The
connection between ‘performance’ and ‘personal effectiveness’ is well
documented, if not obvious. The
evolution of management and employee competency programmes, comprising of soft
skills assessment as well as traditional hard skills evaluation, has reinforced
the need for the development of people skills.
For
most organisations though, the apparent inconsistent results in the so-called
‘soft and woolly’ aspects of skills training have only served to reinforce
the doubt and suspicion in many corridors of power of the need for, and the role
of, human development.
This
is further fuelled by an inadequate understanding in organisations of how we
actually function as human beings, and the enormous impact this has on our
ability to perform as individuals, as members of teams, and as contributors to
the wider goals of the business.
Why
are organisations prepared to spend millions in the research and development of
technology, yet do not seek to understand and develop their human resource?
After all, an IT system does not make a business ~ yet without the
people, that same business could not exist.
There
seems to be a cynicism beneath the requirement to provide employees with the
opportunity to explore their potential. Why
is that?
Well,
perhaps they will decide to leave the organisation, which would be a wasted
investment. Yet the organisation
that encourages the development of potential in its staff will unleash the
creative energy required to propel a business towards a more successful and
sustainable future. And in turn,
that creative and stimulating environment will prove to be a strong factor in
retaining the very staff that helped create it.
Or
may be there is a fear that their newly-found wisdom would encourage employees
to challenge management ideas and decisions a little too vigorously.
The only people that would need to be worried about that, however, would
be those in positions of authority who have an egoic need for control.
Any
manager able to perceive beyond their own self-preservation will recognise the
need to understand how their own ego responses, and those of their staff, impact
on the team’s (and ultimately the organisation’s) overall performance.
And
this really is the crux of the people performance issue.
When will organisations truly understand and accept the fundamental
impact soft skills have on the performance of the individual, the team, and the
organisation?
This comes back to the need to
understand how we actually function as human beings.
Much development and soft
skills training focuses on improving aspects of ‘behaviour’ ~ the need to be
more assertive, more visionary, a better communicator, and so on.
But by seeing ourselves as needing to improve, or to be more or less of
something, we are assuming that we lack that skill in the first place.
In
his book ‘The Inner Game of Tennis’, Timothy Gallwey discusses a simple
formula for improving performance:
Performance
= Potential
– Interference
What if we actually already
have the potential, but this is inhibited by interference ~ habitual thought
patterns and conditioning that make us think we are inadequate and incapable?
If we could believe, for example, that we are naturally good
communicators but that there is old emotional memory creating a smokescreen that
distorts our communications output and delivery, that gives a very subtle, but
vital perspective from which to develop ourselves.
What is healthy about this idea is that it considers human development as
a cleansing process rather than a negative, uphill struggle.
So
~ we can consider human potential in two ways.
There is the traditional idea of the struggle to ‘improve’ oneself
and become a ‘better’ human being. And
then there is the concept of realising one’s potential by releasing the
creative being that already exists within.
The
problem with the former is that it reinforces existing perception ~ and supports
judgement; either judgement of oneself, or judgement of and by others.
Whereas the latter is about uncovering the truth, the true ability of the
individual …
We
have all heard of the concept of left and right brain.
The left brain is our rational brain (the cortex) and the right brain is
our emotional brain (the limbic system). Whether
we are aware of it or not, every decision that we make, every action we carry
out, requires the simultaneous use of these two areas of the brain.
Physiologically, the two do not, and cannot, function independently.
The
significance of this is that our emotional brain is as involved in our decisions
and actions as the rational part, and this has serious implications for our
personal effectiveness ~ our performance and achievement of goals; our ability
to make decisions and communicate effectively; our relationships with others;
and our health.
To identify how we are using the brain to interfere with
realising our potential requires understanding. Understanding how our brain accesses and uses its emotional
memory base. Understanding what the
data inside this memory store is compiled of and how it is impacting us today
(without us perhaps even being aware of it).
Understanding how we can create new memory to help us enhance our
personal performance and relationships, and create the results we want.
It
is vital, therefore to take responsibility for how our emotional brain works.
It then becomes possible to ‘train’ it to respond in ways that create
the outcomes we want, both in terms of personal performance and our interactions
with others.
Whilst
we need to understand the emotional factors affecting our performance, we also
need to understand the range of intelligence that we can develop as humans.
The scientist Howard Gardner established that there are at least eight
intelligences, all of which are capable of being developed, and all of which are
interlinked. The most commonly
known are the linguistic and logical intelligences which make up our IQ.
Our intrapersonal and interpersonal intelligences form our emotional
intelligence (EQ). The combination
of IQ and EQ is now widely recognised as a strong indicator of performance of
the individual in the workplace.
The
remaining intelligences (plus a proposed spiritual intelligence) may indicate
supplementary abilities either in our professional or personal lives.
By considering the breadth of knowledge and capability indicated by the
range of intelligences, we are being offered a whole new vista in terms of our
human potential.
EIGHT
HUMAN INTELLIGENCES |
Bodily/Kinesthetic The ability
to use one’s whole physical body to express and create, with the
capacity for strength, balance, dexterity, flexibility, co-ordination
and speed |
Intrapersonal The ability
to gain self-knowledge and to act adaptively on the basis of that
knowledge with the capacity for self-discipline, self-understanding and
self-esteem |
Interpersonal The ability
to perceive, make distinctions between, and respond effectively to the
moods, intentions, motivations, and feelings of other people |
Logical/Mathematic The capacity to
use numbers effectively and to reason well, including sensitivity to
logical patterns and relationships, and statements and propositions
(what if?, cause-effect) |
Musical/Rhythmic The capacity
to perceive, discriminate, transform and express musical forms including
a sensitivity to rhythm, pitch, melody and tone |
Naturalistic
The ability to appreciate the impact of nature on the self and
the self on nature, and a capacity for caring for, taming and
interacting with living creatures, and sensitivity to plant life |
Verbal/Linguistic The capacity
to use words effectively, in a written or a spoken form, including
syntax and structure of language, phonology, semantics and its practical
use |
Visual/Spatial The ability
to perceive the visual-spatial world accurately and to perform
transformations upon those perceptions, eg. through sensitivity to
colour, line, shape, form and space |
Source: identified by the scientist Howard Gardner |
Maslow
set up a hierarchical theory of needs in which all the basic needs are at the
bottom, and the needs concerned with man's highest potential are at the top. The
hierarchic theory is often represented as a pyramid suggesting that each level
of the pyramid is dependent on the previous level.
For example, a person does not feel the second need until the demands of
the first have been satisfied.
But
if we are considering two interwoven aspects of development ~ potential and
interference ~ then are not the basic needs and the growth needs two
interdependent hierarchies?
|
Facilitating
Learning
Whether we are considering our
own performance and how it is impacted by developing potential and limiting
interference, or if we are involved in raising the performance of others, the
function of human development is learning.
Learning about our unrealised potential, and learning how to reduce the
interference by bringing daylight to our misguided perceptions.
Wherever we are on the path to
self-actualisation, enlightenment or our own Nirvana, we can take a giant step
forward by doing what we can to minimise our judgements, and to believe in and
identify with our inner creative being instead.
Maslow proposed the following
steps for nurturing potential in others ~ we can use these to assess our own
progress too:
NURTURING POTENTIAL |
·
Teach people to be authentic
~ to be aware of their inner selves and to hear their inner-feeling
voices |
·
Teach people to transcend
their own cultural conditioning, and become world citizens |
·
Help people discover their
vocation in life, their calling or destiny |
·
Teach people that life is
precious, that there is joy to be experienced in life, and if people are
open to seeing the good and joyous in all kinds of situations, it makes
life worth living |
·
Accept the person and help
them learn their inner nature. From real knowledge of aptitudes and
limitations we can know what to build upon, what potentials are really
there |
·
See that the person's basic
needs are satisfied, ie. safety, belonging and self-esteem |
·
Refresh consciousness,
teaching the person to appreciate beauty and the other good things in
nature and in living |
·
Teach people that controls
are good, and complete abandon is bad as it takes control to improve the
quality of life in all areas |
·
Teach people to transcend
the trifling problems and focus on the serious problems in life such as
injustice, pain, suffering and death |
·
Teach people to choose
well, by practising how to make choices |
Source:
suggested by the humanistic psychologist Abraham Maslow |
Ultimately, the question of whether interference affects human performance by impacting on potential certainly appears to be valid. Considering this simple formula as a focus for people development may well prove to be the key to improving performance in the workplace.
Amanda Knight is a human development consultant who specialises in Emotional Intelligence (EI) and realising potential. She is an EI practitioner, a development trainer, and a personal coach. A large part of her work is through her role as Training Manager for Activate, who run a centre of excellence for outdoor experiential learning in the heart of the New Forest on the south coast of England.
Amanda is a new recruit to our editorial team where she will be contributing her skills in corporate development. She can be contacted at amanda@polarbear.fslife.co.uk.