Category Archives: Behavior Change

Behavior Change

Coaching Can Increase Goal Achievement, Performance

Coaching is a collaborative process to facilitate coachees’ self-directed learning, personal growth, and goal attainment, according to University of Sydney’s Anthony Grant.

He integrated practices from solution-focused approaches and cognitive-behavioral interventions into Solution-Focused Cognitive-Behavioral (SF-CB) Coaching and a “Coach Yourself” program with Jane Greene.

Participants reported increased:

Goal attainment,
Quality of life,
Mental health

on the Self-Reflection and Insight Scale, developed with Macquarie University colleagues John Franklin and Peter Langford.

Two types of empirical studies provide evidence about coaching’s efficacy:

Randomized Controlled Trials (RCT), in which participants receive one of several interventions or no intervention.

This is considered the more credible research approach.

. Quasi-Experimental Field Studies (QEFS), which use “time series analysis” but not random participants to measure outcomes.

Randomized Controlled Trials (RCT) found several effects among executives who received 360-degree feedback and four coaching sessions over ten weeks:

. Lower stress, according to Grant and University of Sydney colleagues Linley Curtayne and Geraldine Burton,

Greater goal attainment compared with an eight week educational mindfulness-based health coaching program, reported by University of Sydney’s Gordon B. Spence, Michael J. Cavanagh and Grant,

Increased goal commitment, and environmental mastery, compared with peer coaching among adults in a Solution Focused/Cognitive Behavioral (SF/CB) life coaching program, according to research by Spence and Grant,

. Increased cognitive hardiness, mental health, and hope among female high school students in a 10 session solution-focused cognitive-behavioral (SF-CB) life coaching program, found University of Wollongong’s L.S. Green, Grant, and Josephine Rynsaardt,

Increased goal striving, well-being, hope, with gains maintained up to 30 weeks, reported by Grant and Green with University of Wollongong colleague Lindsay G. Oades.

Increased hope is crucial to pursue any goal, according to University of Kansas’s C.R. Snyder, Scott T. Michael of University of Washington, and Ohio State’s Jennifer Cheavens.

Individuals seeking change are more effective when they:

Develop one or more ways to achieve a goals (“pathways”),
Use these routes to reach the goal (“agency”).

Edward Deci - Richard Ryan — Edward Deci – Richard Ryan

Three additional elements contribute to goal achievement, suggested University of Rochester’s Edward L. Deci and Richard M. Ryan:

Competence,
Autonomy,
Relatedness.

According to their Self-Determination Theory (SDT), these characteristics are associated with increased:

Goal motivation,
Enhanced performance,
Persistence,
Mental health.

The other category of research, Quasi-Experimental Field Studies (QEFS), reported that coaching for managers of a federal government:

Increased expectations of self-efficacy and goal achievement, in research by Will J.G. Evers, Andre Brouwers and Welko Tomic of The Open University.

Decreased anxiety and stress among UK finance organization participants, in findings by Kristina Gyllensten and Stephen Palmer of City University London.

These empirical studies validate coaching’s contribution to participants’ increased goal attainment and increased satisfaction, well-being, and hope.

-*How do you “coach yourself” and others toward increased goal attainment and performance?

-*What are the “active ingredients” of effective coaching practices?

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©Kathryn Welds

Mindfulness Meditation Improves Decisions, Reduces Sunk-Cost Bias

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“Sunk-cost bias” is the tendency to continue unsuccessful actions after time and money have been invested.
Frequent examples include:

Holding poorly-performing stock market investments,
Staying in unsatisfying personal relationships,
Continuing ineffective military engagements.

In these cases, people focus on past behaviors rather than current circumstances, leading to emotion-driven decision biases.

Brief meditation sessions can help decision makers consider factors beyond past “sunk costs,” reported Wharton’s Sigal Barsade, with Andrew C. Hafenbrack and Zoe Kinias of INSEAD.

Meditation practices can:

Increase focus on the present moment,
Shift attention away from past and future actions,
Increase positive emotions.

The team asked volunteers to complete Mindful Attention Awareness Scale, developed by Virginia Commonwealth University’s Kirk Brown and Richard Ryan of University of Rochester.

They also measured participants’ ability to resist “sunk cost” bias using Adult Decision-Making Competence Inventory, developed by Leeds University’s Wändi Bruine de Bruin with Baruch Fischhoff of Carnegie Mellon and RAND Corporation’s Andrew M. Parker.

In a decision task, participants could take an action or to do nothing, as a measure of sunk-cost bias.
Taking action indicated resistance to the sunk-cost bias, whereas those who took no action were influenced by the sunk-cost bias.

Volunteers who listened to a 15-minute focused-breathing guided meditation were more likely to choose action, resisting sunk-cost bias, than those who had not heard the meditation instruction.

Barsade’s team noted that, “People who meditated focused less on the past and future, which led to them experiencing less negative emotion. That helped them reduce the sunk-cost bias.”

Mindful attention enabled negotiators to craft better deals by “claiming a larger share of the bargaining zone” in “fixed pie” negotiations, found Singapore Management University’s Jochen Reb, Jayanth Narayanan of National University of Singapore, and University of California, Hastings College of the Law’s Darshan Brach.

Effective negotiators also expressed greater satisfaction with the bargaining process and outcome.

Mindful attention also leads to a lower negativity bias, the tendency to weigh pessimistic information more heavily than positive, reported Virginia Commonwealth University’s Laura G. Kiken and Natalie J. Shook of West Virginia University.

The team assessed negativity bias with BeanFest, a computer game developed by Shook, with Ohio State’s Russell Fazio and J. Richard Eiser of University of Sheffield.

Participants associated novel stimuli with positive or negative outcomes during attitude formation exercises.

Volunteers who listened to a mindfulness induction correctly classified positive and negative stimuli more equally, expressed greater optimism, and demonstrated less negativity bias than those in the control condition.

Mindful attention improves decision-making and enhances negotiation outcomes by reducing biases linked to negative emotions.

As a result, taking a brief mental break (“time-out”) during decision-making can improve choices and can reduce the possibility that “the wrong emotions cloud the decision-making process.”

-*How do you reduce bias in making decisions and crafting negotiation proposals?

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©Kathryn Welds

Ask for What You Want: You Have More Influence Than You Think

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Most people underestimate the likelihood that requests for help will be granted, particularly after previous refusals, according to Stanford’s Daniel Newark and Francis Flynn with Vanessa Lake Bohns, then of University of Waterloo.

Contrary to this expectation, most people agree to a subsequent request, possibly to reduce discomfort of rejecting others’ overtures for help.

In a study, participants estimated they would need to ask 10 people to get three people who would agree to lend their mobile phones for brief calls.

In fact, volunteers asked substantially fewer people for this favour, an average of six people.
The team concluded that most people hold a pessimistic bias about the likelihood that others will provide assistance.

In another study, volunteers requested two favours from people they did not know:

1. Complete a brief survey,
2. Take a letter to a nearby post office.

Help seekers predicted that people who refused the first request to complete the survey would be less likely to take the letter to the post office.

In contrast, more people agreed to the second request than to the first request.
Requesters tended to “anchor” on the first refusal, and hesitated to make a second request.
This finding suggests that requesters have a greater chance of agreement after initial refusal, so it’s advisable to persist.

The researchers concluded that help-seekers and potential helpers analysed requests according to different criteria.

Help-seekers typically considered the magnitude of the “ask,” whereas potential helpers considered the inconvenience costs of saying “yes” compared with the interpersonal and self-image costs of saying “no.”

This underestimation bias may be reduced by:

Comparing actual degree of personal influence compared to perceived influence,
Considering the means of influence, including incentives, suggestions, reinforcements, punishments,
Invoking organizational culture.

These findings suggest the benefit of asking for what you want and that you have more influence over others than you expect.

-*How do you assess your likelihood of getting what you want when you ask?

-*How likely are others to influence you by evoking social discomfort to increase your compliance?

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©Kathryn Welds

Apologies Repair Relationships

Writing Power Primer Increases Efficacy in High-Stakes Performance

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Adam Galinsky

“Power ...(regulates) human interaction…it creates patterns of deference, reduces conflict, creates division of labor,” wrote Columbia’s Adam Galinsky.

He evaluated a power-enhancing technique to investigate whether feelings of power are associated with different outcomes in professional interviews.

David Dubois

Collaborating with David Dubois of INSEAD, Tilburg University’s Joris Lammers, and Derek Rucker of Northwestern University, they asked job applicants and business school admission candidates to write about a time they felt powerful or powerless.

Joris Lammers

Independent judges who were unaware of the different instructions, rated “applicant’s” written and face-to-face interview performance.
Evaluators assigned highest scores to those who recalled power experiences.

Derek Rucker

Judges preferred power-primed applicants, citing their greater persuasiveness and confidence.
These candidates received more offers of job roles and business school admission than those who wrote about powerless experiences or situations unrelated to feelings of power and powerlessness.

Sian Beilock

An earlier post highlighted Sian Beilock’s investigation of writing as a coping tool in stressful academic situations.
Her collaborators at University of Chicago, Vanderbilt, and Pace Universities showed that students could manage test anxiety by writing about their concerns to maintain a calm mindset.

Recalling an experience of personal power can influence impressions of persuasiveness, competence, and likeability in professional interviews.
This effect can be enhanced by writing about power experiences to increase confidence and optimism when working toward desired goals.

-*How do you prepare for challenging professional interviews?

-*How effective have your found “power primes” in high-stakes performance situations?

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Cognitive Value of Handwriting in the Digital Era

©Kathryn Welds

Women’s Likeability–Competence Dilemma: Overcoming the Backlash Effect

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Madeline Heilman

Aaron Wallen

Women face workplace challenges when they “succeed” in traditionally-male roles, found New York University’s Madeline Heilman, Aaron Wallen, Daniella Fuchs and Melinda Tamkins.

Melinda Tamkins

They found that woman who are recognized as successful in roles dominated by men, are less liked than equally successful men in the same fields.

Tyler Okimoto

Successful women managers avoided interpersonal dislike when they conveyed “communal” attributes through behaviors, testimonials of others, or their role as mothers, found Heilman, with University of Queensland’s Tyler Okimoto.

Frank Flynn

This disconnect between women’s competence and likeability was demonstrated by Stanford’s Frank Flynn in a Harvard Business School case of Silicon Valley entrepreneur Heidi Roizen.

Heidi Roizen

He and Cameron Anderson of UC Berkeley changed Heidi’s name to “Howard Roizen” for half of the participants who read the case.

Cameron Anderson

These volunteers rated Heidi and “Howard” on perceived competence and likeability.

Heidi was rated as equally highly competent and effective as “Howard,” but she was also evaluated as unlikeable and selfish.
Most participants said they wouldn’t want to hire her or work with her.

Whitney Johnson-Lisa Joy Rosner

Whitney Johnson, co-founder of Disruptive Advisors and her colleague Lisa Joy Rosner evaluated “Brand Passion Index” (BPI) for recognisable, accomplished women over 12 months by:

Activity (number of media mentions),
Sentiment (positive or negative emotional tone),
Intensity (strong or weak sentiment).

These competent, well-known women were not liked, and were evaluated with harsh negative attributions based on media coverage and at-a-distance observations. Some were characterised as:

impressive and smart, and annoying, a bully,
excellent, successful working mom and bizarre,
amazing, successful mother and destructive, not a good wife,

Laurie Rudman

The competence-likeability dilemma was demonstrated in hiring behaviour experiments by Rutgers University’s Laurie Rudman and Peter Glick of Lawrence University.

Volunteers made “hiring decisions” for male and female “candidates” competing for a managerial role described in stereotypically feminine terms and a managerial role with more stereotypically masculine terms.

Peter Glick

Applicants were presented as demonstrating:

Stereotypically male behaviors (“agentic”)
Stereotypically female behaviors (“communal”)
Both stereotypically male and female behaviors (“androgynous”).

Women who displayed “masculine” traits were viewed as less socially acceptable and were not selected for the “feminized” job.
However, this hiring bias did not occur when these women applied for the “male” job.

“Niceness” was not rewarded when competing for jobs: Both male and female “communal” applicants received low hiring ratings.
Combining niceness with agency improved the “hiring” outcome for “androgynous” female “applicants.”

Rudman and Glick noted that “… women must present themselves as agentic to be hirable, but may therefore be seen as interpersonally deficient.”
They advised women to “temper their agency with niceness.”

Linda Babcock

The likeability-competence disconnect is also observed when women negotiate for salary and position, reported by Linda Babcock of Carnegie Mellon.
Her research demonstrated negative evaluations of women who negotiate for salaries using the same script as men.

Deborah Gruenfeld

The likeability-competence dilemma may be mitigated by integrating powerful body language with appeasing behaviors that build relationships and acknowledge others’ authority, suggested Stanford’s Deborah Gruenfeld.

She suggested that many women have been socialized to adopt less powerful body language including:

Smiling,
Nodding,
Tilting the head,
Interrupting eye contact,
Speaking in sentence fragments,
Using rising intonation at sentence endings, leading to the perception of uncertainty.

Some people in decision roles expect women to behave in these ways, and negatively evaluate behaviors that differ from expectations.

Body language is the greatest contributor to split-second judgments (less than 100 milliseconds) of people’s competence, according to Gruenfeld.
She estimated that body language is responsible for about 55% of judgments, whereas self-presentation accounts for 38%, and words for just 7%.

Her earlier work considered body language on assessments of power, and more recently, she investigated gender differences in attributions of competence and likeability.

The likeability-competence conflict may be reduced when women give up physical space to convey approachability, empathy, and likeability, she noted.

In contrast, she asserted that holding a powerful body posture for two minutes can change levels of testosterone, a marker of dominance.
She suggested that this tactic can enable greater comfort in assertive interactions.

Alison Fragale

Women’s likeability-competence dilemma is not mitigated by achieving workplace success and status.
University of North Carolina’s Alison Fragale, Benson Rosen, Carol Xu, Iryna Merideth found that successful women and men are judged more harshly for mistakes than lower status individuals who make identical errors.

Benson Rosen

Fragale’s team found that observers attributed greater intentionality, malevolence, and self-concern to the actions of high status wrongdoers than the identical actions of low status violators.
Volunteers recommended more severe punishments for higher status individuals.

Iryna Meridith

Wrongdoers who demonstrated concern for others, charitable giving, and interpersonal warmth built goodwill that could protect from subsequent mistakes.

-*How do you convey both likeability and competence?

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©Kathryn Welds

Training or Mentorship to Build Leadership Skills?

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Peter Harms

Are leadership development services worth the investment?

Paul Lester

A six-month study of U.S. Military Academy cadets at West Point provided answers.

University of Nebraska-Lincoln’s Peter Harms collaborated with Paul Lester of the U.S. Army Comprehensive Soldier Fitness Directory, U.S. Military Academy’s Sean Hanna, Gretchen Vogelgesang of Federal Management Partners, and University of Washington’s Bruce Avolio to evaluate:

– Sean Hanna

-Military cadets’ readiness to receive candid feedback from multiple sources,
-Impact of mentoring from a supportive leadership coach,

-Availability of advancement opportunities in the organization.

Bruce Avolio

Participants were randomly assigned to an individual mentorship program or classroom-based group leadership training.

Those who participated in the mentorships were significantly more likely to report increased confidence in assuming a leadership role than those in the classroom training.

The mentoring group’s effectiveness was significantly related to the mentorship coaches’ ability to:

Establish a trust-based collaborative relationship,
Provide support,
Offer candid feedback based on observations,
Advocate for cadets who exercised leadership.

Additionally, participants who reported greatest gains in leadership skills and confidence were:

Open to receiving direct developmental feedback from mentors,

The most cost-effective approach to leadership development did not produce the greatest results, suggesting the value of individualized leadership coaching.

Ted Kaptchuk

The powerful effect of individual attention was demonstrated in a different study, when 250 patients with Irritable Bowel Syndrome (IBS) received individual attention from medical personnel.

Those who received the most individualized attention in three no-treatment conditions reported the greatest symptom relief even though they received no medical intervention and participants were informed that the “treatment” was a placebo, reported Harvard’s Ted Kaptchuk.

The most important “active ingredient” in leadership development training may be personalized attention, followed by candidates’ willingness to receive candid feedback and to implement recommendations.

-*How has personalized mentoring helped you develop leadership competencies?

©Kathryn Welds

Self-Compassion, not Self-Esteem, Enhances Performance

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Juliana Breines

Self-compassion is treating one’s own mistakes with the same support and compassion offered to others, and it is more important than self-esteem to develop skills and performance, found University of California, Berkeley’s Juliana Breines and Serena Chen.

Self-compassion enables people to accept their mistakes and shortcomings with kindness.
It also enables equanimity when people are aware of self-critical thoughts and feelings.
When people experience disappointing performance outcomes, they recommended accept responsibility for the situation, using this information to improve future performance, and adopting self-compassion or kindness.

Serena Chen

In Breines and Chen’s research, volunteers considered a personal setback with either:

self-compassion or
self-esteem enhancement (focusing on one’s positive qualities and accomplishments).

People who practiced a self-compassion tended to view personal shortcomings as changeable, and said they felt more motivated to avoid decisions or errors that led to disappointing outcomes

Another task induced failure, then provided an opportunity to improve performance in a later challenge.
Participants who viewed their initial low performance with self-compassion devoted 25 per cent more time to preparing for future trials, and scored higher on the second test than those who focused on bolstering their self-esteem.

Self-compassion can enhance performance, suggested Breines and Chen, because it enables more dispassionate assessment of actions, abilities, and opportunities for future improvement.
In contrast, self-esteem-bolstering thoughts may narrow focus to consider only positive characteristics while overlooking opportunities for improvement.

Robert McCrae

Self-compassion measures were related to positive personality characteristics in a study by Kristin Neff and Stephanie Rude of University of Texas, and Kristin Kirkpatrick of Eastern Kentucky University.
This five factor model of personality was outlined in Robert McCrae and Paul Costa’s acronym OCEAN:

Paul Costa

Openness (curious vs. consistent/cautious)
Conscientiousness (organised vs. careless)
Extraversion (outgoing vs. reserved)
Agreeableness (friendly vs. unkind)
Neuroticism (nervous vs. confident)

Kristin Neff

Neff’s team found that higher levels of personal well-being, optimism, initiative, conscientiousness, curiosity, happiness were associated with self-compassion.
Higher self-compassion was also related to lower anxiety and depression.

In contrast, self-criticism, was associated with imagined negative evaluations by others and comparisons with other people.

Mark Baldwin

McGill University’s Mark Baldwin found that participants who imagined an important person providing critical feedback experienced more negative self-evaluations and moods.

Compassionate self-appraisals enable people to perform better and experience more positive moods than self-critical evaluations.

-*How have you applied self-compassion to improve performance?

Working toward Goals with “Implementation Intentions”

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Heidi Grant Halvorson

People are motivated by goals that enable:

Relatedness to others,
Competence in skillful performance,
Autonomy in directing effort, according to Columbia’s Heidi Grant Halvorson.

Juliana Breines

She advocated working toward “better” performance rather than focusing on achieving the goal.

This can be accomplished by acknowledging mistakes and practicing self-compassion, suggested by Berkeley’s Juliana Breines and Serena Chen, and University of Texas‘s Kristin Neff.

The Relatedness-Competence-Autonomy model aligns with Daniel Pink’s suggestion that meaningful goals enable two similar features and one different element:

Daniel Pink

Autonomy (same): Controlling work content and context,
Mastery (like Competence): Improving skill over time through persistence, effort, corrective feedback,
Purpose (in contrast to Relatedness): Being part of an inspiring goal.

Halvorson suggested ways to move closer toward goals:

Serena Chen

-Consider the larger context of specific productive actions,

-Define reasons for doing what needs to be done – the “why,”

-Use “implementation intentions” to prepare responses for challenging situations: If X, then Y.

–If “x” occurs (specify time, place, circumstance),
-Then I will respond by doing, thinking, saying “y.”

Kristin Neff

-Apply implementation intention routines (habits) for “strategic automation” to reduce decision-overload that may undermine self-control,

-Focus on something interesting for five minutes to evoke positive feelings,

-Review “small wins” and progress toward goals.

Goal persistence can be increased, reported Stanford’s Teresa Amabile and Steven Kramer in a study of employees at seven companies.

Teresa Amabile

They found that “catalysts” and “nourishers” continue movement toward goals.
She recommended capitalising on preferred motivational style:

-“Promotion-focused” (maximise gains, avoid missed opportunities, powered by optimism),
-“Prevention-focused” (minimise losses, variance, powered by cautious pessimism),

Carol Dweck

Halvorson collaborated with Stanford’s Carol Dweck and quoted Henry Ford: “Whether you think you can or think you can’t, you’re probably right” to underscore the value of optimistic engagement with goals.

Henry Ford

They synthesized Dweck’s work on “mindsets” with Halvorson’s recommendations for :
-Setting,
-Monitoring,
-Protecting,
-Executing,
-c\Celebrating goals.

An earlier post outlined Dweck’s definitions of mindsets:

• Fixed Mindset: Belief that personal capabilities are limited to present capacities, associated with fear, anxiety,

• Growth Mindset: View that personal capabilities can expand based on:
-Commitment,
-Effort,
-Practice,
-Instruction,
-Correcting mistakes,
-Collaboration.

Peter Gollwitzer

Columbia’s Peter Gollwitzer refined “mindsets” by distinguishing the Deliberative Mindset of evaluating which goals to pursue from the Implementation Mindset of planning goal execution.

His team found that the Deliberative Mindset is associated with:

- Accurate, impartial analysis of goal feasibility and desirability,
- Open-mindedness.

In contrast, the Implementation Mindset is linked to:

- Optimistic, partial analysis of goal feasibility and desirability,
- Closed-mindedness.

Halvorson, Dweck and Gollwitzer translated their research on self-determination and motivation into practical recommendations for goal seekers:

- Adopt a supportive “mindset,”
- Practice “self-compassion” when encountering setbacks to achieving goals,
- Design effective responses to anticipated challenging situations,
- Use “implementation intentions” and “strategic automation” toward goals,
- Consider incremental progress toward goals.

-*What approaches help you work toward goals?

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Executive Presence: “Gravitas,” Communication…and Appearance?

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Professional advancement requires demonstrated knowledge, skill, and competence, coupled with perceived “cultural fit,” “collaboration,” and “executive presence.”

Sylvia Ann Hewlett

These requirements appear prone to subjective definition and biased judgments.
What is “executive presence”? How is it measured?

Sylvia Ann Hewlett, CEO of Center for Talent Innovation, conducted 18 focus groups and 60 interviews to investigate behavioral and attitudinal aspects of Executive Presence (EP).

Perceived Executive Presence includes three components:

“Gravitas” – Authoritative Behavior

- Confidence, composure,
- Decisiveness,
- Integrity,
- Emotional Intelligence: Self-awareness, self-regulation, interpersonal skills,
- Personal reputation,
- Vision for leadership,

Communication

- Speaking skills: Voice tone, articulation, grammatical speech conveying competence,
- “Presence,” “bearing,” “charisma” including assertiveness, humour, humility,
- Ability to sense audience engagement, emotion, interests,

Appearance

- Grooming, posture,
- Physical attractiveness, average body weight,
- Professional attire.
  According to Hewlett’s interviewees, “Executive Presence” accounts for more than a quarter of factors that determine a next promotion.

Harrison Monarth

How can Executive Presence be developed?

Harrison Monarth suggested that Executive Presence behaviours can be cultivated with Image Management tactics including:

-Maintaining a positive personal reputation to influence others’ favourable perceptions and willingness to collaborate,

-Effectively managing online “brand”,

-Gaining followers online and in the “real world,”

-Influencing and persuading others,

-Demonstrating “Emotional Intelligence” through self-awareness, awareness of others (empathic insight), and regulating one’s own emotions.

He focused less on appearance than Hewlett and Stanford Law School’s Deborah Rhode, who summarized extensive research on Halo Effect and “The Beauty Bias”.

Deborah Rhode

Rhode estimated that annual world-wide investment in appearance was close to $USD 200 billion in 2010.
She contended that bias based on appearance influences career and life outcomes and is:

Is prevalent,
Infringes on individuals’ fundamental rights,
Compromises merit principles,
Reinforces negative stereotypes,
Compounds disadvantages facing members of non-dominant races, classes, and gender.

Executive Presence is widely recognized as a prerequisite for leadership roles, yet its components remained loosely-defined until Hewlett’s investigation and Rhode’s human rights analysis.

-*Which elements seem most essential to Executive Presence?

See related posts

Kathryn Welds, PhD | Curated Research + Commentary

Consulting Organizsational Psychologist | Change Consultant | Leadership+Career Coach

Category Archives: Behavior Change

Coaching Can Increase Goal Achievement, Performance

Mindfulness Meditation Improves Decisions, Reduces Sunk-Cost Bias

Ask for What You Want: You Have More Influence Than You Think

Apologies Repair Relationships

Writing Power Primer Increases Efficacy in High-Stakes Performance

Training or Mentorship to Build Leadership Skills?

Self-Compassion, not Self-Esteem, Enhances Performance

Working toward Goals with “Implementation Intentions”

Executive Presence: “Gravitas,” Communication…and Appearance?

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