SSPS Presentation 8 Fears that Derail Performance & Development
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This document discusses 8 common fears that can derail performance and development: feeling helpless, ignorant, shame, invisible, abandoned, assimilated, trapped, and anxious. It explains how fears are driven by psychological needs and how the brain learns through experience. When development programs address these fears and needs, people are better able to learn and improve performance. An effective approach considers the whole person by engaging all parts of the brain and providing experiences that build skills while ensuring emotional security and connection.
SSPS Presentation 8 Fears that Derail Performance & Development
- 1. 8 Fears ~ That Derail Performance & Development ~ by Anne Dranitsaris, Ph.D. Creator, Striving Styles® Personality System
- 2. About the Speaker • Personality & behavioural change expert with over 35 years’ experience working with individuals, teams, leaders and organizations to eliminate dysfunction and maximize potential • Creator, Striving Styles® Personality System, a neuro-psychological framework for development & behavioural change • Author, Who Are You Meant To Be? A Groundbreaking, Step-by-Step Approach to Discovering and Fulfilling Your True Potential AnneDranitsaris, Ph.D.
- 3. Objectives • The eight fears that derail performance and development • How the brain learns • Role of fear in the learning experience • Implications for Performance & Development • How to take a whole brain approach to dealing with fears
- 4. Role of Emotions • Emotions are critical to successful performance and development • Drive our attention and behaviour – Enhance the experience: curiosity & exploration, increased retention OR – Shut down development: fight or flight response
- 5. Emotional Drivers of Behavior • Fear is the strongest emotional motivator we have; if it comes down to what do we want vs. what do we fear, fear wins out. • Everyone has fears, just like everyone has needs. • They are instinctual, biochemical, and occur in the brain whether we want to them to or not! • Our psychological fears are based on our strongest motivations and associated psychological needs.
- 6. Emotional Drivers of Behavior • By understanding the motivation and need attached to the fear, we can stop acting out of the fear. • Conditioned to judge our fears rather than to examine them and ask ourselves the purpose of the feeling. • Focus on controlling, denying, rationalizing or overcoming our fears. • Fear those things that we have experienced that have caused us pain and suffering in the past.
- 7. Emotional Drivers of Behavior • Brains are designed to develop and improve performance over time – experience, practice, process, mastery • New neural pathways are created through repeated and frequent positive experiences • Fear, anxiety, negative emotional memories interfere with growth • Fear shuts down curiosity, initiative, & experimentation
- 8. • Driven by powerful innate psychological needs • Our behaviour seeks to get these needs met • Hard-wired at birth • Source of all motivation and social interaction Importance of Needs
- 9. Our Needs and Associated Fears
- 10. Our Needs and Associated Fears Predominant Need Associated Fear To Be In Control Feeling helpless or powerless To Be Knowledgeable Feeling ignorant or uninformed To Be Recognized Feeling shame or embarrassment To Be Perceptive Feeling invisible or disengaged To Be Connected Feeling abandoned or socially exiled To Be Creative Feeling invisible or assimilated To Be Spontaneous Feeling trapped or restricted To Be Secure Feeling anxious or insecure Whenwedon’tknowtheneeds, wecannotaddress the associatedfears thatgettriggeredduringlearning
- 11. Leader: Need to be in Control Fear of feeling helpless or powerless • IMPACT: – react defensively when told they have to attend training if not expecting it – disagree or argue with manager re performance & development needs – create power struggles (with boss or trainer); interrupt with challenging questions – refuse to participate; show up & don’t engage
- 12. Intellectual: Need to be Knowledgeable Fear of feeling ignorant or uninformed • IMPACT: – avoid situations where they aren’t the expert – routinely avoid group training or coaching – compete (with trainer); ask questions beyond scope of training to show expertise – refuse to participate; do other work; leave early
- 13. Performer: Need to be Recognized Fear of feeling shame or embarrassment • IMPACT: – ask questions and tell stories; hijack the training – dismissive or rude to the facilitator when asked not to talk; engage in side conversations that are disruptive to the group – disrespectful of those in authority (manager, facilitator, trainer, etc. act like their equal – argue and question things both for attention and because they feel entitled to do so
- 14. Visionary: Need to be Perceptive Fear of feeling invisible or disengaged • IMPACT: – disengage from what is going on when they can’t get a picture of what’s going on and how they fit – shut down when told they need to develop interpersonal skills; have trouble picturing themselves behaving the way they are told they need to – intense questioning style intimidates the trainer or facilitator – when not allowed to ask questions, they feel invisible, disengage and stop participating
- 15. Socializer: Need to be Connected Fear of feeling abandoned or socially exiled • IMPACT: – give unwanted advice to feel connected and needed; get upset when they aren’t heeded – connect through focusing more on socializing or helping others than their own performance or development – assume the role of assistant; enforce rules, telling those who aren’t doing things properly what they should be doing – personalize performance feedback; blame boss for the way they feel and disconnect emotionally. Performance declines
- 16. Artist: Need to be Creative Fear of feeling invisible or assimilated • IMPACT: – exaggerate their shortcomings so others don’t expect anything from them – Personalize performance feedback; withdraw with a marked decline in engagement with others; more perfectionistic – keep to themselves and blame others for not including them. Don’t communicate necessary information on the team – hypersensitive; fear being judged or criticized. Can’t hear what is being said because of unrelenting negative self-talk
- 17. Adventurer: Need to be Spontaneous Fear of feeling trapped or restricted • IMPACT: – bored easily; become disruptive; make comments or tell jokes that interrupt the facilitator – vocal about how “stupid” or “worthless” the training is to validate their inappropriate behavior – performance correction is often around their impulsive behavior; act without telling others – impatient when training is abstract or conceptual
- 18. Stabilizer: Need to be Secure Fear of feeling anxious or insecure • IMPACT: – resist change, learning & trying new ways of doing things; don’t like strangers teaching them – don’t ask questions or participate in exercises; look like they are resistant or disinterested; frustrate facilitators – performance development focused on “soft skills” makes them anxious – catastrophize about training events; work themselves into anxious states
- 19. Addressing Needs & Fears in Performance & Development
- 20. Change the Brain • Understand Brain Styles of participants & extent of development of each quadrants • Provide activities that address fears • Train managers to address fears instead of reacting to behavior • Provide iterative experiences that lead to a sense of self-mastery and confidence
- 21. Provide for Emotional Security • Create safe work environments that offer a steady source of positive emotional support • Talk about negative emotions and their impact on learning • Attend to the fears and emotional barriers • Foster an atmosphere free from undue stress, with pleasurable intensity
- 22. Engage the Whole Person • Program designers, facilitators as well as participants understand: – Brain Styles – mechanics of the mind – Emotional Drivers of Behaviour • Innate Needs • Associated Fears – Learning Styles • each Style begins the learning process from a different part of their brain
- 23. Creating Whole Brain P & D Programs Left Rational Brain Answers: What will we build? • Decide on content • Construct program, establish modules • Benchmark & accountability Left Emotional Brain Answers: What will they experience? • Determine sequence & steps • Determine experiences • Connections to current situation Right Rational Brain Answers: What are our goals? • Envision desired result • Organizational context • Generate enthusiasm Right Emotional Brain Answers: What will they feel? • Determine emotional needs • Relational/social experiences • Reward & recognition Objective Subjective
- 24. Needs During Development Left Rational Brain Learning Function: to sort information Needs & associated fears: • Will people feel in control? Left Emotional Brain Learning Function: to relate info to past experiences & steps involved Needs & associated fears: • Will people feel secure? Right Rational Brain Learning Function: to envision the whole Needs & associated fears: • Will people feel Right Emotional Brain Learning Function: to relate & bond Needs & associated fears: • Will people feel connected? • Will Objective Subjective
- 25. Use the Whole Brain to Design Left Rational Brain ~ Analyze & Build Structure - Basis for selecting program content? - Criteria to evaluate progress against expectations? Right Rational Brain ~ Envision & Explore - Desired outcomes? - Context for new experiences & reinforcement of learning? Left Emotional Brain ~ Experience & Security - Experiences needed to build the brain? - Participants fears? Right Emotional Brain ~ Connection & Creativity - Motivation to learn? - Ensure participants’ needs get met?
- 26. Remember... • Expectations for engagement must be clear for both employees and managers • Consistency of approach to performance & development • Ongoing dialogue about resistance and the fears that get in the way of performance and development – develop a comfort zone • Allow for adequate time and experiences in the learning cycle to change the brain Maximizing the ROIforperformance & development is easy when you take a whole person, brain based approach to the design and delivery of your
- 27. Our Approach • Striving Styles Personality System is a neuro- psychological framework for development, behavioural change and achieving potential – Can be integrated into any development program – Audit existing programs to ensure design & delivery reflect personality, emotions and how the brain learns – Facilitate organizational change, eliminate dysfunction and disengagement – Build expertise of anyone involved in training, development & behavioural change by becoming a Practitioner
- 28. Contact us …for a free consultation …for a copy of our White Paper on the SSPS: an evolution of the MBTI www.StrivingStyles.com 416.406.3939 x2 anne@strivingstyles.com