When Normal is Not Normal: A Theory of the Non-Linear and Discontinuous Process of Desired Change and its Managerial Implications

Desirable change may appear chaotic, slow, or not sustainable. We may expect linear, continuous change, but it eludes us. Measurement and statistical analysis about behavior change often requires data showing continuity and having normal (i.e., Gaussian) distributions. When we encounter phenomenon that does not fit this expectation, we seek to transform the data to render it compatible with our method of analysis. We move from actual behavior to perception of it through surveys or transformations of the data. We believe this ignores “naturally” occurring data and what it says. Such techniques are convenient for statistics but may hide important features of the real phenomenon. Furthermore, desired behavior change is often nonlinear with a power curve distribution of the data. We explain why this occurs. We suggest how research and practice would be improved by using theories and methods that incorporate properties of non-normal distributions and discontinuous emergence

The Behavioral Level of Emotional Intelligence and Its Measurement

Emotional Intelligence (EI) is now widely used in organizations and graduate schools with an increase in published research supporting it. Discussion about EI whether based on measures or theory has given little distinction as to behavioral EI (i.e., how does EI appear in a person’s actions). This results in spurious conflicts about the validity of the different theories or measures which likely limit predicting managerial and leadership effectiveness, engagement, innovation and organizational citizenship. By adding a behavioral level, the concept of EI could relate to work and life outcomes beyond general mental ability and personality traits, avoid some of the criticisms while providing a more holistic theory of EI. As such, EI exists within personality as a performance trait or ability, and a self-schema self-image and trait, and a set of behaviors (i.e., competencies). The main contribution of this establishing the behavioral EI with a multi-level theory, while explaining how to assess it, the benefits of such a concept and its psychometric validity and challenges. The history and assortment of validation studies will illustrate that measures can rigorously and effectively assess the behavioral level of EI

Fostering Emotional and Social Intelligence in Organizations

This paper integrates diverse research to provide a theoretical model of the process whereby emotional and social intelligence (ESI) is fostered in organizations. The purpose of this paper is to provide: (1) an overview of the theory of ESI, including the historical contributions and current conceptualizations; (2) the impact of ESI on performance, including the research evidence and examples of organizations using ESI; (3) developing ESI competencies and a model for desirable, sustainable change; and (4) a call to action for education and management, including guidelines for fostering ESI in organizations. Unlike general intelligence or personality, the key assumption and rationale for the current paper is that ESI can be developed. Increasing ESI competences through the learning process can guide program design, implementation, and measurement for scholars and practitioners. Research has demonstrated that ESI competencies may be developed through a process of desirable, sustainable change called Intentional Change Theory (ICT)

Fostering Emotional and Social Intelligence in Organizations

This paper integrates diverse research to provide a theoretical model of the process whereby emotional and social intelligence (ESI) is fostered in organizations. The purpose of this paper is to provide: (1) an overview of the theory of ESI, including the historical contributions and current conceptualizations; (2) the impact of ESI on performance, including the research evidence and examples of organizations using ESI; (3) developing ESI competencies and a model for desirable, sustainable change; and (4) a call to action for education and management, including guidelines for fostering ESI in organizations. Unlike general intelligence or personality, the key assumption and rationale for the current paper is that ESI can be developed. Increasing ESI competences through the learning process can guide program design, implementation, and measurement for scholars and practitioners. Research has demonstrated that ESI competencies may be developed through a process of desirable, sustainable change called Intentional Change Theory (ICT)

When fixing problems kills personal development: fMRI reveals conflict between Real and Ideal selves

Many coaching approaches aim to change behavior by increasing self-knowledge. However, self-knowledge can be difficult to achieve. One hypothesis (e.g., Jung, Rogers) is that self-knowledge is challenging because there is inherent conflict between different aspects of the self. This hypothesis is foundational to Boyatzis’ intentional change theory (ICT). ICT holds that effective coaching requires deliberate sequencing of the client’s exploration of different aspects of their self. Coaches initially encourage clients to focus exclusively on their Ideal self. The ICT approach differs from that advocated by most coaching organizations that suggest collaborative goal setting at the start of the coaching engagement, encouraging clients to focus on fixing performance deficits and problematic behaviors–aspects of the Real self. If there is conflict between thinking about Ideal and Real selves, then this strategy will be suboptimal. The hypothesis of attentional conflict therefore has significant implications for coaching practice. Previous findings establish a link between attention to Ideal vs. Real selves and global vs. local visual processing, respectively. This association alone does not imply conflict because, in naturalistic settings, global and local perceptual processes usually work in concert. However, certain stimuli such as Navon figures (letters made from many smaller letters, e.g., a large E made of small R’s) create conflict due to incongruence between the global and local features. Does thinking about the self inherently generate conflict, like a Navon figure, or is it more akin to everyday perception? To answer this question the current study uses functional magnetic resonance imaging to examine the overlap in brain activity in young adults between two pairs of otherwise very dissimilar tasks: coaching interactions focused on Ideal vs. Real self; and attention to global vs. local features of Navon figures. Despite the ostensible absence of overlap in the psychological processes involved in these pairs of tasks, we find a remarkable degree of overlap in brain activity. This overlap was pronounced in higher (parietal and temporal) areas known to be involved in resolving attentional conflict. These findings provide compelling biological evidence for inherent conflict between thinking about Ideal and Real selves

An Alternative Approach to Analyze Ipsative Data. Revisiting Experiential Learning Theory

The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines. Statistical models involve a series of assumptions whose existence is often neglected altogether, thus making the mentioned common practice even more pervasive. This paper illustrates the consequences of this ritualistic practice within Kolb’s Experiential Learning Theory (ELT) operationalized through its Learning Style Inventory (KLSI). We show how using a well-known methodology in other disciplines -compositional data analysis (CODA)- KLSI data can be properly analyzed. In addition, a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual’s relative preference for learning by prehension rather than by transformation. Using a sample of European MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ), and with an observer-assessed instrument, the Emotional and Social Inventory (ESCI-U). Both show plausible statistical relationships. An intellectual operating philosophy is linked to a preference for prehension, whereas a pragmatic operating philosophy is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension

Supporting the UN's Sustainable Development Goals: reconceptualising a 'sustainable development assessment tool' for the health and care system in England

Aims: As one of the biggest organisations in the world, the NHS in England can contribute considerably to the United Nations’ Global Sustainable Development Goals (SDGs). In order to optimise this, this study evaluated and reconceptualised a sustainable development assessment tool for health and care settings in England. Methods: A quantitative survey and user/expert discussion panels were conducted to evaluate and reconceptualise the existing sustainable development assessment tool used by the NHS in England, the so-called ‘Good Corporate Citizenship Assessment Tool’, between 2007 and 2016 including potential improvements such as the integration of the UN SDGs. Results: A reconceptualised self-assessment tool integrating the UN’s SDGs was developed and implemented online as the ‘Sustainable Development Assessment Tool (SDAT)’. Further improvements included a process orientated redesign and the creation of new modules and cross-sections aligning them with the leads responsible for the implementation of key initiatives in NHS organisations, which would contribute to achieving the targets of the SDGs. Conclusions: User/expert involvement has enabled an informed approach to a reconceptualisation of a sustainable assessment tool for health and care settings. The tool will support organisations to build their mandatory Sustainable Development Management Plans, as part of the national Public Health Outcomes Framework. Alignment of the tool to the UN Sustainable Development Goals provides an opportunity for health and care organisations to demonstrate accountability and progress against the UN’s set of transformational goals. Furthermore, the tool could be adapted to other public service providers

Ethical Leadership as a Balance Between Opposing Neural Networks

In this article, we explore the implications of opposing domains theory for developing ethical leaders. Opposing domains theory highlights a neurological tension between analytic reasoning and socioemotional reasoning. Specifically, when we engage in analytic reasoning, we suppress our ability to engage in socioemotional reasoning and vice versa. In this article, we bring together the domains of neuroscience, psychology, and ethics, to inform our theorizing around ethical leadership. We propose that a key issue for ethical leadership is achieving a healthy balance between analytic reasoning and socioemotional reasoning. We argue that organizational culture often encourages too heavy a reliance on nonemotional forms of reasoning to arrive at moral judgments. As a result, leaders run the risk of suppressing their ability to pay attention to the human side of moral dilemmas and, in doing so, dehumanize colleagues, particularly subordinates, and clients