Category Archives: #prismphilosophy

PRISM Executive Coaching

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PRISM Executive Coaching
PRISM Philosophy

BCG PROJECT – COACHING Session 2 
June – July 2021
PRISM CoachesAverage ScoreFeedbacks
Inderjit Kaur4.712
Dr.Anubha Walia4.649
Sarita Rochwani4.634
Capt Shikha Saxena4.620
Renu Khanna4.543
Manpreet Uppal4.535
Ajay Ramakrishnan4.533
Jayashree M Braganza4.517
www.prismphilosophy.com
PRISM PHILOSOPHY : BCG Coaching Session for 1115 hours

Leaders who expect the best from themselves and others are able to deal effectively with challenges and issues. Limiting negative beliefs and expectations about themselves increases productivity and innovation. However, positive attitude is not going to drive results without a reward. There needs to be an incentive to get the required results.

For instance, if leaders want someone to volunteer to be on their team, they should let the volunteer choose the assignment rather than be assigned a task. This way volunteers will feel they are in control of their desirable assignments rather than stuck with undesirable chores. Choices keep good productive volunteers on the team, and they will be excited to sign up again the next time a project comes around

There are three tips for titleless leaders to get the best results from others:

  1. Raise the bar. Leaders adjust to the levels of demands made on them and those around them. Pushing to exceed standards, leaders will find other people want to be around those who raise the bar and aim for higher achievements.
  2. Expect more – get more. Leaders who expect more from others and themselves will get it. They can encourage followers to show their innovation and resourcefulness by bringing out the best in them.
  3. Decide on the thoughts that fill the day. Leaders can change their days simply by thinking about the outcome. For example, if they think they are problem solvers, then they will figure things out. If they think the work will be difficult, then it will be.

At Prism Philosophy, our Coaches are titleless leaders for organisation leaders and helping them to realise there goal and act as transformational coaches. We are happy to share the feedback received average feedback of 4.75 for completing 1115 coaching hours in pandemic times.

JUST MOVE

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There are many parallels between running schools and running businesses. Like businesspeople, teachers must figure out how to effect change on a large scale. Leaders can inspire others by having high expectations of them, then holding themselves accountable for equipping their employees to meet those high expectations. In Move Your Bus, Ron Clark asks leaders to consider the parable of a bus that runs on a team’s energy. Every hypothetical bus has a driver and different riders. Leaders must steer their buses toward change and inspiration.

PART I: GET ON THE BUS

The bus represents organizational goals and accomplishments. It can only be propelled by other people; it cannot be propelled by itself.

Runners Need Support

Runners are particularly motivated, energetic, and excellent employees. They are motivated by success, not just external rewards, and they have can-do attitudes. Runners are not above doing basic tasks when the job calls for them. Focused and driven, they have the tools it takes to succeed. However, runners gain professional success at the expense of their personal lives.

Managers of runners should keep in mind that these employees are likely sacrificing to perform so highly. Since runners are motivated by their internal sense of excellence, managers must be careful not to break their spirits or deprive them of support or direction. When a runner is not given the tools to succeed or does not have his or her efforts directed into the proper channels, he or she can become a destructive force.

Joggers Want validation

Joggers are reliable and steady workers. They are unable to sustain the same high standards and output of runners over a long period of time, but they do contribute to the team’s overall success. Though joggers meet basic expectations, they do not generally exceed them. They can be pushed, but should not be expected to perform at a high level for a prolonged period of time.

Because of their meticulous work, joggers often feel that they are doing their best and feel they are, in fact, runners. However, they typically have different perceptions of work-life balance and their abilities than runners. One of the biggest areas in which they differ is in their need for validation–recognition and praise fuel their efforts. When upstaged by runners, joggers can become bitter and threatened, but they can still play a strong supporting role.

Walkers lack Motivation

Walkers do not contribute to the forward momentum of the bus. In order to deflect blame, they enjoy criticizing the organization and complaining. They do this because they are trying to slow others down to their speed and protect themselves. They often latch onto new hires to recruit them to their ways and prevent them from reaching their own (threatening) potential. Because of their self-centered worldviews, it can be easy for walkers to monopolize the attention and resources that should instead be given to motivated, effective, and deserving runners. Walkers will take over what they can, the slowing movement to a stop.

Riders Are Dead Weight

Riders contribute almost nothing to their organizations and can frustrate both runners and joggers. However, they can be hard to spot because they tend to blend in when organizations lack clear performance metrics. Riders are threatened by comparisons and attention to their minimal efforts.

Drivers Steer the Organization

Drivers are the leaders who set the directions of their organizations, support runners and work on either improving or eliminating joggers, walkers, and riders. In fact, there is little hope for improving riders. People without strong work ethics simply slow everyone else down, and when riders turn into walkers, they are still a drag on the organization.

Because runners require so little input and encouragement to do a good job, it can be tempting not to give them attention. Runners can also have a hard time accepting help. However, helping runners frees up their resources, which helps them become even more productive. It takes much less effort to help runners maintain their speed than to turn riders into walkers.

Pointing out runners’ mistakes is often counterproductive because it can break their spirits. Usually, mistakes happen because runners have been given so much to handle. Drivers should always say “yes” to runners so that they continue to push ahead.

PART II: HOW TO ACCELERATE

In order to accelerate, workers need to model themselves after runners, whose habits help them propel the bus forward. Every worker within an organization should either be a runner, be working on becoming a runner, or support the people who actually push the bus forward. There are many tasks employees can do to help move their companies forward:

*Get there early. Runners arrive at work and at meetings early. Arriving early and ready to go increases a worker’s worth within an organization.

*Wear your good clothes. To be taken more seriously, workers should always show up in neat, professional attire. People who have a runner’s work ethic and a rider’s wardrobe habits run the risk of losing others’ respect.

*Say hello. There is power in a simple greeting. Saying hello can help workers begin to network and build strong relationships that benefit them and their organizations.

*Sit with the runners. Sitting with high-powered individuals can open up opportunities. Not only does it open the chance to have conversations, but it shows where a worker fits within an organization’s hierarchy.

*Ask for help. When people are afraid to ask for direction, they cut themselves off from the tools that can help them succeed. Asking for help often makes it clear that an individual cares enough to do the job right.

*Accept criticism. Constant improvement cannot come without the ability to accept and tolerate constructive feedback. They should let managers know they are receptive and competent.

*Clean the windshield. People who are not in control should try to clear roadblocks for runners who need to be able to do their jobs without distractions.

*Take the hint. Workers should always pick their battles and learn to read the people they interact with.

*Listen more than you talk. Successful organizations are filled with attentive people who do not feel the need to hog attention or shoot down other people’s ideas. People who are not runners or joggers should not feel entitled to have their opinions and input heard.

*Stay in your lane. People who focus too much on what other people are doing can get sidetracked. By keeping their eyes on the road, workers can do their best work.

*Change the conversation to change the culture. Workers should refrain from negative conversations. Positive conversations yield positive results.

*Allow the runners to reap the rewards. Runners contribute more and work harder; hence, they deserve rewards, promotions, and recognition. Instead of complaining, lagging workers should step up their game.

*Exude a sense of urgency. People should move quickly as if their jobs depended on it. Moving without delay communicates a strong work ethic and predicts good results.

*Find solutions. Solution-oriented individuals who take initiative despite limited resources are valued.

*Realize you are not entitled to this job. A sense of entitlement erodes performance and creates endless excuses and roadblocks within an organization. Gratitude is important.

*Be credible. When workers honor their commitments and refuse to make promises they cannot keep, they set up their organizations for success.

*Pay attention to details. Fine-tuning details can make or break a project. Subtle touches make products more appealing and impress customers.

PART III: HOW TO MAP THE ROUTE

Leadership is a skill that can be developed over time, and leaders can become more efficient drivers by rising to the occasion.

Allow Runners to Shine

Great leaders allow their runners to shine. Since joggers, walkers, and riders often consider runners to be a threat, workplaces can feel hostile to runners and break their spirits. To let runners shine without upsetting other workers, leaders should figure out how to best leverage their talents and communicate how well everyone is doing. Awards, empowerment, and public recognition motivate runners, and that benefits everyone in the organization.

Help Joggers Do Their Best

Joggers need to be coddled and validated, but also pushed. Leaders can do this by commenting on the things their joggers are doing right and building their confidence.

Show Walkers How to Improve

Walkers may not have good role models, so they may need to be shown how to improve. Drivers must make their expectations clear and demonstrate their values. People do not know what they do not know, so they need to have things articulated to them. Drivers must determine which walkers are worth investing in and which should be let go. Either way, leaders can best maximize their walkers by assigning them to supporting roles.

Equip People to Meet Expectations

Leaders can “teach to the top” by refusing to lower their expectations and inspiring their workers to raise the bar. However, they must also lift workers up and give them tools for success. Once these tools are in place, leaders must motivate employees so they get excited about meeting their goals. By uplifting people, leaders can help them shine.

Get to the Source of the Problem

Approaching people directly about problems is more respectful and effective than broadcasting complaints throughout an organization. By nipping issues in the bud, leaders can ensure that everyone keeps moving forward.

Show Appreciation

When people do not show appreciation for little things, they will likely not recognize large contributions, either. People should show appreciation in both small and big ways to keep their organizations running smoothly.

Enjoy the Ride

Leaders who want their employees to put in the maximum amount of effort and passion must enable them to enjoy their jobs. Improving a worker’s physical environment can go a long way, as can encouraging laughter and fun.

CONCLUSION

Workers can always find a way to contribute more and improve what they are doing. They should avoid complacency, ask for help, and support one another. Given the right tools, everyone can find his or her passion and purpose and help the bus move along.

Story Telling by Leaders

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Storytelling at Work

A young girl was visiting the Disneyland theme park with her mother when she threw her Belle doll in the air, and it landed in a fenced-off construction zone. Recognizing the girl’s distress, several employees from security, merchandising and guest services worked together to retrieve the doll.fullsizeoutput_4344

They discovered the doll in terrible condition. Its clothes had been ripped, and it was covered in mud. Even worse, they found out it was a discontinued model. They sent the doll to the costume design department to be spruced up. When the family returned to their hotel room at the end of the day, they were greeted with the newly outfitted doll and an invitation for tea with the “real” Belle.

For years, Disney has shared this story across the organization as an example of employee behavior that supports Disney’s culture of delighting and creating happiness for each guest. That Disney embraces storytelling as a leadership and culture tool should come as no surprise; Walt Disney was a master storyteller. they recommended persuasion https://prismphilosophy.wordpress.com/2018/07/29/prepare-to-persuade/. His legacy and the thriving company culture he left behind sprang from his vision, leadership and storytelling abilities — and the beliefs that became cultural cornerstones thanks to this cohesive narrative.

Within the company, Disney told stories that mobilized employees around his vision. This storytelling practice has fostered a guest-centric corporate cultureimbued with creativity and innovation that has led to sustained success. He empowered employees to use their own stories to connect to the customer experience, making way for stories like the girl and her Belle doll to live on and work their magic in the organization.

Teaching Storytelling to Leaders

For stories to have the ultimate impact, it is critical that training and development leaders work with organizational leaders to develop their strategic storytelling skills. Teach leaders three fundamentals of storytelling to create alignment around desired behaviors, reinforce critical beliefs and drive your organizational culture forward.

1. Choose the right story, and make the connection.

Great stories have a beginning, middle and end, but for leaders to create a vision for their team, there’s more. Not all stories are created equal, and some stories can create change that works against an organization. Therefore, it’s critical for leaders to be intentional about the stories they tell.

Choose stories that clearly demonstrate and reinforce desired behaviors while linking back to organizational priorities and desired results. For example, if a desired result is to foster a culture of creative problem-solvers, look for examples within the organization, such as an employee who confidently voiced his or her opinion and drove the team toward an innovative solution.

It’s also important to deeply engage employees with compelling stories that invite people to suspend their beliefs long enough to disrupt the status quo and create positive movement.

2. Be brief, and aim to go viral.

All it takes to deliver a powerful story is 45 seconds. Storytellers who drone on risk losing an audience’s attention. After observing and testing this technique for almost 30 years, it is clear that a short, memorable story has a better chance of being retold by employees across an organization.

Keeping a story to 45 seconds is especially important considering evidence of declining attention spans; a recent Microsoft study suggests that humans may have attention spans as brief as eight seconds. This time limit should also be welcome news for busy leaders in your organization; anyone can spare 45 seconds.

Have leaders practice this storytelling technique, building from a punchy hook that captures attention and investment from the get-go. Within 45 seconds, the audience should comprehend the story, feel comfortable repeating the story and be clear on the point of the story. If the storyteller accomplishes these three Cs, the story has a better chance of being shared and working its magic across the organization.

3. Conclude with a clear connection that reinforces the desired behavior.

Once a story invites an audience to suspend any beliefs that were getting in the way, create real movement by concluding with a simple phrase that reinforces the desired behavior. You might say, “That’s what innovation looks like to me,” or “That’s what good communication looks like to me.”

Using the term “looks like” instead of “feels like” communicates that the desired behavior is already occurring in the organization. It encourages employees to observe and take note of similar instances in their day-to-day work.

The Lasting Impact of Storytelling

Effective storytelling helps leaders create a unified vision around desired beliefs and actions, driving adoption and buy-in for the results that matter most to your organization. Stories break through impediments to change; shape new, learning mindsets; and inspire employees to adopt new behaviors that drive desired results.

Develop a leader’s ability to deliver effective stories that emphasize clarity and brevity. Once leaders have perfected their storytelling delivery, encourage them to share stories as often as they can. The more stories shared through the organization, the more effectively they reinforce behaviors critical to organizational success.

COVID-19 LOCKDOWN…….Yet the positivity prevailed!

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1Having done some professional writing / blogging / research in our individual capacities, we as authors (http://prismphilosophy.com/our-team/) thought we could anticipate what it took to structure, plan, and align our thoughts in the form of a sequential array of topics. However, what we could not anticipate was the challenge the Covid-19 lockdown would throw onto us. The announcement of ‘staying-in’, ‘no movement’, coming to terms with the hard-hitting reality that while we were at a stage requiring working together uninterrupted for hours & days, we could not even for now, possibly meet. But as Michael Jordan said – “If you’re trying to achieve, there will be roadblocks. I’ve had them; everybody has had them. But obstacles don’t have to stop you. If you run into a wall, don’t turn around and give up. Figure out how to climb it, go through it, or work around it.

What seemed an obstacle, however, reshaped into resolve as we took on the  Herculean task of a true ‘work from home’ on our book, working in pace, while at our own place with series of  calls, zoom calls, google meets & skype sessions, spaced in-between by running tasks around the house devoid of any help. The true picture of the work-life balance emerging as we juggled to and fro from ‘Kitchen to Laptop’ & from things around the house to chapters around the book.

Multiple mornings of, ‘not possible’ saw by the end of the day, ‘Yes! we can’, and emerged, ‘The Fundamentals of Research’ as you see it today. ( the article is an excerpt from Book)

The belief “If you hear a voice within you say ‘you cannot paint’, then by all means paint, and that voice will be silenced.” – Vincent van Gogh

Presenting our first book & many more to follow!!

-The ‘socially distanced’ authors!

1 to 1 meeting do’s & don’ts

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Excerpt cum article from training industry magazine ….we offer six dos and don’ts to help you reframe your approach to meetings with colleagues. While we share them with one-on-ones in mind, the lessons can apply to any meeting.

DO: Start with the person. DON’T: Start with the task.

Sure, you have important business to cover in this meeting. But that business is not more important than the person standing in front of you. Take time to ask how they’re doing, how their kids are or if they caught the game last night.

Starting with task communicates, “You’re just here for the work.” Starting with the person communicates, “You’re here because you are valued.”

DO: Set an agenda. DON’T: Wing it.

If you don’t have a clear agenda for a meeting, don’t have a meeting.

Having an agenda communicates that your time and your colleague’s time is important, so you want to focus. Winging it communicates that you view the other person’s time and work as unimportant.

DO: Lead through questions. DON’T: Lead through commands.

Telling people what to do is old-school. Research shows the best teams ask five times more questions than their lower-performing counterparts.

Questions put information on the table and invite the opinions of the other person, which means you draw out his or her leadership capacity and best insights. Leading through commands communicates, “It’s my way or the highway, and your opinions aren’t welcome.” Leading through questions recognizes that everyone has a contribution to make.

Ask questions that invite people to reflect on strengths, formulate their vision for the future and determine the best strategies to reach that vision.

DO: Focus on the future. DON’T: Focus on mistakes in the past.

Sometimes, your one-on-one conversations require helping to develop the other person. When that’s the case, choose language that focuses on future possibilities rather than mistakes they’ve made.

Imagine that one of your direct reports received poor reviews from a recent training. Instead of confronting him with, “The reviews were terrible,” which communicates an irreparable mistake, try saying, “In your next training session, I want you to focus on creating more opportunities for interaction with the participants. Will you share your plan for doing that?” Communicating in this way helps defeat defensiveness and creates a shared understanding that you anticipate growth. This forward-looking focus is a fundamental part of giving feedback overall.

DO: Listen, absorb ideas and respond. DON’T: Hear, ignore and move on.

Listening and responding communicates that you value ideas and that it’s safe to communicate concerns. Ignoring and moving on communicates that divergent opinions will be squashed.

When you have an environment where others feel it’s safe to share their ideas, you have psychological safety. Google research found that the sales teams with the highest levels of psychological safety overshot their targets by 17%, while teams with low psychological safety missed their goals by 19%.

DO: Close with clarity. DON’T: Quit in confusion.

How often have you walked out of a meeting only to realize that a lot had been discussed, but few decisions had been made. Who was supposed to do what, by when?

Quitting in confusion ensures you’ll have to have another meeting to straighten it all out later. Closing with clarity communicates that you were productive and that everyone knows who is responsible for the next steps in the process.

How You Can Use This Information

Whether you’re the chief learning officer, the CEO or a trainer, these tips can help you accomplish more in your one-on-ones. Start by doing the following:

  • Think through your last five meetings with a colleague. Can you check the boxes beside all six dos? If not, how will you fix your meetings in the future?
  • When you see an executive who excels at one of the dos, acknowledge it as a best practice.
  • Incorporate these tips into your training, especially with new managers or leaders trying to grow their emotional intelligence and improve their productivity. Create a shared language by using these terms.

Absolutes for Leadership

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Is Leadership is important or we need to focus on followership too. We still need to explore this EAF47810-B6DC-445D-B61C-59021710CE2B_1_201_abut with PRISM Philosophy training sessions at leading organisation made us learn importance of 12 Absolutes for Leadership which leader needs to demonstrate: especially in crisis time. 

1. Lead: Leading is less about analytics and decisions, and more about motivating, and empowering others to make those decisions.

2. Purpose: This is the vision of the company.

3. Strategy: Strategy is rooted in the leader’s idea about what matters most in the company.

4. People: A successful team must be a mosaic of talents and abilities that work together.

5. Measure: Effective leadership requires data and hard, indisputable facts.

6. Empower: Empowerment is not something that can be given out. People must empower themselves.

7. Reward: Reward in the workplace is about more than paychecks, bonuses, and perks.

8. Anticipate: The success of an organization will be determined by the accuracy of the leader’s intuition and judgment.

9. Navigate: Navigating takes objectivity and clarity to see opportunities.

10. Communicate: Communication means connecting and inspiring, not just the transmission of information.

11. Listen: True leaders do far more listening than talking

12. Learn: A leader with learning agility excels at absorbing information from experience and applying it to the present.

Feedback Skills

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Thanks to training industry article.

Feedback: The very word makes us uncomfortable, but upon reflection, that response is odd. After all, we’re introduced to feedback early in life. The tests and quizzes at school, corrected and graded by the teacher, was all feedback, and we were OK with it, because the feedback helped us improve.AAAEB9BA-3419-4E80-90A5-B02A84602442

A study at a leading U.K. university confirmed what we intuitively knew: Receiving feedback at school leads to better performance. The same should be true for the world of work, shouldn’t it?

We are keen to embrace feedback in other aspects of our life. Uber drivers and passengers rate each other, product ratings on Amazon influence what we buy, restaurants receive instant feedback from TripAdvisor or OpenTable, and hairdressers can improve their service by checking their rating on Yelp. So, what happens at work?

One of the reasons feedback goes wrong at work is that managers and, by extension, organizations, tend to believe things about feedback that are simply not true. In our review of the science of feedback, we found six common myths that managers believe about feedback. These myths cause them to disregard a practice that has been proven to help us learn and perform.

Myth 1: Feedback Happens Anyway

In a storybook, the fairy godmother appears exactly when she is needed most. Some leaders believe feedback is like the godmother: It will somehow, magically, turn up, and the employee will somehow know.

The idea that feedback just happens has been refuted, time and time again, in study after study. Managers typically do not give feedback. And magic rarely happens. We also observed right kind of question are important https://prismphilosophy.wordpress.com/2019/09/13/different-types-of-question/

Myth 2: Employees Don’t Like Feedback

There is some evidence for this myth. Many people will dodge feedback opportunities, especially when there are performance issues. A study aptly titled “Are You Hiding from Your Boss?” discovered that in 24% of cases, following a poor performance incident, the employee tried to avoid his or her manager.

Here is the problem for organizations: Leaders confuse what people like with what they need. Consider your check-up with the dentist. You may not like the conclusion that you need a filling, but if you are satisfied that the diagnosis is thorough and accurate, it is important information, and you need to act it on. (And your dentist can deliver the message without making you feel bad for not having brushed properly!) You may not be happy, but you can be satisfied. As a result of feedback, you know what to do to take corrective action. Smile!

Myth 3: The Manager Is the Oracle of Performance

Managers can be a lot of pressure to get feedback “right” — to be the oracle of performance. After all, they are the boss, right? It’s too much pressure; what if they get it wrong?

Managers are important, but research confirms that source credibility, or trust in the person giving feedback, affects both the perceived accuracy of the feedback and the desire to respond. As a result, when trust and personal engagement with the manager are low, feedback won’t drive the desired outcomes.

If organizations believe that all feedback is down to the manager, managers may miss out on finding inputs from a range of reliable sources. Securing a rich set of inputs makes feedback more accurate and the messenger more credible. Organizations that believe it is all down to the manager risk the managers’ deciding that it’s safer to say nothing.

Myth 4: Feedback Is Good; Frequent Feedback Is Better

A study demonstrated that there is a tipping point where an increase in the frequency of feedback leads to a decrease in task effort and performance. This finding goes against the conventional wisdom that employees need a lot of feedback, especially as they are learning a new task or role. In fact, the same study found that too much feedback is particularly harmful at the early learning stage. Learning something new requires room for experimentation and learning from mistakes.

However, there is a lot of pressure on managers to give frequent feedback. Managers acting in good faith may see their best efforts lead to employees’ becoming frustrated and confused. As a result, they may decide to give up.

Myth 5: “Bad” Feedback Is Bad

There is nothing wrong with praise and recognition, but many organizations believe that negative feedback is bad. When this belief is widely held across the organization, leaders avoid giving feedback altogether to avoid saying something negative, or they sugar-coat the message to such a point that it has no practical value.

Giving feedback can be challenging, and research confirms that leaders are pretty bad at it. In fact, global data confirms that the skill of giving constructive feedback is at the bottom of the leadership competency list for managers and executives.

The truth is that it is not whether the feedback is positive or negative that effects performance. There is ample research to show that positive feedback may lead to a decrease in effort, just as negative feedback may boost a person’s desire to achieve more. The issue is contextual. When feedback is situational, its impact is positive. Robin Sharma, author of “The Monk Who Sold His Ferrari,” once tweeted, “Negative feedback can make us bitter or better.” You choose!

While positivity and optimism may increase people’s persistence in completing a task, they have an insignificant impact on performance. Some scholars go as far to say that the only useful feedback is negative feedback. For organizations believing “bad feedback is bad,” the result is simply the missed opportunity to improve performance.

Myth 6: Feedback Is the Panacea

An influential meta-analytical study demonstrated that only half of feedback interventions result in improved performance. In one-third of cases, performance worsens after feedback.

For their feedback to be in the half that improves performance, managers have to take into account a variety of factors and synthesize them into a meaningful, high-quality message. They have to make the message relevant to performance, meaningful for their employees and supportive of their improvement effort. This approach includes providing feedback on progress. Organizations that believe feedback is the panacea quickly become disillusioned, and efforts falter.

Many managers, and organizations embrace these six common myths about feedback, and acting on these myths leads to suboptimal results. Knowing the science of feedback can improve how managers improve feedback, resulting in greater self-awareness, improved employee satisfaction and better performance.

For leaders, having a point of view on your role as feedback-giver that’s rooted in science will help ensure that your feedback achieves the desired impact and develops satisfied, more productive employees. For trainers, you have an opportunity. What keeps us from educating our leaders about the truths of feedback, so they can improve feedback in their teams? Nothing!

The article is taken from **https://trainingindustry.com/articles/performance-management/6-myths-surrounding-feedback/

Principle of 5

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QUESTIONOLOGIST: From “Why Not” to “What if”

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QUESTIONOLOGIST : From “Why Not” to “What if”

fullsizeoutput_551aI started using this term and changed my style of Questioning ever since I have the book on Beautiful questions by Warren Berger and applied in my consultancy projects or doing training on Behavioural and Quality programs.

By changing the complex perspective enable us to see old problems in a new light. We need to practice asking thoughtful questions at the right time in order to make the best choices when it matters the most. It aimed at thinkers, creators, problem-solvers and decision-makers.

Well How can we encourage others to question more 

  • Question night with family
  • www.questionweek.com
  • Share a good question on social media
  • When someone ask a question : instead of telling that a good question ..Tell them why you think it’s fascinating or important question.
  • Sharing What Is my one “Big Beautiful Question?”

If you want to be CREATIVE Stop asking these 6 question

Am I creative?

How creative I Am?

Where will I find an original Idea

Where will I find the time to create

How can I come up with an idea that will make money

Where do I begin

Courageous question

What would I try if I knew I could not fail

What is the worst that could happen

If I did fail, what would be the likely causes

And how would revoker from that failure

What if I succeed – what would that look like

How can I take one small step into the breach

Questions to ask instead “how are you?”

What’s the best thing that happened to you

What are you excited about in your life right now

What are the most looking forward to at this gathering

AND INSTEAD WHAT DO YOU DO?

What are you most passionate about

What problem do you wish you could solve

What did you want to be when you were growing up

TO BECOME BETTER LISTENER “Ask these Question”

Just to be clear, you are saying…

Can you explain what you mean by that

I imagine that made you feel ___, right

And what else?

Before Takin god leadership Challenge, ASK

Why do I want to lead this endeavour

Why would others want me to lead them

Does the answer to the first question also work as an answer to the second

Question for STRONGER LEADERSHIP 

“What can we do to right this wrong”

To determine if you are ready to be 21st century Leader, ASK

Am I willing to Step Back in order to help others move forward?

Do I have the confidence to be humble

Can I learn to Keep learning

Do I seek to create an organisation in my own image

Use these Question to “crack your code” as leader

Wo are my fav influencers

When have I been at my best

When have I come up short-and why

What have I taken a stand for ( and against)

What is my tagline (you are “about” as a leader)

To sharpen your leadership focus, ASK 

What is one thing I can do that would make everything else easier or necessary

What should we stop doing

What do I want to go big on

Which stupid rule should be kill

At this moment, what is the highest, best use of my time

Emotional Connect

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The term “emotional intelligence” first surfaced in the early nineties, and has become one of the most useful (and used) words in the management lexicon. fullsizeoutput_5c08

Managers should work to identify and develop emotional intelligence in their employees, or “the ability to recognize [their] own emotions and the emotions of others.”

However, it is emotional competence which produces superior performance, and this is “the application of emotional intelligence (emotional understanding) in a way that produces a positive outcome.” Those who possess emotional competence are aware of their emotions as well as those of their coworkers, and can manage their emotions in a way that is beneficial to everyone involved and to the bottom line of the company. Emotionally competent individuals understand relationships, and are thus able to employ strategies that positively impact both their own emotional state, and those of the people who surround them.

Managers should work to identify and develop emotional competence in their employees. The work of identification can be done by using a number of tools. Blakesely focuses on the Multiple Health System’s EQi developed by Ruevon Bar-On, which measures numerous emotional competencies, such as:

  • Intrapersonal Skills – A set of competencies defining self-understanding.
  • Self-regard – The ability to respect and accept one’s strengths and weaknesses.
  • Assertiveness – The ability to express feelings, beliefs, and thoughts in a non-destructive way.
  • Independence – The ability to be self-directed and free of emotional dependency on others.
  • Stress Management – A set of competencies that describe an ability to manage stress
  • Adaptability – A set of competencies that allow one to adapt to the needs of the environment.
  • Reality Testing – The ability to accurately assess the correspondence between what is experienced and what objectively exists.
  • Flexibility – The ability to adapt and adjust one’s feelings, thinking, and behavior to change.
  • Problem Solving – The ability to solve problems of a personal and interpersonal nature.
  • Optimism – The ability to be positive and look at the brighter side of life.
  • Happiness – The ability to feel satisfied with oneself, others, and life in general.

Individuals who possess these competencies should be identified, developed, and put in positions where their abilities can be put to use in the service of the company, and their own personal development. The smart manager will do everything in his power to facilitate this process. For more details contact write anubhawalia@gmail.com or follow her @ https://www.instagram.com/anubha_walia/