Category Archives: Behavior Change

Behavior Change

Writing Power Primer Increases Efficacy in High-Stakes Performance

Adam Galinsky

Adam Galinsky

Power is the central regulator of human interactionbecause it creates patterns of deference, reduces conflict, creates division of labor — all things that make our species successful,” opined Columbia’s Adam Galinsky.

Francesca Gino

Francesca Gino

He evaluated a power-enhancing technique used by Francesca Gino of Harvard Business School when she applied for academic positions at top-tier universities after initial unsuccessful interviews.

Gino wrote a “power prime” by summarizing a time she felt powerful.
She reviewed this prime before she presented a talk and interviewed for academic roles.
Using this approach, Gino received job offers from four top universities, in contrast to her previously attempts.

David Dubois

David Dubois

Galinsky extended this anecdotal evidence by empirically investigating whether changes in feelings of power are associated with different outcomes in professional interviews, with collaborators David Dubois of INSEAD, Tilburg University’s Joris Lammers, and Derek Rucker of Northwestern University.

Joris Lammers

Joris Lammers

They asked job applicants and business school admission candidates to write about a time they felt powerful or powerless.
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

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 those who considered neither powerful nor powerless situations.

Sian Beilock

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.

These findings suggest that recalling an experience of personal power can influence impressions of persuasiveness, competence, and likability in professional interviews.
This effect can be enhanced by writing about power experiences to increase confidence and positive outlook 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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©Kathryn Welds

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

Madeline Heilman

Madeline Heilman

Aaron Wallen

Aaron Wallen

Women face significant workplace challenges when they are seen as successful in traditionally-male roles, found New York University’s Madeline Heilman, Aaron Wallen, Daniella Fuchs and Melinda Tamkins.

Melinda Tamkins

Melinda Tamkins

The team conducted three experimental studies on volunteers’ reactions to a woman’s success in a male gender-typed job.
They found that when a woman is recognized as successful in roles dominated by men, they are less liked than equally successful men in the same fields.

Tyler Okimoto

Tyler Okimoto

Likewise, successful women managers avoided interpersonal hostility, dislike, and undesirability when they or others conveyed “communal” attributes through their behaviors, testimonials of others, or their role as mothers, found Heilman in a study with University of Queensland’s Tyler Okimoto.

Frank Flynn

Frank Flynn

This competence-likeability disconnect was demonstrated by Stanford’s Frank Flynn in a Harvard Business School case of Silicon Valley venture capitalist and entrepreneur Heidi Roizen, who was seen as competent but disliked.

Heidi Roizen

Heidi Roizen

He and collaborator Cameron Anderson of UC Berkeley changed Heidi’s name to “Howard Roizen” for half of the students.

Cameron Anderson

Cameron Anderson

Participants who read the Heidi case and the Howard case rated each on perceived competence and likeability.

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

Whitney Johnson-Lisa Joy Rosner

Whitney Johnson-Lisa Joy Rosner

A more recent example of backlash toward high-profile, accomplished women was illustrated in social media mentions of Marissa Mayer, Sheryl Sandberg and Anne-Marie Slaughter,

Whitney Johnson, co-founder of Rose Park Advisors (Disruptive Innovation Fund) and her colleague Lisa Joy Rosner evaluated Brand Passion Index” (BPI) for Mayer, Sandberg, and Slaughter over 12 months by:

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

Public Opinion-Mayer-Sandberg-SlaughterThese competent, well-known women were not liked, and were evaluated with harsh negative attributions based on media coverage and at-a-distance observations:

  • Marissa Mayer, Yahoo’s former CEO, was described as impressive and super-smart, and annoying, a terrible bully,
  • Facebook’s COO Sheryl Sandberg‘s was characterized as truly excellent, successful working mom and crazy bizarre,
  • Anne-Marie Slaughter, former director of Policy Planning at the U.S. State Department, was depicted as an amazing, successful mother and destructive, not a good wife,
Laurie Rudman

Laurie Rudman

The competence-likeability dilemma is also apparent in hiring behavior, demonstrated in 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 “feminized” managerial role and a “masculinized” managerial role.

Peter Glick

Peter Glick

Applicants were presented as:

  • “Agentic” (demonstrating stereotypically male behaviors) or
  • “Communal” (displaying stereotypically female behaviors) or
  • “Androgynous” (combining stereotypically male and female behaviors).

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

Niceness was not rewarded when competing for jobs:  Both male and female “communal” applicants received low hiring ratings.
However, combining niceness with agency seemed to buffer “androgynous” female applicants from discrimination in the simulated hiring process.

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

Linda Babcock

Linda Babcock

Once women receive job offers, the competence-likeability disconnect continues when they negotiate for salary and position, reported by Linda Babcock of Carnegie Mellon.
Her research demonstrated and replicated negative evaluations of women who negotiate for salaries using the same script as men.

Deborah Gruenfeld

Deborah Gruenfeld

The likeability-competence dilemma may result from women’s challenges in integrating expansive, powerful body language with more submissive, appeasing behavior to build relationships and acknowledge others’ authority, suggested Stanford’s Deborah Gruenfeld.

She posited that many women have been socialized to adopt less powerful body positions and body language including:

  • Smiling,
  • Nodding,
  • Tilting the head,
  • Applying fleeting eye contact,
  • Speaking in sentence fragments with uncertain, rising intonation at sentence endings.

In addition, many people 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 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% — in less than 100 milliseconds.

Her earlier work considered the impact of body language on assessments of power, whereas her more recent work investigated gender differences in attributions of competence and likeability.

The likeability-competence dilemma may be improved by shifting from “playing high” or taking space when demonstrating competence and authority.
Powerful body language may be risky for women unless counterbalanced with “playing low” or giving space when conveying approachability, empathy, and likeability, she noted.

Posing in more powerful positions for as little as two minutes can change levels of testosterone, a marker of dominance, just as holding a submissive posture for the same time can increase cortisol levels, signaling stress, according to Gruenfeld.
She suggested that women practice “the mechanics of powerful body language.”

Alison Fragale

Alison Fragale

Women’s competence-likeability 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, like Mayer, Sandberg, and Slaughter, are judged more harshly for mistakes than lower status individuals who make identical errors.

Benson Rosen

Benson Rosen

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

Iryna Meridith

Iryna Meridith

The team found preventive and reparative value in qualities of warmth and likeability.
Wrongdoers who demonstrated affiliative concern for others, charitable giving, and interpersonal warmth built a reservoir of goodwill that could protect from the impact of subsequent mistakes and transgressions.

Navigating the likeability-competence dilemma requires demonstrating both capacities, depending on situational requirements.

-*How do you convey both likeability and competence?

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©Kathryn Welds

Training or Mentorship to Build Leadership Skills?

Peter Harms

Leadership development services are at least a $134 billion annual expenditure in the US, leading many to consider the estimated and actual Return on Investment (ROI).

Paul Lester

Paul Lester

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

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

Sean Hanna

– Sean Hanna

  • -Candidates’s readiness to receive candid feedback from a variety of sources,
  • Mentoring from an engaged, supportive leadership coach,

-Realistic 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 semi-formal mentorships were significantly more likely to report increased confidence in assuming a leadership role than those in the classroom training.

Mentoring group’s effectiveness was significantly related to a coaches’ ability to:

  • Establish a trust-based collaborative relationship,
  • Provide support,
  • Offer candid, observational feedback,
  • Become sponsors and advocates when the cadets assert leadership.

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

  • Open to receiving candid feedback from mentors,
  • Willing to receive challenging and negative feedback.

The least expensive approach to leadership development did not produce the greatest results, suggesting the importance of individualized attention

Ted Kaptchuk

Ted Kaptchuk

This effect was demonstrated when attention from authorities became a placebo effect for 250 patients with documented symptoms of Irritable Bowel Syndrome (IBS).

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 , found Harvard’s Ted Kaptchuk.

The most important “active ingredient” in leadership development training may be personalized attention, followed by candidates’s readiness 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

Juliana Breines

Juliana Breines

Self-compassion –  treating one’s own suffering with the same support and compassion offered to others – is more important than self-esteem in developing skill and performance, found University of California, Berkeley’s Juliana Breines and Serena Chen.

Self-compassion enables people to accept their mistakes, failures, shortcomings with kindness.
In addition, self-compassion enables awareness of painful thoughts and feelings with equanimity.
This approach is optimized when accompanied by accepting responsibility for unsuccessful performance outcomes, and using the information to non-punitively improve performance, they noted.

Serena Chen

Volunteers considered an actual personal setback or failure with self-compassion or self-esteem-enhancing perspective (considering one’s positive qualities and accomplishments).
Participants who practiced a self-compassionate perspective tended to view personal shortcomings as changeable, and felt more motivated to improve performance by avoiding the same mistake in the future.

Another task induced failure, then provided an opportunity to improve performance in a later trial.
Volunteers who viewed their initial test failure 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.

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

Kristin Neff

Kristin Neff

Self-compassion measures were related to positive personality characteristics outlined in Robert McCrae and Paul Costa’s five factor model of personality known by the acronym OCEAN:

Robert McCrae

Robert McCrae

  • Openness (inventive/curious vs. consistent/cautious)
  • Conscientiousness (efficient/organized vs. easy-going/careless)
  • Extraversion (outgoing/energetic vs. solitary/reserved)
  • Agreeableness (friendly/compassionate vs. cold/unkind)
  • Neuroticism (sensitive/nervous vs. secure/confident)
    in a study by Kristin Neff and Stephanie Rude of University of Texas, and Kristin Kirkpatrick of Eastern Kentucky University.
Paul Costa

Paul Costa

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

Howeverpriming” participants to think of an important person in their lives was associated with more negative self-evaluations, self-criticism, and negative moods in research by Mark Baldwin of McGill University,

Mark Baldwin

Mark Baldwin

Research on evoked self-compassion and its negative partner, self-criticism, suggests that 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?

Related Post
Working toward Goals with “Implementation Intentions”

©Kathryn Welds

Working toward Goals with “Implementation Intentions”

Heidi Grant Halvorson

Heidi Grant Halvorson

People are motivated by goals that provide opportunities for:

  • -Relatedness to others,
  • -Competence in skillfully performing,
  • -Autonomy in directing effort, according to Columbia’s Heidi Grant Halvorson of Columbia University.Halvorson advocated an incremental approach to “get better” in achieving goals rather than to simply achieve the goal.
Daniel Pink

Daniel Pink

Her model aligns with Daniel Pink’s emphasis on:

  • Autonomy: Controlling work content and context,
  • Mastery: Improving skill in work over time through persistence, effort, corrective feedback,
  • Purpose: Being part of an inspiring goal.

Juliana Breines

To move toward “better,” she suggested acknowledging mistakes with kindness and understanding to cultivate self-compassion.

This approach was validated by Berkeley’s Juliana Breines and Serena Chen and University of Texas‘s Kristin Neff, who found that performance in various contexts increased when using self-compassion instead of self-criticism.

Additional ways to move closer toward goals include Halvorson’s suggestions to:

Serena Chen

-Consider the larger context of specific productive actions, 

-Define reasons for doing what needs to be done (such as exercising for 20 minutes, starting on a project),

-Use “implementation intentions,” a formula to prepare responses for challenging triggers:

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

    • “When I feel anxious, I will focus on inhaling and exhaling slowly for 60 seconds.”
      “When it’s 7 am, I will walk for 10 minutes,”

Kristin Neff

-Use implementation intention routines (habits) for “strategic automation” to reduce decision-overload that may reduce self-control and will-power,

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

-Review “small wins” and progress toward goals.

Goal persistence can be increased by applying

Teresa Amabile

Teresa Amabile

“catalysts” and “nourishers”,  found Stanford’s Teresa Amabile and Steven Kramer‘s study of employees at seven companies:

    • Capitalize on preferred motivational style:
      -“Promotion-focused” (maximize gains, avoid missed opportunities, powered by optimism),
      -“Prevention-focused” (minimize losses, variance, powered by cautious pessimism),
    • Build willpower by committing to one specific, positively-stated behavior change (“walking for 10 minutes a day, every day” instead of “not sitting around all day”)
    • Apply “implementation intentions,
    • Protect willpower reserves by selecting  a limited number of achievable goals,
    • Enlist “mental contrasting” to think positively about the satisfaction of achieving the goal.
Carol Dweck

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

Henry Ford

They synthesized Dweck’s work on “mindsets” with Halvorson’s recommendations for setting, monitoring, protecting, executing, and celebrating goals.  

An earlier post outlined Dweck’s definitions of mindsets:

• Fixed Mindset:  Belief that personal capabilities are given, fixed, limited to present capacities, associated with fear, anxiety, protectiveness and guardedness,

• Growth Mindset:  View that personal capabilities can expand based on commitment, effort, practice, instruction, confronting and correcting mistakes, linked to nurturing teamwork and collaboration.

Peter Gollwitzer

Peter Gollwitzer

Columbia’s Peter Gollwitzer refined “mindsets” by distinguishing the Deliberative Mindset of evaluating which goals to pursue versus the Implemental 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 Implemental Mindset is linked with:

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

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

              • Adopt a supportive “mindset,”
              • Practice “self-compassion” in addressing setbacks to achieving goals,
              • Design effective triggers and responses,
              • Use “implementation intentions” and “strategic automation” toward desired self-managed goals,
              • Consider incremental progress toward goals.

-*What approaches help you work toward goals?

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©Kathryn Welds

Costs of Workplace Incivility

Christine Pearson

A single incident of incivility in the workplace can result in significant operational costs, reported Christine Pearson of Thunderbird School of Global Management and Christine Porath of Georgetown University.
They cited consequences including:

  • Intentional decrease in work effort due to disengagement,

    Christine Porath

    Christine Porath

  • Intentional decrease time at work to reduce contact with perpetrator,
  • Lost work time due to worrying about the incident,
  • Lost work productivity due to avoiding the perpetrator,
  • Reduced commitment to the organization after the incident,
  • Attrition.

Less tangible organizational symptoms include:

  • Increased consumer complaints,
  • Cultural and communications barriers,
  • Lack of confidence in leadership,
  • Inability to adapt effectively to change,
  • Lack of individual accountability.

Workplace incivility behaviors are typically “rude and discourteous, displaying a lack of regard for others,” noted Pearson and Lynne Andersson, then of St. Joseph’s University.
Specific behaviors deemed “uncivil”, acceptable, and violent were enumerated in The Baltimore Workplace Civility Study by Johns Hopkins’ P.M. Forni and Daniel L. Buccino with David Stevens and Treva Stack of University of Baltimore.

 P.M. Forni

P.M. Forni

Respondents agreed that unacceptable, “uncivil” behaviors include:

      • Refusing to collaborate on a team project,
      • Shifting blame for an error to a co-worker,
      • Reading another’s mail,
      • Neglecting to say “please,” “thank you”,
      • Taking a co-worker’s food from the office refrigerator without asking.

Respondents classified the following unacceptable behaviors as “violent”:

  • Pushing a co-worker during an argument,
  • Yelling at a co-worker,
  • Firing a subordinate during a disagreement,
  • Criticizing a subordinate in public,
  • Using foul language in the workplace.

Gary Namie

Workplace bullying was also included in the Campaign Against Workplace Bullying  report by Gary Namie.
He defined bullying as “the deliberate repeated, hurtful verbal mistreatment of a person (target) by a cruel perpetrator (bully).

His survey of more than 1300 respondents found that:

  • More than one-third of respondents observed bullying in the previous two years,
  • More than 80% of perpetrators were workplace supervisors,
  • Women bullied as frequently as men,
  • Women were targets of bullying 75% of the time,
  • Few bullies were punished, transferred, or terminated from jobs.

Quantifiable costs of health-related symptoms experienced by bullying targets included:

  • Depression,
  • Sleep loss, anxiety, inability to concentrate, which reduced work productivity,
  • Post-Traumatic Stress Disorder (PTSD) among 31% of women and 21% of men,
  • Frequent rumination about past bullying, leading to inattention, poor concentration, and reduced productivity.

Choosing Civility
Widespread prevalence of workplace incivility was noted by Forni, who offered specific suggestions to improve workplace interactions and inclusion:

  • Assume that others have positive intentions,
  • Pay attention, listen,
  • Be agreeable, inclusive,
  • Speak kindly, avoid complaints,
  • Acknowledge others, accept and give praise,
  • Respect others’ opinions, time, space, indirect refusals,
  • Embrace silence, avoid personal questions, be selective in asking for favors,
  • Apologize earnestly,
  • Assert yourself, provide criticism constructively,
  • Respect others by attending to grooming, health, environment,
  • Accept responsibility and blame, if deserved.

More than 95% of respondents in The Baltimore Workplace Civility Study suggested an aspirational and sometimes challenging intervention: “Keep stress and fatigue at manageable levels.”

Structural and process change recommendations include:

  • Instituting a grievance process to investigate and address complaints of incivility,
  • Selecting prospective employees with effective interpersonal skills,
  • Clear, written policy on interpersonal conduct,
  • Adopting flexibility in scheduling, assignments, and work-life issues.

-*How do you handle workplace incivility when you observe or experience it?

©Kathryn Welds

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

Executive Presence is considered essential to effectively perform in leadership roles.

Sylvia Ann Hewlett

Sylvia Ann Hewlett

Professional advancement to executive roles requires demonstrated knowledge, skill, and competence, coupled with less quantifiable “authenticity,” “cultural fit,” and “executive presence.”

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

Executive Presence accounts for more than a quarter of factors that determine a next promotion, according to participants, and includes three components:Executive Presence

Gravitas” – Authoritative Behavior

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

Communication

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

Appearance

    • Grooming, posture,
    • Physical attractiveness, normal weight,
    • Professional attire.

Harrison Monarth

Executive presence can be cultivated with Image Management, noted Harrison Monarth.

He advocated self-marketing tactics including:

– Maintaining a compelling personal “brand” to influence others’ perceptions and willingness to collaborate,

– Managing online reputation, and recovering when communications go awry,

-Effectively persuading those who disagree, and gaining followers,

-Demonstrating “Emotional Intelligence” skills of self-awareness, awareness of others (empathic insight).

He focused less on appearance as a contributor to career advancement than Hewlett and Stanford Law School’s Deborah Rhode, who summarized extensive research on Halo Effect.
Rhode and Hewlett acknowledged the impact of appearance and non-verbal behavior on various life opportunities including career advancement.

Deborah Rhode

Rhode estimated that annual world-wide investment in appearance is close to $200 billion in 2010 USD currency, and she contended that bias based on appearance:

  • 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 systematic investigation, Monarth’s consulting-based approach, and Rhode’s legal analysis.

-*Which elements seem most essential to Executive Presence?

See related posts

©Kathryn Welds