Organisations invest heavily in their high potentials with training, coaching and mentoring often offered to prepare them for bigger roles. But what does a high potential leader look like? Strangely enough according to a research paper called ‘Learning Agility: a construct whose time has come’, high performance is not necessarily a good predictor of future success. In fact, success in a current role does not guarantee success in a different role. So what does? Researchers have been looking at this critical question and discovered that an individual’s learning agility is a much better predictor of success especially where a leader is transitioning from a known role to an unknown or novel role.
The authors go on to claim that ‘ The assessment of learning agility, we believe, will likely become a critical component of talent management practices in most organisations during this decade’.
Learning agility is ‘ the willingness and ability to learn from experience and subsequently apply that learning to perform successfully under new or first time conditions.’
In another piece of research entitled ‘ Learning Agility as a Prime Indicator of Potential’ the authors hypothesized that high potentials with a higher level of learning agility would perform better once they had been promoted. Indeed this hypothesis was borne out, the more successful leaders, once they had been promoted did indeed score higher levels of learning agility.
In FYI for Learning Agility, the authors highlight four types of learning agility;
Mental agility – they are excellent critical thinkers who are comfortable with complexity, examine problems carefully and make fresh connections.
People agility – they know themselves very well and can readily deal with a wide variety of people and tough situations.
Change agility – they are curious, like to experiment and can effectively deal with the discomfort of change.
Results agility – they deliver results in first-time situations by inspiring teams; they exhibit the sort of presence that builds confidence in themselves and others.
And leaders high in learning agility would;
Seek and have more experiences to learn from
Enjoy complex first time problems and challenges associated with new experiences
Get more out of these experiences because they have an interest in making sense of them.
Perform well because they incorporate new skills into their repertoire.
So a high potential is someone who is a high learner, able to adapt, change and grow in ambiguous situations. So how do you spot those high in learning agility? There are assessment tools available on the market, however the research shows that a boss is more likely than peers or direct reports to identify high learners.
The need to identify high potentials is a critical one for organisations and it is worth thinking about how you are assessing these leaders. As a practitioner in the Leadership and Development field I am often asked to work with a group of leaders that have been identified by their level in the organisation, performance or personality and company fit. Let’s change the conversation and start to talk about potential in terms of an individuals ability to learn, adapt and grow.
Learning Agility; a construct whose time has come – by Kenneth De Meuse , Guangrong Dai , George Hallenbeck 2010 Consulting Pysch Journal
Learning Agility as a Prime Indicator of Potential – by Robert Eichinger, Michael Lombardo – Human Resource Planning
FYI for Learning Agility – published by Korn/Ferry International 2010
It seems quite ridiculous how we measure ourselves against others. Our status can be based on our desk next to a window, a parking bay and more recently just how many back to back meetings we have in a day and how many emails lie unopened in our over-stuffed inbox.
It’s not unusual to great someone with a “hello, how are you?” only to be met with “Fine, I’m really busy”. It has almost become unacceptable to have time in the day to think, bouncing from meeting to meeting. And yes I have heard stories of clients who fill their diary so full that not only do they not eat but don’t get chance for a loo break!!
So we have a problem that is based in a cultural belief that our importance and relevance is determined by this frenetic pace. The only problem with this is our brain really doesn’t respond well to this battering of data and stimulation. Leaders are generally not employed for their good looks – they are employed for their brains, their ability to think, decide, plan, innovate, empathise and engage – all these actions are effortful and an overloaded or stressed brain would struggle to do any of these tasks effectively. We become cognitively overloaded and our executive functioning, performed by our prefrontal cortex is impaired. Not only do we not think clearly, we lose our ability for perspective, working memory, will power or self-control and long term planning.
So, that begs the question just how well do you treat your brain? Our workshops and coaching programs use neuroscience to develop strategies for leaders to optimise their greatest asset, their mind.
Tips to help you think better
Slowing down is counter-intuitive, it feels like our external world is demanding us to go faster. Small changes that some of my clients are making are;
45 minute meetings – with 15 mins before the next meeting, time to gather your thoughts, let go of the last meeting and maybe grab a water.
Walk mindfully between meetings – what this means is when you are heading off to your next meeting instead of letting your mind churn through all the things you haven’t done or need to do, you simply focus on walking. You pay attention to the pressure of your feet on the floor, or the sounds of the office. This triggers your direct network and gives your brain a break from all that rumination.
Prioritise – don’t mistake being busy with being productive. Are you merely reacting to what is in front of you or are you carefully considering the priorities to achieve your goal? Take 15 mins out each day to take a big picture view of your day and what really needs to be accomplished.
It seems so obviously but so few people are actually taking breaks away from their desk and work. Lunch has become either a dimming memory or a quick bite whilst continuing to digest the budget. Taking breaks and walking away gives your brain a break, a chance to refresh. If you are struggling with something, heading out for a walk outside and just sitting in the fresh air will relax your brain enough so you are more likely to create that a-ha moment!
Eat and drink
Feeding your brain regularly will benefit your PFC functioning, the most sensitive part of the brain. The brain uses 20% of your body’s total energy and is therefore energy intensive and therefore needs regular glucose to function well. The problem is that feeding your brain too much or too little glucose will mean impaired performance. The glucose travels to your brain via your blood therefore blood sugar levels are critical.
If you eat irregularly i.e. starve your brain of glucose, and then eat a high sugar snack, the brain is overloaded with glucose and the additional glucose is discarded. So what you need is little and often.
The frequency of eating is important as is what you eat. Some foods are more satisfying than others and take longer to digest and therefore maintain more consistent levels of glucose. Your glucose is naturally low in the morning which is why breakfast is so important…. A good breakfast is essential to creating healthy glucose levels.
Label your thoughts and feelings.
When you are feeling overwhelmed and stressed if you label your thought and feelings you can trigger your brains natural braking system the Right Ventral Lateral PFC and reduce the stress response. In his paper Putting Feelings into Words Mathew Lieberman writes about his experiments in emotional regulation with the focus on just the act of labelling. He found that by labelling emotions verbally or non-verbally (journal writing) that it dramatically reduced the levels of stress in individuals. Lieberman found that after numerous studies it was clear that the RVLPFC activity disrupted the amygdala activation, therefore lowering a threat response.
Based on his work therefore it is important to regulate your emotional state by:
Saying how you feel – to others or to yourself. If someone upsets you it is ok to say :I am feeling very disappointed ….. “etc Practice I feel phrases.
Writing how you feel, using a journal to capture your thoughts and feelings is also a good tool to reduce amygdale activation.
Jeffrey Schwartz in The Mind and the Brain writes about a four step emotional regulation process for his patients – people with OCD. These people have thoughts that are overwhelming and yet through this process he has helped many patients to recover. This may be useful for people who have many negative internal thoughts. The process is:
Step 1: Relabel – name the feeling and label it as a thought
Step 2: Reattribute – name the fact that it is not you it is just a negative thought that you have learned over the years.
Step 3: Refocus – redirect your thoughts – create a pause, breath or use direct experience network, or do something else (distract), go for a walk
Step 4: Revalue – label those thoughts as just that, just neural pathways firing together, it is not permanent.
These are just a few great ideas that can destress your mind and improve your ability to think, plan and engage with others.
In our workshops and coaching sessions we use the latest research from neuroscience and psychology to help leaders understand how to optimise their thinking and move from reactive to responsive and proactive leaders.
Only the wisest and stupidest of men never change.
Many of us want to make change yet often than not we are met with failure. As a Leadership Coach and Facilitator I work with many people and organizations who want to change and yet struggle to make change stick. Why is that? What can we learn from neuroscience that can support the process?