Post a cohesive response based on your analysis of the Learning Resources and your professional experience. Be sure to discuss the following: See at

October 2010 | Vol. 31 No. 5 www.learningforward.org | JSD 63

By Jamie sussel Turner

N early every school I’ve worked in has an “Anne” on its staff. Teachers talk about how Anne

isn’t the teacher she used to be. Parents don’t want their children in Anne’s

class. Students walk on eggshells, careful not to upset her. Some principals talk with Anne about the problems they see, while others complain about Anne to their administrative colleagues and stick their heads in the sand, counting the years until she finally retires.

I know about the “Annes” in schools because I saw this scenario many times as a teacher and as a principal. This is one aspect of my leadership where I wish I had a do-over. Many times, I felt flustered with finding the right words to help this type of teacher. I once told a teacher she should consider retiring, and you can imagine how that went over!

The confrontation model outlined in Fierce Conversations became the key that opened the door to help me consider talking with Anne in a different way — a way that could enlist Anne in looking at the situation with me.

Here are the steps in the con- frontation model: • Name the issue. • Select a specific example that

illustrates the behavior or situation

you want to change. • Describe your emotions around the

issue. • Clarify why this is important —

what is at stake to gain or lose. • Identify your contribution to this

problem. • Indicate your wish to resolve the

issue. • Invite your partner

to respond. The confrontation

model incorporates these seven steps into a 60- second opening statement. Susan Scott recommends that after expressing these words, you invite the other person to talk. You sit back and listen, digging for full understanding when you need to. I found it helpful to plan the statement in advance, focusing on getting clear about the issue I really needed to address. I even practice my 60-second opening statement aloud several times so that I own the words and can deliver them with grace and skill.

Here’s something similar to what I said to Anne:

Anne, I want to talk about the effect your use of sarcasm is having on the emotional state of your students and also the effect your decision not to incorporate new strategies is having on your students’ engagement and learning. Last week when I was in your classroom, you

confrontation model of conversation provides tools to discuss and resolve tough issues

• In each issue of JSD, Susan Scott ([email protected]) explores aspects of communication that encourage meaningful collaboration. Scott, author of Fierce Conversations: Achieving Success At Work & In Life, One Conversation at a Time (Penguin, 2002) and Fierce Leadership: A Bold Alternative to the Worst “Best” Practices of Business Today (Broadway Business, 2009), leads Fierce Inc. (www.fierceinc.com), which helps companies around the world transform the conversations that are central to their success. Fierce in the Schools carries this work into schools and higher education. Columns are available at www.learningforward.org. © Copyright, fierce inc., 2010.

collaborative culture sUsaN sCOT T

I applaud Jamie Sussel Turner’s use of the confrontation model with her staff members. In our schools, in our lives, not speaking to the heart of the issue with grace and skill costs us dearly. Speaking to the heart of the issue, addressing attitudinal and behavioral issues with grace and skill, and gaining clarity about where we need to go with our colleagues is essential and allows us to tackle and resolve our toughest challenges while enriching the relationship.

— Susan Scott

Jamie Sussel Turner

JSD | www.learningforward.org October 2010 | Vol. 31 No. 564

collaborative culture sUsaN sCOT T

snapped at John for not doing his homework. He lowered his head in his hands to hide his tears. Also, last week I was in the hallway and heard you sigh as you used a sarcastic tone to tell the class, “I wish every class was as smart as you are.” Also, I wanted to note that during my last observation, you lectured the class for the entire period without engaging your students in any discussion or activities as our staff has been learning to do. I am concerned about the emotional state of your students and for their learning. I want you to know I also feel concern for you. I feel sad to see these changes in your teaching since I have always known you to be a kind teacher who is positive with students, is willing to try new strategies, and holds student learning as a priority. There is a great deal at stake for your students, for you, and for me. The daily emotional well-being and achievement of your students is at stake. Your students deserve to have a teacher who will speak to them with respect and genuine affection and teach them in a way that truly engages them in the learning process. My effectiveness as a principal is at stake because the success of our students lies squarely on my doorstep. I recognize that I have contributed to this situation by not speaking with you about this sooner in a way that clarified my growing concerns. I apologize. You

deserved better. I hope to see you continue and eventually wrap up your career as the well-respected and beloved teacher who began this career years ago.

I want to listen now. Please tell me what’s going on from where you sit.

“Are you trying to get rid of me?” Anne angrily responded.

I calmly repeated that I wanted to understand her point of view.

Anne took a deep breath before launching into an explanation of her need to continue teaching for two more years “for the benefits.” “You have no idea how hard it is to just make it to school each day,” she sighed, “The constant curriculum changes are stressing me out, the kids can’t pay attention like they used to, and the parents try to solve all of their problems.”

I didn’t disagree with Anne or try to dissuade her. I continued to listen, paraphrasing her comments from time to time.

After several minutes, she said she needed time to mull over our conversation and asked if we could meet again in a few days.

I thanked her for joining me in this conversation and we agreed on a time to talk again.

About a week later, Anne and I talked again. She spoke about how she’s struggled since the death of her mother, admitting that she may be suffering from mild depression. She recommitted to improving how she interacted with her students and to planning more engaging lessons. We both agreed to check in from time to time to keep Anne’s new goals in sight.

I used the confrontation model many more times over the years and found that it brings me clarity each time. For the last several years of my principalship, I was on a mission to create a school culture that valued relationships and honest conversation. I started with myself, changing how I engaged with others. This doesn’t mean that I talked with every single person about every single issue. Instead, I gave

time and space to situations and waited to see which ones seized hold of my attention and didn’t let go. I learned to soften my tone and invite other people to share their perspectives, so that confrontation was about our combined search for the truth.

I became calmer in confrontation conversations because I had greater clarity. I no longer shoved aside issues that I had avoided talking about in the past. This conversational model gave me the tools I needed to tackle and resolve tough issues. And as a surprising byproduct of my growth, several staff members began having successful confrontation conversations, too.

I can’t say that by talking with Anne I eliminated all problems with her or between her and other staff members. What I can say is that I felt less stress as I now had the conversations that previously weighed me down and more self-confidence in my growing ability to communicate with others in an authentic way.

I learned that each conversation we have builds trust in each of our relationships. Over the years, I had many other confrontation conversations about conflicts over curriculum approaches, scheduling issues, instructional practices, absenteeism, and more. By changing how I discussed difficult issues, I invited others to do the same. I like to think that my leadership helped our school community to talk about our conflicts in a direct and trusting way. I saw evidence of this in the years that followed when many more successful confrontation conversations led many members of our staff to listen to one another with greater respect and understanding, benefitting our students and enhancing the learning environment.

• Jamie Sussel Turner, an

elementary principal for 12 years, mentors principals and leads Fierce Conversations workshops. �

Work toward full understanding

how we use this model for confrontation is also important — i have a couple more steps to the model that follow up on that key opening statement. first, when you invite the other person to give his or her perspective, be sure to dig for full understanding, as Jamie sussel Turner suggests. as you work towards resolution, think about what you and your partner have learned. where are you now? what is your next step forward? and finally, how will you follow up in the future with one another? it helps to think ahead to your next conversation as you build your ongoing understanding and relationships.

— Susan Scott

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www.hbr.org

Primal Leadership

The Hidden Driver of Great Performance

by Daniel Goleman, Richard Boyatzis, and

Annie McKee

Included with this full-text Harvard Business Review article:

The Idea in Brief—the core idea

The Idea in Practice—putting the idea to work

1

Article Summary

2

Primal Leadership: The Hidden Driver of Great Performance

A list of related materials, with annotations to guide further

exploration of the article’s ideas and applications

11

Further Reading

We’ve known for years that

emotional intelligence

improves results—often by an

order of magnitude. Now, new

research shows that a leader’s

mood plays a key role in that

dynamic—a discovery that

should redefine what leaders

do first and best.

Reprint R0111C This document is authorized for use only by Tylecia Westbrook in WMBA-6633-2/MGMT-6621-2/MHRM-6510-2/MMSL-6660-2/COMM-6506-2-Mentoring & Coaching-2022-Spring-SEM-Term-

wks-9-thru-16-(03/07/2022-05/01/2022)-PT4 at Laureate Education – Walden University, 2022.

Primal Leadership

The Hidden Driver of Great Performance

page 1

The Idea in Brief The Idea in Practice

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What

most

influences your company’s bottom-line performance? The answer will surprise you—and make perfect sense: It’s a leader’s own mood.

Executives’ emotional intelligence— their self-awareness, empathy, rapport with others—has clear links to their own performance. But new research shows that a leader’s emotional style also drives ev- eryone else’s moods and behaviors— through a neurological process called mood contagion. It’s akin to “Smile and the whole world smiles with you.”

Emotional intelligence travels through an organization like electricity over telephone wires. Depressed, ruthless bosses create toxic organizations filled with negative underachievers. But if you’re an upbeat, in- spirational leader, you cultivate positive employees who embrace and surmount even the toughest challenges.

Emotional leadership isn’t just putting on a game face every day. It means understand- ing your impact on others—then adjusting your style accordingly. A difficult process of self-discovery—but essential before you can tackle your leadership responsibilities.

STRENGTHENING YOUR EMOTIONAL LEADERSHIP

Since few people have the guts to tell you the truth about your emotional impact, you must discover it on your own. The following process can help. It’s based on brain science, as well as years of field research with executives. Use these steps to rewire your brain for greater emotional intelligence.

1. Who do you want to be? Imagine yourself as a highly effective leader. What do you see?

Example:

Sofia, a senior manager, often microman- aged others to ensure work was done “right.” So she imagined herself in the future as an effective leader of her own company, enjoying trusting relationships with co- workers. She saw herself as relaxed, happy, and empowering. The exercise revealed gaps in her current emotional style.

2. Who are you now? To see your leadership style as others do, gather 360-degree feed- back, especially from peers and subordinates. Identify your weaknesses and strengths.

3. How do you get from here to there? De- vise a plan for closing the gap between who you are and who you want to be.

Example:

Juan, a marketing executive, was intimidat- ing, impossible to please—a grouch. Charged with growing his company, he needed to be encouraging, optimistic—a coach with a vision. Setting out to under- stand others, he coached soccer, volun- teered at a crisis center, and got to know subordinates by meeting outside of work. These new situations stimulated him to break old habits and try new responses.

4. How do you make change stick? Repeat- edly rehearse new behaviors—physically and mentally—until they’re automatic.

Example:

Tom, an executive, wanted to learn how to coach rather than castigate struggling employees. Using his commuting time to visualize a difficult meeting with one em- ployee, he envisioned asking questions and listening, and mentally rehearsed how he’d handle feeling impatient. This exercise prepared him to adopt new behaviors at the actual meeting.

5. Who can help you? Don’t try to build your emotional skills alone—identify others who can help you navigate this difficult process. Managers at Unilever formed learning groups that helped them strengthen their leadership abilities by exchanging frank feedback and developing strong mutual trust.

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Primal Leadership

The Hidden Driver of Great Performance

by Daniel Goleman, Richard Boyatzis, and

Annie McKee

harvard business review • december 2001 page 2

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We’ve known for years that emotional intelligence improves results—

often by an order of magnitude. Now, new research shows that a

leader’s mood plays a key role in that dynamic—a discovery that

should redefine what leaders do first and best.

When the theory of emotional intelligence at work began to receive widespread attention, we frequently heard executives say—in the same breath, mind you—“That’s incredible,” and, “Well, I’ve known that all along.” They were responding to our research that showed an incontrovertible link between an execu- tive’s emotional maturity, exemplified by such capabilities as self-awareness and empathy, and his or her financial performance. Simply put, the research showed that “good guys”— that is, emotionally intelligent men and women—finish first.

We’ve recently compiled two years of new research that, we suspect, will elicit the same kind of reaction. People will first exclaim, “No way,” then quickly add, “But of course.” We found that of all the elements affecting bottom-line performance, the importance of the leader’s mood and its attendant behav- iors are most surprising. That powerful pair set off a chain reaction: The leader’s mood and behaviors drive the moods and behav- iors of everyone else. A cranky and ruthless

boss creates a toxic organization filled with negative underachievers who ignore opportu- nities; an inspirational, inclusive leader spawns acolytes for whom any challenge is surmountable. The final link in the chain is performance: profit or loss.

Our observation about the overwhelming impact of the leader’s “emotional style,” as we call it, is not a wholesale departure from our research into emotional intelligence. It does, however, represent a deeper analysis of our earlier assertion that a leader’s emotional in- telligence creates a certain culture or work environment. High levels of emotional intelli- gence, our research showed, create climates in which information sharing, trust, healthy risk-taking, and learning flourish. Low levels of emotional intelligence create climates rife with fear and anxiety. Because tense or terri- fied employees can be very productive in the short term, their organizations may post good results, but they never last.

Our investigation was designed in part to look at how emotional intelligence drives per-

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Primal Leadership

harvard business review • december 2001 page 3

formance—in particular, at how it travels from the leader through the organization to bottom-line results. “What mechanism,” we asked, “binds the chain together?” To answer that question, we turned to the latest neuro- logical and psychological research. We also drew on our work with business leaders, observations by our colleagues of hundreds of leaders, and Hay Group data on the leader- ship styles of thousands of executives. From this body of research, we discovered that emotional intelligence is carried through an organization like electricity through wires. To be more specific, the leader’s mood is quite literally contagious, spreading quickly and in- exorably throughout the business.

We’ll discuss the science of mood contagion in more depth later, but first let’s turn to the key implications of our finding. If a leader’s mood and accompanying behaviors are in- deed such potent drivers of business success, then a leader’s premier task—we would even say his primal task—is emotional leadership. A leader needs to make sure that not only is he regularly in an optimistic, authentic, high- energy mood, but also that, through his cho- sen actions, his followers feel and act that way, too. Managing for financial results, then, begins with the leader managing his inner life so that the right emotional and behavioral chain reaction occurs.

Managing one’s inner life is not easy, of course. For many of us, it’s our most difficult challenge. And accurately gauging how one’s emotions affect others can be just as difficult. We know of one CEO, for example, who was certain that everyone saw him as upbeat and reliable; his direct reports told us they found his cheerfulness strained, even fake, and his decisions erratic. (We call this common dis- connect “CEO disease.”) The implication is that primal leadership demands more than putting on a game face every day. It requires an executive to determine, through reflective analysis, how his emotional leadership drives the moods and actions of the organization, and then, with equal discipline, to adjust his behavior accordingly.

That’s not to say that leaders can’t have a bad day or week: Life happens. And our re- search doesn’t suggest that good moods have to be high-pitched or nonstop—optimistic, sincere, and realistic will do. But there is no escaping the conclusion that a leader must

first attend to the impact of his mood and behaviors before moving on to his wide pan- oply of other critical responsibilities. In this article, we introduce a process that execu- tives can follow to assess how others experi- ence their leadership, and we discuss ways to calibrate that impact. But first, we’ll look at why moods aren’t often discussed in the workplace, how the brain works to make moods contagious, and what you need to know about CEO disease.

No Way! Yes Way

When we said earlier that people will likely respond to our new finding by saying “No way,” we weren’t joking. The fact is, the emo- tional impact of a leader is almost never discussed in the workplace, let alone in the literature on leadership and performance. For most people, “mood” feels too personal. Even though Americans can be shockingly candid about personal matters—witness the Jerry Springer Show and its ilk—we are also the most legally bound. We can’t even ask the age of a job applicant. Thus, a conversation about an executive’s mood or the moods he creates in his employees might be construed as an invasion of privacy.

We also might avoid talking about a leader’s emotional style and its impact because, frankly, the topic feels soft. When was the last time you evaluated a subordinate’s mood as part of her performance appraisal? You may have alluded to it—“Your work is hindered by an often negative perspective,” or “Your en- thusiasm is terrific”—but it is unlikely you mentioned mood outright, let alone discussed its impact on the organization’s results.

And yet our research undoubtedly will elicit a “But of course” reaction, too. Every- one knows how much a leader’s emotional state drives performance because everyone has had, at one time or another, the inspira- tional experience of working for an upbeat manager or the crushing experience of toil- ing for a sour-spirited boss. The former made everything feel possible, and as a re- sult, stretch goals were achieved, competi- tors beaten, and new customers won. The latter made work grueling. In the shadow of the boss’s dark mood, other parts of the or- ganization became “the enemy,” colleagues became suspicious of one another, and cus- tomers slipped away.

Daniel Goleman

is cochairman of the Consortium for Research on Emotional Intelligence in Organizations, based at Rutgers University’s Graduate School of Professional and Applied Psycholo- gy in Piscataway, New Jersey. He can be reached at [email protected] Richard Boyatzis is chair of the de- partment of organizational behavior at the Weatherhead School of Manage- ment at Case Western Reserve Univer- sity in Cleveland. He can be reached at [email protected] Annie McKee is on the faculty of the University of Pennsylvania, Graduate School of Education, and directs lead- ership services for the Hay Group in Philadelphia. She can be reached at [email protected] They are the authors of Primal Leadership: Realizing the Power of Emotional Intelligence, forthcoming from Harvard Business School Press in March 2002.

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Primal Leadership

harvard business review • december 2001 page 4

Our research, and research by other social scientists, confirms the verity of these experi- ences. (There are, of course, rare cases when a brutal boss produces terrific results. We explore that dynamic in the sidebar “Those Wicked Bosses Who Win.”) The studies are too numerous to mention here but, in aggre- gate, they show that when

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