{"id":1219,"date":"2017-06-30T16:58:54","date_gmt":"2017-06-30T16:58:54","guid":{"rendered":"https:\/\/blogs.owen.prd.vanderbilt.edu\/owen-all-ldp\/?p=1219"},"modified":"2017-11-06T17:03:03","modified_gmt":"2017-11-06T17:03:03","slug":"why-mood-or-attitude-is-critical-to-our-learning-experience","status":"publish","type":"post","link":"https:\/\/blogs.owen.vanderbilt.edu\/owen-all-ldp\/why-mood-or-attitude-is-critical-to-our-learning-experience\/","title":{"rendered":"Why Mood, or Attitude, is critical to our Learning Experience"},"content":{"rendered":"

By: Mark S. Robertson, PCC — Executive Coach, Owen Coaching Network<\/h4>\n

June 30, 2017<\/h4>\n
\"Mark

(Daniel Dubois \/ Vanderbilt University)<\/p><\/div>\n

There are so many theories and books out there about learning \u2013 individual learning styles, leadership development, creating learning environments, and so on. I could add to this list, but I\u2019d rather ask you to look at learning from a (perhaps) new perspective \u2013 an ontological one.<\/p>\n

The ontological approach posits that the way humans habitually see, think, feel, and act moment to moment depends on the interconnection of three primary domains \u2013 our language, emotional state, and body. We are never \u201coutside\u201d of any of these.<\/p>\n

Specifically, I\u2019d like you to consider one of three key aspects to the ontological approach: the impact of our emotional state on how quickly, how well, and how much we learn or don\u2019t learn.<\/p>\n

So what can I offer that might be a new or different way for you to look at learning from these three domains?<\/p>\n

Language\u00a0<\/strong>\u2013 basically the opening to learning for any person begins with a declaration. It is a\u00a0declaration of your incompetence<\/em><\/strong>, and it often scares us: the simple words \u201cI don\u2019t know!\u201d If you can\u2019t make this declaration, you can\u2019t open yourself to a learning process.<\/p>\n

Body<\/strong>\u00a0\u2013 learning happens \u201cin the body,\u201d which we call\u00a0embodied learning \u2013\u00a0<\/em><\/strong>our ability to demonstrate action because it\u2019s embodied. Pay attention to what you practice repeatedly because that repetition gets \u201cinstalled\u201d in our body as habits — not just physical actions, but our repetitive thinking and emotional state as well.<\/p>\n

Emotional state<\/strong>\u00a0\u2013 there is a difference between our emotions and our moods. I\u2019m only going to address moods here, as it relates to our ability to open up to a learning process. Our \u201cmood\u201d is our pervasive, default emotional state. This might also be called your \u201cattitude,\u201d or a team\u2019s \u201cmorale.\u201d Example moods are optimism (the glass half-full view) or pessimism (half-empty view).<\/p>\n

Given that quick primer on moods, let me introduce the\u00a0Moods of Learning<\/strong>\u00a0(which support learning) and\u00a0Moods of<\/strong>\u00a0Non-Learning<\/strong>\u00a0(which hinder our ability to learn) and the internal thinking that often coincides:<\/p>\n

Moods of Non-Learning<\/u><\/strong><\/h3>\n

Boredom<\/em><\/strong>\u00a0\u2013 I think we all recognize this one at one time or another, particularly with teenagers \u2013 I\u2019m bored! The internal thinking of boredom is \u201cThere\u2019s nothing new here for me to learn!\u201d Some of my leadership clients have found themselves bored after doing the same thing, with the same organization, for a long period of time. New learning might be the key to engage and excite them, but they won\u2019t take that step until their mood shifts from boredom.<\/p>\n

Confusion<\/em><\/strong>\u00a0\u2013 We\u2019ve all also probably been here a time or two in our lives, almost fighting a learning possibility without even knowing it. The internal thinking of confusion is \u201cI don\u2019t know what\u2019s going on here, and I don\u2019t like it!\u201d The key declaration that opens learning — \u201cI don\u2019t know\u201d — is now coupled with the powerful declaration of \u201cI don\u2019t like it,\u201d and we don\u2019t learn much from this mood either.<\/p>\n

Moods of Learning<\/u><\/strong><\/h3>\n

Perplexity<\/em><\/strong>\u00a0\u2013 whereas confusion often comes with squinting eyes, perplexity opens our eyes and opens us up to learning. The internal thinking of perplexity is \u201cI don\u2019t know what\u2019s going on here, and that\u2019s ok!\u201d The shift from the non-leaning mood of confusion into the learning mood of perplexity is often subtle but quite powerful \u2013 an acceptance that incompetence is ok and propels us into learning.<\/p>\n

Wonder<\/em><\/strong>\u00a0\u2013 wonder is an even better place for learning. The internal thinking of wonder is \u201cI don\u2019t know what\u2019s going on here, but isn\u2019t that great!\u201d It\u2019s a full embrace of not knowing and the opportunity to learn a great deal. Think about times when you were a kid and \u201cin wonder\u201d of something you were experiencing. What a great place to be! What\u2019s happened to our wonder?<\/p>\n

Awe<\/em><\/strong>\u00a0\u2013awe puts us in a space of great reverence, respect, and openness for our capacity to learn at any moment as human beings. The internal thinking of awe is \u201cI don\u2019t know what\u2019s going on here, but isn\u2019t that amazing!\u201d<\/p>\n

Many kids live in moods of wonder and awe at an early age. Doesn\u2019t that explain why they are more fascinated with the box of an expensive toy than the toy itself? What is it that we do to kids as they grow up that shift them from their natural moods of wonder and awe?<\/p>\n

As leaders, I think one of our main responsibilities is to be good observers of our own and others moods and, perhaps more importantly, good designers of our own and others moods. Our ability to do this is critical to achieving positive results in the workplace, and also creating workplace cultures that encourage and are conducive to learning.<\/p>\n

I\u2019ll leave you with these questions to ponder:<\/p>\n