EMOTION-FEELING
A state of mind produced by impressions of the senses, ideas or memories, which is often translated into gestures, attitudes or other forms of expression.
EMOTIONS INVOLVE:
• SUBJECTIVE MESSAGES
• ENERGY (Motivate or demotivate)
• CONTAGIO (They transmit moods and persuade, produce attraction or rejection)
• COMMUNICATION (They facilitate or hinder the transmission of data)
EMOTIONS AS A SIGNAL SYSTEM • Information about ourselves.
• Information about other people.
• Information about certain situations.
EMOTIONAL INTELLIGENCE
It is the ability to:
FEEL-PERCEIVE UNDERSTAND CONTROL and MODIFY one's
own emotions and those of others
THE FIVE PRACTICAL SKILLS OF EMOTIONAL INTELLIGENCE
1. SELF-AWARENESS
Perception and knowledge of one's emotions
2. SELF-REGULATION
Control of emotions and impulses, stress management
3. MOTIVATION
Motive - Confidence - Optimism - Enthusiasm
Persistence - Resistance
4. EMPATHY
Understanding of other people's emotions and perspectives
5. SOCIAL SKILLS
Relationship skills, leadership, teamwork
TALENT IS FOR THE MOST PART OF EMOTIONAL INTELLIGENCE
A. Knowing your own emotions …………….. SAFETY B. Managing your own emotions …………… SERENITY
C. Motivating yourself ……………………………..OVERVING D. Recognizing emotions in others….SERVICE
E. Manage personal relationships ………..SINERGY
THE HUMAN MIND
CI
CE
SUCCESS RATIO
EC
77%
CI
2. 3%
HOW TO DEVELOP EMOTIONAL INTELLIGENCE
• Awareness through new principles and knowledge.
• Management of control techniques and emotional expression.
• Development of enthusiasm and motivation.
• Understanding of the feelings of others (Empathy).
• Ability for influence and persuasion (Leadership).
• Somatic balance.
COACHING
Coaching is a process that fosters self-awareness, and creates motivation for change, as well as the guidance necessary to change in a way that meets organizational needs.
SEVEN TRENDS THAT WILL INCREASE THE VALUE OF COACHING (I)
• Boosting performance: Increasing global competition between companies demands that people do more things faster, with greater innovation and flexibility, creating a need for quantitative leaps in performance.
SEVEN TRENDS THAT WILL INCREASE THE VALUE OF COACHING (II)
• Mass customization of learning: The failure of widespread training programs,
as well as the demand on people to be treated as individuals, make training an ideal vehicle for the "mass customization" of learning.
SEVEN TRENDS THAT WILL INCREASE THE VALUE OF COACHING (III)
• Need for new catalysts for growth: External factors (eg acquisitions, new markets) are less viable for growth, making internal strategies (eg innovation, radical changes) more necessary, all which can be improved through training.
SEVEN TRENDS THAT WILL INCREASE THE VALUE OF COACHING (IV)
• Stress-related problems: With 50% of workers feeling burned out, managers need new ways to cope with stress in order to retain and motivate staff.
SEVEN TRENDS THAT WILL INCREASE THE VALUE OF COACHING (V)
• Effect of technology: Information technology is creating the need for managers to lead teams and develop trust online impersonally and with less control.
SEVEN TRENDS THAT WILL INCREASE THE VALUE OF COACHING (VI)
• Search for meaningful work: Employees need a job with meaning - more than a paycheck - and managers need to learn how to solve these problems for their employees and
for themselves.
SEVEN TRENDS THAT WILL INCREASE THE VALUE OF COACHING (VII)
• New expectations for development: Workers expect organizations to offer them development opportunities, and companies expect leaders to effectively manage people as an asset.
THE FOUR LEVELS OF TRAINING GOALS
Self-knowledge Performance improvement Driving change
Transformation
THE COMPLEXITIES
To be effective, training needs to address the complexities:
a) Psychological factors
b) Organizational obstacles
c) The individual's professional goals
d) The fundamental objectives of the group (team, department, regional headquarters, etc.)
ADAPTABLE AND TECHNICAL LEADERSHIP
Technical challenges have clear answers. The adaptation challenges are more confusing. Clear answers are elusive, and people may not have done anything in their careers to prepare for the challenges.
Questions of adaptation are made through influence and not position or power.
ORGANIZATIONAL PROBLEMS THAT LEAD TO COACHING
* Succession planning
A successor needs to develop certain skills before filling a key position.
* A deficiency in organizational skill
A crucial strategic competence is lacking in the company, so many people need development in that area.
* A specific situation problem
A key leader has personal or job performance issues
* Transitions
Enter staff into new positions that require new skills.
THE 8 STAGES OF COACHING
1. DETERMINE WHAT NEEDS ARE AND IN WHAT CONTEXT
2. ESTABLISH TRUST AND MUTUAL EXPECTATIONS
3. AGREEMENT WITH THE CLIENT ON THE RESULTS
4. GATHER AND COMMUNICATE THE INFORMATION
5. TRANSLATE THE TALK INTO ACTION
6. SUPPORT THE BIG STEPS
7. ENCOURAGE REFLECTION ON ACTIONS
8. EVALUATE INDIVIDUAL AND ORGANIZATIONAL PROGRESS
STAGE 1: DETERMINE WHAT NEEDS ARE AND IN WHAT CONTEXT
While it is important to identify the new desired behaviors, it is equally important to determine the broader context in which those behaviors should occur. This clarifies what the organization and the individual hope to gain from the training experience.
Expand the discussion to understand the context, all relevant factors, and why and how the company needs the individual to change.
The context can also be determined by significant organizational problems. You or someone else may need an individual to change in a certain way due to a new strategy or problems caused by significant events (such as high staff turnover, a lack of organizational platform, etc.).
See Tool N ° 5.
STAGE 2: ESTABLISH TRUST AND MUTUAL EXPECTATIONS
Find out what the customer's problem is and see how training can help you solve it. Does the individual understand the purpose of the training? Do you think you have a problem, and if so, what do you think about it? Do you need help
developing a new skill set?
Give the individual an idea of what will happen during the training process.
Initial meetings are also important in developing the relationship between the client and the coach.
The first meeting between the coach and the client often sets the tone for future interactions.
STAGE 3: AGREEMENT WITH THE CLIENT ON THE RESULTS
This is a crucial stage that is often overlooked in other types of training. In it, clients and coaches are held accountable for achieving specific measurable goals, which are established in writing or orally. These concerted results often include one of the following goals:
• Achieve a high level of performance (eg, increase revenue, improve profitability, expand market share).
• Change the relationship with a customer or improve customer satisfaction.
• Improve ratings on a survey of direct reports.
• Advance in one's career (for example, get a promotion).
• Improve relationships with one or more key people within the organization.
• Carry out a specific task (make a presentation, conduct a meeting, etc.).
• Achieve an organizational transformation.
Indicate the specific result within one of our four goal levels by asking yourself and your client these types of questions:
* How much does this person need to change to carry out a specific task? Will it only require a certain degree of self-awareness or a major transformation?
* To reach a performance goal, will performance improvement or behavior change be necessary?
* What kinds of new attitudes, behaviors, skills, etc. are required to help this person advance in their career? What magnitude of change must be made so that this person is more committed to their work and considers it more meaningful?
STAGE 4: COLLECT AND COMMUNICATE INFORMATION
To some extent, the effectiveness of your training will depend on your ability to understand and communicate information. Again, this may be something new for you; it is not something managers normally do. But if you want someone to make significant changes or significant progress in performance, information will be a crucial catalyst. This is what makes training evolve from a passive experience
to an active experience: the information motivates the staff to take
action.
While this is not always valid, a good rule of thumb is the more complex and ambitious the goal, the more information that is required. If an individual needs a transformation, you are not going to motivate him with limited and vague information.
Communicating information to clients is not simply about telling them what was said. It is about helping them face what they have heard.
STAGE 5: TRANSLATE THE TALK INTO ACTION
This is where you and your client determine what should be done - and when and how to do it - based on the information the latter has received. Specifically, you should do the following:
• Review and reset goals (if necessary); make sure your goal scope is appropriate and connected to the business results your organization needs to achieve.
• Explore the different courses of action to achieve these goals; analyze which seem feasible, identifying and evaluating the specific tasks as well as the possible obstacles that each course includes; Select from the list of
courses of action the one that makes the most sense from an individual and organizational point of view.
• Identify the resources that the chosen actions require (for example, financial support, training, work experiences, coordination with human resources).
• Establish a timeframe for reaching goals, taking into account when the organization needs its customer to be ready, and a realistic period for
your customer to change behavior, develop a skill, and so on. As a general rule, self-knowledge is a faster process than transformation.
• Discuss the impact that the goals achieved will have on the company, and what measures will be used to evaluate it.
STAGE 6: SUPPORT THE BIG STEPS
A good training proposal introduces people to the “field of action” to implement your plan. During this period, people need the support of their coaches.
Support can be as simple as objectively listening. This can include regular meetings to gauge progress against set goals. Or it can include more intense sessions in which the client needs a defined orientation to carry out the plan. You can help the client in many ways, from role-playing to providing information and insight. Support may require you to bring in other people and resources to help solve a problem; that you have to act as a sounding board for an idea that the client has; or it may include help for the client to resolve emotional conflicts.
STAGE 7: ENCOURAGE REFLECTION ON ACTIONS
One of the principles of action training is that people need time to reflect on their attitudes and behaviors if they are to change successfully.
Therefore, reflection is incorporated into the process. Put
your clients aside for a moment, and consider their situations through their eyes, as well as those of your peers, direct reports and bosses. Encourage them and give them reason to reflect on what they are living, why they are living it, and what they are changing about themselves. You can facilitate reflection by asking certain questions (Tool Number 7) or by adapting them to specific situations.
STAGE 8: EVALUATE INDIVIDUAL AND ORGANIZATIONAL PROGRESS
The end-of-process assessment includes both traditional business measures and less tangible measures. The first category estimates things like
customer outcomes, increases in income, improved working conditions (for example, a period of faster change), increased efficiency or productivity, and
so on. In the second category, it is estimated how much the group around the client has changed, how
satisfied the client is with the results of the training, how the people around him now perceive the client. In some cases, we ask the same questions from the previous information stage to the same people, and we compare the answers.
Ultimately, you are evaluating whether the individual has changed their attitudes and behaviors as well as if they have changed them in accordance with what the organization expected, as determined in stage 1 of the process. (Tool Number 12)
emotional-intelligence-coaching
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