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Riding a bicycle, learning, and neural plasticity

Like most of you, perhaps, I have demonstrated some expertise at the ability to ride a bicycle since the age of 3.

Unlike most of you, I have perfected that skill in multiple expedition bicycle races, featured on CBS Sport three times, bicycle tours throughout Europe, the maritime provinces, and the U.S.  Big deal, right?

So what would happen if I tried to UN-LEARN that skill?

1.  In this cool video clip, a bicycle was re-engineered so that when the handlebars were turned one way, the wheel would go in the opposite direction.

2.  It took an adult 8 months to LEARN how to ride this new bike.

3.  It took his 3-year old son 3 weeks to LEARN how to ride this new bike.

What do these two facts say about the brain’s ability to learn a new behavior, then to unlearn that behavior after 8 months of reinforcement?

(Pause and reflect here…)

 

One of my Dartmouth College professors, in an obtuse course called Developmental PsychoBiology, taught me that we have neural pathways that reinforce certain behaviors.  Call them habits.  When we practice using our right hand with a fork to eat spaghetti, we can reinforce that pattern until it becomes “learned.”  If we want to eat spaghetti with chopsticks we need to learn a new neural pattern, until it becomes a habit.

Too many adults say “you can’t teach an old dog new tricks.”  Nonsense.  There is abundant empirical evidence to the contrary, for both dogs and humans.  Such a perspective is based upon ignorance.

So an executive coaching question may be, “What new behaviors do you need to learn?”

Examples include:

  • calling 10 former friends to say “Hello, how are you? I miss you.”
  • being kind to someone who needs kindness
  • supporting the strengths of your loved ones, immediately, by doing or saying something complimentary and true.  Immediately.  Repeatedly.
  • learning a new skill, such as how to play the banjo, speak Spanish, or write javascript
  • self-advocate for that promotion or new challenge at work
  • re-design your career or future

If you need a boost (and we all need a boost at times) then give me a call today.

 

I’d like to know what you are interested in doing.  Or UN-Learning.

 

 

Motivation 101- How to Apply Expectancy Theory to Your Business

Motivation is a messy subject.  Perhaps each of us has wondered, “Why do people do what they do?”   Or, “Why is my child acting like that?” or “How can I understand why I want that shiny object?”

Those three questions are mirrored by academics, who state that all definitions of motivations attempt to explain 3 qualities:

1.  What originates, and energizes human behavior

2.  What drives human behavior toward/away from goals

3.  How behavior is maintained via systems orientation.

So how do you apply these 3 qualities to your business or your life?

Start with Expectancy Theory.   It is a valuable theory because it is new, treats both internal and situational forces, and assumes that each individual is rational and capable.  Expectancy Theory assumes that behavior is determined by a combination of forces, that people make independent decisions for subjective reasons, that differences can be studied systematically, and that individuals make decisions based on their perception of a likely reward makes intuitive sense.   A rational view for any business leader.

The 3 main concepts of expectancy theory are described as:  1.  performance – outcome (the belief that behavior X will likely lead to outcome Y), 2.  Valence (different value or subjective worth,) and 3.  Effort-performance expectancy (the belief that effort level X will lead to outcome level Y.)

Let me explain expectancy theory with a common example.  Imagine a manager of sales people.  For 12 years she has monitored sales goals (e.g. reach and frequency metrics) and her district has won national awards.  But the stretch goals are created by a third party vendor, using complex algorithms, that cannot be modified by the sales representatives.  Their performance-outcome is beyond their control.  Too often, their sales goals are set 120% or more above the previous year’s goals.  The result is de-motivating.  Sales representatives hope for goal correction in the third quarter, so that they improve their national standing before the forth quarter returns.  As described by the effort-performance aspect of expectancy theory, some salespeople simply cannot exert enough effort to yield a desired outcome.   Expectancy theory assumes any value, when multiplied by zero, will yield zero motivation.   Sadly, that was true year after year for too many sales people.

Perhaps they needed to apply expectancy theory to their management tactics!

Expectancy theory has value to managers because it has predictive validity, respects subjective differences of direct reports, can be applied to SMART goals for performance reviews, outcomes can be directly linked to reward systems, and is simple to apply (especially if managers ask people, “What motivates you?)

Expectancy theory has value to organizations because outcomes can be tied to rewards and compensation, it acknowledges different designs of jobs and roles, and it acknowledges influence of groups with different membership needs.

So, can you apply Expectancy Theory to your compensation rewards?  Or to your business?

If stuck, contact Doug Gray at 704.895.6479 or at www.action-learning.com.

 

If academic, here are some good sources:

Porter, L. W., Bigley, G. A., & Steers, R. M. (2003). Motivation in Organizations. Motivation and work behavior (6th ed.) (pp. 1-39). Boston: McGraw Hill.

Robbins, S.R., & Judge, T.A. (2012).  Essentials of Organizational Behavior (11th ed.)  (p. 18).  Saddle River, NJ: Prentice Hall.

Corporate Trends in diversity coaching

Diversity in Corporate America.

I recently did some research on trends in diversity and leadership coaching.  As you may know, an international assignment is often mandatory for high potential employees in global companies.  Recent research indicates that corporate leadership teams with more diversity yield higher shareholder values.  Initiatives within companies designed to identify and promote internal talent lead to higher retention and engagement rates.  Global markets require experienced leaders.  Many companies want to increase cultural diversity for the employees who are relocated, and for those in the host culture.  There is a subset of executive coaches who specialize in supporting the diversity goals of those companies.  That subset is called “diversity coaches.”

One article is an interview with Bo Razak, a senior consultant and diversity coach, conducted by Wendy Conklin, editor of The Diversity Factor (2006.) Razak specializes in diversity issues, and developing leadership skills that can support organizational missions such as increasing diversity awareness.

Razak states that executive coaching “for diversity” narrows the focus or framework to specific leadership capabilities that support the leader in developing his or her capacity to incorporate diversity into all aspects of work (37).  Also, the coaching engagement may be shorter term than another executive coaching engagement.  The diversity coaching engagement may focus on “leading by feeling” so that members of subordinated groups may feel supported with examples of empathy, or awareness of group identity and its effects.

Group identity is so central to Razak’s description of diversity coaching that I include his explanation.  “Everyone has multiple group identities, including age, ability/ ableness, class, education level, ethnicity, gender, gender identity, nationality, race, first language, religion / spirituality and sexual orientation. In organizations and society, the extent to which we are aware of the meaning and impact of these identities is key to understanding the impact of diversity and changing the status quo.”  (38)

Razak describes 4 critical factors for diversity coaches.

1) The primary factor is organizational support for diversity coaching, and diversity issues, that are tied to compensation rewards.  He states that leaders need to adopt a “diversity lens” and become inclusive in language, action, and words.

2) Leaders need to become comfortable with a common language that is inclusive and enables them to discuss words like “gender” and “sexual orientation” in any strategic or operational discussion,

3)  Leaders must pay attention to the dynamics of difference, and multiple perspectives from multiple group identities, by engaging a broad range of perspectives.

4)  And leaders must actively solicit feedback on how they are embracing the capabilities of diversity, and make open statements that reflect awareness of multiple perspectives.

My takeaways from this article include the following:

1) My 25 year-old nephew was recently promoted into a role that required an international assignment.  That experience is exciting for him, and he is young for such an assignment.  I cannot imagine that he will eagerly embrace that culture; he would benefit from such a diversity coach.

2) Diversity coaching requires a systems approach to others.  The coach must be aware of the layers of corporate expectations.  The leaders/ coaching clients must be willing to engage in anything called diversity coaching.  If it is an EEO requirement for compliance, or an extension of a training, those requirements may minimize the impact of diversity coaching.  Razak states that compensation must be tied to behavioral outcomes based on the diversity coaching.  That point reminds me of Peter Drucker’s maxim that “what gets rewarded leads to results.”

3) Selecting and matching coaches with leaders/ coaching clients requires a high level of awareness of group identity.  But there are no rules.  It may be ideal to match people from dramatically different group identities in order to be more effective.  For instance, if I were being coached by a Hispanic, lesbian woman from Brazil, and I am a Caucasian, heterosexual male from the U.S., we may be well matched.  Or it may be a setup for failure.

4)  Diversity coaching may be a shorter-term engagement than executive coaching engagements.  However, the effects of diversity coaching may be more anecdotal than measurable, and longer term rather than shorter.  And in a country that is more ethnically diverse, such as Canada, diversity coaching may be more effective than a country that is more ethnically homogenous, such as Japan.

Conklin, W. (2006). Executive Coaching for Diversity: An Opportunity for Leaders to Learn and Change. Diversity Factor, 14(2), 37-42.

What are some of your takeaways from this subject?

Call me or contact me to discuss them today.

What is Safety Leadership Coaching?

My definition:  Safety Leadership Coaching is an emerging field of professional development for yourself and others.

TIP:  Scan the words in bold.  Then apply them to your world.  Then call me to discuss.

The phrase “emerging field” recognizes the fact that the safety business is new, since OSHA gained influence in 1970.  Prior to that time, workers were measured by hands, feet or hours of productivity.  The early “safety professionals” were compliance-driven people tasked with issuing fines, citations, tickets, and quotas.  At some companies, “Safety Infraction Report” mandate was required by 4:00 each afternoon; and if you received 3 SIRs then it was time to find another job.  Many safety employees were former police or military.   The “Safety Cop” compliance requirements remain a powerful legacy today.

In the 1990s the safety industry, like most industries, was affected by global trends including humanism and diversity.  Individual choice was recognized more than ever. Leadership and organizational development programs emerged as professional schools of research.  In the workforce, safety leaders supported individual choice, good judgement, and reinforced desired behaviors.  “Safety coaching” emerged as the dominant methodology to observe and recommend desired behaviors.  The Certified Safety Professional Program, endorsed by BCSP, gained impact as a minimal standard for hiring and program implementation. Safety leadership coaching emerged as a field of professional development.

The phrase “professional development for yourself” recognizes the fact that all change starts at an individual level.  As a species, humans change in response to external influences that promote our survival.  If we need to learn a new skill, or relocate to the next job site, we do so.  In the U.S. most people now have 5 careers on average.  However, too many safety leaders only have one career.  Too many people resist change.  Safety leaders can embrace coaching and training; or they can ignore it.  They can embrace career changes; or they can ignore them.  Too many safety leaders ignore career development opportunities.  Safety leadership coaching encourages people to explore choices and develop their strengths.

The phrase “professional development for others” reinforces the job description that safety  leaders typically “observe and recommend” desired behaviors.  They typically have broad access to all aspects of a job site or company.  Consequently they have vast potential impact on all aspects such as quality, operations, sales, business development, etc.  However, safety leaders do not embrace their potential impact.  Too often they “stick to their own business” and “keep their heads down.”  That limits their impact as leaders.  Safety leadership coaching leverages the vast access and potential impact of safety leaders.  Safety leadership coaching helps leaders obtain desired results.

There is an old story about the student who seeks a teacher. He travels to many lands and reads a lot, stares at a mirror, and generates lists.  He is lonely, alone.  One day he realizes that he learns best when he is in relationship with others.

So it is with safety coaching.  Humans learn best when we are in relationship with others.

Here are some simple coaching questions:

1.  Who is the wisest leader you know?

2.  How can you develop better relationships with others?

3.  What are you afraid of in your career?

4.  Who needs you to coach them?

Send me your answers, or comment below.

BIO:  Doug Gray, PCC, has coached 50+ safety leaders and learned from their expertise.  He knows nothing about fall protection standards. www.action-learning.com or 704.895.7479

2 rules for Power, Sales and Greatness

Recently I read an article that inspired me to share these 2 rules:

1. Never give power away to an event that has not yet occurred.   Humans are motivated by fear and greed, as well as faith and service. When I am slow to call a sales prospect, I am giving away my power. When I am slow to develop a new project, I am giving away my power.  Fear leads to fright, freeze, or flight.  (Those 3 ancient responses that humans share with all mammals…) Instead, I can choose to be fearless.  To live in faith toward serving others.  Why would I ever give away my power?

2. Get great.   Many people talk about great figures in history, as if familiarity is a reflection of greatness.  Some were my professors and colleagues.  That is B.S.  I have met hundreds of leadership coaches and speakers. Few of them are great people. I have had hundreds of teachers from all walks of life.  Few of them are great people.  The only purpose of human life is to get great.  Nothing else matters.  I can get great at serving others.  I can get great at loving my family.  I can get great at purposeful work.  I can get great in countless ways… Action leads to learning.

So, some coaching questions are:

1.  “How are you choosing to be fearless?”

2. ” What are you doing to get great?”

Then share your answers with an accountability partner.  If you are stuck, hire a great coach.  Today.

Last week I met a great writer.  He opened with, “Frankly, I am the best copy editor I have ever met.”  He sells fiction online.  And writes corporate copy.  And has never done anything else… He is great.  Call me if you need a great writer named Patrick.

What do you think others are saying about you and your work?

The Action + Learning + Service = Success Formula

I have recently developed this 3-part formula for success.  Let me know what you think.

Draw an equilateral triangle.  Label each corner “Action”, “Learning”, and “Service.”  Place a dot in the center.

1.  Actions define successful businesses.  Founders and anyone cited in a history book have one trait in common:  an obsessive focus on action.  Score yourself 1 (low) to 10 (high) on the question “How action oriented am I?”  If you are unsure, focus on actual results, rather than intentions.

2.  Learning leads to failure, and failures lead to success.  I track “Learnings” in digital folders and update them regularly.  I regularly attend conferences and take on projects so that I can fail, faster.  Yesterday I had lunch with a consultant who repeated the same points I heard him make 12 months ago.  He is not learning much.  I cut the lunch short and moved on.  Score yourself 1 (low) to 10 (high) on the question, “How much am I learning?”  Learning is a messy process.  If you are not tracking your learning, you are probably repeating ineffective old patterns.

3.  Service is a measure of your relationship with others.  Humans are social animals.  We yearn for relationships.  We exist to serve others- clients, loved ones, communities, goals…  The most impact-ful businesses track user engagement.  The best nonprofits, like Rotary, reward service above self.  Score yourself 1 (low) to 10 (high) on the question, “How well am I serving others?”  If you are unsure, ask your clients or loved ones.  Or solicit more clients.

Now place your scores on the triangle you created.  Use the dot to represent 1 (low) and let the corners represent 10 (high.)

What do you notice when you study your self-assessment triangle?

Where do you need to invest energy and resources?

Who can help you develop ?

You may know that action learning is a methodology, using cross functional teams of 4-8 people to solve a key problem. They are tasked with breakthrough, and with a short deadline such as 6 months. They require executive sponsorship and some resources. But the action learning process is a small investment with proven ROI.

In Europe and Australia, the Action Learning methodology is thriving. In the U.S. there is less adoption. One reason for that lagging adoption may be the fact that the business environment does not encourage accountability between cross functional teams. Yet.

We provide individual and team accountability.

How are you planning to share this Action + Learning + Service = Success Formula with others?

Please call me with your stories!

Here is a sample image to get you started:   ALServiceFormula