odn slides for may 7 vmay7
TRANSCRIPT
The difference neuroscience can make Evidence that learning about neuroscience increases engagement and performance
ODN Conference Roffey Park 7 May 2015
Mike Pounsford Tony Williams Hilary Scarlett
Where’s the money?
Scarlett Associates
I understand the impact of change on our brains
Strongly disagree
Disagree Neither agree nor disagree
Agree Strongly agree
Participants
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“Who are you”!!?
Orbit is a social housing group.
Some facts:
• 1500 staff
• £200 million turnover
• Spread across three regions
Orbit Heart of England
• 37,000 properties plus schemes
Orbit East
Orbit South • £2 billion of assets
• Orbit 2020 vision
Why did we do this?
Building effective relationships and trust
What is neuroscience? Neuroscience: study of the nervous system including the brain Lots of applications: performance, communication, storytelling and influence, change management, emotional regulation, empathy and staying power, memory, ability to focus and perform, insight: ‘aha’ moments, decision-making, expectation and perception, resilience, learning and development, cross-cultural working, leadership behaviour, goal-setting, motivation, employee engagement…
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What are you most proud of having achieved in the
last 6 months?
Connecting
What percentage of our energy do brains use?
A. 2%
B. 10%
C. 15%
D. 20%
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Neuroplasticity
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Neuroplasticity: how we learn
11
Play Robert Winston video
Our brains are not designed for C21 corporate life
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The fundamental organising principle of the brain…
…minimise threat/ maximise reward
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Our brains like to predict…
I cnduo't bvleiee taht I culod aulaclty uesdtannrd waht I was rdnaieg. Unisg the icndeblire pweor of the hmuan mnid, aocdcrnig to rseecrah at Cmabrigde Uinervtisy, it dseno't mttaer in waht oderr the lterets in a wrod are, the olny irpoamtnt tihng is taht the frsit and lsat ltteer be in the rhgit pclae.
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Threat vs reward
• Faster acting • Stronger • Lasts longer • Adrenalin and
cortisol up • Dopamine down
• Slower to act • Milder • Shorter • Dopamine up
Away
Threat
Toward
Reward
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The impact of change on the brain
Change or ambiguity
Threat response in our brains
Distraction, anxiety, fear
Can’t think well, poorer decision-making; reduced
memory, increased anger
Poor performance/more aggressive
relationships
© Scarlett Associates
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Illustration of discussion
1. What are the uncertainties you face? 2. How do they affect you? 3. How do you affect others? 4. What’s your biggest leadership challenge
(e.g. forthcoming work, difficult relationships, leading through challenging change)?
Neuroscience of leadership Scarlett Associates
Exercise – what’s the word?
gearinnl
nneerociecus
eggeamennt
nbiar = brain
Moments of insight create dopamine and dopamine, in the right balance, is rewarding to the brain
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Breaking the negative cycle anxiety creates – what can we do?
Laughter
Novelty
Give praise and recognition
Remind people of past achievements
Set short-term goals that people can achieve
(generates dopamine)
Provide information – information is rewarding to the brain
Enable people to reach their own insights
Emotional regulation eg ‘labelling’emotions
Practise ‘mindfulness’ – switch off the narrative
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The full day…
1. Neuroplasticity 2. Why our brains don’t like organisational change 3. Performance 4. The social brain 5. Staying calm under pressure 6. SCARF 7. Hints and tips on getting the best out of your brain
• SCARF - intrinsic motivators
SCARF: 5 ‘domains’ that strongly affect our engagement & focus
• SCARF: – Status – Certainty – Autonomy – Relatedness – Fairness
Source: David Rock As we go through: Q1What is your SCARF preference?
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• Distracted • Anxious • Think less clearly • See the workplace &
colleagues as more hostile • Reduced memory • Poorer performance • Weakened immune system • Cortisol/stress (destroys brain
cells)
• Positive • More focused • Willing to collaborate • More able to learn • Innovative • Creative • Willing to get involved • Increased resilience
Away
Threat
Toward
Reward
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Status
Certainty
Autonomy
Relatedness: our brains are wired to be social
Fairness
Frans de Waal: TED Talk
Neuroscience of engagement
Status Certainty Autonomy
Relatedness Fairness
• Affects – Perception – Thinking – Memory – Immune function – Collaboration – Facilitating
change – + multiplier effect
• Distracted • Anxious • Think less clearly • Reduced memory • Poorer performance • Weakened immune
system • Cortisol/stress
• Positive • More focused • Willing to collaborate • Innovative • Creative • Willing to get
involved • Increased resilience
Away
Threat
Toward
Reward
David Rock
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Applying SCARF SCARF works retrospectively, in the moment and for planning
Choose someone else to work with 1. Think of a recent interaction that did not go well – what insight does SCARF provide? 2. What about today? Have you seen any evidence that you or others have been in a toward or away state? 3. Now think of something coming up and where you can use SCARF to help you in your planning: how will you ensure everyone is in a ‘toward’ mindset?
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Can learning about Neuroscience make a real difference to performance?
One day workshop
½ day workshop
3 - 4 months
My leader/manager…
My leader/ manager…
6 - 7 months
B4 and after questions around learning goals
Phone calls, coaching and
application
Self reporting and hard performance metrics?
Upwards feedback
Level 1: awareness and understanding
Level 2: impact and benefits
Level 3: observed behaviours
Level 4: business results
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Before the workshop (Orbit Housing)
1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00
I know how to organise my day to get the best out of my brain
I understand the impact of feeling excluded at work on employees’ ability to think
I know how to stay calm at work when under pressure
I understand the impact of the ‘threat response’ on our brains’ ability to focus at work
I understand what distracts the brain at work
I know how to get my brain to focus at work
I know how to help others to focus at work
I feel confident that I can lead my team in a ‘brain-friendly’ way
If leaders understand neuroscience it will help them to be better leaders
I understand the impact of micro-managing
I understand the impact of choice on the brain
I understand the impact of change on our brains
Mindfulness is an important skill for leaders
Before
Before
Strongly disagree Strongly agree Scarlett Associates
1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00
I know how to organise my day to get the best out of my brain
I understand the impact of feeling excluded at work on employees’ ability to think
I know how to stay calm at work when under pressure
I understand the impact of the ‘threat response’ on our brains’ ability to focus at work
I understand what distracts the brain at work
I know how to get my brain to focus at work
I know how to help others to focus at work
I feel confident that I can lead my team in a ‘brain-friendly’ way
If leaders understand neuroscience it will help them to be better leaders
I understand the impact of micro-managing
I understand the impact of choice on the brain
I understand the impact of change on our brains
Mindfulness is an important skill for leaders
I can apply what I have learned today to my work
I believe all leaders would benefit from understanding the application of neuroscience
As a result of today, I have more techniques to help people focus at work
As a result of today I feel better equipped to help people perform at their best at work
After
Before
Level 1: Learning during the first workshop (Orbit Housing)
Strongly disagree Strongly agree Scarlett Associates
Positive changes across 3 organisations using questionnaires immediately before and after the workshop
Learning about neuroscience appeared to increase confidence to lead change and to help people focus
Question)) A)) B) C) Swing)average))
I)understand)the)impact)of)change)on)our)brains) 1.4) 1.5*) 1.25) 1.38)I"understand"the"impact"of"the"threat"response"on"our"brains"ability"to"focus"at"work"
1.8*" 0.85" 1.45" 1.37"
I"understand"the"impact"of"choice"on"the"brain" 1.5" 1.5*" 0.95" 1.32"I"understand"what"distracts"the"brain"at"work" 1.5" 0.8" 1.2" 1.17"I"know"how"to"organize"my"day"to"get"the"best"out"of"my"brain"" 1.2" 0.65" 1.65*" 1.17"I"understand"the"impact"of"being"excluded"at"work"on"our"brains’"ability"to"focus"at"work"
1.2" 1.2" 0.7" 1.03"
I"know"how"to"help"others"to"focus"at"work" 0.8" 0.95" 1.25" 1.00"If"leaders"understand"Neuroscience"it"will"help"them"to"be"better"leaders" 1.3" 0.60" 0.90" 0.93""
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Level 2: Self reporting 6 – 8 weeks later showed how key aspects of the learning were used to help implement changes
Learning(theme( %(of((participants((
Applications(
1. SCARF( 52( • Merger%plan:%align%through%common%goals%and%test%principles%against%SCARF%
• Team%productivity:%autonomy%and%status%• Reorganization%roadshows:%designed%around%
SCARF%%• Coaching:%use%SCARF%to%train%coaches%and%
structure%discussions%%• Strategic%planning%(using%SCARF)%• Communication%planning%about%restructure%
(using%SCARF)%• Team%building%and%development%x%4%(both%
personal%reflection/behaviour;%“brain%friendly”%meetings%and%SCARF)%%
• Email%communication%monitored%for%threat%vs.%reward%
• Performance%reviews%(using%personal%insights%and%reflection,%SCARF)%
• SelfLcoaching%using%SCARF%
2. Mindfulness(( 34(3. In%vs.%out%groups% 28%4. Celebrate%
achievements%24%
5. Personal%space%and%reflection%time%
24%
6. Threat/reward% 21%7. ReLprioritization%of%
personal%time%17%
8. Meeting%design% 14%9. Dopamine%% 7%10. Connect%with%
beneficiaries%3%
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3.00 3.20 3.40 3.60 3.80 4.00 4.20 4.40 4.60
25. Could be better at planning ahead
16. Does not always involve me when he or she should
11. Understands what motivates me
31. Sets clear meeting agendas
14. Sometimes micro-manages
34. Gives me balanced and fair performance feedback
15. Takes an interest in me
20. Encourages me to make key decisions
30. Challenges and provides stretch for me
17. Helps the team stay resilient during change
24. Helps me feel positive about progress I am making
35. Motivates people to perform at their best
8. Is good at delegating
29. Tends to get distracted at work
33. Sometimes fails to listen well
9. Makes every team member feel a valued member of the team
19. Provides clarity for the team
21. Maintains a good atmosphere at work
13. Is good at prioritising
22. Is interested in learning and development for the team
32. Discourages innovation and new ideas
7. Builds a sense of shared purpose
18. Tends to focus on what people have got wrong rather than on
28. Is fair in his or her dealings with me
10. Is open with information
27. Supports me
12. Is good at recognising good work
26. Gives me the flexibility to do the job my way
6. Makes me feel a valued member of the team
23. Stays calm under pressure
Before
After
Level 3: All participants – “upwards feedback”. (Reversed for negative statements – higher mean = more positive)
}5%+
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Individual change – feedback before and after based on team responses to “upwards feedback”
2.00 2.50 3.00 3.50 4.00 4.50 5.00
Makes me feel a valued member of the team
Is good at recognising good work
Tends to focus on what people have got wrong
Helps me feel positive about progress I am making
Challenges and provides stretch for me
Before
After
2.00 2.50 3.00 3.50 4.00 4.50 5.00
Builds a sense of shared purpose
Is good at prioritising
Provides clarity for the team
Could be better at planning ahead
Sets clear meeting agendas
Before
After
2.00 2.50 3.00 3.50 4.00 4.50 5.00
Is good at delegating
Sometimes micro-manages
Encourages me to make key
Gives me flexibility to do the
Discourages innovation and
Before
After
2.00 2.50 3.00 3.50 4.00 4.50 5.00
Makes every team member feel a valued member of the
Takes an interest in me
Maintains a good atmosphere at work
Supports me
Sometimes fails to listen well
Before
After
2.00 2.50 3.00 3.50 4.00 4.50 5.00
Is open with information
Does not always involve me when he or
Is interested in learning & development for the
Is fair in his or her dealings with me
Gives me balanced and fair performance
Before
After
2.00 2.50 3.00 3.50 4.00 4.50 5.00
Understands what motivates me
Helps the team stay resilient during change
Stays calm under pressure
Tends to get distracted at work
Motivates people to perform at their best
Before
After
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Team members confirm impact of leaders’ intentions
Leader What they aimed to achieve
How perceptions changed amongst team members
Regional manager
• Built status by getting people to talk more about their proudest moments
• Helped them analyze their issues
• Built relatedness by making more of an effort to get to know people
Makes me feel a valued member of the team • 73% agree before • 92% agree 6 months later Is interested in learning and development for the team • 40% agree before • 92% agree 6 months later Takes a interest in me • 33% before • 83% after
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Level 4: We struggled to extract hard performance data, but one pair were convinced they generated 70% improvements in cost performance
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What changed?
Understanding that real engagement makes a difference to changing things
What are we going to do next?
Achieving our 2020 vision ‘Building Communities’ through….. real engagement underpinned by coaching
Benefits
1. A different lens through which to look at and understand people 2. Science-based evidence 3. Confidence to tackle people issues either by confirming current
“gut” instinct or by encouraging new approach 4. Work with the physiology of the brain, not fight it 5. Greater awareness of their own thinking 6. Applies at macro or micro level 7. Leaders can apply right away – no need to wait for culture change 8. Awareness of small actions that collectively make a big difference 9. Plan the day to get best out of the brain 10. Applies at work and at home
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Questions?
Thank you! Continue the conversation: Linkedin group: Neuroscience of Change and Communication
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