Emoción, Conversación y Acción Pincipios de Ontología del Lenguaje “Juicios y fundamentación (más)

Emoción, Conversación y Acción Pincipios de Ontología del Lenguaje “Juicios y fundamentación de juicios” Albert de Anta Taller del CEC, 31 de marzo de 2012 (menos)

JUICIOS Se refieren a nosotros mismos Surgen de manera espontánea Podemos decidir qué hacer con (más)

JUICIOS Se refieren a nosotros mismos Surgen de manera espontánea Podemos decidir qué hacer con ellos y planificar futuras acciones (menos)

Juicios y fundamentación de juicios Son FAROS que nos guían para que nuestro futuro sea menos (más)

Juicios y fundamentación de juicios Son FAROS que nos guían para que nuestro futuro sea menos incierto Nos ayudan a coordinar acciones en el futuro (menos)

JUICIOS Consecuencias de confundir juicios con afirmaciones Ej.: Patricia es alemana e (más)

JUICIOS Consecuencias de confundir juicios con afirmaciones Ej.: Patricia es alemana e incompetente ¿Qué pasa con nuestras relaciones? (menos)

TIPOS DE JUICIOS Válidos o Inválidos (según la autoridad de quien los emite) Fundamentados o (más)

TIPOS DE JUICIOS Válidos o Inválidos (según la autoridad de quien los emite) Fundamentados o Infundamentados (según la aportación de afirmaciones) (menos)

Fundamentación de juicios Propósito Dominio Afirmaciones Fundamentar el juicio (más)

Fundamentación de juicios Propósito Dominio Afirmaciones Fundamentar el juicio contrario Estándar de calidad (menos)

Juicios y fundamentación de juicios Vuestros juicios os limitan u os abren nuevas (más)

Juicios y fundamentación de juicios Vuestros juicios os limitan u os abren nuevas posibilidades? Albert de Anta Taller del CEC, 31 de marzo de 2012 (menos)

Sant Cugat Tribuna April 8, 2010 Creating Human Capital: The Promise of Resonant Leadership (más)

Sant Cugat Tribuna April 8, 2010 Creating Human Capital: The Promise of Resonant Leadership Richard E. Boyatzis, PhD, Professor, Departments of Organizational Behavior, Psychology and Cognitive Science Case Western Reserve University, Cleveland, OH Department of Human Resources, ESADE richard.boyatzis@case.edu (menos)

Exercise Think of a leader for whom or with whom you worked – one that brought out the best in (más)

Exercise Think of a leader for whom or with whom you worked – one that brought out the best in you, one that you would gladly work with or for again Think of a leader for whom or with whom you worked – one that you try to avoid, left you wishing for more, would help your organization more by working for a competitor When You were Around Them, What Did They Say or Do? How Did They Make You and Others Feel? ________________ © Richard E. Boyatzis and Annie McKee, 2005. 2 (menos)

Leadership Is a Relationship Is a Resonant Relationship Being in Tune with or on the Same (más)

Leadership Is a Relationship Is a Resonant Relationship Being in Tune with or on the Same Wavelength as the Others 3 (menos)

They inspire through hope and vision. They spread compassion. They are mindful: attuned to mind, (más)

They inspire through hope and vision. They spread compassion. They are mindful: attuned to mind, body, heart and spirit. They inspire others by creating and maintaining resonance. What we know about great leaders © Richard E. Boyatzis and Annie McKee, 2005. (menos)

Emotions Are Contagious The brain has an ‘open loop’ system We are ‘wired’ to pick up subtle clues (más)

Emotions Are Contagious The brain has an ‘open loop’ system We are ‘wired’ to pick up subtle clues from one another Resonance is Contagious … So Is Dissonance 11 (menos)

The Sacrifice Syndrome The Sacrifice ofbeing a leader causes Stress Hormones (más)

The Sacrifice Syndrome The Sacrifice ofbeing a leader causes Stress Hormones Activated: Epinephrine and Norepinephrine Blood pressure increases Large musclesprepare to fightor run Brain shuts downnon-essentialneural circuits Less open, flexibleand creative Stressarouses the Sympathetic Nervous System Hormones Activated: Corticosteroids Leads to reductionin healthyimmune system Inhibits creation of new neurons Over stimulates older neurons leading to shrinkage of neurons Results Brain losescapability to learn We feel anxious,nervous,even depressed Perceive thingspeople say or doas threateningand negative More stressis aroused ________________ © Richard E. Boyatzis and Annie McKee, 2005. 13 (menos)

Renewal: Engaging the Parasympathetic Nervous System ________________ © Richard E. Boyatzis and (más)

Renewal: Engaging the Parasympathetic Nervous System ________________ © Richard E. Boyatzis and Annie McKee, 2005. 16 (menos)

The Cycle of Sacrifice and Renewal ________________ © Richard E. Boyatzis and Annie McKee, 2009. (más)

The Cycle of Sacrifice and Renewal ________________ © Richard E. Boyatzis and Annie McKee, 2009. Resonant Relationships Threat Crisis Hope Compassion Mindfulness Ineffective or Non-Sustainable Leadership Effective Leadership Sustainable, Effective Leadership Renewal Cycle Sacrifice Syndrome 15 Laughter, joy, playfulness (menos)

Financial Impact of Competencies Demonstrated by … Senior Partners who averaged 19 years with the (más)

Financial Impact of Competencies Demonstrated by … Senior Partners who averaged 19 years with the firm, and 10 years in management Self-Management Cluster: Achievement Orientation, Initiative, etc. Self-Regulation Cluster: Self-control, Adaptability, etc. Relationship Management and Social Awareness Cluster: Empathy, Networking, Developing Others, etc. Cognitive Abilities Cluster: Systems Thinking, Pattern Recognition, etc. ________________ © Richard E. Boyatzis, 2000. Senior partners of a multi-national consulting firm[Boyatzis 2006] 18 (menos)

Relationships Build Leadership Who helped you? Think back over your life and career Who were the (más)

Relationships Build Leadership Who helped you? Think back over your life and career Who were the people who helped you develop the most? What did they do and how did it make you feel? ________________ © Richard E. Boyatzis, 2001. 21 (menos)

The Ideal Self The Real Self My Learning Agenda: building on strengths while reducing Gaps (más)

The Ideal Self The Real Self My Learning Agenda: building on strengths while reducing Gaps Gaps: where my Ideal Self and Real Self are Different Strengths: where my Ideal Self and Real Self are Similar Experimenting as a Leader Practicing being a Leader Trusting Relationships that help, support, and encourage each step in the process Boyatzis’ Intentional Change Theory (1970, 1999, 2000, 2005) [the theory formerly known as Self-Directed Learning Model ] © Richard E. Boyatzis, 2001. (menos)

The Ideal Self The Real Self Gaps: where my Ideal Self and Real Self are Different (más)

The Ideal Self The Real Self Gaps: where my Ideal Self and Real Self are Different Strengths: where my Ideal Self and Real Self are Similar Trusting Relationships that help, support, and encourage each step in the process Boyatzis’ Intentional Change Theory (1970, 1999,2000,2005) © Richard E. Boyatzis, 2003. Two Attractors (menos)

Two Attractors ________________ © Richard E. Boyatzis, 2003. PSNS Arousal Left Prefrontal (más)

Two Attractors ________________ © Richard E. Boyatzis, 2003. PSNS Arousal Left Prefrontal Cortex/NAcc Ideal Self Strengths Focus on Future Hope Possibilities Optimism Learning Agenda and Goals Positive Emotional Attractor SNS arousal Right Prefrontal /ACC Real Self / Social Self Gaps / Weaknesses Focus on Past Fear Problems Pessimism Performance Improvement Plan Negative Emotional Attractor 26 (menos)

Graphical representation of the Positive (PEA) and Negative Emotional Attractors (NEA) in (más)

Graphical representation of the Positive (PEA) and Negative Emotional Attractors (NEA) in Intentional Change Theory (menos)

Coaching with Compassion to the PEAvs Coaching for Compliance to the NEA Preliminary findings (más)

Coaching with Compassion to the PEAvs Coaching for Compliance to the NEA Preliminary findings presented at the Society for Neuroscience annual meeting, Chicago, October 19, 2010 entitled, “Neural correlates of inspirational mentoring,” by Regina Cesaro, Richard Boyatzis, Masud Khawaja, Angela Passarelli, Kevin Barry, Katie Begany, Anthony Jack Paper entitled, “Coaching with Compassion: An fMRI Study of Coaching to the Positive or Negative Emotional Attractor,” by Richard E. Boyatzis, Anthony Jack, Regina Cesaro, Masud Khawaja, Angela Passarelli Based on research done at the Brain, Mind, & Consciousness Lab, Case Western Reserve University, Professor Anthony Jack, Director and Principal Investigator on this study http://tonyjack.org/               12 (menos)

Neural correlates of inspirational mentoringR. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. (más)

Neural correlates of inspirational mentoringR. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. PASSARELLI2, K. P. BARRY1, K. BEGANY1, A. I. JACK1; 1Dept. of Cognitive Sci., Brain, Mind, and Consciousness Lab., Cleveland, OH; 2Weatherhead School of Management, Case Western Reserve University, Cleveland, OH Manipulation Check Results S/he inspired me about my future I liked him/her S/he is an inspiring person S/he trusted me S/he made me feel hopeful about my future S/he is a caring person S/he cared about me I trusted him/her S/he made me think about my purpose S/he made me think that I should be working harder S/he asked abrasive questions S/he made me feel guilty about how much effort I am putting into my studies S/he asked questions about things I should be doing at Case regarding my studies * * * * * * * * (menos)

Statement Video Fixation Slide Response Slide “Thank You” Video Fixation Slide NEA PEA ~ 6.74 (más)

Statement Video Fixation Slide Response Slide “Thank You” Video Fixation Slide NEA PEA ~ 6.74 seconds ~ 2.0 seconds ~ 3.70 seconds ~ 2.60 seconds ~ 2.0 seconds Neural correlates of inspirational mentoringR. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. PASSARELLI2, K. P. BARRY1, K. BEGANY1, A. I. JACK1; 1Dept. of Cognitive Sci., Brain, Mind, and Consciousness Lab., Cleveland, OH; 2Weatherhead School of Management, Case Western Reserve University, Cleveland, OH Timeline of In-Scanner Events (menos)

Neural correlates of inspirational mentoringR. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. (más)

Neural correlates of inspirational mentoringR. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. PASSARELLI2, K. P. BARRY1, K. BEGANY1, A. I. JACK1; 1Dept. of Cognitive Sci., Brain, Mind, and Consciousness Lab., Cleveland, OH; 2Weatherhead School of Management, Case Western Reserve University, Cleveland, OH ACC MPFC OFC/NACC ACC OFC/NACC Negative Emotional Attractor Positive Emotional Attractor We found evidence of greater activity in the anterior cingulate cortex in the NEA as compared with the PEA condition. This region has been associated with cognitive conflict and both physical and social pain perception. It may reflect the greater conflict and emotional discomfort associated with the NEA condition. Conflict in the ACC Self-consciousness in the MPFC We found evidence of greater activity in the medial prefrontal cortex (MPFC) in the NEA as compared with the PEA condition. This region has been associated with theory of mind and with social cognition broadly construed including explicit thoughts about the self and how we are socially perceived by others. Activity in this area may reflect greater social self-consciousness evoked by the NEA as opposed to the PEA condition. (menos)

Neural correlates of inspirational mentoringR. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. (más)

Neural correlates of inspirational mentoringR. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. PASSARELLI2, K. P. BARRY1, K. BEGANY1, A. I. JACK1; 1Dept. of Cognitive Sci., Brain, Mind, and Consciousness Lab., Cleveland, OH; 2Weatherhead School of Management, Case Western Reserve University, Cleveland, OH Negative Emotional Attractor Positive Emotional Attractor ACC MPFC OFC/NACC ACC OFC/NACC Emotional Engagement in OFC/NACC We found evidence of greater activity associated with the PEA condition as opposed to the NEA condition which extended throughout both orbitofrontal (OFC) and nearby limbic structures, including the nucleus accumbens (NACC). These areas have been associated with emotion and reward (refs from yesterday). This may reflect greater emotional engagement, which we predicted would be evoked by the PEA condition. While both OFC and MPFC regions may be broadly characterized as being involved in emotional processing, This stands in contrast to the more self-conscious emotional response seen in MPFC (see above), which might be characterized as a more defensive response. (menos)

Results from 24 longitudinal studies at the Weatherhead School of Management of 25-35 year old (más)

Results from 24 longitudinal studies at the Weatherhead School of Management of 25-35 year old managers. Comparable results with 4 longitudinal studies of 45-55 year old executives in an Executive Education program, and 2 longitudinal studies of 38-42 year old high potential managers. © Richard E. Boyatzis, 2001. Emotional Intelligence Can Be Developed (menos)

Multiple Levels of Intentional Change Theory First Degree Interaction: Leadership Second Degree (más)

Multiple Levels of Intentional Change Theory First Degree Interaction: Leadership Second Degree Interaction: Reference / Social Identity Groups ________________ © Richard E. Boyatzis, 2008. Individual Dyad Team, Family,Coalition Organization Community Country, Culture Globe Resonant Leader/s 29 Social Identity Group/s (menos)

© Richard E. Boyatzis, 2006. Community Organization Resonant Owner/General Manager of Team (más)

© Richard E. Boyatzis, 2006. Community Organization Resonant Owner/General Manager of Team Organization Resonant Head Coach Individual Player Team Resonant Team Captain (menos)

The Ideal Self Trusting Relationships that help, support, and encourage each step in the process (más)

The Ideal Self Trusting Relationships that help, support, and encourage each step in the process Boyatzis’ Intentional Change Theory (1970, 1999,2000,2005) © Richard E. Boyatzis, 2001. The Motivation To Change: Finding their passion and dreams Breaking from the Ought Self (menos)

The Ideal Self ... The power of positive imaging and visioning Thinking in the Left Prefrontal (más)

The Ideal Self ... The power of positive imaging and visioning Thinking in the Left Prefrontal Cortex But we often skip over formulating the Ideal Self image in development or education and become anesthetized to our own ideal and dreams We cannot inspire this passion in others without engagingit ourselves Catching your dreams and engaging your passion ________________ © Richard E. Boyatzis, 2000. 35 (menos)

Parts of “Pedra Filosofal” by Antonio Gedeão Eles não sabem que o sonho é uma constante da vida (más)

Parts of “Pedra Filosofal” by Antonio Gedeão Eles não sabem que o sonho é uma constante da vida … Eles não sabem que o sonho é vinho, é espuma, é fermento, bichinho álacre e sedento, de focinho pontiagudo, que fossa através de tudo num perpétuo movimento Eles não sabem que o sonho é tela, é cor, é pincel … Eles não sabem, nem sonham que o sonho comanda a vida o mundo pula e avança como bola colorida entre as mãos de uma criança 36 (menos)

The Leader’s Challenge ________________ © Richard E. Boyatzis and Annie McKee, 2005. 50 Manage the (más)

The Leader’s Challenge ________________ © Richard E. Boyatzis and Annie McKee, 2005. 50 Manage the Cycle of Sacrifice and Renewal through Mindfulness, Hope and Compassion (menos)

Living Your Passion – Inspiring Others We Do Not Want to Be Bored or Live Routine Lives – Nor Do (más)

Living Your Passion – Inspiring Others We Do Not Want to Be Bored or Live Routine Lives – Nor Do Those Working With Us It Is a Waste of Human Talent, Spirit, and Potential Remember the Moment ________________ © Richard E. Boyatzis, 2000. 54 (menos)