Tag Archives: using our talents

How can we affect self-esteem & self-confidence in others?

It is always worth considering what impact we can and do have on the self-esteem and self-confidence of other.  If these qualities in us are affected by external input from our parents, peers etc (i.e., others) then we too can have significant impact on the self-esteem and self-confidence in others.

Let’s consider as an example, the boss who wants to add some stretch to the expectations of his staff in order that they can develop and grow in their roles.  How can he help them to grow and develop and achieve these goals?  I would argue that one way is to reinforce their self-esteem and develop their self-confidence.  These promote not only independent thinking and working, but also the security to approach others for assistance if and when needed.  But what happens if this boss

  • Sets targets, and then continually reviews them and re-sets them as they are met? 
  • Sets targets that are simply not achievable? 
  • Introduces so much stretch in the objectives that they push the individual beyond their elastic limit? 
  • Continually focuses on targets that are not being met and ignores those that have been achieved or exceeded? 
  • Provides criticism and objective advice without praise and reward?

These scenarios are all too common in business today; many through pressures to perform in difficult or changing economic climates; many through personal drive or feelings of the need to achieve or survive; many through ignorance.  Whatever the reason, the end result is the same; underachievement, low morale, suspicion and loss of best staff (either voluntarily or through ill-health).

When the pinch comes the focus can be turned so strongly onto the objective that we neglect the means of achieving that objective, our staff.  Survey after survey shows that the best results, greatest growth and greatest stability arise where people feel valued, rewarded and are given the freedom to try, in other words, where people have a feeling of worth (self-esteem) and the confidence to make a significant and recognised contribution (self-confidence).  It’s also interesting that in many cases, reward constitutes little more than acknowledgement and being thanked.  It does not necessarily have to be a salary increase or monetary award.

The problem is that in many cases, praise, thanks and acknowledgement have been consigned to the annals of history.  The positive side to this is that where there is a cultural change from a praise vacuum to one of acknowledgement, the change in atmosphere, attitude and motivation can be remarkably rapid and greater than could be expected.

So, if encouraging others costs nothing, apart from a bit of pride, self-discipline and effort, but reaps such great rewards, what are the barriers to us starting, now?

  • Pride?
  • Time?
  • Image?
  • Effort?
  • Expectations?
  • Office structure?
  • … other reasons?

If survival, growth and development are priorities in our businesses then none of these barriers is too great to overcome.  Most are personal anyway.  And if it is a case of reorganisation or redundancy, then there can be little argument against the case.

The benefits of building self-esteem and self-confidence in others and ourselves are that we are laying the foundations for greater things; creativity and innovation.

More of that next time …

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Creativity: The Other Global Crisis

Perhaps one of the most eloquent and engaging speakers I have heard is Sir Ken Robinson. he has this style which instantly puts one at ease whilst totally drawing us in to what he has to say. If you want an example, pour yourself a coffee and Watch Ken Robinson Talk to see him in action (opens in a new window … use the ‘Close Window’ button after viewing).

In one of his more recent appearances he continued to present some uncomfortable facts which will impact us all unless things change. Here is a sample of out-takes from his talk. Full article here (opens in a new window).

  • The world is facing a crisis of human resources … “I believe that fundamentally we have both underestimated and continue to misuse – if not actually abuse – many of our most important talents; our talents, our children’s talents, and the talents of the people who work with us. And unless we fix [this crisis], I feel we’re not going to make much progress fixing the other one.”
  • Both crises are the result of our “industrial mindset,” which is incompatible with modern society and modern business. Both manifest themselves in terms of imbalances. In the natural world it is the imbalance of gases in our atmosphere, although human activity is also disrupting many other ecosystems. In society we have legions of people dislocated from their own talents, legions of people suffering from all kinds of anxiety, legions of people in dysfunctional communities. And there is an enormous cost of handling this.
  • In California (Robinson’s new home town) spends $3.5bn a year on the state university system; it spends $9.9bn on the state prison system. Similar figures exist for other Western countries, as well as other US states. The UK spends millions of pounds a year on remedial education, to try to get kids through a system which many of them are bucking against. And we spend millions of pounds a year on career counselling, because people have not found their way.
  • The result for educators, employers and HR professionals is that it is vital to have an understanding of “the ecology of human resources.
  • As a society, we must improve our understanding of human capabilities. We believe mistakenly that creativity and intelligence vary in inverse proportion to one another. The things we take for granted as being true are the real problem; the enemy of making the best of ourselves is common sense.
  • Thankfully creativity is not dead but merely latent, in most adults.
  • Work by Land and Jarman showed that in a smaple of 1,500 children aged 3-5, 98% ranked as “geniuses” in divergent thinking. In children aged between 8 and 10 years the figure fell to just 32% and by the time children had reached between 13 and 15 years it had declined further to a mere 10%. In other words, children become less creative as they grow older. What coincides with this period of development, aside from hormonal changes and socialisation, is that they enter formal education where they have learnt a) there is one answer to every question, b) don’t look, because that’s cheating and c) don’t copy from anybody else, because that’s cheating too … even though outside of school we call this collaboration.
  • This mindset goes well beyond school and college. Land and Jarman also performed a control test of two-thousand adults (aged 25+) where only 2% ranked as geniuses. We don’t grow into creativity, we grow out of it, because of the ways in which we become institutionalised and socialised. Education is a big piece of this, but work is an even bigger piece.
  • Creativity is most frequently associated, in the workplace, with innovation but it is equally important in helping society cope with, and harness, technological advances. No matter what we do or where we do it, technology is going to swamp us: new information systems are going to subvert all the things we take for granted.
  • The over-25s think we’re OK, but we’re not that great. We have learnt digital technology like a second language, so we kind of speak phrasebook digital compared with our children. IT systems are becoming more and more pervasive, but they’re not fundamentally avoiding the powerful need for better and better use of human resources. To the contrary. Human resource is the only way we can engage with these things properly … and at this moment we are locked into an industrial mindset about our own capabilities.
  • Business people can help to nurture creativity and imagination by thinking of organisations as organisms rather than organisations A better metaphor is from agriculture. A farmer can’t make a plant grow. A plant grows itself. A good farmer provides the conditions for growth. And a great plant doesn’t just grow from the top, it grows everywhere simultaneously, as do healthy organisations, which have a reciprocating relationship among the parts.
  • There is a huge difference between a creative team and a committee: great creative teams require real expertise among managers and leaders to work. It’s a skill-set that we need to be teaching managers and leaders.
  • Great teams, large or small, are deliberately diverse: they have people from different backgrounds, experiences, ages and responsibilities in the organisation. The processes employed by these teams ensure that their diversity is not an impediment but a resource.
    The best senior managers are those who are not afraid to let teams congregate for specific tasks and then disband, to form other teams as necessary, perhaps one of the best ways to spread cultural information around the organisation.
  • It is essential to create the right habitat, in terms of culture and environment. Anyone who is serious about making more of people must be serious about the environment in which they work. And not just the colour of the walls: innovative organisations have a rigorous approach to questioning algorithms of behaviour and changing the environment as need be.
    Challenging stuff.

What I think is obvious is that we have a long way to go. BUT we need to make a start, no matter how small to change the inertia of creative decline. and just perhaps some of our organisations and social structures will be rebuilt into healthy living cultures.

Until next time …

 
My Zimbio

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