The Tenth International Conference on Knowledge, Culture and Change in Organisations HEC Montreal, Montreal, Canada
July 2010 Presented by: Jacques Myburgh, 27 July 2010 E-mail:
[email protected]
* Cape Town, South Africa – Waka Waka!!! This Time for Africa! * South Africa, a country of change and diversity * Background in IT, a highly volatile industry * Interest developed in organisational change and the psychology of change on individual level
* Natural progression into Jungian psychology, midlife and coaching
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* Literature review on * Psychological type * Emotional intelligence * Midlife * Maturity and Wisdom
* Dynamics, relationships and conclusions * Future empirical research – MPhil in Management Coaching
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* Stereotypical Life-span energy flow * Ambitious 20’s * Achieving 30’s * Questioning 40’s * Settling-in 50’s * Retiring 60’s
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*Psychological type * Emotional intelligence * Midlife * Maturity and Wisdom
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* Carl Jung, Swiss Psychiatrist (1875 – 1961)
* Introduced concept of Psychological Types in 1912, published book in 1919 * “Struggling in the dark” – pioneering work
* Katherine C. Briggs and Isabel B. Myers
* Developed Myers-Briggs Type Indicator® (MBTI®) personality
inventory – during and after WWII * Based on Jung’s work * MBTI - Natural preferences and normal patterns of development and behaviour – also explained behaviours during planned changed
* Naomi Quenk * 1980’s - extended the understanding and application of
psychological type by describing the “hidden personality” – those uncharacteristic behaviours when we are “not ourselves” – can be used to explain behaviours during planned and unplanned change
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* Type Dimensions * Source of energy * Method of preferred information gathering * Method of preferred decision-making * Orientation to outside world (how other people see you)
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* Type Dynamics * Introverted vs. Extraverted * Core of MBTI – 4 functions of two sets of opposites * Information gathering: Sensing vs. INtuition * Decision-making: Thinking vs. Feeling
* Perceiving vs. Judging * 16 Types * Examples – ISTJ, ENFP, INTJ, ESFJ * Natural preference for one side on each set * Dominant, auxiliary, tertiary, inferior functions
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* Type Development – part I * Requires adequate differentiation of opposite functions and attitudes, i.e.
* preferences must be developed and * balanced (but not equal) use must be in place
* Type development – part II * To be discussed below
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* Psychological type
*Emotional intelligence * Midlife * Maturity and Wisdom
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* Emotions * Widely discussed topic * Aristotle, 353 B.C. – lectured on emotions in relation to virtues, character, friendship and the ideal life
* Virtue of Courage – midpoint behaviour between the emotions fear and confidence
* Unmanaged anger - violent emotion, fuelling “passion” and leading to foolishness
A man who lives according to the dictates of passion will not listen to argument [cognitive reasoning] intended to dissuade him from doing so, and even if he does he will not obey its voice
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* What is emotion? * Question asked philosophically from late 1800’s * Since then, psychology took over in asking and attempting to answer the question – Walter Cannon, Schachter and Singer, Lazarus, Zajonc, Plutchik, etc
* More recently – Ekman, Davidson, Damasio, Le Doux - combined psychological, biological and neurological perspective
* Emotions, as manifested by their physiological elements,
cognitive experiences and associated behaviours, are surface responses to a deeper system that detects environmental stimuli.
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* Wheel of Emotions * Plutchik’s wheel of emotions * Primary * Secondary
Acceptance
O
on si
pt
Joy
is bm Su
im is m
Love
Anticipation
Fear
Anger
Surprise
Awe
Aggressiveness
* Alarm/Awe - surprise and fear * Anxiety - anticipation and fear * Guilt - joy and fear
te on
C
Disgust Sadness
pt m Remorse
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is
p ap
o
t en tm n i
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* Emotional development and emotional intelligence
* Research on emotional development mostly during childhood
development until the work of Mayer and Salovey was popularised by Goleman as emotional intelligence – 1995 * Self-awareness * Self management * Social awareness * Relationship management * Various measurement tools – EQ-I, MSCEIT, ECI, etc. * Research in emotional intelligence levels on a sample of 3,831 people revealed a significant age effect with the peak being in late 40’s and early 50’s (Multi-Health Systems Inc, 1997) * Current longitudinal research on changes in emotional intelligence on cohort of 23,000 over 25 years (Bar On, 2006)
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* Psychological type * Emotional intelligence
*Midlife * Maturity and Wisdom
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* Midlife crisis * Popular concept * Often joked about * Often feared * A time when men and women (the former in particular) in their forties lose the track and cavort in the wrong direction with newfound libido
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* Jungian perspective * Individuation
* Central concept of Jung’s psychology * “a process of differentiation, having for its goal the development of the
individual personality” – Murray Stein * Psychological journey - a transformation from the first half of life to the second half
* Type Development – part II
* 1st half of life – forming the persona, or ego * Focus is on conscious functions, in particular, the dominant function,
adjusting to environment and society * 2nd half of life – during midlife * Less conscious functions knocking on the door * real identity develops in a significant way only after midlife when development is not growth in, and adjustment to, the environment and society anymore, but rather spiritual and cultural.
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* Midlife Dynamics * The door into this second half of life is going through midlife * Typically occurs during mid-forties * Portmann’s theory - hormonal changes in the body that may well
control biological conditions under which the unconscious is stimulated and thus trigger psychic processes, leading to midlife * “period of maximum capacity and ability to handle a highly complex environment and a highly differentiated self” * “tenacious goal pursuit” in early midlife; “flexible goal adjustment” in later midlife * period when a person can feel a strong sense of loss and nostalgia. There is grieving for something that is absent and a growing realisation of the nearing of end of life – and possible panic about it
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* Midlife Dynamics * Midlife may be more aptly described by key events – children, parents, work stress
* Tiredness, depression, disillusionment, disappointment, anxiety and signs of ageing
* People coming to a range of shocking realisations - of living
someone else’s life (e.g. their parents’); conforming to Western society’s rules (e.g. competitive mindsets, achievement, failure not being an option); not knowing who they are anymore; reliance on careers for satisfaction in life; realising all set goals (now what?), unrealised and unattainable expectations , etc.
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* Midlife Dynamics * Every next stage of a journey begins with a projection; we project onto goals, expectations, relationships and careers, the fantasy that they will serve us
* Midlife distress often presents itself in a sequence to a person * Intimate relationships * Career * Personal symptoms such as depression
* Depression * Reaction to loss – loss of a loved one * Biological – Over-active or under-active thyroid * Midlife depression – loss experienced by the ego – loss of positioning
power. Many years of energy spent on life, career, goals, relationships.
* If ego loses power, who or what is gaining it?
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* Psychological type * Emotional intelligence * Midlife
*Maturity and Wisdom
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* Personality traits, personality maturity
* Maturity is seen as an end-point with trait-like features, as
measured by the continuity and changes in traits * Traits are individual differences in how people behave, think and feel in consistent ways
* Constraint (e.g. Self-Control) * Negative Emotionality (e.g. Aggression, Stress Reaction) * Agentic Positive Emotionality (e.g. Achievement) and * Communal Positive Emotionality (e.g. Well-being)
* Longitudinal research
* Increase in decisiveness, ambition, reflection, deliberation, planning and discretion with age. * Psychological mature adolescents showed a trait profile consistency into adulthood - higher resilience – can deal better with life changes and recuperate more quickly.
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* Wisdom
* Berlin Wisdom Paradigm – Max Planck Institute for Human
Development in Berlin * Integrated concepts of philosophical wisdom with the theories and methods of lifespan psychology. * Wisdom is defined as an expert knowledge system, incorporating excellent judgment and advice about fundamental life matters * The five criteria of (general) wisdom excellence are
* factual knowledge, * procedural knowledge, * contextualism, * relativism and * management of uncertainty.
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* Wisdom * Research into personal wisdom (PW) began with an investigation into personality growth and personality maturity
* Identification of a list of characteristics of a mature person common to most approaches
* Used these to modify and extend the framework of the Berlin wisdom paradigm to create 5 similar criteria for PW
* self-knowledge, * growth and self-regulation, * interrelating the self, * self-relativism and * tolerance of ambiguity
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* Wisdom * Further major findings from research at the Max Planck Institute * Many adults are on the way towards wisdom, but few display a high level of wisdom-related knowledge;
* Late adolescence and early adulthood is the primary age window for wisdom-related knowledge to emerge; and
* Older adults are disproportionately represented among the group of top performers on wisdom-related knowledge and people rated as wise.
* Reaching old age is not enough – enhancing factors – psychological, social, professional and historical
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* Wisdom * Enhancing factors include * Personal factors (e.g. creativity, openness to experience and ego
strength) * Expertise-Specific factor (e.g. experience in life matters, receiving mentorship and striving for excellence) * Facilitative Experiential contexts (e.g. age, education, parenthood, providing mentorship and professional/work context) * Critical self-reflection * Optimal level of fluid intelligence (logical and analogical reasoning)
* Too much ego development (egotistical behaviour) and too much focus on achievements, i.e. career vs. social and interpersonal issues – Low PW
* High crystalized intelligence (semantic knowledge) and * Optimal amount of critical life events * Too many life events can lead to unproductive self-reflection, negative
emotions and the low levels of life satisfaction (subjective well-being) – Low PW
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* Confucianism says There are three ways of attaining wisdom:
* Reflection (the noblest) * Imitation (the easiest) and * Experience (the bitterest)
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* Drawing from psychological type development, growth in emotional intelligence and midlife dynamics: * PW requires a rich self-knowledge (awareness of strengths and weaknesses and emotions)
* Type Dynamics provides awareness of personality strengths, weaknesses and stress-related triggers and Emotional Intelligence provides awareness of emotional behaviour and emotional triggers.
* PW requires self-regulation (maintaining social relationships and regulating emotions) and interrelating the self (awareness of behaviour and feelings),
* Type Dynamics provides knowledge of Types interacting with each other in social relationships and Emotional Intelligence provides skills to regulate emotions.
* PW requires self-relativism (critical self-reflection and tolerance of others’ values),
* Type Development provides opportunity for reflection, change in behaviour and acceptance of others’ behaviour based on their different values and Emotional Intelligence provides acceptance of others’ emotions (driven by values) through empathy and compassion.
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* Both Type Development and the highest growth in Emotional Intelligence occur during midlife
* Midlife is therefore the ideal period for the development of
PW through the awareness of the existence of psychological types, one’s own type and one’s emotional intelligence level and how it drives thinking, emotions and behaviour of oneself and others.
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* Awareness leads to self-reflection; and deep self-reflection during
midlife leads to asking those unanswerable questions being asked during midlife in the search of meaning * These questions should rather be asked of the self, not what the I or the ego consciousness wants, but what the psyche or the soul wants * The journey that will then begin, full of anxiety, uncertainty and suffering that could last years * Therapeutic potential * Journey can be deliberately started - methods such as Hollis’ Healing the Soul Questions (Hollis, 2005), Stein’s method (Stein, 2006) or Jung’s Active Imagination * Active and deliberate search sets scene for complex coalition of factors required for the higher levels of wisdom. Midlife struggling is required and is the price to pay for higher levels of wisdom
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* 5th
factor in PW and GW
* PW’s tolerance of ambiguity * GW’s management of uncertainty
* At the core of change – personal change, life changes and
organisational change * PW requires the ability to recognise and manage uncertainties in one’s own life and development and being able to deal with the fact that life is full of uncontrollable events * GW requires knowledge about ways to manage these uncertainties so that other individuals and society can progress * Active participation in midlife development is asking for change to happen and will provide exposure to change processes unlike any other life stage. * Experiencing these changes and reflection on them will assist in dealing with ambiguity and uncertainties, assisting with the 5th ability/knowledge as part of growth in PW and GW
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* * * * * * * * * * * *
* * * * *
Baltes, P. and Smith, J. (2008). The fascination of wisdom: Its nature, ontogeny, and function Chodorow, J. (1997). Jung on Active Imagination Fitzgerald, C. and Kirby, L. (1997). Developing Leaders: Research and applications in psychological type and leadership Hollis, J. (2009). Through the dark wood: Finding meaning in the second half of life (6 CD set) Hollis, J. (2005). Finding meaning in the second half of life Jung, C. (1960). On the nature of the psyche Jung, C. (1997). Memories, Dreams, Reflections Lachman, M. and James, J. (1997). Multiple paths of midlife development Le Doux, J. (1998). The emotional brain Mickler, C. and Staudinger, U. (2008). Personal wisdom: Validation and age-related differences of a performance measure Quenk, N. (2002). Was that really me? Roberts, B., Caspi, A. and Moffitt, T. (2001). The kids are alright: Growth and stability in personality development from adolescence to adulthood Staudinger, U., Bluck, S. and Yorck Herzberg, P. (2003). Looking Back and Looking Ahead: Adult Age Differences in Consistency of Diachronous Ratings of Subjective Well-Being Stein, M. (1998). Transformation: Emergence of the self Stein, M. (2003). In Midlife Stein, M. (2006). The principle of individuation: Toward the development of human consciousness Von Franz, ML. (1971). Jung’s Typology
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