Harnessing Emotions to Bridge the Gap Between Learning and Performance

'Think through.'

What do you mean, boss?

Confused. Frustrated. Anxious.

I've worked so hard, made so many changes and you are still unsatisfied?

Every conversation was a tug-of-war; filled with tension and uncertainty. I found myself bracing for criticism, and feeling foolish for not 'thinking through'.

My voice became softer and quieter. My confidence, diminished. And my desire to learn and excel? Extinguished.

What am I not seeing? What exactly am I missing?

The feeling of frustration was mutual. What was easy for him from the business point of view (strategic), was lost on me. As someone with an operational (tactical) background, we see through different lens and desperately needed to bridge the disconnect between us.

I desire to BE capable and FEEL competent. My boss felt the same.

It was in our best interest to resolve this soon. Our recent appointment as the international licensee training centre by the American brand owner demanded the strongest team we could field from Singapore.

Working with client organisations over the years made me realised just how common this strategic-tactical tension between business leaders and their employees is.

Bridging this divide requires both parties to learn; it requires a marriage between acquiring key skills for work performance and the emotions driving the learning.

What are Skills? Oxford dictionary defines 'Skills' as:

1. an ability to do an activity or a job well, especially because you have practised it

2. a special ability to do something

3. a particular ability that you developed through training and experience and that is useful in a job

When a business leader looks for capability in employees, he is likely looking at some of these key skills:

1. Functional skills - job related skills required to perform a job role / functions and work tasks

   
   

2. People skills - ability to communicate, collaborate and work with others

   
   

3. Thinking skills - ability to think from different perspectives (e.g., strategic (business) - tactical, analytical, creative thinking)

   
   

4. Sensing skills - ability to sense the larger scheme of things and its implications (e.g., where the organisation is against the backdrop of our appointment as the international training centre, the industry, global trends)

Being great in our functional roles is a given, seeing how our compensation is tied to the fulfilment of our job and tasks. 

Being able to work well with others is essential, seeing how our roles often require the input of other stakeholders.

What business leaders seem to prize, are the 'Thinking' and 'Sensing' skills. Beyond functional and people skills, there is the desire for deeper considerations and possible implications of what is at stake. This is especially crucial in today's world; one of constant flux caused by forces such as artificial intelligence and geopolitical factors.

And here lies the disconnect: what feels natural to the business leader is NOT natural to his employees. By virtue of their training and experience, both parties could only see and think from where they were. Leaders want to their employees to be performing. Employees want to BE capable and FEEL competent.

Positive emotions in learning can enhance both.

Emotions are able to influence how we learn in key aspects such as attention, memory and motivation (Li et al., 2020). Positive emotions, in particular, 'can have a beneficial effect on cognitive functions and can encourage individuals to breakthrough thinking limits and strengthen cognitive flexibility, which increases the efficiency of problem solving'

(Fredrickson & Branigan, 2005).

How might positive emotions be beneficial?

1. Attention: Increase in Positive Emotions = Increase in Attention

When learning processes for skills acquisition creates positive emotions, it draws people in. Learning becomes more self-driven as individuals use self-monitoring, planning and evaluative habits.  The reverse is true; negative emotions lead to a need for external monitoring (e.g., frequent reminders from supervisors).

2. Memory: Increase in Positive Emotions = Increase in Speedy and Accuracy of Recollection

Positive learning experiences can enhance the encoding and consolidation of memory as these are affected by emotional arousal. There is reduced stress, reduced feelings of anxiety and an increase in working memory.

3. Motivation: Increase in Positive Emotions = Increase in Motivation

Individuals experience an increase in learning motivation, self-monitor their progress and explore different strategies to support their learning. They believe in their ability to act.

How might positive emotions be supportive of sustainable skills acquisition?

Here are some ideas for business leaders:

1. Model and demonstrate the skills which are new or complex to employees

   
   

2. Offer learning and practise opportunities for capability and confidence building

   
   

3. Encourage individuals to share their thoughts and support them in making in their own conclusions

   
   

4. Allow individuals to take charge of their learning, especially in areas which they expressed interest in

   
   

5. Have targeted, facilitative conversations on what might be useful based on the pace of development

   
   

6. Affirm and recognise improvements, no matter how small the progress is

   
   

7. Provide support in terms of resources, space to learn and grow

   
   

8. Discuss ways for the individual to contribute and be accountable

I trust that we want to BE capable and FEEL competent. With intentional and collaborative efforts by business leaders and individuals, we can work towards accomplishing both.