abp conference slides 15nov15

Applying Neuroscience to Performance and Change

Evidence that learning about neuroscience increases engagement and performance

ABP ConferenceNovember 27, 2015

Mike Pounsford Hilary Scarlett

Purpose of this session

1. Why we conducted research

2. Some content from the masterclass

3. The findings

I understand the impact of change on our brains

Strongly disagree

Disagree Neither agree nor disagree

Agree Strongly agree

Participants

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The full day…

1. Introduction to Neuroscience

2. Neuroplasticity

3. Why our brains don’t like organisational change

4. Performance

5. The social brain

6. Staying calm under pressure

7. Planning tool

8. Hints and tips on getting the best out of your brain

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?

What are you most proud of having achieved in the

last 6 months?

Connecting

Neuroplasticity

Neuroplasticity: how we learn

9

Play Robert Winston video

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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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 leadershipScarlett Associates

Exercise – what’s the word?

psgycholoy

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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• SPACES - intrinsic motivators

17

SPACES - motivation

Self-esteem

Purpose

Autonomy

Certainty

Equity

Social Connection

• 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

©Hilary Scarlett

Scarlett Associates

Self-esteem

18

Purpose

19

Autonomy

20

Certainty

21

Equity

Frans de Waal: TED Talk

Social Connection

23

Social rejection lowers our IQ – by how much?

According to various research studies conducted by Baumeister at al:

A. 6-8%

B. 10-12%

C. 13-25%

D. 30-45%

24

25

SPACES

Self-esteem

Purpose

Autonomy

Certainty

Equity

Social Connection

• 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

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©Hilary Scarlett

1. Did they learn anything on the day?

2. Did they apply this learning?

3. Did this make any difference to the engagement of their teams?

4. Did this help the performance of the business?

Can learning about neuroscience make a real difference?

Before the workshop (Orbit Housing)

Strongly disagree

Strongly agreeScarlett Associates

Level 1: Learning during the first workshop (Orbit Housing)

Strongly disagree

Strongly agreeScarlett 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 Swingaverage

I understand the impact of change on our brains 1.4 1.5* 1.25 1.38I understand the impact of the threat response on our brains ability to focusat work

1.8* 0.85 1.45 1.37

I understand the impact of choice on the brain 1.5 1.5* 0.95 1.32I understand what distracts the brain at work 1.5 0.8 1.2 1.17I know how to organize my day to get the best out of my brain 1.2 0.65 1.65* 1.17I understand the impact of being excluded at work on our brains’ ability tofocus 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 1.00If 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

Learningtheme %ofparticipants

Applications

1. SCARF 52 • Merger plan: align through common goals andtest 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 insightsand reflection, SCARF)

• Self-coaching using SCARF

2. Mindfulness 343. In vs. out groups 284. Celebrate

achievements24

5. Personal space andreflection time

24

6. Threat/reward 217. Re-prioritization of

personal time17

8. Meeting design 149. Dopamine 710. Connect with

beneficiaries3

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Level 3: All participants – “upwards feedback”. (Reversed for negative statements – higher mean = more positive)

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”

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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 laterIs interested in learning and development for the team•40% agree before•92% agree 6 months laterTakes a interest in me•33% before•83% after

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Level 4: Harder to extract solid performance data, but one pair convinced that they generated 70% improvements in cost performance as a result of applying the learning

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Neuroscience for Organizational Change available for pre-order now

20% discount for ABP conference delegates until 31 December via Kogan Page website with discount code HRNOCF

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Questions?

Thank you!

Continue the conversation: Linkedin group: Neuroscience of Change and Communication