Neuroleadership: Brain Science for 21st Century Leaders

Participant Guide

Penn State University

University Park, PA

Spring 2011

Developed by Renee Ford

     

 

Welcome to the Neuroleadership for 21st Century Leaders workshop!

This workshop will help you maximize your leadership potential and assist you in

developing skills and awareness based on research-based neuroscientific discoveries.

Neuroleadership principles can be used as a tool to attach scientific language to

improve individual and team effectiveness and increase workplace productivity and

organizational health.

     

 

Background

Technologies available to engage in neuroscientific research have advanced a

great deal in the last decade. Because researchers are now able to “see” what is

actually happening in a living person’s brain, we are learning a great deal about how we

are “wired” and ways to better understand others and ourselves in terms of behavior,

emotions, choices, and reactions.

Leaders are constantly seeking ways to elevate their leadership to the next level

and positively influence the people whom they lead. Neuroscientific discoveries can

deepen our effectiveness and awareness and lead to greater success. 21st century

leaders are encouraged to explore this topic and consider new ways to conduct

business by developing leadership science based on research findings.

The term neuroleadership was coined in 2006 by David Rick and Dr. Al H.

Ringleb. Neuroleadership:

…explores the neural basis of leadership and management practices,

effectively bringing about the interface between the tools of social

cognitive and affective neuroscience, cognitive neuroscience, integrative

neuroscience, neurobiology and other domains within neuroscience, and

questions and theories from the leadership and management social

sciences. The research objective of this field is to improve leadership

effectiveness within institutions and organizations by developing a science

for leadership and leadership development that directly takes into account

the physiology of the mind and the brain (Ringleb, A.H. & Rock, D., 2008,

1).

     

 

Target Audience This workshop is designed for 21st century leaders from a variety of backgrounds

who desire to grow their leadership potential by incorporating neuroscience concepts

and research into their leader’s “tool box.” Ideally, participants will serve in a leadership

role in their organization, but the training could be adjusted for anyone wishing to

become more effective in the role within an organization.

Overall workshop objectives

At the end of this workshop, participants will be able to:

Build an understanding of neuroleadership and its benefits.

Review neuroscientific approaches to leadership .

Apply neuroleadership strategies .

Investigate developments and discoveries in neuroscience and neuroleadership .

Name the benefits of neuroleadership.

     

 

Workshop Outline

Neuroleadership: Brain Science for 21st Century Leaders Developed by Renee Ford

WFED 597C Spring 2011

8:00 – 8:15 Refreshments and Gathering

8:15 – 8:30 Opening

8:30 – 9:30 Module 1 – Brain Anatomy: How Are We Wired?

9:30 – 10:30 Module 2 – Highlights of Recent Discoveries in Neuroscience

10:30-10:45 Break

10:45 – 11:45 Module 3 – Neuroscience in Practice: Maximize Learning and

Performance Potential

11:45 – 12:00 Closing Summary & Participant Feedback

     

 

NAME BINGO

Instructions: • Mill around & meet the participants in our workshop. • Each time you exchange names with someone, have them write their name

anywhere on the Bingo form below. • After you’ve met everyone, place an O in any unused box.

B I N G O

Taken from: Silberman, M. (2006). Active Training. San Francisco, CA: Pfeiffer, 54-55.

     

 

Workshop Outline Neuroleadership: Brain Science for 21st Century Leaders

Developed by Renee Ford Spring 2011

8:00 – 8:15 Refreshments and Gathering

8:15 – 8:30 Opening

8:30 – 9:30 Module 1 – Brain Anatomy: How Are We Wired?

9:30 – 10:30 Module 2 – Highlights of Recent Discoveries in Neuroscience

10:30-10:45 Break

10:45 – 11:45 Module 3 – Neuroscience in Practice: Maximize Learning and

Performance Potential

11:45 – 12:00 Closing Summary & Participant Feedback

     

 

OBJECTIVES FOR MODULE 1:

At the end of this module, participants will be able to:

Identify and define major brain regions.

Discuss leadership roles and their associated brain regions.

Review basic brain anatomy and function.

 

     

 

NEUROLEADERSHIP TRAINING PROGRAM Renee Ford

Spring 2011 – Module 1: Brain Anatomy

MIND/BRAIN SAYINGS ACTIVITY

Please form groups of two or three. Using the space below, please write down as many sayings or phrases using the words “mind” or “brain” that you can think of in one minute. For example, your group might list the phrase, “change your mind.” MIND/BRAIN SAYINGS:

     

 

NEUROLEADERSHIP TRAINING PROGRAM Renee Ford

Spring 2011 – Module 1: Brain Anatomy

BRAIN  ANATOMY  ACTIVITY  Renee  Ford  –  WFED597C  

Spring  2011  –  Neuroleadership  Training  Program    Participant  Instructions:    Please  break  into  five  groups  and  come  to  the  front  of  the  room  to  receive  your  materials.    You  will  receive  another  sheet  of  paper.    Below  is  a  picture  of  a  lateral  view  of  the  brain.    Your  group  will  receive  a  sheet  of  paper  that  has  the  name  of  one  of  these  regions  of  the  brain  listed  below.    This  sheet  will  list  functions  and  observed  problems  associated  with  your  group’s  designated  region  of  the  brain.    In  your  group,  please  do  the  following:  

• Determine  a  group  spokesperson.  • Read  about  the  functions  and  observed  problems  associated  with  your  group’s  

designated  brain  region.  • Come  up  with  some  examples,  as  a  group,  of  things  that  you  do  in  your  leadership  

role  that  might  be  associated  with  this  region  of  the  brain.    Please  write  these  examples  on  newsprint.    Please  tape  a  picture  of  your  brain  region  to  the  newsprint.  

• When  your  group  is  finished,  please  report  the  following  back  to  the  larger  group:  1. A  summary  of  the  function  and  observed  problems  associated  with  your  

group’s  brain  region.    (a  brief  overview  will  suffice).  2. 2-­‐3  Examples  of  leadership  tasks  associated  with  this  brain  region.      

 Taken  from:    http://www.nebraskabraininjurylawyer.com/brainanatomy.html.    Used  with  permission.  

     

 

 

     

 

 

     

 

 

     

 

 

     

 

 

     

 

Brain/Neuroscience Fun Facts

• The adult human brain weighs about 3 pounds (1,300-1,400 g). • The adult human brain is about 2% of the total body weight. • The average human brain is 140 mm (5.5 inches) wide. • The average human brain is 167 mm (6.6 inches) long. • The average human brain is 93 mm (3.7 inches) high. • The human brain has about 100,000,000,000 (100 billion) neurons. • The total surface area of the cerebral cortex is about 2500 sq. cm (~2.5 ft2) • The world record for time without sleep is 264 hours (11 days) by Randy Gardner

in 1965. Note: In Biopsychology (by J.P.J. Pinel, Boston: Allyn and Bacon, 2000, p. 322), the record for time awake is attributed to Mrs. Maureen Weston. She apparently spent 449 hours (18 days, 17 hours) awake in a rocking chair. The Guinness Book of World Records [1990] has the record belonging to Robert McDonald who spent 453 hours, 40 min in a rocking chair.

• Unconsciousness will occur after 8-10 seconds after loss of blood supply to the brain.

• Neurons multiply at a rate 250,000 neurons/minute during early pregnancy. • The weight of an adult human cerebellum is 150 g (5.3 oz). • The total volume of cerebrospinal fluid (CSF) is 125-150 ml (4.2-5.1 oz). • A total of 400-500 ml (13.5-17 oz)of cerebrospinal fluid (CSF) is produced every

day. • Cerebrospinal fluid is normally clear and colorless. • There are 12 pairs of cranial nerves. • There are 31 pairs of spinal nerves. • There are about 13,500,00 neurons in the human spinal cord. • The human spinal cord is 45 cm long in men and 43 cm long in women. • Humans can hear in the range of 20 Hz to 20,000 Hz. • The most sensitive range of human hearing is between 1,000-4,000 Hz. • Pain occurs when sounds are above 130 db. • Hearing damage can occur if people are exposed to sounds above 90 db for an

extended period of time. • The total number of human taste buds (tongue, palate, cheeks) is about 10,000. • The total number of human olfactory receptor cells is about 40 million. • The human eyeball is about 24.5 mm (about an inch) long. • There are 1,000 to 10,000 synapses for a "typical" neuron. • The cell bodies of neurons vary in diameter from 4 microns (granule cell) to 100

microns (motor neuron in cord). Source: http://faculty.washington.edu/chudler/ffacts.html

 

Neuroleadership: Brain Science for 21st Century Leaders

Module 3

Workshop Outline Neuroleadership: Brain Science for 21st Century Leaders

Developed by Renee Ford Spring 2011

8:00 – 8:15 Refreshments and Gathering

8:15 – 8:30 Opening

8:30 – 9:30 Module 1 – Brain Anatomy: How Are We Wired?

9:30 – 10:30 Module 2 – Highlights of Recent Discoveries in Neuroscience

10:30-10:45 Break

10:45 – 11:45 Module 3 – Neuroscience in Practice: Maximize Learning and

Performance Potential

11:45 – 12:00 Closing Summary & Participant Feedback

 

Welcome to the Neuroleadership for 21st Century Leaders workshop!

This workshop will help you maximize your leadership potential and assist you in

developing skills and awareness based on research-based neuroscientific discoveries.

Neuroleadership principles can be used as a tool to attach scientific language to

improve individual and team effectiveness and increase workplace productivity and

organizational health.

OBJECTIVES FOR MODULE 3:

At the end of this module, participants will be able to:

Name four domains where neuroleadership can be applied.

Discuss neuroscientific approaches to leadership.

Apply and appraise neuroleadership strategies.

 

 

Change Initiative Activity  

 

Instructions: Please break into groups of 3 and discuss what you have been taught or

what you believe is necessary to ensure a successful change initiative. Please record

your answers here:

 

Case Study Activity

Instructions: Please form two groups. Your group will be given a case study. Please

read the case study and answer the following questions:

1. Name the major issues/concerns.

2. Based on neuroleadership concepts, what solutions or approaches might be helpful in this situation?

3. How would you have responded to this situation without considering neuroleadership and brain science? (In other words, has neuroleadership changed the way you would approach this situation)?  

Please write your answers on newsprint and name a spokesperson to share your findings with the larger group.

 

CASE STUDY 1: EMOTIONAL REGULATION Shirley and Abdul both work for a software development company. The manager of the new product division was originally the leader of the project team for which she interviewed and hired Abdul. Shirley, another project team member, also interviewed Abdul, but strongly opposed hiring him for the project because she thought he was not competent to do the job. Seven months after Abdul was hired, the manager left the project to start her own company and recommended that Abdul and Shirley serve as joint project leaders. Shirley agreed reluctantly-with the stipulation that it be made clear she was not working for Abdul. The General Manager consented; Shirley and Abdul were to share the project leadership. Within a month Shirley was angry because Abdul was representing himself to others as the leader of the entire project and giving the impression that Shirley was working for him. Now Shirley and Abdul are meeting with you to see if you can resolve the conflict between them. Shirley says: "Right after the joint leadership arrangement was reached with the General Manager, Abdul called a meeting of the project team without even consulting me about the time or content. He just told me when it was being held and said I should be there. At the meeting, Abdul reviewed everyone's duties line by line, including mine, treating me as just another team member working for him. He sends out letters and signs himself as project director, which obviously implies to others that I am working for him." Abdul says: "Shirley is all hung up with feelings of power and titles. Just because I sign myself as project director doesn't mean she is working for me. I don't see anything to get excited about. What difference does it make? She is too sensitive about everything. I call a meeting and right away she thinks I'm trying to run everything. Shirley has other things to do-other projects to run-so she doesn't pay too much attention to this one. She mostly lets things slide. But when I take the initiative to set up a meeting, she starts jumping up and down about how I am trying to make her work for me." Adapted from BranMass, Inc. (2011). Newmarket, ON. Retrieved from:

http://www.brainmass.com/homework-help/education/other/159901.

 

CASE STUDY 2: COLLABORATION AND INFLUENCE Six months ago, Mark, a senior systems analyst with eight years of experience, assumed a position as manager with the Information Management Department. Today, he received his first management performance review from his director, Ken. Back at his desk, Mark reread the written performance summary. His group met most of their technical objectives for the period—but just marginally. In particular, Mark was very disappointed about his low rating on ‘‘Building High Performance Teamwork.” In the meeting, Ken reminded Mark of how important teamwork was to the company. Just last year, the president had announced his new vision for the business: ‘‘A customer-driven high performance team organization staffed by high-involvement teams and winning partnerships.” There was no denying the facts; the observations, comments and examples of poor teamwork said it all. Mark had to start turning things around in the next six months. Fortunately, Ken was willing to work closely with him in putting together a performance improvement plan. The agreement was for Mark to review the report and come up with solid recommendations for improving teamwork. Ken would also try to come up with some ideas. Then, in a week, both would get together and agree upon a performance improvement plan for Mark’s group. Mark sat there thoughtfully as he reviewed Ken’s negative assessment of his group’s teamwork:

• There is little or no shared understanding of goals, problems, or processes. • Very little concern is shown for the views or feelings of others. • Members tend to confine themselves to their own jobs. • People do not support each other with the necessary information, resources, or

assistance. • Leadership of the group is dominated by the manager. • The group has very low morale and cohesiveness. • There is no sense of team identity or pride. • No team development activities are provided.

Adapted from: Koppala, G. (2010). POME Case Study. Retrieved from

http://news.maxi-pulsa.com/case-study-building-high-performance-teamwork-case-problem-changing-paradigm-from-pome-by-guatam-koppala.html

 

Workshop Outline Neuroleadership: Brain Science for 21st Century Leaders

Developed by Renee Ford Spring 2011

8:00 – 8:15 Refreshments and Gathering

8:15 – 8:30 Opening

8:30 – 9:30 Module 1 – Brain Anatomy: How Are We Wired?

9:30 – 10:30 Module 2 – Highlights of Recent Discoveries in Neuroscience

10:30-10:45 Break

10:45 – 11:45 Module 3 – Neuroscience in Practice: Maximize Learning and

Performance Potential

11:45 – 12:00 Closing Summary & Participant Feedback

 

QUAKER MEETING ACTIVITY Please take a moment and think about the answers to the following questions:

• Something I’m going to do as a result of this training is…..

• I’m still not sure that….

• I learned…. You can share any of these thoughts with the larger group as the spirit moves you (as in a Quaker meeting). There is no need to raise hands or agree or disagree with what others have said. Taken from: Silberman, M. (2006). Active Training. San Francisco, CA: Pfeiffer, 172.