Month: April 2024

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Leadership: Lessons and Experiences from the Modern and Ancient Past

In the last few years, leaders and their styles have been in the spotlight. What can this person, regardless of political affiliation, learn from leaders of the past?

Confucius recommends that we “study the past if you would define the future.” Lessons abound in past lives, to be sure, and no more than in those who led. As Retired Admiral Stavridis (and former NATO Supreme Commander) notes in his book The Leader’s Bookshelf, leaders across time, profession, level and setting face “creating effective strategies, inspiring subordinates, distributing scarce resources, communicating effectively, building collaborative teams, and developing innovative solutions to seemingly intractable problems”.

Mark Twain would, likely sardonically, agree as in this quote often attributed to him: “History never repeats itself, but it does often rhyme.”
Hence, anyone ignoring history ignores the lessons, often hard won, of millions of leaders. Time does not begin with us. However, the future does.

A lot of criticism and praise have been poured upon different leaders for their decisions and the way they managed business and people throughout these difficult years. It is said that a crisis can bring out the best, as well as the worst in a leader.

However, leadership today is geopolitical war, rising inflation, talent shortages, revamping policies to meet employee demands for more flexibility, and constantly reassuring and focusing on employees in the face of constant uncertainty.

But does being a strong and effective leader enough to cope with the rising challenges presented by the world?

Trust, empathy, compassion, and inclusion are the key asks from the leadership of today! And what’s the better way than to go down the lane and learn from the biggest crisis and shape our leadership with the right skills.

Leaders need to be empathetic, humble and present. That ideal may sound thoroughly modern but it was pioneered by the ancient Greek philosopher, general, historian, novelist, manager and economist Xenophon (430-355 BC), a ‘Renaissance Man’ centuries before the Renaissance was even a thing.

Lauded by Peter Drucker, the ultimate management guru, this Athenian aristocrat remains overshadowed by his mentor Socrates and by Plato, his hero’s famous (and fascist with a lowercase ‘f’) pupil, who saw no place for poetry in his ideal republic.

Xenophon’s worldview was more nuanced. He was admired – and read – by Alexander the Great, Julius Caesar, Niccolo Machiavelli and Thomas Jefferson who, in their differing ways, drew inspiration from his example as a leader who was both thinker and doer.

Leaders need to let go of the “power” trap. People lose the skills that got them power in the first place. Leaders need to beware of the traps that power can create in them which often lead to disaster.

Followership is an important aspect of good leadership- without followers, there are no leaders. Everyone, including leaders, has been a follower at one time. There have been countless research and workshops on effective leadership but none on effective followership.

To differentiate between the “Yes Man” and loyal followers that truly help leaders in creating an impact and achieving the vision. Hence, it is imperative for a leader to be committed to their followers and learn about their team members as individuals. Learn their personal interests and aspirations.

“You can design and create, and build the most wonderful place in the world. But it takes people to make the dream a reality.” – Walt Disney

Disney is seen most often sitting around a drawing table or storyboard, with a dozen other artists — sometimes as many as 40 – meticulously plotting and crafting scenes and characters. Walt Disney relied upon his need to give more opportunities to their teams to collaborate and innovate and make the desired impact, and hence participative leadership is a win-win for both employer and employees.

Reading from time-to-time about Roman history, I often think of the great triumphs and advances made by the Empire. I also think of its great generals and emperors who led with robust confidence and self-belief; and of each Roman who did their part in creating an enriched society that stands as a powerful example of what can be achieved by a well-organised collective.

But I also consider the reasons behind the Empire’s downfall. The conceited leadership, the vast expansions, the greed, deceit and betrayals that ultimately led to the Empire’s end have as much to teach us about the perils of leadership that can arise when we aren’t paying attention.

No matter how grand a leader or an organisation might be, success – to paraphrase Winston Churchill – is never a final result.

Jack Whyte’s books ‘The Singing Sword’ is book two of “The Camulod Chronicles”. I could not help but think of the days King Arthur was in power and of Julius Caesar. How were the words honour, integrity, probity, morality and self-sufficiency used then and exactly what can we learn from this era about ethical or moral conduct of a business or operation today.

Do we lack determination, imagination, courage, and passion in today’s business world?

Are we lost in the big data phenomenon and blame/accountability of others?

Do we actually take responsibility of our actions with others?

How is this effecting the way we behave, our conduct, and more importantly, the outcomes?

So as you can imagine this discussion did provoke lateral thinking around our experiences and learnings from assignments, when finally we came to historical information vs. historical thought.

There is a great deal of historical knowledge around today. We are awash with books on history, massive biographies, and philosophy on historical figures. Information on history is much broader than ever before, but there is very little historical thought across both spectrums in the business world.

As a famous lord, Lord Acton, once said: “Historical thought is far more important than historical knowledge”. Historical thought is using the lessons of history to understand the present and to make decisions for the future.
Can or should we be using history as an analytical tool and making use of the lessons of history?

If we were to draw lessons from the Roman Empire and experience it in our everyday existence, as human nature never changes, similar circumstances will always produce similar events. Churchill did change history and this should act as a guide and impediment to understanding the present, so that we can change the future.

The questions we should ask ourselves:

Do we have the reserves of moral courage that the Romans did to undertake that burden of empire or in business?

If we make change, what will be our legacy to the next generation?

Are we generous in spirit, determined to leave the world a better place, or are we hoping that an algorithm or technology is the answer?

Should we constantly refer to the Roman era or can we in still the disciplines, teachings, values and techniques that are far more enduring and far better than that of the Roman era?

In leadership, we need to have the courage to develop a bold vision, but we also require the humility to recognise that tomorrow doesn’t care about yesterday’s successes. That said, there are several lessons we can take from the ancient world of the Roman Empire. Here are just some of those which stood out for me:

1. Know that good fortune doesn’t last forever
In Marcus Aurelius’ Meditations, he writes about his mortality and the certainty of death; and, in Augustine’s works, we read his deeply sad account of his mother’s death. Great leaders use profound realisations of impermanence to consider how to best prepare for the future.

2. Be bold in your leadership… but keep your feet on the ground
In the examples of Julius Caesar and Caligula, we can see just how easy it is for power to go to a leader’s head, making them believe that they have all the answers and their way is unquestionable. Many emperors of the Roman Empire took for granted their power and its continuous nature.

3. Learn from your competitors
The Romans were an ingenuous people, but much of their advances including technology and engineering was helped by taking in the Celts and the Gauls’ approach to developing their own cultures. They would then quickly deploy what they had learnt to enhance their own culture and society, enabling success for the Roman Empire and establishing their leadership.

4. Invest in building a strong culture
This point is well-worn in leadership circles, but many of today’s leaders have yet to learn how to put this valuable idea into practice. The Romans knew the importance of building a culture where everyone knew their role and felt a strong sense of belonging.

Finally, The collective motto of the Roman Empire was Senātus Populusque Rōmānus – “The Senate and the People of Rome”. Having a shared identity and a common purpose – which all were clear on – meant that the Romans truly gave themselves to the cause.

The culture wasn’t simply an idea – it was a lived lifestyle that informed every success of the Empire.

As Julius Caesar, Roman general and statesman, once said:

“Experience is the teacher of all things.”

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The Controversial Frontier – Re-Establishing Trust: The Battle for Objective Education

Co-authored by Geoff Hudson-Searle, Scott Siegel and Scott Schlesinger

It’s hard to quantify exactly how important trust is for a business. For business owners, a lack of trust is your biggest expense. It may take years for a manager or an executive to develop the trust of his or her employees, but there are only moments to lose. Without trust, transactions cannot occur, influence is destroyed, leaders can lose teams and salespeople can lose sales. The list goes on. Trust and relationships, much more than money, are the currency of business.

It’s hard to deny that the last few years have been turbulent on many world societies. Research from Mental Health America shows how much mental health has been impacted in the wake of the macroeconomics, geopolitical and behaviors of others: Anxiety screens were up by 634% from January to September of 2023, with depression screens up 873%.

Stephen Covey American educator, author, businessman, and speaker once said:

“If I make deposits into an Emotional Bank Account with you through courtesy, kindness, honesty, and keeping my commitments to you, I build up a reserve. Your trust toward me becomes higher, and I can call upon that trust many times if I need to. I can even make mistakes and that trust level, that emotional reserve, will compensate for it.

My communication may not be clear, but you’ll get my meaning anyway. You won’t make me “an offender for a word.” When the trust account is high, communication is easy, instant, and effective.”

In “The Seven Habits of Highly Effective People,” author and motivational speaker Stephen R. Covey introduced the concept of the emotional bank account. ‘’Much like a financial bank account, we make deposits and withdrawals to our emotional bank accounts. But in this case, rather than money, we’re building up and withdrawing from a reserve of trust with other people. Our deposit currencies are positive actions (e.g., honesty, kindness, integrity, gestures of goodwill), while the withdrawals are activated by negative actions, like ignoring a partner or team member’s problems, disrespect or not meeting commitments.’’

The Emotional Bank Account operates on the principle that every interaction we have with others either adds to or withdraws from the account’s balance. Positive interactions, such as showing empathy, expressing appreciation, and offering support, are deposits that build trust and goodwill. Conversely, negative interactions, like breaking promises, showing disrespect, or being unresponsive, result in withdrawals that erode trust and damage relationships.

According to Stephen Covey, there are six types of major deposits we can make to someone else’s emotional bank account:

– Understand the individual — Keep in mind the old saying and walk a mile in their shoes. Show interest in their lives, their worldview, their hopes and dreams.

– Attend to the little things — Always show respect. Prove that you think of them and care with small gestures: kind words, courtesy and little acts of kindness.

– Keep your commitments — Avoid rash promises. When you do make a promise, keep it. Show up on time, make that meeting and don’t blow off that phone call.

– Clarify expectations — Don’t automatically assume others know what you’re talking about. Define your expectations — not only for yourself, but for them.

– Show personal integrity — Be honest. Define your vision, and then show everyone that you’re not exempt from following the guidelines you set out.

– Apologize when you make a withdrawal — No one’s perfect. Offer a sincere apology, admit any mistakes and take responsibility for your actions.

When an emotional bank account has more deposits then withdrawals the people involved in that relationship will trust each other.

Ridvan Foxhall, Occupational Therapist and Educator, states: “One of the key foundations of a strong relationship is trust. In order to build trust, one must continually make deposits of honesty, kindness, unconditional love, patience, all of those essential virtues that strengthen any relationship. In doing so, we build large reserves in the emotional bank account.”

We need to build trust between students and universities.

A degree of trust is implied in the relationship between students and the university. Higher education is about more than studying or the distribution of “knowledge units” in a society; it is about learning and whole-person development. Students enter university trusting that their time in class, the people they meet and the communities that surround them will shape their development.

The exchange of trust goes both ways. University staff and faculty, for their part, trust students to be open-minded, sincere, and diligent in working towards the goal of learning.

Universities must prioritize programs that promote students’ whole-person development, equipping them with essential skills such as effective communication, time-management, collaboration, hardiness and leadership. By doing so, universities honor the implicit trust placed in them by their students and prepare them for success in both their careers and personal lives.

Mutual respect, a higher-order value based on a recognition of the worth of the other person, is necessary to build trust.

Philosopher Stephen Darwall at Yale University describes trust as an attitude of the heart, a form of confidence in someone and an implicit invitation for them to trust themselves too. Behind this is the deeper reality of our shared humanity and learning over time to exercise empathy and try to understand those we disagree with, looking beyond the beliefs to the person who holds them.

Commitment to the worth and well-being of their students, along with the capacity to deliver holistic education that serves this, is the condition universities should fulfil to warrant trust. Compassion and understanding enable these conditions to be fulfilled.

At its heart, higher education is not only about administering knowledge; it is about guiding a whole person, and that involves care and courtesy. Higher education is entrusted to see through points of disagreement – no matter how deep – to the person beneath and to engage students to work for a better future, inviting them to trust themselves in that process.

Determining the value of a university-level education is a complex endeavor that goes beyond the examination of course content. As parents and employers, we want to ensure that individuals graduating from a university have the skills to compete in a global economy.

In order to thrive in business, universities must provide a comprehensive evaluation of critical thinking skills, a facet that often leaves parents and employers grappling with questions about the student’s ability not only to absorb information but also to analyze and tackle complex problems.

The significance of critical thinking becomes even more pronounced when considering its role in shaping a student’s readiness for future professional endeavors. In the professional world, the ability to analyze complex situations, make informed decisions, and articulate well-supported viewpoints is critical.

A recent report by the New York Times stated that nearly 80% of students in one Ivy League school received A or A-. With so many high grades given out, how do we hold universities accountable to ensure students can engage in critical thinking and not simply memorize text?

Imagine a scenario where a recent graduate, who graduated with top grades from a prestigious Ivy League school, enters a very important business meeting. The task at hand involves analyzing market trends, making strategic decisions, and presenting well-supported proposals.
However, despite the stellar academic record, the graduate finds themselves grappling with the practical application of critical thinking in a real-world setting. The disconnect between academic achievement and professional readiness raises questions about the effectiveness of current assessment methods.

In such instances, Generative AI could act as a guiding compass, providing personalized insights and evaluations that extend beyond grades, ensuring that graduates are truly equipped for the dynamic challenges of their future careers.

Generative AI is an advanced technological tool that plays a transformative role in higher education by comprehensively assessing and evaluating critical thinking skills. Unlike traditional methods focused solely on academic content, Generative AI provides a nuanced understanding of students’ abilities to articulate well-supported viewpoints across diverse disciplines, fostering a personalized and adaptive approach to learning.

This technology serves as a valuable ally, going beyond memorization to emphasize the practical application of critical thinking in real-world scenarios, thereby becoming an essential component in navigating the multifaceted challenges of higher education and preparing students for the demands of their future professions. In essence, will the student be ready for the “real world”.

Generative AI serves as an unbiased and unemotional companion in the educational journey, logically assessing not only the depth of knowledge but also the subtle development of crucial critical thinking skills. It provides professors and parents with a holistic understanding of their student’s cognitive abilities and adaptability in navigating the challenges that they will encounter once they graduate.

One pivotal aspect of critical thinking is the ability to articulate a well-supported point of view. In disciplines such as business, law, and social sciences, students are frequently tasked with presenting evidence-based arguments. In a business ethics class, for instance, students may be required to analyze a case study, formulate ethical viewpoints, and defend them with factual evidence.

Generative AI can assist in evaluating the clarity, relevance, and persuasiveness of students’ arguments. It becomes an unemotional tool that not only assesses academic content but also gauges the practical application of critical thinking skills in real-world scenarios. This capability becomes particularly significant in preparing students for the demands of their future professions.

By using a few representative algorithms such as:
• Sentiment Analysis for Depth Assessment
• Argumentation Mining for Logical Structure
• Content Relevance Scoring
• Dynamic Clustering for Group Insights

The integration of Generative AI in educational assessments allows for a more personalized and adaptive approach to learning. It can identify individual strengths and areas that require improvement in critical thinking skills, tailoring educational experiences to better meet the needs of each student. This adaptive learning model enhances the overall educational experience, fostering a more supportive and effective environment for intellectual growth.

A representative and unbiased scorecard for a student is presented below:

Fundamental Concepts:
• Limited understanding of foundational marketing concepts.
• Basic understanding but struggles to apply concepts consistently.
• Adequate grasp of fundamental marketing principles.
• Proficient understanding, applies core marketing concepts effectively.

Application of Critical Thinking Strategies:
• Difficulty in applying marketing strategies to real-world scenarios.
• Basic application but inconsistent in connecting strategies to outcomes.

As we contemplate the crucial role of critical thinking in preparing students for the challenges of the real world, it is evident that universities must be held accountable for providing a comprehensive evaluation of these skills.

The prevalence of high grades in prestigious institutions raises concerns about the effectiveness of traditional assessment methods. It’s time to advocate for a paradigm shift in higher education and Generative AI offers a holistic assessment that goes beyond academic content, ensuring a personalized, unbiased, unemotional, and adaptive learning experience. Let us collectively champion the integration of Generative AI in educational assessments, fostering an environment that not only measures knowledge but also cultivates the critical thinking skills essential for our students to thrive in the complex landscapes of the professional world. The future readiness of our children depends on it.

Finally, higher education has plenty of big-time problems today, from falling enrollment and rising student debt to admission scandals and sports corruption. Beyond hurting the reputations of individual schools, these problems could undermine support for academia more broadly. So, it’s critically important for universities and colleges to double down on building (or rebuilding) their relationships with stakeholders.

Higher education has a huge built-in advantage over many other major organizations. Of the four groups that you could identify as the most credible advocates for an institution, three are fundamental to higher education: academic experts, a person like yourself (students, alumni and parents of both groups), and employees.

Academic institutions will reach a lot more people—and reach them more effectively—if a message is amplified by a loyal army of ambassadors. In addition to sharing stories with these influential proponents, schools need to treat them like the essential partners they are.

Given the nest of problems it has, higher education needs to invest in trust. What schools put in today will build the endowment of tomorrow.

As Warren Buffet American businessman, investor, and philanthropist once said:

“Trust is like the air we breathe – when it’s present, nobody really notices; when it’s absent, everybody notices.”

This article is the expressed opinions and collaboration between two senior-level industry board professionals on their views and perceptions and additional and individual contributions from:

https://www.linkedin.com/in/scott-schlesinger2001/: who is a Data, Analytics & AI Practice Lead | Innovator | Experienced CDO/CAO | Thought Leader | Adjunct Professor.

Scott Siegel is a results-oriented and visionary technology leader. He specializes in strategic partnerships with C-Level executives and the integration of emerging technologies to optimize operations, enhance productivity, and drive cost efficiencies through the application of AI. Scott’s focus centers on cultivating a culture of continuous improvement and collaboration, aligning innovative strategies with business goals to fuel organizational growth. With a proven track record, he has directed cross-functional teams in the development and implementation of cutting-edge AI algorithms and models, revolutionizing data analysis, pattern recognition, and predictive capabilities for shopping events using generative AI.

A trailblazer in advancing neuroscience analytics, he leverages this expertise to unveil deep consumer insights, drive data-driven decision-making, and enhance customer experiences. His leadership extends to championing the adoption of data mesh architecture, enabling scalable and decentralized data ecosystems for improved democratization and agility.

He is extremely adept at developing and executing innovation strategies, leading implementations for Data Governance, Analytics, and Regulatory Privacy Compliance across diverse industries. As an advocate for AI-driven solutions, he evaluates and incorporates emerging technologies such as computer vision into business processes, products, and services.

With a commitment to excellence, he mentors and develops high-performing teams, ensuring they grow within a culture of innovation. Collaborating with executive leadership, Scott aligns analytics initiatives with overall business strategy, facilitating data-driven decision-making throughout the organization. His commitment to sharing insights is reflected in many published articles, showcasing a dedication to thought leadership in the technology and analytics space.
Linkedin: https://www.linkedin.com/in/scottsiegel1/

Geoff Hudson-Searle is a senior independent digital non-executive director across regulation, technology, and internet security, C-Suite executive on private and listed companies, and serial business advisor for growth-phase tech companies.

With more than 30 years of experience in international business and management he is the author of seven books: Freedom After the Sharks; Meaningful Conversations; Journeys to Success: Volume 9, GOD in Business, Purposeful Discussions, The Trust Paradigm and Scars to Stars Volume 3 and lectures at business forums, conferences, and universities. He has been the focus of radio/podcasts and TV with London Live, Talk TV, TEDx and RT Europe’s business documentary across various thought leadership topics and print media with The Executive Magazine, Headspring/FT, Huffington Post, The Sunday Times, Raconteur, AMBA, BCS, EuropeanCEO, CEOToday across his authorisms.

A member and fellow of the Institute of Directors, associate of The Business Institute of Management, a cofounder and board member of the Neustar International Security Council (NISC) and a distinguished member of the Advisory Council for The Global Cyber Academy. He holds a Master’s degree in Business Administration. Having worked for corporate companies Citibank N.A, MICE Group Plc, Enigma Design, MMT Inc, Kaspersky Laboratory, Bartercard Plc, and RG Group around the world, Geoff has vast international experience working with SME and multinational international clients. International clients with which Geoff has worked include the British Government, HP, Compaq, BT, Powergen, Intel, ARM, Wartsila Group, Atari, Barclays Bank, Societe Generale, Western Union, Chase and Volvo.

Geoff has worked in a broad range of industries including software, technology and banking which has given him a range of different experiences and perspectives of what can work, the importance of good people, process and how these can be applied and amplified to deliver results in different scenarios and paradigms. Geoff is known for bringing in a fresh viewpoint and sometimes challenging the status-quo with a strategic approach delivering successful change management programmes and launching companies and products internationally that deliver results.

Geoff’s areas of expertise lie in brand strategy, business communications, business integration, business development and improvement, capital raise activities, pre-IPO planning, capital raise transactions, M&A with full P&L responsibility, which ideally equips him to strengthen global companies, develop SME and international business, and marketing strategies.

Linkedin: https://www.linkedin.com/in/geoffsearle

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Executive Leadership – Can we Trust ‘Realistic Optimism’

There is much executive discussion around ‘realistic optimism’, which is the ability to balance out negative and positive things in situations, circumstances and people.
It is the courage to explore opportunities, where others are blocked by risk and failure, with the belief that the future will be better than the past.

Optimism bias is defined as the difference between a person’s expectation and the outcome that follows. If expectations are better than reality, the bias is optimistic; if reality is better than expected, the bias is pessimistic, according to Cell Press something that 80% of the global population possess to some degree.

Thinking positively is an evolutionary hallmark, because it facilitates envisioning what is possible, allowing us to be courageous and innovative. Levels of optimism bias vary according to our mental state and current circumstances, and there are ways to temper or increase it.

That’s good, because a surfeit of optimism can lead to underestimating risk. Understanding where you sit on the optimism spectrum can help you adjust for your bias – and maybe even make better choices.

At the root of optimism bias are two assumptions: first, that we possess more positive traits than the average person; second, that we have some kind of control over the world around us.

Despite unexpected negative events happening to us – or seeing them on the news – it is the positive events that tend to leave the biggest impression on our belief systems. We simply “learn better” from good things happening around us, which perpetuates the bias. Bad things tend to be given less credence, and some people ignore them altogether.

An overabundance of optimism, however, can lead to an inadequate assessment of potential hazards. A common example is planners underestimating budgets and timeframes. It could also mean failing to take out insurance, or not wearing a helmet while cycling – or maybe even catching illness through complacency or neglect.

Optimism bias occurs with equal prevalence across the global population, but culture plays a role by influencing how optimistic or pessimistic people consider themselves. In cultures in which optimism is considered a good thing, such as the US and Australia, people are more likely to self-identify as optimists.

Optimism is also linked to success in multiple domains, whether it’s business, politics, or sports. CEOs tend to be more optimistic than the average person, as are entrepreneurs, whose optimism increases further once they take the leap into starting their businesses.

American psychologist Martin Seligman teaches people to cultivate a more optimistic viewpoint by ascribing permanent causes to positive things and temporary ones to negative things. A person may say, ‘That project went well because I am a good engineer’ or ‘That project failed because I didn’t put enough time into it’.

The message is that good things happen for reasons inherent to the individual, while bad things are attributed to causes that can be remedied, such as last-minute preparations. This cultivates a positive self-view that makes us optimistic about our future prospects.

Many studies have been carried out about the effectiveness of optimism as a psychological phenomenon, leading to various theoretical formulations of the same concept, conceptualized as “disposition”, “attributional style”, “cognitive bias”, or “shared illusion”.

This overview is an attempt to explore the “optimism” concept and its relations with mental health, physical health, coping, quality of life and adaptation of purpose, health lifestyle and risk perception.

Positive and negative expectations regarding the future are important for understanding the vulnerability to mental disorders, in particular mood and anxiety disorders, as well as to physical illness. A significant positive relation emerges between optimism and coping strategies focused on social support and emphasis on positive aspects of stressful situations.

Through employment of specific coping strategies, optimism exerts an indirect influence also on the quality of life. There is evidence that optimistic people present a higher quality of life compared to those with low levels of optimism or even pessimists.

Optimism may significantly influence mental and physical well-being by the promotion of a healthy lifestyle as well as by adaptive behaviours and cognitive responses, associated with greater flexibility, problem-solving capacity and a more efficient elaboration of negative information.

We have all heard the adage of the glass being half full or half empty to determine if someone skews toward being an optimist or pessimist. But perhaps there’s a third option: realist. While pure optimists and pure pessimists simply accept (or reject), realists tend to take action.

A realist looks at the glass and says, “Hey, there’s a glass with some liquid in it.” Where a pure optimist may be completely happy with the amount that’s in the glass, and a pure pessimist may be disappointed, pure realists don’t judge – they accept, observe, and question: “Is this the right amount for me right now?”; “Is this the right glass for me?” If it’s not, then they take action.

However, like most things, optimism and pessimism are on a spectrum, with realistic thinking in the middle. So, you can have realistic pessimists and realistic optimists the difference between the two is that realistic optimists have the ability to be hopeful that they can change things for the better. They believe they’ll succeed but understand that doing so will take work.

As human beings, we can practice integrative awareness before, in, and after the moment. Beforehand, we can visualize the expected external event and our potential internal response. After the event, we can reflect and process the experience, let go of stress, and gain insight. In the moment, we can observe ourselves while having the experience and regulate our behaviour at the same time.

Captain Chesley Sullenberger brought the process of integrative awareness alive when he landed his commercial plane in the Hudson River in 2009. After a bird strike cut both engines of his commercial flight soon after take-off, Captain Sullenberger demonstrated the ability to stay calm while facing fear.

Instead of returning to the airport as air traffic controllers were advising, he paused and assessed that he couldn’t make it, landing instead in the river and saving the lives of all on board. The balancing of emotions with a rational and deliberate thought process is something scientists call metacognition.

By practicing internal awareness on two levels (having the experience and observing it at the same time), you can catch early signals of distress, doubt, or fear without acting out a stress response. This is especially critical in times of crisis. While we can never be purely objective, we can try to reach that state as much as possible.

Without objective awareness, signals of distress can trigger “survival” behaviour, and we lose the ability to pause, reflect, and decide. For a leader during crisis, this survival state can present a huge risk, and in the case of Captain Sullenberger, it would have been fatal.

In a crisis, some leaders react to complex problems with polarizing opinions, quick fixes, false promises, or overly simplistic answers, often combined with a command-and-control leadership style. They lose their ability to be in dialogue, to continuously adapt, and to look for novel solutions.

In a situation where their experience falls short, but without the ability to practice integrative awareness, they may be guided by their fear and resort to habitual responses, often unconsciously biased, to unfamiliar problems.

Another risk of not being aware of our internal world is found in “sacrifice syndrome”: leaders who face constant pressure do not find time to take care of themselves, leading to reduced effectiveness and exhaustion.

Successful Leadership requires optimism and realism. While we need Leaders to not sugarcoat problems when communicating with Employees, any harsh realities need to be balanced with inspiring perseverance about the organization’s future.

But it’s not only our Leaders’ responsibility to balance reality and optimism … it’s something every employee should do. Really, it’s something we should do in every aspect of our lives. Why?

According to an article on WebMD, realistic thinking helps us be present by focusing on reality and not hypotheticals. It’s also shown to improve overall wellbeing because realistic thinking allows you to create “reasonable expectations for yourself and those around you that will help you live a less stressful life…

When you train yourself to rationalize and think critically about the situation, you’re more likely to expect reasonable outcomes. This will set you up for better thoughts and mental health in the future.”

Dr. Martin Seligman, former president of the American Psychological Association and legendary researcher in the field of optimism, discovered that optimism or pessimism lies in the way you explain the events that happen to you. Such “automatic thoughts” often cause us to assess events inaccurately and jump to erroneous conclusions.

Unrealistic optimism is defined as believing that you are more likely to experience pleasant events than is actually the case, and less likely than others to experience negative ones. It can keep you from being able to change direction when you are unable to see the trouble that lies ahead.

So, when it comes to optimism or pessimism, “hope for the best, prepare for the worst” is an ideal motto. To achieve that you must be honest with yourself about your usual approach to life. Discover the ways in which your past may be distorting your present.

Doing this can transform your grip on the truth for the better. By far the greatest cause of the emotional disturbances that make us avoid reality is our childhood relationships with our parents. Surprisingly few people have an understanding of the true role they played in their family, let alone of the extent to which suffered early maltreatment.

Final word, positive expectations are good; optimism leads us to look for new challenges and work on the things we have control over. On the other hand, we should remember the importance of being realistic and be aware of the line between constructive optimism and pop psychology positive thinking. Have positive expectations about the future, but do not get into the habit of sweeping reality under the rug or distorting it.

Otherwise, you might be caught off guard when negative things happen. We should also evaluate to what extent the situation can be changed and act accordingly. If there are situations or conditions you cannot change, it’s better to accept them rather than relying on false optimism. Lastly, remember that being “very optimistic” might not necessarily result in the best outcomes in every situation. It might be balance that keeps us going.

We never know, but creating the illusion of predictability is easier than you may think. We have the ability to remove the illusion that we know what the world will look like in the coming months or years. And we have the ability to have a plan and act despite these objective limitations.

When we face the dilemma of what will become the basis for our decisions and actions, a pessimistic or optimistic vision of the future, it is worth remembering that we do not have to function in this dichotomy. There is still realistic optimism, which takes into account all the circumstances based on a realistic expectation.

Sandrea L. Schneider PhD and Professor once stated on the subject.

“When our hopes for performance are not completely met, realistic optimism involves accepting what cannot now be changed, rather than condemning or second-guessing ourselves.
Focusing on the successful aspects of performance (even when the success is modest) promotes positive affect, reduces self-doubt, and helps to maintain motivation (e.g., McFarland & Ross, 1982)….

Nevertheless, realistic optimism does not include or imply expectations that things will improve on their own.

Wishful thinking of this sort typically has no reliable supporting evidence. Instead, the opportunity-seeking component of realistic optimism motivates efforts to improve future performances on the basis of what has been learned from past performances.”