.E., Khawaja, M., Passareli, A., Barry, K., Jack, A., 2010.
Neural correlates of inspirational mentoringR. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. PASSARELLI2, K. P. BARRY1, K. BEGANY1, A. I. JACK1;
1Dept. of Cognitive Sci., Brain, Mind, and Consciousness Lab., Cleveland, OH; 2Weatherhead School of Management, Case Western Reserve University, Cleveland, OH
Timeline of In-Scanner Events
NEA
~ 6.74 seconds ~ 2.0 seconds ~ 3.70 seconds ~ 2.60 seconds ~ 2.0 seconds
PEA
Statement Video Fi ation Slide R Slid “Thank You” Video Fixation Slide
PEA
Statement Video Fixation Slide Response Slide Thank You Video Fixation Slide
© Cesaro, R.L., Boyatzis, R.E., Khawaja, M., Passareli, A., Barry, K., Jack, A., 2010.
Neural correlates of inspirational mentoringR. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. PASSARELLI2, K. P. BARRY1, K. BEGANY1, A. I. JACK1;
1Dept. of Cognitive Sci., Brain, Mind, and Consciousness Lab., Cleveland, OH; 2Weatherhead School of Management, Case Western Reserve University, Cleveland, OH
Negative Emotional AttractorPositive Emotional Attractor
ACC
MPFC
ACCOFC/NACC
MPFCOFC/NACC
Conflict in the ACC Self-consciousness in the MPFCWe found evidence of greater activity in the anterior cingulatecortex in the NEA as compared with the PEA condition. Thisregion has been associated with cognitive conflict and bothphysical and social pain perception. It may reflect the greater
We found evidence of greater activity in the medial prefrontalcortex (MPFC) in the NEA as compared with the PEAcondition. This region has been associated with theory of mindand with social cognition broadly construed including explicitp y p p p y g
conflict and emotional discomfort associated with the NEAcondition.
thoughts about the self and how we are socially perceived byothers. Activity in this area may reflect greater social self-consciousness evoked by the NEA as opposed to the PEAcondition.
© Cesaro, R.L., Boyatzis, R.E., Khawaja, M., Passareli, A., Barry, K., Jack, A., 2010.
© Cesaro, R.L., Boyatzis, R.E., Khawaja, M., Passareli, A., Barry, K., Jack, A., 2010.
Determining the Influence of Positive and N ti E ti l Att t Eff tiNegative Emotional Attractors on Effective
Physician‐Patient Communication
ORBH CelebrationORBH Celebration
Loren R. DyckPh D CandidatePh.D. Candidate
Department of Organizational BehaviorWeatherhead School of ManagementCase Western Reserve UniversityCase Western Reserve University
May 5, 2010
Research Model with RegressionResearch Model with Regression CoefficientsCoefficients
MCAT
‐.189*
.119 .158.642+‐.114 1.130 ‐.049
Standardized Patient Score
PEA .179+
.246*
Faculty Score of Student Note
‐.023
NEA.238*
.009
‐.137
DDx Score
+p< 10; *p< 05; n = 116
29
p<.10; p<.05; n 116
1Unstandardized regression coefficients are reported for the interaction effects of MCAT and standardized regression coefficients are reported for main effects.
© Loren R. Dyck, 2010.
Masud Khawaja, M.D. PhD Thesis,
The Mediating Role of Positive and Negative Emotional Attractors Between Psychosocial Correlates of Doctor-Patient Relationship y f pand Treatment Adherence in Type 2 Diabetes , Case Western Reserve University, August, 2010
Physicians n = 25 patients n = 375 from 5 hospitalsPhysicians n 25, patients n 375, from 5 hospitalsin Karachi, Pakistan
Patient perception of Information Exchange Patient’s knowledge
about diabetesSocial Support Co‐morbid
Patient perception of
(Hausman, 2001) about diabetes (Garcia, Villagomez, Brown, Kouzekanani& Hanis, 2001)
available to the patient (Dalgard, 1996)
depression(presence/ absence ascertained)
perception of Shared decision making (Hausman, 2001)
PEA/NEA of the Treatment Adherence
Patient perception of Doctor PatientRapport (Gremler& Gwinner, 2000)
/patient(Boyatzis, 2008)
(Morisky, Green & Levine, 1986)
Patient perception of
& Gwinner, 000)
PEA/NEA ofperception of Trust (Boyatzis, 2008)
Patient
PEA/NEA of the physician (Boyatzis, 2008)
Patient perception of Empathy (Boyatzis & Goleman, 2007)
© Khawaja, 2010.
Scales, or Multiple Levels of Intentional Change Theoryy
IndividualD d Dyad
Team, Family, Coalition Organization Communityy Country, Culture Globe Globe
________________© Richard E. Boyatzis, 2003.y
27
Multiple Levels of Intentional Change Theory
Individual
Dyad
Team, Family,
Resonant Leader/s
Coalition
Organization
CommunitySocial Identity Group/s
First Degree Interaction: Leadership
Country, Culture
Leadership Second Degree Interaction:
Reference / Social Identity Groups________________© Richard E. Boyatzis, 2008.
Globe
y py
29
Boyatzis’ Intentional Change Theory (1970, 1999,2000,2006,2008)
The Ideal Self
Trusting Relationshipsthat help, support, and p, pp ,encourage each stepin the process
The Motivation To Change:Finding their passion and dreamsFinding their passion and dreams
Breaking from the Ought SelfBreaking from the Ought Self
© Richard E. Boyatzis, 2001.
The Ideal SelfThe Ideal Self ...Catching your dreams and engaging your passion
The power of positive imaging and visioning But we often skip over formulating the Ideal Self image in But we often skip over formulating the Ideal Self image in
development or education and become anesthetized to our own ideal and dreamsown ideal and dreams
We cannot inspire this passion in others without engagingit ourselvesit ourselves
________________© Richard E. Boyatzis, 2000.y
35
Parts of “Pedra Filosofal” by Antonio GedeãoParts of Pedra Filosofal by Antonio Gedeão
Eles não sabem que o sonhoEles não sabem que o sonhoé uma constante da vida …Eles não sabem que o sonhoé vinho, é espuma, é fermento,bichinho álacre e sedento,d f i h ti dde focinho pontiagudo,que fossa através de tudonum perpétuo movimentonum perpétuo movimentoEles não sabem que o sonhoé tela, é cor, é pincel …Eles não sabem, nem sonhamque o sonho comanda a vidao mundo pula e avançao mundo pula e avançacomo bola coloridaentre as mãos de uma criança
36
The Ideal Self
OptimismFeasibilitySelf-efficacy
Hope
pyy
Calling,P i
Personal
pCalling,PurposePassion
PersonalVision/Shared
IdealSelf
Image of a DesiredFuture
Dreams,aspirations,
fantasies VisionSelfFuturefantasies
CoreIdentity
Values &Philosophy
Life/careerstage, IdentityPhilosophyg ,cycle
© Richard E. Boyatzis, 2006. Develop byRichard E. Boyatzis and Klio Akrivou-Napersky.
The Helper’s Challengep g
Manage the Cycle of Sacrifice and g yRenewal
throughMindfulness, Hope, Compassion, and
PlayfulnessPlayfulness
________________© Richard E. Boyatzis and Annie McKee, 2005.y
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Living Your Passion – Inspiring OthersLiving Your Passion Inspiring Others
We Do Not Want to Be Bored or Live Routine Lives –Nor Do Those Working With Us
It Is a Waste of Human Talent, Spirit, and Potential
Remember the Moment________________© Richard E. Boyatzis, 2000.y
54