Remote Living Has Eroded Our Empathy and Executives Must Find a Way To Understand Their Staff

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It is difficult to count what we have lost during the pandemic. We’ve lost jobs, loved ones, incomes and our social lives. Living and working remotely has also meant we are losing our empathy for colleagues. This is especially true of business leaders and executives who need to be able to understand the problems their employees are grappling with as we leave lockdown.

This loss in our ability to empathize with one another is not new. In 2018, 51 per cent of Brits said they thought it was declining, compared with just 12 per cent who thought it was increasing. The pandemic has supercharged this. We are looking at one another through screens and heavily ensconced in our own worlds, so it is difficult to expand our awareness to people with different experiences.

There is a crucial difference between empathy and sympathy. To sympathize with someone means we feel sad for their misfortune. Empathy, on the other hand, means understanding and sharing the feelings of another.

Throughout the pandemic, most of us have been able to sympathize with those who have lost jobs or family members. We have been able to feel compassion for those living in cramped quarters. But by being physically separated from them, we have not been able to truly understand and empathize with those people.

We have become distanced from our employees and, more widely, our customers – the

majority of who increasingly want to deal with companies and brands that demonstrate their care for people and the planet. As offices start to reopen, it is vital we can act with empathy towards our staff and those we serve. This is crucially important for those at the top of businesses, who have kept their jobs and had a different experience of the pandemic.

In order to understand the customers and people they are serving, business leaders need to be able to understand their staff. There is a huge array of experience just waiting to be tapped into to create a more empathetic work environment. Some communities are more tight-knit than others and have had better support systems throughout lockdown. Younger workers may have been more isolated and need more help and encouragement returning to the office.

Often senior executives have more in common with other senior executives than their customers and other target audiences, such as staff. Therefore, learning how to rebuild lost empathy will mean spending more time with the people you’ve never met. To lead with listening and not opining, to immerse yourself first-hand in the real-world experience of your customers’ lives rather than just reading reports about them.

On a practical level, this might look like asking for written feedback from staff on their experience of lockdown. It could also mean trying to spend time in the office coffee shop. Appearing physically accessible to employees will encourage conversations that can never happen over email.

There is also a place for data, but not as we know it. In today’s big data era, digital interaction between companies and customers means businesses have access to more data than ever before. Sourcing the most valuable data isn’t the only challenge. When there is an over-reliance on endless sheets of numbers it can be difficult to define behaviors. There is a risk of losing a richness of understanding. One-on-one interviews with staff or customers can be more useful than “big data”.  It can be costly and time-consuming and, because  of this, it often gets left behind.

However, with so much of the same data out there, it is in the small, slow data that the most striking insights can be found – nuanced findings that can make all the difference between people thinking you and your business are empathetic, or not.

By:   Joint Chief Strategy Officer at BBH London

Source: Remote living has eroded our empathy and executives must find a way to understand their staff – CityAM : CityAM

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Would you consider yourself an empathetic person at work? Are you always willing to lend an ear to your co-worker’s latest band practice drama, or would you prefer to keep conversations at the corporate level?

A recent survey conducted for the 2018 State of Workplace Empathy reported that a whopping 96% of respondents rated empathy as an important quality for companies to demonstrate. Despite this, 92% of employees believe that empathy remains undervalued at their company, which is an increase from results in prior years.

Empathy is described as not just understanding another person’s perspective, but truly putting yourself in their shoes and feeling those emotions alongside that person. It’s a cornerstone of emotional intelligence, and when a workplace demonstrates empathy, there are countless studies that correlate it to increased happiness, productivity, and retention amongst employees.

Empathy Helps Explain How Parental Support Can Prevent Teen Delinquency

A new study of nearly 4,000 school children has found that youngsters who feel they have empathic support from their parents and caregivers are verging away from a wide range of delinquent behavior, such as committing crimes.

Published in the peer-reviewed Journal of Moral Education, the research, which drew on data surveying children over a four year period from when they were aged 12 to 17, also shows that those who received empathy were less likely to execute acts of serious delinquent behavior, compared to those who simply felt they had supportive parents.

In addition, the new findings — out today — demonstrate that parents/caregivers who display greater empathy enhance their teenagers’ own development of empathy, or the ability to acknowledge and understand the feelings of others.

The results follow an investigation of the Longitudinal Study of Australian Children data source, which features a series of interviews with 3,865 boys and girls across Australia over the period when delinquent behavior first tends to appear.

Author of the paper, Professor Glenn Walters from Kutztown University in Pennsylvania, USA, states his findings demonstrate that parental support, as perceived by the child, plays a “small but significant role” in the development of empathy in early adolescent youth.

The Associate Professor of Criminal Justice adds: “Empathy in youth also appears to have the power to mediate the negative association between perceived parental support and future juvenile delinquency.”

The study was launched to expand on results of several previous articles which investigated the relationship between parental support and delinquent behavior in teenagers. The proposition is that strong parental support reduces the propensity for such behavior. However, the results have been mixed.

Forensic psychologist Professor Walters wanted further clarification. Could parental support and delinquent behavior include an indirect relationship, rather than direct, and be mediated by another factor: high levels of empathy?

To find out, he first scrutinized two interview sessions where the children were asked about their level of parental support as they perceived it, and their development of empathy. To determine parental support, they were asked to rate statements such as “I trust my parents” and “I talk to my parents.” To assess empathy, they were asked to rate statements such as “I try to empathize with friends,” and “I try to make others feel better.”

In the final session, when they were 16 or 17, they were asked how often they had engaged in 17 delinquent acts in the past year. These acts varied in their seriousness, from drawing graffiti in a public place to purposely damaging or destroying property to using force or the threat of force to get money or things from someone.

Using a variety of statistical techniques, Professor Walters found that empathy did indeed appear to mediate the relationship between parental support and delinquent behavior. Children who reported more parental support tended to have higher levels of empathy, and these children were less likely to engage in delinquent behavior.

“What the current study adds to the literature on the parental support-delinquency relationship is a mechanism capable of further clarifying this relationship,” Walters says. “The mechanism, according to the results of the present study, is empathy.”

He does concede, however, that other factors such as social interest and self-esteem may also play a role in mediating the relationship between parental support and teenage delinquency, and says these factors should be explored in future research.

Walters also suggests, in future research, empathy should be measured from a younger age and that new criminalities such as cybercrime — not included in this data set — should be assessed.

By Taylor & Francis Group

Source: Empathy helps explain how parental support can prevent teen delinquency: Study on 4,000 children monitored over four years, finds children who felt their parents were empathic were less likely to commit serious crime — ScienceDaily

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Journal Reference:

  1. Glenn D. Walters. In search of a mechanism: mediating the perceived parental support–delinquency relationship with child empathy. Journal of Moral Education, 2021; 1 DOI: 10.1080/03057240.2021.1872511
RELATED STORIES

5 Remote Friendly Teaching Strategies to Deepen Empathy

During Universal Human Rights Month this December and every month, optimizing classroom activities to foster learning and caring about global human rights is a crucial task of modern educators. For all of the vital information that is available about histories of struggles for human rights and coverage of ongoing struggles, teaching this material demands parallel attention to deepening our capacities for empathy and perspective taking. Based on a bedrock of social-emotional learning (SEL) methodology, Facing History offers these 5 remote-friendly teaching strategies to aid thoughtful teaching in remote and mixed learning environments:

Contracting for Remote Learning
Contracting is the process of openly discussing with students how classroom members will engage with each other and with the learning experience, and it is an important strategy for making the classroom a reflective and respectful community. Since remote learning deeply affects the progression of classroom communication, it is important to update your class contract so it accounts for any new logistical circumstances so students can feel engaged, valued, respected, and heard.

Bio-poem: Connecting Identity and Poetry
“Who am I?” is a question on the minds of many adolescents. This activity helps students clarify important elements of their identities by writing a poem about themselves or about a historical or literary figure. By providing a structure for students to think more critically about an individual’s traits, experiences, and character, bio-poems allow students to build peer relationships and foster a cohesive classroom community.

Reflection upon the complexity of one’s own identity is also crucial for building an empathic bridge to the inner worlds and social lives of others.
[NOTE: We invite you to make logistical tweaks to ensure alignment with your current teaching situation.]

Text-to-Text, Text-to-Self, Text-to-World
Reading comes alive when we recognize how the ideas in a text connect to our experiences and beliefs, events happening in the larger world, our understanding of history, and our knowledge of other texts. This strategy helps students develop the habit of making these connections as they read. When students are given a purpose for their reading, they are able to better comprehend and make meaning of the ideas in the text.

Promoting processing on these multiple levels also trains students to carry this mode of analysis beyond the classroom and apply it in situations where they have the potential to make a difference.
[NOTE: We invite you to make logistical tweaks to ensure alignment with your current teaching situation.]

Graffiti Boards
Virtual Graffiti Boards are a shared writing space (such as Google Docs, Google Jamboard, Padlet, Flipgrid, or VoiceThread) where students can write comments or questions during a synchronous session or during a defined asynchronous time. The purpose of this strategy is to help students “hear” each other’s ideas. Virtual Graffiti Boards create a record of students’ ideas and questions that can be referred to at a later point, and give students space and time to process emotional material.

Students’ responses can give you insight into what they are thinking and feeling about a topic and provide a springboard for both synchronous and asynchronous discussions. Further, this strategy allows students to practice taking in the perspectives of others and trying on others’ experiences in a manner that also provides them with space to process material that may be challenging.

Journals in Remote Learning
Journals play a key role in a Facing History classroom, whether the learning is in person or remote. Many students find that writing or drawing in a journal helps them process ideas, formulate questions, retain information, and synthesize their perspectives and experiences with those of classmates.

Journals make learning visible by providing a safe, accessible space for students to share thoughts, feelings, and uncertainties.

They also help nurture classroom community and offer a way for you to build relationships with your students through reading and commenting on their journals. And frequent journal writing helps students become more fluent in expressing their ideas in writing or speaking.

Facing History and Ourselves invites educators to use our resource collection for remote and hybrid learning, Taking School Online with a Student-Centered Approach.

Topics: Online Learning, Empathy

By Kaitlin Smith
Kaitlin Smith is a Marketing and Communications Writer for Facing History and Ourselves. At Facing History and Ourselves, we value conversation—in classrooms, in our professional development for educators, and online. When you comment on Facing Today, you’re engaging with our worldwide community of learners, so please take care that your contributions are constructive, civil, and advance the conversation.

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