”Ha! She can’t even speak properly…”

No, we do NOT think that about small children!

We cheer when they learn new skills: to talk, walk, sit still in class etc etc.

The brain’s millions of neural connections are developed at rocket speed when we are small, and the development does not stop just because we grow up. The brain transforms itself, develops new cells and both creates and shreds connections, as we learn new skills or make new experiences.

It IS possible to teach an old horse new tricks; we have the ability to change throughout life. But the conditions – including a strong motivation and a reasonably stress-free environment – has to be in place.

For the small child, the motivation to learn how to speak is evident and directly connected to survival. The goal is not to develop a large vocabulary and an error-free pronunciation. But babble and repeated sounds creates instant contact, over time a language evolves.

When we aim for personal development, regardless of whether we want to learn an actual skill or have a more personal wish for changes in behavior, it is crucial that we are motivated like the child: aiming for things we can do here and now – choices we can make, actions we can try.

But most importantly: we must believe change is possible! Problems with wellbeing, uncertainty in career choices, poor relationships, conflicts, lack of energy – with a focused effort things can be changed.

In our work life we are typically motivated by very high-level goals with no guidance in terms of actions to support their achievement. We can have goals for things such as revenue, a score in employee satisfaction surveys, conversion rates etc. For myself, I used to work in strategic sales: megadeals with big bets where a team could work a full year on a single sale. Our goals were the type: “Win profitable deals worth $200m each year”.  

Even if goals like these are easy to understand and measure, they are not helpful in personal development but frequently sneak in anyway, eg “Run a marathon”, “Lose 10 kg”, “Get promoted”.

What would be more helpful: ”Run 3 times a week”, “Choose a healthy lunch”, “Seek feedback regularly”.

Personal development and growth, including changes in habits and lifestyle, require us to acknowledge that our development never ends. That our intelligence and ability are not cast in stone, but something we can improve upon our entire life, evaluate and improve again.

Initial thoughts on where you want “to go” with your development, become very important – more important than the finishing line. It is one thing to want a promotion, but what does it take! Where are the actual areas that need to improve, and how to begin?

For me personally the transition from strategic sales to the work as business psychologist involved a massive change in mindset: from financial, win-or-lose goals to: identifying good focus areas and positions of strength, nudging things in a good direction.

With babysteps, loads and loads of trial actions and continuously renewed neural connections.

The most important colleague

There is no colleague we have greater expectations for – for better or worse – than our nearest leader. Measurements show that our relationship with our leader has four times the impact on our job satisfaction than the relationship with other colleagues. Leading human beings is a big responsibility, regardless of organizational level.

Changes in the leader’s role is much discussed and described: increased complexity and speed of change, hybrid work forms, generational differences, stress, expectations for involvement, etc. It makes sense to take an interest in leadership, and to develop the areas that need to be: employees with a low job satisfaction is twice as likely to change jobs, and has an average of 12 days more sick leave per annum.

But how to get started? And which areas to select for development?

GAIS is a tool to measure wellbeing and job satisfaction. The tool includes and option for in-depth measurements of employee’s experience of the most important aspects of leadership:

  • Involvement and freedom
  • Recognition and feedback
  • Meaning and direction
  • The leader as a role model

You can use the tool yourselves, and/or choose to get help from someone like me, also to decide how to move on when the results are in.

As inspiration, and introduction to the universe of research and technology in GAIS, you can download the report “Når Ledelse Skaber Arbejdslyst” (in Danish).

This post is not an advertisement, I am not affiliated with GAIS/Krifa and I paid for my own certification.

Rewarding courage, not only compliance

Loads of research – prominently, the work of Amy Edmonson and her team – is bearing evidence to the importance of psychological safety. This important feature of a workplace is a prerequisite for innovation, team collaboration, quality work and a healthy workplace. It signifies a working environment where it is possible to state your opinion and talk about relevant ideas, where people feel free – or even compelled – to be open and honest.

The term “psychological safety” is becoming a term used almost as synonymous with trust, or with feeling personally confident to speak up. However, trust and confidence exist inside an individual person – psychological safety exists at the group or workplace level, and leadership’s efficiency in sustaining the conditions for psychological safety is crucial.

One example: encourage learning to avoid preventable mistakes, those that are due to lack of care and attention.  To “encourage” means to REWARD, not just refrain from shaming. People making preventable mistakes should not be praised for their inattention (obviously) but for their willingness to come forward and admitting the mistake, enabling a process improvement to make sure this does not happen again.

Another example: Intelligent mistakes, exploring new ground, fueled by a willingness to take risks and to experiment, should be straight-up rewarded, even if the desired results are not materializing. (And yes, results should be rewarded as well, that’s not the point).

Encouraging these behaviors will take a little bit of imagination but is totally doable. Modelling learning, asking for help as a leader, setting high standards and continuously talking about how to reach them, builds and sustains psychological safety where it belongs.

Psychological safety is not about being friendly all the time; it has nothing to do with being introvert or insecure, and it’s not about lowering the performance expectations. It is about removing the breaks that are holding people back.

Turning psychological safety into a matter of individual assertiveness bears resemblance to the way some companies deal with mental health and stress (“it’s personal”). But it’s not personal; sustaining psychological safety is a key requirement on contemporary leadership.