Strategies for Improving Workplace Behavior and Performance

From Leadership Expert Dr. Diane Hamilton

Improving Workplace Conflict Requires Understanding Preferences

How do we know how others would like to be treated if we only look at things from our perspective?  Understanding personality and generational preferences is so important because we learn about opposing or differing perspectives.  To improve some of the key challenges in the workplace requires this understanding.  These challenges include poor soft skills, low emotional intelligence, lack of engagement, and a negative culture.  Many articles address how these problem stem from Boomer and Millennial conflict. Continue reading “Improving Workplace Conflict Requires Understanding Preferences”

Managing Millennials Requires Understanding Their Values

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Millennials are one of the most misunderstood generations, which has led to frustration in the workplace.  With so many generations working together, it is not unusual that there would be some conflict. The biggest issues have revolved around the clash between Boomers and Millennials.  With varying views on political and leadership issues, as well as differences in the frequency at which they embrace technology, conflict management has become a top concern for many leaders.  Part of learning to manage this unique generation includes understanding and embracing their values. Continue reading “Managing Millennials Requires Understanding Their Values”

The Cost of Low Engagement and How to Improve It

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Many people misunderstand the meaning of engagement. It is important to note that engagement does not mean satisfaction. Engagement refers to an emotional commitment to an organization and its goals.  Engagement, generational conflict, emotional intelligence, and other communication issues are some of the most requested speech topics by organizations. This is not surprising because 60-80% of all difficulties in organizations stem from relationship-based issues.  Numerous studies have demonstrated a correlation between engagement and performance.  Leaders with high levels of engagement also were more transformational, had higher levels of interpersonal skills, and had a better sense of well-being. Continue reading “The Cost of Low Engagement and How to Improve It”

Soft Skills: Critical to Employee Success

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Attend any leadership conference, and someone likely will bring up startling statistics regarding how employees and leaders lack something they refer to as soft skills. This term is used to describe many qualities that include interpersonal skills, emotional intelligence, and other personality-based issues. The problem that many organizations have experienced is that people are hired for their hard skills, or in other words, for what they know (knowledge). Then later, are often fired for their lack of soft skills, or what they do (behaviors). If employers recognize the importance of soft skills, they can avoid costly hiring and training mistakes, improve turnover, and boost productivity. Continue reading “Soft Skills: Critical to Employee Success”

Researchers Debate Importance of Introverts Acting like Extroverts

 

Several courses I teach include discussion regarding the importance of understanding personality preferences.  Students often take personality tests to determine their “type”.  Part of their type includes whether they are introverts or extraverts (Myers Briggs spells extravert with an “a” instead of an “o”).  In my training to become a qualified Myers Briggs MBTI trainer, I learned that people have preferences for how they like to receive and process information.  We were told it was similar to how people prefer to write with their right or left hand.  That is why I found the recent Wall Street Journal article titled How an Introvert Can Be Happier:  Act Like an Extrovert to be so interesting.  The title contradicts some of what I learned in my training.

Continue reading “Researchers Debate Importance of Introverts Acting like Extroverts”

Millennial Student Entitlement Issues

 

The word Millennials is used to describe adults born between the years of 1980 and 2000.  They are also known as Generation Y.  Jean Twenge, author of Generation Me explained Millennials tend to be more self-focused and may expect to receive a lot of recognition. Sixty Minutes aired an interesting story titled The Millennials are Coming.  In this show, they explained how this younger generation expects good things and expects them with little effort. I have noticed that this sense of entitlement has carried into the online classroom setting.

Most of my students are very respectful. They follow directions.  They ask questions with the proper tone.  However, there are a few that are more demanding.  Although I have not formally studied the age group of the students who demonstrate issues with entitlement, I have noticed that my older Baby Boomer students seem to demonstrate more respect.

Continue reading “Millennial Student Entitlement Issues”

Hiring Graduates Based on Personality Skills

HR professionals within organizations have given personality assessments to potential employees for many years. I was asked to take a personality assessment for a pharmaceutical sales job in 1987.  The changes I have noticed since that time include the type and frequency of personality tests given.  What also may be trending is the fact that leaders of schools have become more interested in personality assessments. In the Wall Street Journal article Business Schools Know How You Think, but How Do You Feel, author Melissa Korn explained, “Prospective MBA students need to shine by showing emotional traits like empathy, motivation, resilience, and dozens of others.”  Schools may be interested in these traits because organizations value these traits.  Korn also explained, “Measuring EQ-or emotional intelligence quotient-is the latest attempt by business schools to identify future stars.”

I find this trend to be particularly interesting because I teach business, I am a qualified Myers Briggs instructor, a certified EQ-i instructor, and I wrote my dissertation on the relationship between emotional intelligence and sales performance.  I have also witnessed that online schools have placed more importance on personality assessments. Many of my first-year students must take a Jung-like personality test.  Many of my undergraduate and graduate business students have to assess their EQ.

I think it is important for these personality preference and emotional intelligence issues to be addressed in online courses.  Some of the things that may hurt a graduate’s chance of obtaining is job include having poor self-assessment skills, poor interpersonal skills, and a lack of concern for how they are perceived by others.

When I was in pharmaceutical sales, they rated us each year on our concern for impact.  It was such an important part of what they believed made us successful in the field, that there were consequences to poor judgment and rude behavior.  In the book, It’s Not You It’s Your Personality, there is a chapter regarding concern for impact, as well as one for Myers Briggs MBTI, Emotional Intelligence, DISC, and many other personality assessments that may help young adults in the workplace. One of the universities for which I teach requires students to read this book in a foresight course.

It is important for online students to learn about these assessments because employers use them.  Some personality traits stay with us throughout our lives.  The MBTI is an example of an assessment that determines preferences that may not change.  This assessment may be helpful to students who are not sure about career paths.  Other assessments like the EQ-i determine emotional intelligence levels.  The good news about emotional intelligence is that it may be improved. Marcia Hughes has written several books about how to improve EQ in the workplace.  The savvy online students will work on developing their EQ and understanding personality preferences before they graduate.  By being proactive, students may have a better chance of being successful in a career that matches their personality preferences.

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Genetics Impact on Intelligence

 

Was Einstein a genius because he inherited good genes?  That is just one of the questions some new research may be able to determine.  According to the article A Genetic Code for Genius in the Wall Street Journal, “In China, a research project aims to find the roots of intelligence in our DNA.”

There is no denying that emotional intelligence has become a buzz word in HR.  Employees’ emotional quotient or EQ may sometimes be more important than their IQ.  However, the roots of many personality and intelligence issues like IQ still remain a mystery.  According to the Wall Street Journal article, “Studies show that at less half of the variation of intelligence quotient, or IQ, is inherited. Truly important genetics that affect normal IQ variation have yet to be pinned down.”

The average person has an IQ of 100 and Nobel laureates have an average IQ of 145. In a study of intelligence in China, the researchers are looking at individuals who have an IQ of over 160.  To date, studies have not been large enough to give very useful information about IQ and genetics.  This latest study “will compare the genomes of 2,200 high-IQ individuals with the genomes of several thousand people drawn randomly from the general population.”  The problem is finding the people with such an extremely high IQ.  The researchers likened it to finding a bunch of people over 6-foot-9 inches tall.

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Einstein’s Brain Reveals New Clues to Intelligence

 

In an attempt to understand intelligence, researchers have once again focused their attention on Albert Einstein’s brain.  A study published in a recent issue in the Journal Brain disclosed some new insight as to what made Einstein so intelligent.  In the Red Orbit article Photos of Einstein’s Brain Reveal Areas That May Have Made Him A Genius, Anthropologist Dean Falk from the Florida State University explained, “The overall size and asymmetrical shape of Einstein’s brain were normal. [But] the prefrontal, somatosensory, primary motor, parietal, temporal and occipital cortices were extraordinary. These may have provided the neurological underpinnings for some of his visuospatial and mathematical abilities, for instance.”

There have been 14 new photos found of Einstein’s brain that have been evaluated.  The USA Today article Einstein’s Brain: It Was Better Than Yours, explained, “After the photos were taken, the brain itself was cut into 240 separate blocks for analysis, most of which remain at the University Medical Center in Princeton, N.J., where Einstein’s brain was taken after he died.”

In 2009, Odyssey reported that the reason for Einstein’s intelligence may be due to an increase in glia cells.  “Glia help neurons by giving them nutrients and by cleaning up after the mess neurons make when they do their work. Neurons can make electrical signals because they are tiny batteries. Just as in a flashlight battery, the voltage in a neuron is generated by a special salt solution. When a neuron fires an electric pulse, sodium, which is the positively charged partner of the salt known as sodium chloride, flows into the neuron.”

Einstein died from a ruptured aneurism in 1955. He was 76.  An autopsy was performed in Princeton Hospital. According to the Einstein Quarterly article A Brief History of Einstein’s Brain, “Einstein’s brain weighed 1230 grams, well within the range of 1200-1600 grams that is normal for a human male.” Einstein never gave approval to study his brain. Permission came from his family once they were made aware that his brain had been removed and preserved.

The brain is often described in sections, referred to as Brodmann’s areas.  Einstein’s Brodmann area 39 (part of the parietal lobe) showed a statistically significant difference from the average brain.  The parietal lobe may be an important indicator of  intelligence. The latest research has discovered some differences in Einstein’s frontal lobe as well. To find out more about the importance of this lobe, check out the Nova video at the end of this article.

 

Some interesting things about Einstein include:  He had dyslexia as a child; he figured out the theory of relativity in his 20s, he played the violin, and  Einstein had an IQ of 160.

To find out what happened to Einstein’s brain, check out Nova’s video:  How Smart Can We Get

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