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Moving from “I Must…” to “I Want To!”
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Moving from “I Must…” to “I Want To!”

written by Scott Asalone

This is the third article inspired by the IPPA World Congress. Other articles so far include Jeffrey Siegel on awe and elevation at the movies and Kathryn Britton on Barbara Fredrickson’s definition of love. There’s more to come.

Hesitant

I watched in amazement as Grace, a friend’s granddaughter, who was petrified of going near the sea a year before, walked fearlessly into tumbling waves. She is now in love with the ocean and has adopted her grandmother’s passion for the sea.

Edward Deci could have used Grace as a powerful example of internalizing extrinsic motivation in his keynote talk at the IPPA World Congress titled Self-Determination Theory and Its Relation to Positive Psychology.

Self-Determination Theory and Autonomous Motivation

Deci began by differentiating Self-Determination Theory (SDT) from many other cognitive theories because it’s a meta theory based on the assumption that humans, by our very nature, are proactive, work to master our environment, and have a tendency toward growth. In contrast, other cognitive theories are mechanistic and maintain that humans are basically passive. Deci explains that “nutriments” of competence, autonomy, and relatedness are necessary for growth to occur. Only when these nutriments are in place do people function effectively.

   Relatedness Helps...

Self-determination theory is a motivational theory at heart. Motivation doesn’t just differ in amount, it also differs in kind. With autonomous motivation, people fully endorse what they’re doing. They choose to do it. Autonomous motivation is often (but not always) intrinsic motivation, being drawn by the activity itself. He noted that autonomous motivation creates outcomes of greater persistence, better performance, better physical and mental health, and better personal relationships.

Additionally Deci acknowledged that extrinsic motivation (doing something for a separate reason than the activity) while not initially autonomous, can be internalized and become a fully autonomous motivational force. Offering individuals the nutriments of competence, autonomy, and relatedness, thereby creating a climate that supports their individual needs, allows them to examine extrinsic motivation without pressure and then to decide how it fits. At this point they may adopt the extrinsic motivation as their own and internalize it.

Basic Needs in Action

So what does this have to do with Grace? Grace had been afraid of the ocean and wouldn’t go within 20 feet of it. Though it was a passion for her grandmother, Grace would not share that passion.

Running with Abandon

Grace’s parents could have tried positive conditional regard, only giving love and attention when Grace did what they desired and moved toward the ocean. Deci notes that this leads to a feeling of being controlled, and is thus not autonomy supportive.

They also could have tried negative conditional regard by withholding love and attention when Grace wouldn’t go into the ocean. Deci comments that this leads to resentment and uncontrolled emotion. It is also not supportive of autonomy.

Instead they allowed Grace to get better at swimming in a wave pool (supporting competence). They gave her the choice as to the lessons (supporting autonomy) and connected her with friends who were swimming (supporting relatedness). Now Grace has internalized her parents’ and grandmother’s love of the ocean. She runs into it rather than away from it.

Though I’m not a parent, the development of autonomous motivation and its effect on Grace was obvious. More important, after Edward Deci’s keynote at the IPPA conference, it is easier to see the connection of Self-Determination Theory and positive psychology both at work and in our personal life, particularly in the area of achievement.
 

 
References
Self-Determination Theory Web site. The publications page has PDF files or links to hundreds of articles, including applications of SDT theory in environmental sustainability, education, health care, organizations and work, psychotherapy, sports and exercise, and videogames.

Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.

Deci, E. L., & Vansteenkiste, M. (2004). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology. Ricerche di Psichologia, 27, 17-34.

Deci, E.L. & Ryan, R.M. eds. (2002). Handbook of self-determination research. Rochester: University of Rochester Press.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior (Perspectives in Social Psychology). New York: Plenum Press.

Deci, E.L. & Flaste, R. (1995). Why we do what we do: Understanding self-motivation. New York: Penguin Books.

Images

Hesitant child at the beach courtesy of ammgramm
Mother with children on beach courtesy of MyTudut
Child running to water courtesy of Cia da Foto

August 11, 2011 11 comments
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How Do We Change Behavior?
AllBusinessChangeHabitsTaking Action

How Do We Change Behavior?

written by Scott Asalone

During a recent course that I taught with my business partner Jan Sparrow, an executive turned to us to say, “All this stuff is great and I want to change my behavior, but how do I make sure it sticks long term?”

This is an important question for positive psychology practitioners, whether as professional therapists, life coaches, and consultants or as individuals wanting to implement personal positive behavioral changes. It is not easily answered. Recently in studying long-term, positive behavioral change I came across an article by Brendan I. Koerner about Alcoholics Anonymous (AA). Reading the article I realized there is much that AA can teach all of us about long-term change even in the face of addiction. Though they admit their failure rate is very high they still have created an astounding record of behavioral change. Let’s explore four of the elements of AA as an opening for a dialogue about creating long-term positive behavioral change.

  1. Gain commitment.

    Commitment is the key element for AA to have any chance of succeeding and most likely individuals who attend a meeting are present because they intend to try to change. Perhaps the same can be said of those who engage life coaches, or therapists. They do so believing they will create long-term positive behavioral change.

    The situation rapidly deteriorates in many corporate settings where “classes” of employees are gathered to learn about a topic. The “prisoners” as we call them, can range anywhere from 10 – 90% of a class. (Yes, we do take a poll). From the corporate perspective we’ve tried a few strategies to gain commitment. First we get the prisoners to acknowledge their imprisonment. Talking about the elephant in the room always helps. Also, each participant creates and signs a contract on the action plan they agree to.

    Supported learning

    What do you do to encourage and insure commitment?
     
  2. Build self-efficacy. AA gives members constant support to continue their change. In each meeting they get to hear from others who were in their situation and choose sobriety.
     
    In assisting behavioral change in corporate settings we use Bandura’s strategies. We highlight links to past accomplishments, provide mentors or role models, offer verbal persuasion and engage them to the point where they believe they can continue their behavioral change.

    What do you do to build or help build self-efficacy?
     

  3. Form groups or relationships. One of the keys behind long-term positive behavioral change is the power of the group. Whether through accountability or support, individuals are more likely to continue change within a supportive context. The meetings provide this opportunity in AA.
     
    In corporate settings, even in large group meetings, we have people create triads or partnerships and ask that they check in with each other on a regular basis.

    How do you create a support group?
     

  4. Instill new habits. One of the most difficult parts of change is that we tend to revert to what we’ve always done. As my business partner says, “The familiar is seductive.” Changing habits is the toughest part of long-term behavioral change. AA recommends 90 consecutive days of meetings when you first join them. Part of the reason for this recommendation is that AA is structured to be every bit as habit forming as alcohol.
     
    We’ve also initiated a 90 day process where, after workshops, we ask our participants to work on their behavioral change for 90 days. We check in at 30, 60 and 90 days. One of our most popular workshops on connecting emotionally with clients has increased productivity in financial advisors minimally 17% compared to the control group if they continue with it at least 90 days.
     
    What are you doing to instill the new habits?

Long-term positive behavioral change is a goal that many individuals desire. Those of us who build on positive psychology hope to identify, explore, and disseminate what changes people’s lives for the better. AA’s strategies of commitment, confidence, community, and consistency can assist in creating long-term positive behavioral change. What are your strategies?
 

 
References
Ashford, S.A., Edmunds, J. and French, O.P. (2010) What is the best way to change self-efficacy to promote lifestyle and recreational physical activity? A systematic review with meta-analysis. British Journal of Health Psychology. 15(2) 265-288.

Kelly, J.F., Magill, M. and Stout, R.L. (2009). How do people recover from alcohol dependence? A systematic review of the research oon mechanisms of behavior change in Alcoholics Anonymous. Addiction Research and Theory. 17(3), 236-259.

Koerner, B.I., (2010). The Secret of AA: After 75 years, we don’t know how it works. Wired. 18(7).

Vaillant, G. (2001). Interview: A Doctor Speaks. First printed in AA Grapevine Magazine, 57(12).

Images
Commitment courtesy of Ed Schipul
Supported learning courtesy of Photochiel
3d people partner courtesy of 姒儿喵喵

July 11, 2011 26 comments
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AllStrengthsTaking Action_2 Positive Traits

Taking Strengths Theory to the Next Level

written by Scott Asalone

Now, Discover Yiour StrengthsEarly in 2001 I picked up what was then a brand new book by Marcus Buckingham and Don Clifton, Now, Discover Your Strengths. Immediately upon reading it I was hooked on strengths theory. Over the past 10 years as an enthusiast and a practitioner, I’ve run workshops, coached people, and continued reading anything about strengths. I wrote an article recently for PositivePsychologyNews.com about what I’ve learned from practice, What Do You Do With a Strengths Assessment?
 

Now Robert Biswas-Diener, Todd Kashdan, and Gurpal Minhas are about to take strengths theory to the next level with a new article titled A Dynamic Approach to Psychological Strengths Development and Intervention scheduled for publication in The Journal of Positive Psychology. Having had the privilege of reading an early copy, I can tell you that it is worth reading.

Gurpal Minhas

Gurpal Minhas
Robert-Biswas-Diener

Robert-Biswas-Diener

Todd Kashdan

Todd Kashdan

The authors begin with an excellent summary of the research on strengths theory. Their focus turns quickly to the current state of strengths interventions and the practitioners who are applying strengths’ assessments in their professional capacities. Though the authors acknowledge practitioners as the front line for applying strengths theory, they caution that both the offering of theory and the interventions themselves need to be properly applied, and both need to be accompanied by data collection to evaluate their efficacy.

Through an admittedly limited survey of practitioners, the authors identify the “identify and use” approach as the one most used by practitioners of strengths assessments. That is, practitioners first help clients identify their strengths and then conduct dialogues about how to use them. Though they believe the identify and use approach is practical, they advocate a more general “strengths development“ approach that will serve Positive Psychology and our clients better.

Strengths' Ascent

Strengths' Ascent

Fixed or Not?
 

A major pillar of the strengths development approach is the shift from a trait-like concept of strengths to a dynamic approach. They point out that the current trait-like model states that strengths are fixed across time and situations, but they argue that a more nuanced approach is necessary to understand strengths. The common understanding of strengths as trait-like runs in opposition to the idea that strengths can be developed. They claim that the movement to a dynamic model is not a radical departure from strengths theory, but instead an extension based on new research about strengths. Their reference list is a good place to start exploring the new research.

Because of this shift in theory, Diener, Kashdan and Minhas suggest to practitioners that we offer a theoretically integrated approach to strengths development that goes beyond the common ways to develop strengths (become better at them, use them more, know when to use them). They suggest a change of focus from usage of strengths to cultivation of strengths so that clients come to fully understand the benefits, liabilities, and ideal application of strengths.

Strengths in Isolation

The authors caution that much of current practice seems to isolate individual strengths. For example, the identification of a “top strength” tends to imply that strengths exist divorced from other internal and social factors. I liked the following five concepts that they offer to practitioners and strengths enthusiasts for increasing the effectiveness of strengths interventions.

    Constellation

  1. Strengths tilt: A key factor in maximizing strengths is the interest or natural leaning of the individual. By understanding not only the strengths of an individual, but also their interests, there is a greater possibility of full manifestation of strengths.
     
  2. Strengths constellations: It is important to examine the ways that pairs or groups of strengths work effectively in tandem that are unique to each person. These constellations of strengths can add a deeper level of understanding to strengths theory.
     
  3. Strengths blindness: Some individuals can have blindness when it comes to some of their strengths because they assume the similarity of everyone else. The authors suggest this as an interesting area of research. Are there, for example, strengths that are more likely to be overlooked than others? Are people, for example, more like to see their own humor and spirituality than their kindness, courage, or curiosity? The authors suggest in personal coaching, it is important to identify personal blind spots so that strengths aren’t overlooked.
     
  4. Strengths sensitivity: The emphasis on strengths might make people more psychologically vulnerable to failure than they might otherwise be. Practitioners need to be aware of this.
     
  5. The social costs of strengths: The overuse of a strength can have negative effects on others. There needs to be awareness about how the usage of strengths will impact others so that the person can judge when to use the strength or not.

Biswas-Diener, Kashdan, and Minhas are offering a more thoughtful, nuanced approach to applying strengths theory. They willingly admit where more data is needed, but they want to engage individuals and practitioners in developing a more complete research base that will take strengths theory to the next level. Look for the article in The Journal of Positive Psychology.

 

 

References

Buckingham, M. & Clifton, D.O. (2001). Now, Discover Your Strengths. New York: The Free Press.

Biswas-Diener, R., Kashdan, T. B., & Minhas, G. (in press). A Dynamic Approach to Psychological Strengths Development and Intervention. The Journal of Positive Psychology.

Images
Kathmandu, Nepal, Himalayas, Everest courtesy of ilkerEnder
Constellation Sagitarrius courtesy of CptAhab

April 6, 2011 31 comments
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AllBusinessChangeHappiness ExercisesStrengths

What Do You Do With A Strengths Assessment?

written by Scott Asalone

As a consultant introducing positive psychology to organizations I have found that one of the easiest places to start is by using a strengths instrument such as the VIA or StrengthsFinder 2.0.

Over the past couple of years and especially more recently, organizations from international banking giants to small non-profits are examining the power of strengths focus. I offer day-long strengths workshops to employees and managers and subsequently meet with leaders to embed a strengths-focus.

After a comment I wrote last month for Jeremy McCarthy’s PositivePsychologyNews.com article, Putting Your Strengths to Work, I was asked by the PPND editors to offer some of the best practices I use to maximize the use of strengths instruments. I am very aware that many of you also have great ideas and I look forward to reading them in your comments. Here are some suggestions that I hope you find helpful as you debrief VIA or StrengthsFinder results. (Editor’s note: These could also be useful with results of the Realise2 assessment.)

  1. Start with the positive model of change. Most of you probably already do this. David Cooperrider’s theory that individuals and organizations move in the direction of that which they focus on is my launching pad for the workshop. Then, I contrast the positive model of change to the deficit model that causes people to focus on problems that need to be fixed. This moves employees toward strengths, but also sets up a later conversation I hold with the leaders about their organization.
     
  2. Use research selectively. I love research. When I first graduated from MAPP I loved telling everyone about all the research from positive psychology. I’ve learned a lesson. I use research selectively. Most employees don’t care about hearing all the research. A couple of well-chosen studies make the point.

    I like to use the 1955 Nebraska school study that Donald Clifton cites to kick off the strengths discussion because it is such a shocker to most employees. It all depends on the group. I offer some studies and have more ready if I need them.
     

  3. Discuss weakness early. One of the challenges with the strengths instruments is that most people and organizations still focus on weakness. Ignoring weakness or simply commenting that it will go away if you focus on strengths doesn’t work. I like Marcus Buckingham’s concept that the only weaknesses a person should deal with are their “kryptonite.” Kryptonite is the weakness that can hinder someone’s life or career. Most of them accept that idea.
     
  4. Identify the difference between “what” and “how” strengths. Early this year some of the push-back I received over strengths, as identified by the instruments, was that they were not “real.” The strengths were not what individuals did each day. Yet after some discussion they realized that the instrument identified how they did things. I now have individuals first write down and discuss with their fellow employees “what” they do well; their strong tasks and abilities. I then differentiate “what” from “how” strengths, which, as Peterson and Seligman note, are how we do things and can be applied to multiple tasks. By identifying the difference I help employees rearrange their day both with the tasks they do well and how they do their tasks.

     
  5. Encourage full ownership of strengths. At this point the results from the instrument are still fairly academic. Since most employees in my sessions sit with their friends I have individuals share their results with their friends. Then I encourage the listeners to identify where they’ve seen the evidence of that employee’s strength. Individuals start really owning their strengths when they realize others have observed them.

     
  6. Acknowledge strengths envy. I’ve learned not to do a comparison of strengths in an organization because it creates “haves” and “have nots.” I used to create a matrix of who had what strengths, but employees inquired what strengths the top employees had and wondered how they could develop those strengths. I now acknowledge that some of them might be feeling strengths envy, but show them Tom Rath’s comparison of three CEOs who have totally different strengths and note that it is the use of their unique strengths that creates success.

     
  7. Use strengths. Employees want to know how to use their strengths every day. Using Buckingham’s concept I have them redesign their entire day as much as possible. They place their “what” strengths at optimal times during the day as energizers, or rewards for doing difficult tasks. Then I have them identify where their “how” strengths can make the day or tasks more efficient and more enjoyable.
     

    Finally, they either work in dyads with another employee as a coach, or with their entire intact team, to see where they can leverage their strengths even more.
     

  8. Embed strengths. I believe in action plans. At the end of the day participants create a personal action plan that acknowledges specifically how they will develop their strengths; i.e., through study, practice, role-modeling, and so on, and how they will use their strengths. Sometimes leaders collect the action plans in closed envelopes and returned them to the employee later. Finally I have the entire group brainstorm how they will remind each other to focus on and use strengths.

Using Strengths

Writing this article makes me aware of so many other best practices that make the strengths assessments come alive. No matter which best practices you use, by facilitating this session one-on-one or in a larger group setting you can set the stage for positive individual and organizational change.

Editor’s Note: We added references to Realise2, the strengths instrument described by Alex Linley, Janet Willars, and Robert Biswas-Diener, because the above approaches would be applicable with Realise2 as well as VIA and StrengthsFinder. The VIA assessment is available here, and StrengthsFinder 2.0 is available with several books by Tom Rath including the one listed in the references.

Editor’s Note: This article appears in part 2 of the Positive Psychology News book, Character Strengths Matter: How to Live a Full Life

 

 

References:

Buckingham, M (2007). Go Put Your Strengths to Work: 6 Powerful Steps to Achieve Outstanding Performance. NY: Free Press.

Clifton, D. & Harter, J. (2003). Investing in Strengths. In K. Cameron, J. Dutton, & R. Quinn (Eds.), Positive organizational scholarship: Foundations of a new discipline, pp. 111-121. San Francisco: Berrett-Kohler.

Cooperrider, D., Whitney, D. and Stavros,J. (2008). Appreciative Inquiry Handbook, 2nd Edition (Book & CD) . Brunswick, OH: Crown Publishing, Inc.

Linley, P. A., Willars, J. & Biswas-Diener, R. (2010). The Strengths Book: Be Confident, Be Successful, and Enjoy Better Relationships by Realising the Best of You.

Peterson, C. & Seligman, M. (2004). Character strengths and virtues: A handbook and classification. Oxford: Oxford University Press.

Rath, T. & Conchie, B. (2009). Strengths-Based Leadership. New York: Gallup Press.

Images
S is for Superman courtesy of Gareth Simpson
Four Seasons (Model for Change) courtesy of joiseyshowaa
Kryptonite courtesy of Resio
Morning (Reaching for the Ring) courtesy of h.koppdelaney
Just Do It courtesy of Jhong Dizon

December 27, 2010 20 comments
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AllAuthor Bios

Scott Asalone’s Bio

written by Scott Asalone

Scott Asalone

Scott Asalone

Scott Asalone, MAPP ’08, is partner and co-founder of ASGMC. To use his management development expertise and knowledge of the psychology of achievement, he co-founded the firm in 1999 to inspire and guide people in business to be their very best.

Scott brings an uncommon background to the field of adult learning. A management development executive with global financial services firm Merrill Lynch until 1999, Scott worked with executives responsible for sales and profitability in their branches, as well as with their salespeople. He managed a corporate-wide assessment center, helping to select high-potential leaders for intensive career development. He also designed, developed, and trained these executives, including customized training, consulting, and coaching. Further, his responsibilities at Merrill Lynch included training corporate and service professionals and managers in the home office.

His direct training experience included leadership, team-building, communication strategies and interpersonal skills, presentation skills/coaching, conflict management and negotiation, executive coaching, stress management, time management, diversity, performance appraisals and development, and problem-solving and decision making.

This range of experience gives Scott a wide perspective. Not only does he have great understanding of the importance that the organization places on performance in sales, productivity, and leadership … he also has a high degree of respect and empathy for the personal ambitions and dreams of individuals working in organizations. This unique balance enables him to help create positive behavioral change and personal growth.

Since co-founding ASGMC, Scott has worked with over 1800 teams and workgroups. He has coached leaders from middle management to senior executives in both corporations and not-for-profit organizations. Scott has spoken and facilitated sessions across the US and across the globe, most recently working with sales organizations in Hong Kong, Singapore and India. Workshops and keynotes are tremendously successful because the research offered is real-time, real world.

Scott holds a Masters of Divinity and a Masters in Applied Positive Psychology from the University of Pennsylvania. He is a member of the International Positive Psychology Association (IPPA) and an associate of the American Psychological Association (APA). Scott is also a published author and poet. His most recent book is Pathways to Greatness published in December 2008. He keeps a blog called The Greatness Project.

Scott contributed a chapter to the Positive Psychology News book, Character Strengths Matter.

January 1, 2007 1 comment
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