WITH FOR BARBARA TALLEY LGPAlgpa.org/wp-content/uploads/2016/11/LGPA-TALLEY-HANDOUT.pdf · barbara talley for lgpa. neuroscience of change and transformation. change with the brain

OF LEADING CULTURAL CHANGE

AND TRANSFORMATION

WITHBARBARATALLEY

FORLGPA

NEUROSCIENCE OF CHANGE AND TRANSFORMATION

CHANGE WITH THE BRAIN IN MIND

OUR AGENDA TODAY

1. ENGAGEMENT

2. AGES

3. SCARF MODEL

4. APPRECIATIVE INQUIRY

OF LEADING CULTURAL CHANGE AND TRANSFORMATION

32% ENGAGED50.8% DISENGAGED17.2% ACTIVELY DISENGAGED

HOW ENGAGED IS YOUR ORGANIZATION?

WHY ENGAGEMENT MATTERS

HOW ENGAGED ARE YOU?

POSITIVE DEVIANTS

OUR AGENDA FOR CHANGE AND TRANSFORMATION

1. ENGAGEMENT

2. AGES LEARNING MODEL

3. SCARF MODEL

4. APPRECIATIVE INQUIRY

AGES NEUROSCIENCE MODEL OF LEARNING

ATTENTION AFFECTS LEARNING

AWARENESS TEST

GENERATIVENESS AFFECTS LEARNING

EMOTIONS AFFECT LEARNING

SPACING AFFECTS LEARNING

OUR AGENDA FOR CHANGE AND TRANSFORMATION

1. ENGAGEMENT

2. AGES LEARNING MODEL

3. SCARF MODEL

4. APPRECIATIVE INQUIRY

SCARF NEUROSCIENCE MODEL FOR CHANGE

THESE DOMAINS ACTIVATE SAME BRAIN CIRCUITRY AS FOR SURVIVAL NEEDS

THREAT

AVOID

REWARD

APPROACH

THREAT (AVOID) OR REWARD (APPROACH) RESPONSE

BRAIN’S ORGANIZING GOAL-MINIMIZE THREAT AND MAXIMIZE REWARD

DOSE

LEARNING

Less oxygen and glucose to PFC

Harder to find smart answers

Amygdala will generalize more

Miss subtle cues required to solve

problems

Increase accidental connections

Shrink from risk-taking

Tend to react defensively

Experience physical pain

AVOID

IMPACT OF THREATS

THREAT IS SYNONOMOUS WITH DISEENGAGEMENT

Willingness to do difficult things

Willingness to take risks

Think deeper about issues

Develops more solutions

Positive emotionsInterest, joy, desire

Increased dopamine (learning)

Perform better overall

Collaborate better

APPROACH

OUTCOMES OF REWARDS/APPROACH

APPROACH IS SYNONOMOUS WITH ENGAGEMENT

APPROACH RESPONSE ACTIVATES REWARD CENTER

When a person sees another

person smiling, his or her orbitofrontal cortex is activating,

which processes sensory rewards. So when a person catches another

person smiling, he or she feels

rewarded, which is a good feeling.

orbitofrontal cortex

• DECISION-MAKING• PROBLEM SOLVING

• STRESS MANAGEMENT

• COLLABORATION• MOTIVATION

• PFC EXECUTIVE FUNCTIONS

EFFECTS OF REWARD/THREAT STATES ON PERFORMANCE

MINIMIZE THREAT- MAXIMIZE REWARD

SCARF

IMPORTANCE IN RELATION TO OTHERS

STATUS

Scarf when STATUS is threatened

Reduction=Threat / increase=Reward

Reduced cognitive performance

Significant impact on health and longevity

Harder to find smart answers when threatened

Cortisol released

THREAT RESPONSE ACTIVATES AMYGDALA

ABILITY TO PREDICT FUTURE

CERTAINTY

sCarf when CERTAINTY is threatened

Reduction=Threat / increase=Reward

Brain uses more energy

Error response in the OFCOrbital frontal cortex

Takes attention away from goals

Can be highly debilitating

CONTROL

AUTONOMY

scArf when AUTOMONY is threatened

Reduction=Threat / increase=Reward

Micro-management

Causes stress

Limits creativity

Can be highly debilitating

A SENSE OF BELONGING

RELATEDNESS

IN=FRIEND, OUT=FOE

scaRf RELATEDNESS

Reduction=Threat / increase=Reward

People naturally form Tribes

Everyone is tagged as Friend or Foe

We feel rewarded when Friends succeed

We feel threat when Foes succeed

THREAT = PHYSICAL PAIN

CONSISTENCY

FAIRNESS

TRANSPARENCY/TRUST

scarF FAIRNESS IMPLICATIONS

Reduction=Threat / increase=Reward

Fair exchanges are rewarding

Unfairness generates a strong threat response

People don’t feel empathy for those perceived as unfair

May even feel rewarded when unfair “others” are punished

SCARF- DAVID ROCK

OUR AGENDA FOR CHANGE AND TRANSFORMATION

1. ENGAGEMENT

2. AGES LEARNING MODEL

3. SCARF MODEL

4. APPRECIATIVE INQUIRY

WHAT IS APPRECIATIVE INQUIRY?“Appreciative Inquiry is inquiry that

focuses on things we want to increase.

By “inquiry” we mean the process of

seeking to understand through asking

questions.”

Appreciative InquiryChange At The Speed of

ImaginationWatkins, Moore, & Kelly

Appreciate, verb.

1. To value; to recognize the best in people or the world around us; affirm past and present strengths, successes, and potentials; to perceive those things that give life (health, vitality, excellence) to living systems.

2. To increase in value. Synonyms: value, prize, esteem, and honor

Ap

pre

cia

tive

Inq

uiry Inquire, verb.

1. To explore and discover.

2. To ask questions; to be open to seeing new potentials and

possibilities. Synonyms: discover, search, systematically explore,

and study. Appreciative Inquiry HandbookFor Leaders of Change, DavidCooperrider

POSITIVE CORE

Strengths

Peak Experiences

Best Practices

KeyLearning's

Successes

AI: P

RO

CE

SS

#1

: PO

SIT

IVE

CO

RE

Partner Dialogs on Engagement

1. Tell your partner about a project that you were most successful with and in which you felt the most alive and engaged.

2. Share one key idea about what made it work so well.

APPRECIATIVE INQUIRY IS PROACTIVE

PROBLEM SOLVING

• WHAT IS THE PROBLEM?

• WHAT IS WRONG?

• WHAT’S NOT WORKING?

• WHOSE FAULT IS IT?

• WHAT’S BOTHERING YOU?

APPRECIATIVE INQUIRY

WHAT DO YOU ARE ABOUT?

WHAT GIVES YOU ENERGY?

WHAT DO YOU VALUE?

WHAT DO YOU WANT MORE OF?

WHAT’S WORKING WELL?

WHAT HAS WORKED WELL IN THE PAST?

WHAT DOES THE OPTIMAL FUTURE LOOK LIKE?

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DIF

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Ap

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ed

In

Sc

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Psychology

P:N

Sociology (Pygmalion)

Medical

(Beliefs)

Neuro-Science

(Visualization)

Our Beliefs

Our Actions

Other’s Beliefs

Other’s Actions

OUR AGENDA FOR CHANGE AND TRANSFORMATION

1. ENGAGEMENT

2. AGES LEARNING MODEL

3. SCARF™

4. APPRECIATIVE INQUIRY

BARBARA@THEPOETSPEAKS.COM

WWW.BARBARATALLEY.COM

WWW.BARBARATALLEY.ME

(240) 813-0522

Questions? Comments?

RESOURCESAGES /SCARF MODEL, David Rock, www.Neuroleadership.com

Engagement Statistics- www.Gallup.com

Appreciative Inquiry- David Cooperrider, Case Western University - https://appreciativeinquiry.case.edu/