HISTORICAL PERSPECTIVE ON PERSONALITY TYPOLOGIES

Understanding how others function is a first step in working with them. Organizations consist of people who differ from one another on almost every dimension possible. Diversity certainly is a challenge that is here to stay.

We always can count on Jung, Myers and Briggs, and Keirsey and Bates. But still we need to keep in mind that we are all changing and all that test gives us a frame. People behavior and nature is like unritten book. Jung’s work formed the basis of the later work of Myers and Briggs; the work of Myers and Briggs, in turn, formed the basis of Keirsey and Bates’ work. The four dimensions of personality that provide the structure for these three theories. These dimensions are extraverts/introverts, sensors/intuitors, thinkers/feelers, and judgers/perceivers. 

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Jung’s Theory of Type

Carl Gustav Jung was a Swiss psychiatrist whose theory of psychological types  helps people to recognize and to understand basic personality differences. In essence, this theory describes people’s ranges of orientations to perceiving (sensing versus intuitive), interpreting (thinking versus feeling), and responding (extraversion versus introversion). By becoming aware of these basic differences, people can better understand others’ motivations and behaviors and can expand tolerance and respect for those whose styles are different.

Jung recognized that people make clear choices from infancy on as to how they use their minds. Although each person has some of each kind of orientation, he or she generally favors one type over the other. Furthermore, types seem to be distributed randomly with regard to sex, class, level of education, and so on.

The Myers-Briggs Type Indicator

In the early 1940s, Isabel Briggs Myers and her mother, Katherine Briggs, began to explore ways to use Jung’s theories to explain personality differences. With World War II as a backdrop for their work, the women saw peace in the world as the ultimate goal of understanding personality types. Their paper-and-pencil instrument for determining personality type became known as the Myers-Briggs Type Indicator (MBTI). The MBTI is based on a psychometric questionnaire whose results seem to determine accurately a person’s viewpoint and style of behavior in all aspects of work and personal interaction. Use of the MBTI is extremely widespread; to date, several million Americans have taken it. The instrument also has been translated into Japanese, Spanish, and French, helping many people around the world to understand and accept themselves and others.

Using Jung’s theories as a starting point, Myers and Briggs designated three sets of letter pairs: E/I (extraversion/introversion), S/N (sensing/intuitive), and T/F (thinking/feeling). To these they added a fourth letter-pair set, J/P (judging/perceiving). The MBTI classifies each person in one of sixteen personality types, based on that person’s preferences for one aspect from each of the four sets of letter pairs.

The Keirsey and Bates Sorter

David Keirsey and Marilyn Bates (1984), in their book Please Understand Me, use the same four dimensions that are found in the MBTI to outline four “temperaments.” They define temperament to be “that which places a signature or thumb print on each of one’s actions, making it recognizably one’s own”. Temperament is based first on the S/N dimension; differences on this dimension are “the source of the most miscommunication, misunderstanding, vilification, defamation, and denigration” . People with an S (sensing) preference gather information in concrete ways, based on facts in the here-and-now; temperament theory then subdivides them based on how they act on this information
(judging or perceiving). People with an N (intuitive) preference gather information in abstract ways, based on intuition and possibilities; the temperament sorter then subdivides them based on how they make decisions about this information (thinking or feeling). Thus, according to the Keirsey and Bates Sorter, a person is characterized as SJ, SP, NT, or NF.

THE LETTER PAIRS

The dimensions used by Jung, by Myers and Briggs, and by Keirsey and Bates represent tendencies rather than absolute choices. In most situations, a person prefers one approach over another. A person who understands his or her own approach then can use this information to improve communication with others.

Extraverts and Introverts (E and I)

Jung identified two basic “attitude types,” which describe the direction of a person’s interest: extravert and introvert. In the context of personality typology, an extravert is a person whose energy source is the external world of people and things, whereas an introvert is a person whose energy source is the internal world of ideas.

An extravert generally appears friendly and easy to know; he or she tends to think aloud and to express emotions openly. An extravert often acts first and reflects later. In contrast, an introvert is most productive in private and tends to reflect first and act later. An introvert generally internalizes emotions and appears to be less self-revealing and to need a great deal of privacy. Contrary to popular notions, however, a healthy
extravert may need time alone and a healthy introvert may have highly developed communication skills.

Sensors and Intuitors (S and N)

The S/N preference concerns the mental function of how a person takes in data from
the outside world. The letter “S” is used for sensing, and the letter “N” is used to represent intuition.

A person is a sensor if he or she takes in information in parts, noticing fine details by means of the five senses. A sensor is a very practical individual who wants, trusts, and remembers facts. He or she is highly attuned to details and is usually very orderly and organized. For this person, learning is a linear process in which data are collected sequentially and facts are believed only when experience bears them out. A sensor values order and truth; often he or she is a hard worker who values perspiration more than inspiration. A sensor enjoys the present moment, takes directions easily, and may be most comfortable with tasks that are highly detailed and require repetition.

In contrast, a person is an intuitor if he or she perceives a situation in its entirety rather than piecemeal. An intuitor has a global perspective and is often described as living by a sixth sense. He or she is imaginative and is always anticipating future events. An intuitor looks primarily for relationships and patterns in the information taken in. He or she is an innovator who believes in and excels in hunches, visions, and dreams. An intuitor is adept at long-range planning and can recognize all of the complexities in a given situation.

Taken to the extreme, the sensing function causes a person to miss the forest for the trees, and the intuitive function causes a person to miss the trees for the forest.

Thinkers and Feelers (T and F)

Once data have been collected, decisions often must be made, a process that is determined by one’s T/F preference. The letter “T” represents thinking, and the letter “F” represents feeling. Although this preference is based on how logic is used, thinking should not be equated with intelligence or intellectualism, nor should feelings be equated with emotion.

A thinker processes data in a formalized, linear fashion and can be described as logical. He or she uses an impersonal basis to make decisions in an exacting, structured, analytical manner. The thinker’s actions are apt to be deliberate and based on cause and effect. A thinker is ruled by the intellect and will fight for principles; such a person is drawn to jobs that do not depend heavily on interpersonal dynamics.

In contrast, a feeler makes decisions based on a process that more closely reflects personal values or concerns for others. He or she looks at extenuating circumstances rather than rigid laws. A feeler often is artistic and sensitive to the opinions and values of others; consequently, he or she is best suited to a job that requires strong communication and interpersonal skills.

Judgers and Perceivers (J and P)

Jung’s discussion of temperament actually dealt only with the S/N, T/F, and E/I preferences, emphasizing that each person has preferred styles of perceiving and judging that are best done in either the outer or inner world. Myers and Briggs built from Jung’s theory and created a fourth pair of opposites for the MBTI, concerning the style in which a person lives life (J/P). The J/P preference represents the weight that each of the mental functions (S/N and T/F) is given. In general terms, this preference refers to lifestyle.

A judger prefers situations that are orderly and well planned; and the judging function is dominant in the decision-making dimension, regardless of whether the person is a thinker or a feeler. Such a person prefers a decided, settled path and tends to be neat and orderly. A judger must know priorities and works best when his or her attention is dedicated to one assignment. He or she likes to be prepared for any situation, runs life by making and adhering to lists, thrives on deadlines, and always sees a task through to the end. However, because of a strong desire for stability, a judger may find change troubling.

A perceiver, on the other hand, lives life in an open, fluid, and spontaneous fashion. The perceiving function is dominant in his or her actions, regardless of whether the person is a sensor or an intuitor. A perceiver sees life’s possibilities and is always ready for the unexpected. He or she remains open to sudden changes and is comfortable with letting things happen by chance; this person adapts well to changing environments and usually enjoys being given a variety of tasks.

COMBINING ATTITUDE AND FUNCTION

Jungian Functional Types

Jung categorized people according to the psychological functions of thinking, feeling, sensation, and intuition; each of these functions then could be found in either extraverted or introverted individuals. In this way, Jung recognized eight functional types: extraverted sensing, extraverted intuitive, extraverted thinking, extraverted feeling, introverted sensing, introverted intuitive, introverted thinking, and introverted feeling.

The Myers-Briggs Types

The sixteen four-letter type indicators that classify types in the Myers-Briggs Type Indicator (MBTI) consist of one letter representing a trait from each pair. Thus, the possible sixteen combinations are ISTJ, ESTJ, INTJ, ENTJ, ISTP, ESTP, INTP, ENTP, ISFJ, ESFJ, INFJ, ENFJ, ISFP, ESFP, INFP, and ENFP. Each of these types has certain characteristics and preferences that distinguish it from other types.

ISTJ (Introverted-Sensing-Thinking-Judging). The ISTJ type is dependable and decisive. Attention to detail, combined with dependability, draws a person of this type to careers in which he or she can work alone and can focus on results, objective thinking, and procedures.

ESTJ (Extraverted-Sensing-Thinking-Judging). People of this type perceive through their senses rather than through their intuition and can be described as practical and oriented toward facts. Because of their focus on visible, measurable results, this type is ideally suited to organizing and directing the production of products.

INTJ (Introverted-Intuitive-Thinking-Judging). The INTJ type is naturally good at brainstorming and excels at turning theory into practice. People of this type often choose careers that allow them to create and apply technology, and they often rise rapidly in an organization because of their abilities to focus on both the overall picture and the details of a situation.

ENTJ (Extraverted-Intuitive-Thinking-Judging). The ENTJ type uses intuition rather than sensing to explore possibilities and relationships between and among things. People of this type have a strong desire to lead and tend to rise quickly to upper-management levels.

ISTP (Introverted-Sensing-Thinking-Perceiving). An ISTP type excels in technical and scientific fields because he or she uses sensing and thinking to analyze and organize data. Not wasting time is a key value for a person of this type, who tends to become bored by tasks that are too routine or too open ended.

ESTP (Extraverted-Sensing-Thinking-Perceiving). The ESTP type makes decisions based on logic more than on feelings. Such a person prefers to learn as he or she goes along, as opposed to becoming familiar with an entire process in advance. An
ESTP type has excellent entrepreneurial abilities but quickly tires of routine administrative details.

INTP (Introverted-Intuitive-Thinking-Perceiving). The INTP person uses
intuition to explore possibilities, preferring new ideas and theories to facts. This person’s love of problem solving means that he or she is well suited to research and other scholarly endeavors.

ENTP (Extraverted-Intuitive-Thinking-Perceiving). The ENTP type is attracted to work that allows the exercise of ingenuity. Such a person learns best by discussing and challenging and has little tolerance for tedious details.

ISFJ (Introverted-Sensing-Feeling-Judging). An ISFJ type combines an ability to use facts and data with sensitivity to others. Although uncomfortable in ambiguous situations, a person of this type is a hard worker and prefers work in which he or she can be of service to others, both within the organization and outside it.

ESFJ (Extraverted-Sensing-Feeling-Judging). The ESFJ type is probably the most sociable of all types and thus is highly effective in dealing with others. He or she often leans toward a career that serves others, such as teaching or the ministry.

INFJ (Introverted-Intuitive-Feeling-Judging). The INFJ type has a natural gift for facilitating groups. Although interpersonal interactions are important to a person of this type, he or she can be comfortable with any work that allows opportunities to grow and to learn.

ENFJ (Extraverted-Intuitive-Feeling-Judging). An ENFJ person is a born leader who places highest priority on people. This preference, combined with his or her strong verbal-communication skills, makes the ENFJ type ideally suited for motivating others.

ISFP (Introverted-Sensing-Feeling-Perceiving). People whose type is ISFP excel at tasks that require long periods of concentration and have senses that are keenly tuned. They prefer to express themselves in concrete, nonverbal ways and are especially inclined toward the fine arts.

ESFP (Extraverted-Sensing-Feeling-Perceiving). An ESFP type uses sensing and feeling to live in the here-and-now and is most challenged by activities that are new and require some special effort. He or she prefers work that provides instant gratification, an opportunity to work with others, and avenues for learning and growing.

INFP (Introverted-Intuitive-Feeling-Perceiving). People of this type are best described as idealists; they value integrity, hard work, and concern for others. Although they are adaptable to most work situations, they are best suited for careers that involve service to others.

ENFP (Extraverted-Intuitive-Feeling-Perceiving). The ENFP type is most interested in finding new solutions to problems and is attracted to work that involves people. Such a person tends to be impatient with rules and procedures and serves better as a mentor for employees than as a boss.

Keirsey and Bates Temperaments

The Keirsey and Bates Sorter classifies people by temperament rather than by type. Based on Jungian definitions, the sorter lists the four temperaments as sensing perceiver (SP), sensing judger (SJ), intuitive thinker (NT), or intuitive feeler (NF). Sensing perceivers and sensing judgers each make up between 35 and 40 percent of the population, while intuitive thinkers and intuitive feelers each constitute between 10 and 15 percent.

Sensing Perceiver (SP). An SP, or sensing perceiver, constantly seeks adventure and freedom and is open to whatever is new and changing. This person lives for the moment and makes an excellent negotiator. In a work setting, he or she may deal well with vendors and may be useful in keeping the staff abreast of new products and new releases. Such a person often is known as a troubleshooter who likes to resolve crises and to rally the support of others in solving a problem. Hot-line programs are often well served by people with SP temperaments.

Sensing Judger (SJ). A sensing judger (SJ) believes in rules, regulations, and rituals. He or she works best in a formalized, structured situation and often is well qualified to institute the structure that is needed in the workplace. A sensing judger would make a good librarian, inventory controller, scheduler, or administrator. He or she thrives on setting standards, whether in reference to resource selection or the day-to-day operating procedures of a department.

Intuitive Thinker (NT). A person who wants to understand, control, explain, and predict events is an intuitive thinker (NT). He or she is an intellectual purist and a self-motivated learner. An intuitive thinker can best serve an organization as a visionary and planner. He or she is a determined learner and will pursue something until it is mastered. An intuitive thinker makes an excellent system designer because of his or her
conceptual ability and may be well suited to customer support because of a need to strive for resolution. Newsletter production may also be a good outlet for an intuitive thinker’s skills.

Intuitive Feeler (NF). An intuitive feeler (NF) is enthusiastic and often has strong communication and interaction skills. Such a person often excels at public relations and can be effective as a liaison to other companies or departments. An intuitive feeler also often makes a good teacher, especially on the elementary level, because of his or her patience and understanding. Such a person is excellent at setting the atmosphere necessary for quality learning and training.

Being typed, therefore, should not limit people but rather uncover their possibilities. Living or working with a person of the opposite type can generate friction, but understanding may help opposites to accept and to take advantage of each other’s differences.

And keep in mind : It’s easy to judge. It’s more difficult to understand. Through judging, we separate. Throught understanding we grow.

Have a great day,

Kirilka

 

DISCIPLINE OF PERSONAL MASTERY

Champions aren’t made in gyms. Champions are made from something they have deep inside them-a desire, a dream, a vision. They have to have the skill, and the will. But the will must be stronger than the skill.”― Muhammad Ali

14203239_10205800962457331_7350841119475870421_n An organization is an intangible thing, an invisible repository of will and competence; organizations exist in the thin ether of our actions and values. But there is nothing abstract about the people who make them up. They dream, worry, attend meetings, call on customers, and phone home. You can weigh them, poll them, and clock them. It makes sense that when an organization learns, the locus of that learning is the individual and groups of individuals.

The term “personal mastery” may just be another way of saying “learning,” but I  must be clear about the kind of learning I  mean. It is not just the accumulation of technical and functional information, but the wise and beneficial use of that information. This is an important qualification, because it introduces the issues of self-knowledge and personal values. Here is where we find the answer to the riddle of the learning organization and the reason that the learning organization (as a whole, functioning entity) is so important.

Transcending Our Inherent and Learned Limitations

  “The last thing we learn about ourselves is our effect.”- Ben Kizer, one of the great civic leaders .  Personal mastery entails honing our effectiveness in the world through brave self-observation. It also involves creating a high-tension energy field in one’s life by facing the truth of current reality and boldly envisioning something different: a future of one’s choosing. The creative tension is where the juice of mastery comes from.

Through the ages, sages have testified to the virtues of the examined life and lamented a mind left untended. The following are the observations of three of them.

Those who know much about others may be smart, but those who understand themselves are even wiser.—Lao Tsu

You could drop a leaflet or a Hubbard squash on the head of any person in any land and you would almost certainly hit a brain that was whirling in small, conventional circles. There is something about the human mind that keeps it well within the confines of the parish, and only one outlook in a million is nonparochial.—E.B. Whit

I truly   believe that “personal mastery” is as good a name for the lesson as any. Liberating ourselves from the conditioned, automatic responses to life that endlessly loop us into the same frustrations is one of the hardest things that we can ever attempt. Accepting the need for this is a recognition of what it means to be human. Dealing with this reality is always worth the effort, because even the smallest successes are immediately rewarded with proportionally greater personal freedom. This, in turn, leads to greater creativity, productivity, satisfaction, joy, and expanded life possibilities.

Although the task is difficult, people regularly accomplish even greater goals. Changing one’s world view, says Livingston, is actually easier than overcoming chemical dependence, and people break such deadly habits all the time.

The Effect in Organizations

One person inside an organization ( a trainer) on the trail of personal mastery would be good news for that organization. Think of the ripple effect. Two people would be even better, and the implications of ten people struggling with the ways of personal mastery are even more exciting because of the dynamics of critical mass. The cumulative rate at which individuals within the organization change themselves in pursuit of personal mastery defines the rate at which the organization can change.

Personal mastery is very personal, revolving as it does around the unique mechanisms of the mind. It is challenging enough at the personal level. In the organization, the challenge is compounded not just by numbers but by the fact that no one can choose the pursuit of personal mastery for us; we must choose it for ourselves. Nevertheless, it is a challenge that people and organizations must face if they are to survive individually and collectively. Organizational leaders who have the courage to confront this issue will need all the help they can get from the training profession.

The challenge can be described as follows:

  1. Because of the rapidity of technological change and global competition, becoming a learning organization is now the real ante of doing business.
  2. The pursuit of personal mastery by individuals is the essence of the learning organization.

Unfortunately, the practice of personal mastery by an organization’s employees remains a taboo subject for management. A manager who addresses an employee with, “Excuse me, but I think you need to improve your personal mastery” will likely be as welcome as a religious pamphleteer at the door on Saturday morning. As Peter Drucker says, managers have no business messing with their employees’ minds. I must disagree with Drucker. Although I believe that organizations should not stick their noses into the private lives of their employees, I do not think that you can separate the person’s work from the person.

The notion that we have a work life and a personal life is a dangerous illusion. Each of us has one mind, one body, and one spirit, and we take them with us wherever we go. We do a lot of messing with one another’s minds; it may constitute the majority of human affairs. Every time a manager says “Thank you” or “You did it wrong again” to an employee, the manager is messing with the employee’s mind. Every bonus paid, every new team assembled, every reorganization effort is an exercise in messing with minds. The challenge, again, is to do it responsibly.

By practicing personal mastery as individuals, trainers and other HRD professionals will make their practice more forceful than any sermons they could ever preach on the subject. Happily, the discipline of it will almost inevitably confine one to constructive, ethical interaction with others.

The question is “How do you pursue personal mastery?”Components of the Discipline

The answer is that the biological and psychological force of habit is so great that you must have a discipline.

The personal-mastery technology I propose (O’Brien & Shook, 1995) rests on four adaptive skills:

Raising consciousness – means not just thinking, but thinking about thinking: noticing and managing the workings of your mind so that your mind will not run away with you like a startled horse.

 Imagining- When you “imagine,” you create a mental picture—the most vivid image you can—of an outcome you desire. It works, and you do it all the time. If you are typical, however, most of the imagining you do goes by the name “worry.” This most common form of imagining leads not to something you want but to something you do not want, and it works depressingly well.

Framing and reframing –  are the foundation of human experience and the essence of personal freedom. They mean interpreting the world, deriving meaning, and assigning significance to the events of life. When the Greek Stoic Epictetus noted two-thousand years ago that it is not the events of life that matter but our opinion of them, he was talking about framing and reframing. You do not have to think about anything in any particular way, but some ways of thinking about things are more helpful than others. Learning to frame and reframe means learning to see things in the most helpful light.

 Integrating new perspectives. –  What we see depends on where we stand. And where we stand—that is, the view of the world our senses present to us—is profoundly influenced by the biases of our families of origin and the hands that fate has dealt us. However, each of us is not stuck with just one world view. We can get new ones any time by learning to integrate the perspectives of others. In this sense, the points of view of other people rank among life’s most priceless gifts.

The Impact of Personal Mastery – It probably is not possible for someone to engage in these activities without impacting events around them, without creating powerful and effective relationships with others. But any words that someone who pursues personal mastery could speak about these things would be pale next to the things themselves. In the story of Pinocchio, it is the master’s love and the behavior of love that brings the puppet to life. It may be that way with personal mastery. Only to the extent that we are willing to step into these practices and give them life do they have the potential to shape our destinies and those of the organizations we form.

All this is a matter of considerable importance to organizational leaders, to trainers, and to organizations. Many organizations currently are trying to change themselves from the outside in, by reengineering new organizational forms into existence in the hope that structure alone equals performance. I  doubt that it does. The catalyst missing from such efforts is the inside-out change offered by personal mastery. I doubt that the best team players can be made by teaching the external strategies of teamwork alone. To be constructive members of a team, people must examine their attitudes about collaborating with others, resolving conflict, coping with mistakes (their own and others’), dealing with anger and fear, and so on. That comes from the never-ending pursuit of personal mastery.

When the leaders of an organization sincerely embrace personal mastery themselves, they will automatically begin shifting the parent-child relationship between management and workers to adult-adult relationships. Although the former is still the dominant organizational paradigm, it is the latter that holds the power to drive truly empowered workers and an organization that is capable of continuous learning and fluid response to a dynamic marketplace.

…Just a few thoughts

Greetings,

K.

What Does It Mean to Be People Smart?

Ask the person on the street what it means to be people smart, and you are bound to hear many who have this picture: “Oh, that’s a person who is really a smooth operator . . . a person who knows how to get others to join his side.” A different picture you might hear is someone who is “personable . . . friendly . . . fun to be with.”

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While few people would complain about having those attributes, they represent a very limited view of what it means to be gifted with people. Being people smart is a multi-faceted competence. It is not limited to our skills or our social graces but includes a wide range of abilities.

People smarts is about that aspect of emotional intelligence that is best called “interpersonal intelligence.”When you consider how important interpersonal effectiveness is, it also makes sense to build the PQ or “people quotient” of your workforce.

What makes up someone’s PQ (people quotient)? Consider these questions:

Are your employees good at. . .

•   Understanding people?

•   Expressing their thoughts and feelings clearly?

•   Speaking up when their needs are not being met?

•   Asking for feedback from others and giving them quality feedback in return?

•   Influencing how others think and act?

•   Bringing conflicts to the surface and resolving them?

•   Collaborating with others as opposed to doing things by themselves?

How these questions are answered determines someone’s PQ. People with high PQ excel in the following eight areas. How do your people stack up?

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1. Understanding People

People with high PQs listen actively, empathize with another’s feelings, and acknowledge his or her viewpoint. That not only helps them to be appreciated but also works to draw out information they need to figure out what makes the other person tick. They ask questions to clarify what someone is saying when communication is unclear. They also realize that understanding others goes beyond the words they speak. They know how to interpret the unspoken. Finally, they are expert at reading other people’s style and motives.

2. Expressing Themselves Clearly

People with high PQs know how to get their message across so it’s understood. When people go on and on to make a point, they simply have no effect on other people. High PQers get to the point when brevity is required, yet give just enough detail so that other people are not confused. They can also sense when the other person has not understood them and can quickly rephrase what they are saying.

3. Asserting Their Needs

High PQers know that they have to be their own person. They have to have limits and establish those limits. If they try to be all things to all people, they’ll wind up disappointing others. They also are straightforward with their wishes. Hinting at what they need from others only leads to disappointment and frustration. Once that happens, they often become angry with others and lose the calm and confidence they need to be at their best. People with high PQs are able to remain calm and confident, even when others try to provoke them and push their emotional buttons.

4. Seeking and Giving Feedback

High PQ individuals are open about their reactions to others. They are able to give feedback easily and do it in such a way that the other people don’t become defensive. They also know that it is smart to get in the habit of asking for feedback themselves. If feedback is withheld, it’s as though the person has blinders on. Without feedback, they’re left wondering what the other person is thinking about them.

5. Influencing Others

A high PQ is evidence of someone’s ability to motivate others to action. High PQers are also people others come to for advice. They are able to connect with others, unearth their needs, reduce their resistance to new ideas, and persuade effectively.

6. Resolving Conflict

High PQers are exceptional conflict resolvers. They get the subject right out on the table. They figure out what’s bothering the other person. They are especially adept at negotiating differences and working out creative resolutions to problems.

7. Being a Team Player

High PQers are team players. They work more to advance the group’s goals rather than their own. They also know how to complement the styles of others, coordinate the efforts of team members without bossing them around, and build consensus.

8. Shifting Gears When Relationships Are Stuck

Finally, high PQers are flexible and resilient. While they have an inner core and a predominant style of dealing with people, they also understand that there are different strokes for different folks. They realize that one of the ways to get a stuck relationship to change is to change the way they behave in it. They know how to get out of old patterns and unfreeze situations that have previously been frozen shut.

KEEP IN MIND:All your employees need to be people smart. No matter what someone’s function is, everyone in today’s workforce is in the people business! It used to be said that some people were in the business of working with people and some of us were in the business of working with facts, figures, and machinery. But the people business is no longer the domain of the few. It now includes everyone.

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K.

 

ENCOURAGEMENT: GIVING POSITIVE INVITATIONS

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soft skills trainer

Parents, teachers, and managers – “helping persons” frequently ask how to motivate others more effectively. The philosophy and skill of encouragement are a means both of increasing motivation and of combating feelings of inadequacy.

Encouragement communicates trust, respect, and belief. Many psychologists contend that there are only two basic human emotions: love and fear. Encouragement communicates caring and movement toward others—love, whereas discouragement results in lowered self-esteem and alienation from others—fear. Yet, despite the intention to be encouraging, all too often helping persons are, in fact, discouraging in their communications with others. An example is the manager or parent who “lets things go” as long as they are going well and who comments only when things go wrong.

A crucial beginning to being a more encouraging person is to become more aware of and to eliminate discouraging messages. The five telltale signs that a message is discouraging are these:

  1. The “Red-Pencil” Effect, Circling the Mistakes of Others. A frequent consequence of such “constructive criticism” is that the recipient of the message becomes preoccupied with his or her mistakes.
  2. The Vertical Plane of Interaction. The vertical plane is characterized by “oneupmanship.” The horizontal plane, in contrast, is characterized by equality and a mutual respect for all; classification of people as superior or inferior and sexual, racial, and religious prejudice do not exist on this level.
  3. Overperfectionism. The unrealistic notion that people should not make mistakes leads them to become overly critical of themselves and to want to discover that others are worse. If people cannot make peace with themselves, they never will make peace with others.
  4. Clinging to Old Patterns. A primary principle of child psychology is that children are good observers but poor interpreters. When they observe death, many children, being egocentric at the time, conclude that they killed the person. Many such irrational decisions and conclusions are habits that are held over from the past. By means of a systematic lifestyle assessment, a counselor often gently confronts a client by noting, “Now that you are not a child anymore, perhaps you would like to look at some things differently.” Reinforcing a static philosophy (“You’ve always been that way; you’re not going to change”) can actually inhibit change or growth.
  5. Misused Psychological Tests. For people who doubt their own abilities, an “objective, scientific” test can be the ultimate discourager. Such tests often “label” people and the people then act in accordance with the labels. Although all tests obviously are not harmful, it is wise to remember that we build on strengths, not weaknesses. Thus, it is important to focus on people’s assets whenever possible.

The goal is not to cease all discouragement completely; indeed, all helping persons at times need to confront others. The goal is to combine such confrontation with encouragement as a means of maximizing the ability to impact others positively.  The proper use of encouragement involves the following:

  1. Valuing individuals as they are, not as their reputations indicate or as one hopes they will be. Believing in individuals as good and worthwhile will facilitate acting toward them in this manner.
  2. Having faith in the abilities of others. This enables the helper to win confidence while building the self-respect of the other person.
  3. Showing faith in others. This will help them to believe in themselves.
  4. Giving recognition for effort as well as for a job well done.
  5. Using a group to help the person to develop. This makes practical use of the assumption that, for social beings, the need to belong is basic.
  6. Integrating the group so that the individual can discover his or her place and begin working positively from that point.
  7. Planning for success and assisting in the development of skills that are sequentially and psychologically paced.
  8. Identifying and focusing on strengths and assets rather than on mistakes.
  9. Using the interests of the individual in order to motivate learning and instruction.

In addition here are  ten specific “words of encouragement”:

  1. “You do a good job of . . . .” People should be encouraged when they do not expect encouragement, when they are not asking for it. It is possible to point out some useful act or contribution of everyone. Even a comment about something that may seem small and insignificant could have an important positive impact.
  2. “You have improved in.  . . .” Growth and improvement are things we should expect from all. If any progress is noted, there is less chance of discouragement and individuals usually will continue to try.
  3. “We like (enjoy) you, but we don’t like what you do.” People frequently feel disliked after having made mistakes or after misbehaving. A person, especially a child, should never think that he or she is not liked. Rather, it is important to distinguish between the individual and his or her behavior, between the act and the actor.
  4. “You can help me (us, the others) by . . . .” To feel useful and helpful is important to everyone. Most people need only to be given the opportunity.
  5. “Let’s try it together.” People who think that they have to do things perfectly often are afraid to attempt something new for fear of making mistakes or failing.
  6. “So you made a mistake; now what can you learn from it?” There is nothing that can be done about what has happened, but a person always can do something about the future. Mistakes can teach a great deal, especially if people do not feel embarrassed for erring.
  7. “You would like us to think that you can’t do it, but we think that you can.” This approach can be used when people say (or convey the impression) that something is too difficult for them and they hesitate even to try. A person who tries and fails can be complimented for having the courage to try. One’s expectations should be consistent with his or her ability and maturity.
  8. “Keep trying; don’t give up.” When someone is trying but not meeting with much success, a comment like this can be helpful.
  9. “I am sure that you can straighten this out (solve this problem); but if you need any help, you know where you can find me.” Express confidence that others are able to and will resolve their own conflicts, if given a chance.
  10. “I can understand how you feel, but I’m sure that you will be able to handle it.” Sympathizing with the other person seldom helps because it suggests that life has been unfair. Empathizing (understanding the situation) and believing in the person’s ability to adjust to the situation are of much greater help.

Giving positive invitations” is another way to describe the process of encouragement. Such invitations help to increase people’s self-confidence by at least four different methods:

  1. Self-affirmation—a renewed appreciation of one’s personal strengths, motivators, values, and peak experiences;
  2. Self-determination—being able to take responsibility for one’s life without blaming others;
  3. Self-motivation—setting goals and taking the action necessary to reach those goals by integrating one’s emotions and intellect with one’s body; and
  4. Increased empathic regard for others.

Many people’s feelings of inadequacy can be overcome by prolonged exposure to positive affirmation. Of course, the process of encouragement may take longer with some people than with others. One may be tempted to admit defeat and discouragement much too soon. An optimistic rather than a pessimistic attitude and a proactive rather than a reactive affirmation of the basic worth of all people can help anyone to be a more effective “helper.” Encouragement can assist people in rediscovering their values and joys, in identifying their strengths instead of dwelling on their mistakes, in challenging and changing old patterns, and in having the courage to be imperfect!

Best regards,

Kirilka

IS SOMETHING MISSING?

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find your passion

The happiest people may be the ones who have found ways to make their passions in life be their “work,” whether it is work they are paid for or work they do voluntarily. These people don’t work, as many of us do, to enable them to engage in their passions intermittently—when they can find the time. For such people, what they do is not work in the sense of toil; it is enjoyable and meaningful.

            Unfortunately, the majority of people have not managed this level of satisfaction, even if they know what their passions are. Many people have given up their dreams of doing something they really care about. More unfortunate are those who have not discovered something to be passionate about. These people view their work simply as a necessity, as something they have to do in order to support themselves and their families and meet the expectations of society. They follow the path that opens before them without questioning its meaning or the satisfaction they derive from it. They may blame their lack of fulfillment or unhappiness on others, not realizing that energy and fulfillment come from within. They may regret the choices they have made or think that something is missing from their lives but not know what to do about it. Often, they do not realize that there is another way to lead their lives.

          passion-and-purposeA positive source of passion gives meaning and excitement and purpose to life. With a little help, many people can begin to discover or rediscover what their passions are and change their lives to better reflect what is in their hearts.

            When we think of “living our passions,” we often think of people such as successful musicians, athletes, artists, dancers, and medical researchers. But there are many other examples of everyday people who have found ways to do what they care about and to feel good about how they earn their living or spend their free time. For instance, one man took early retirement from a corporate job and opened a motorcycle-repair shop; another person volunteers with an animal rescue organization; and a third is taking night courses to become a landscape designer. One attorney who wanted to “run away and join the circus” as a child now does volunteer work at a children’s hospital…These people overcame the deterrents to fulfillment and found ways to live their passions. When we find the courage to pursue our passions, we often achieve things we might not previously have dreamed possible, as we open ourselves to the inspiration, energy, and commitment that come from within.

So what prevents us from discovering our passions and our potentials? People often cite constraining life circumstances, such as lack of education; lack of money; too many other commitments; or lack of opportunities for women, for people of their race, for people of their age, and so on. But what really holds most people back is the basic emotion of fear. Many people fear the unknown. Some fear the disapproval or scorn of others. Fear of change and fear of risk lead them to create scenarios of failure and self-limiting action. At the least, they are afraid of making fools of themselves by trying something new. Self-doubt and fear of failure lead to inertia. Inertia becomes a habit, and they become so inured to their routines that they become almost numb, moving through life or their jobs in a state of apathy.

HERE ARE FOUR WAYS TO DISCOVER YOUR PASSION

There are four basic ways in which people can discover their passions:

  1. Discovery by Epiphany: An epiphany is a (usually unexpected) life-changing experience that creates a sudden and intense awareness. The effect is a powerful “wake-up call.” Such a realization does not always result from
    a major life event; it can occur in a moment of solitude or in the midst of daily life.
  2. Discovery Through Change: Major life changes, such as birth, marriage, divorce, illness, recovery, a change of job, and death, can cause you to look at how you live your life and what you value. As you travel the road of life, a stumble or the call of a bird may reveal to you a new road that you were not aware of.
  3. Discovery Through Intuition: You must sense your passion in order to identify it. For some, this is easy; they have always sensed the course they wish to pursue, even if they have had to work hard to make it happen.
  4. Discovery Through Experience: For others, discovering their passions requires experimentation. This may occur gradually and subtly, as we weed out our likes and dislikes and find that we gravitate continually to a particular type of action. Or it may occur when we are introduced to something new that we had not experienced before. A gradual realization that something calls to us reveals a passion that we had not known before. Discovery through experience may require some experimentation, taking some risks, and trying something new.

            Sometimes, discovering a passion requires shutting out the distractions of everyday life and focusing on the messages of the heart. It is easier to examine our lives if we are distanced—however briefly—from them. This adds perspective to our reflection. Part of this examination may include reflection on the past, on what you loved to do and how you felt when engaged in various activities. Part of it includes an assessment of what you like and dislike in the present, what gives you energy or saps it, and what gives you a sense of fulfillment or joy. You can ask those close to you to help you identify what you seem to do well and most eagerly, what your strengths and talents are, and what your weaknesses are, based on their observations of you. You may be surprised at what others think you excel in.

            Then you can look toward the future. What things do you hope to be doing? If you could start over, what would you hope to accomplish? What vision of your future most appeals to you? Narrow this down as best you can.

            Take all the information you have gleaned and look for connections between the things you have identified. Then do some exploration to test your assumptions. If you think that something may be a passion, try different aspects of it (for example, reading about it, taking a class, talking to those who live with it, or doing it on a volunteer basis in your free time).

HOW TO RECOGNIZE A PASSION?

It may not always be easy to distinguish between a passion and an interest. Both may be something that you look forward to doing. However, a primary indication that you are passionate about what you are doing is when you find that you lose all sense of time while you are engaged in it. This has been called “flow” and being in a “zone.” It is a state in which you become completely absorbed in what you are doing. There are indications that an activity is more than an interest if:

  • You lose track of time when you are engaged in it;
  • You perform beyond your normal capabilities when you are engaged in it;
  • Your energy level is higher when you are engaged in it;
  • You feel rejuvenated and good after engaging in it;
  • You become excited when you think about it;
  • Your enthusiasm for it is consistent over time;
  • You feel more confident or empowered when you are engaged in it;
  • Others notice or comment on your involvement or performance in it; and/or
  • You dream about it.

            If you are not aware of your passions, you can open yourself to opportunities and experiences that can reveal them. Reading books, taking classes, going new places, talking with friends and relatives, and trying new activities all can help you to identify preferences. By reflecting on your past and current experiences and the feelings they evoke, you can begin to identify your passions.

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INTEGRATING YOUR PASSION INTO YOUR LIFE

To begin, you need to have a sense of where you are now, what you hope to accomplish, what you are willing to sacrifice, and what you hope to gain, in order to begin living your passion and benefiting from it.

Identify Your Purposes

First, you need to identify your purposes, the reasons for pursuing your passions. Passion without purpose is not likely to lead very far and may result in “going off the deep end,” losing a perspective of reality, and/or abandoning the important things in life for the temporarily exciting. A passion is not a purpose in itself. A purpose may be to earn a living, to create something in a particular area of endeavor, to build self-satisfaction, or to help others. You may have more than one purpose, which is fine, as long as they are complementary. You also may have several options for action in regard to your passion, and it is a good idea to identify and explore as many as possible before making a decision. Try to anticipate the possible outcomes of each option. In the end, your purposes bring significance to the pursuit of your passion.

Build Perspective

Second, you need perspective. Perspective involves both the heart and the head. One danger in embracing your passion is ignoring your current circumstances. Part of perspective is an analysis of one’s talent. Loving to play baseball does not mean that you have what it takes to become a professional athlete. But it may lead you to become a coach for a school or community league. A geologist friend who loves art (but who has limited artistic talent) chose to study the history of art as an avocation and now gives lectures at his city’s art museum. A content-based passion often becomes an avocation or recreation. Another part of perspective is identifying what it will take to pursue your passion and what you are willing to give up to attain your goal. You do not want to give up more than you will gain or give up something you will regret losing in the long run. The secret is to find a way to pursue your passion within the bounds of current reality. A passion without perspective easily can become an obsession, which is not a healthy state.

Create an Action Plan

As with any new venture, you need to develop an action plan. What actions will you take? What structure will you have to build to support your plan? Will you need to obtain more knowledge? How will you do that? What networking can you do? What contacts can you make that will help? Consider the effects on those you care about. Consider timing and opportunities. Do some investigation. Assess what is realistic and what is not. Identify what will help you to achieve your goal and what will not. Incorporate what you learn into your plan.

Build in some flexibility and contingency plans. Few roads are completely smooth, and anticipation of challenges and setbacks (and your responses to these) can help to keep you from becoming discouraged and getting off track.

Before you begin to implement your plan, set the stage. Inform those close to you of what you are planning to do—at least to some degree. You do not have to solicit their approval, but you probably don’t want to burn your bridges, either. As far as possible, create the physical conditions conducive to your progress. Identify those habits that might hinder your progress and refine your routines to support your action plan. Seek out people who understand your passion and will be supportive of your progress.

Implement Your Plan

Beginning to implement your action plan requires leaving your comfort zone and taking some risks. What these risks involve depends on your particular plan and situation. Continue to use both your head and your heart as you make choices and decisions. When you perform with passion, you view challenges as opportunities rather than as obstacles.

As you proceed, you will change. Others will notice your sense of purpose and empowerment and your energy. You can enlist others to help you achieve your goals, and you can serve as a role model for others who have not yet begun to identify and live their passions.

Stay the Course

As with any other endeavor, integrating your passion into your life requires sticking with it. Few things that are worth achieving come easily or quickly. For example, many of us have vowed to engage in healthy living or to change our dietary habits, only to tire of the effort and become engulfed in our old ways of doing things. The difference here is that when you are pursuing a passion, your heart is in it as well as your head. This helps to build willpower and commitment, even in the face of setbacks.

Remember that any good action plan is flexible. If you run up against a reality that you had not envisioned, amend the plan rather than giving up on your passion altogether. View changes to your plan as improvements rather than as failures. There are many roads to satisfaction, and you may discover rewards that you never knew existed.

        Finally, be open to opportunity. It is amazing what comes our way when we are open to recognizing, appreciating, and utilizing it.

Have a great Monday and week ahead.

Best regards,

Kiki

Understand yourself, understand your learners

If you don’t understand yourself, you don’t understand nobody

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After each training I am doing like reflection. A lot of questions I had in my head? A lot of answers as well… But in general like conclusion from the last one: Do we really know ourselves?  Is the educational system really damaging us and our learners? Do we realize that everything is in our hands and in order to motivate the others first we have to know and realize our own self motivation? …and so on … a lot of question.
It is nothing new ! In general when participants are entering the training room they are there because of their general self motivation. But the expectation for red and blue pill nothing gonna change. Experiential learning is a changing process if you are willing to change. It is your own wish to learn and to develop.
When I am talking about self understanding I mean to experiment with your own behavior in order to see your self in different situation – to examine first your own emotion, action and reaction. To jump out from comfort zone. On theory it is easy to say but to put in on practice is not…and it is absolutely normal. To know your strenght and your weekness will help in general in everyday life.

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Consider how hard is to change yourself and you will understand what little chance you have in trying to change the others

But what I found out in this particular group was amazing. These participants they weren’t just a teachers they were life-long learners! The age of the group was 27 – 60 +. Was it easy for me? of course not? It’s never easy but it is always rewarding, part of my job as an Johari Window blind zone at the beginning but then open area …

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What does it mean to be a life – long learner? Life – long learners are curious, have a pssion for learning with drive that comes from within, and are open to whatever learning experience comes along. Life-long learners are willing to go outside their confort zone for new experiences, pose questions about “why”things are, and have the tools and skills needed to answer those questions. Life-long learners have high expectations for themselves, their peers, and are willing to listen to the ideas and experiences of others. They are open-minded, have inner strenght, are interested, and capable of learning, in multiple settings and conditions. Life-long learners have their own world view which is constantly being redefined by learning new things and learning from mistakes as well as accomplishments.

From 16 to 20 May 2016 I was trainer in Prague. I worked with teachers and educators from 5 countries – Turkey, Romania, Wels, Portugal, Italy, Litva.Thanks to Dorea Educational Institute.

The topic was :” Understand your self, understand your learnners (Enneagram). 4 days we were working on the hardest part to understand ourselves in order to understand our learners. We were  learning about 9 personality types according Enneagram tool. We were sharing experience and practicess. We were surching for the right key to motivate our learners. To include families and communities in school life in order the school to be one idea better place for the 21 century students.

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…here are some ideas :
1. In order for a student to develop a safe learning enviroment is required in which critical thinking and learning are valued, not pushed or rediculed, in which elders and peers are supportive;
2. Both teaching and learning with the students in supportive enviroment as well as academic achievment;
3. in learning process parents are need.
4.Connection ti culture and real life issues.

 Influence and motivation

1. The influence of teachers. –  teachers who motivate and encourage students, and help guide students in the right direction. Teachers belive they motivate and inspire students by demonstrating sincerity and caring, having a connection with their students and understanding their self-interest, having high expectations, and having friendly attitude.
2. Peer- to – peer influence – students do better when they have friend pushing them to do better. Schools need to create structure ways for students to be able to positively influence their peers.

3. Parents. – Parents are needed  to participate in schools life, not just by checking homework but as a support. By encouraging their children and respect the teachers and schools as an institution. The gap is in between parents- teachers – and students connection.

If you give a student the opportunity to learn, with the right tools and caring teachers with relevant teaching techniques – the results are success
…of course this course is just a step, a drop in the ocean but it was very rewareding for me to work with and for such an interesting group…

Thanks

Kiki

 

 

By doing we learn by feeling we even learn more

As a group dynamic trainer my job is to design and to implement the right program to the particular group, according to the goals, objective, topic, and of course according to the group needs and expectations.
There are many training technologies, including instruments, structured experiences, role plays, case studies, simulations, and games. All can be used to create an interaction between the theories, models, and concepts presented and the realities of everyday life. In considering the goals of the training and the conceptual input to be presented, the trainer must decide what balance there will be between cognitive input and experiential learning. Then, with a complementary balance in mind, the trainer can decide how this will be achieved. Will the cognitive input consist of lectures, readings, handout,? Me personally I always use handouts. Which experiential technologies will work best? There are various effects of each alternative, and these must be considered carefully. Above all, the trainer should not choose to use a structured experience, role play, or case study simply because he or she likes to do it. The case study is an effective way to illustrate concepts and reinforce theory. It also presents and allows for various points of view. If the trainer’s objective is to help the participants to use concepts to analyze situations and make decisions, the case study may be the best alternative.

It is a long procedure and process to create the program is the same process and procedure to implement it as well. There are different circumstances that the trainer have to keep in mind while creating and implementing the program for example the day by day sessions: first third and fifth days are the challenging one for the trainers, but again this is my point of view.

The group behavior and reactions?
The hardest part 😉
I can explain why – on the first day of training – when we talk about the training that is 7 or 10 days with group of people who don’t know themselves and are with different age, background and work and life experience, different culture – first day is the one that is for braking the barriers and getting to know each other. Of course in this particular day, people sit next to the one that for example is from their country, and they are hiding themselves as much as they want and can. Day two is for this to get in to the topic and to see ourselves in different situation to get out as much as we can from our comfort zone. Day 3 is to show to the trainer that we are the smartest and the best 🙂 day 3 is when we know each other better and we are group, so we are acting as a group. … and so on and so for.
In my previous post I share with you my last project under Erazmus + with the topic “Face the conflict”, there was one comment about what kind of activity I used. I am not going to share them the program was created, delivered, implement from me and I am not sealing my job for free, but I am going to share the methodology that I used with photos from this particular training:
Experiential learning (learning by doing) the purpose of experiential training is to let participants feel the learning as well as think it, to let them “try on” new behaviors and new emotional as well as cognitive responses.
There are a number of different ways of changing people’s attitudes and of developing individuals’ behavioral skills. I will discuss some of them in this post: structured experiences, role plays, case studies, debrief sessions, etc.. These technologies have been used in to the Face the Conflict training and in 99,99% of my trainings.

A human being thinks, acts, and feels at the same time, but the three processes may not be congruent. The most effective way to communicate with or train a person is to reach the totality—the thinking, feeling, and behaving parts of the individual. Experience in the training and development field has made it clear that learning the principles of human behavior has little value unless it is supplemented by affective understanding and skill practice. The best kind of practice is performing under competent supervision in an atmosphere that is free of serious risk to oneself or others.

Creativity and risk taking : Still in our society tends to stifle creativity in early childhood, reinforcing thoughts and behaviors that are predictable, “realistic,” “worthwhile,” and “normal.” Throughout our lives, we are encouraged to be conventional, to follow the norms of the groups in which we live and work. Creativity—unconventional thinking or originality—tends to be expected only in “artists. „True creativity involves risk taking. Successfully creative people often have to work hard to push their ideas through the system. Personal orientations toward risk taking are formed from one’s experiences in life, successes and failures, and one’s perceptions about what one has to gain or lose. As one becomes more or less secure, one’s risk-taking orientation may change. People can change their styles in that they can decide whether or not to take more risks and to try out new ideas and behaviors. This is easiest to do if one also can place oneself in a supportive environment—one in which creativity and risk taking are encouraged rather than frowned on or feared. Individual growth experiences in a training also can encourage people to take more risks.
Role playing: Role playing is a technique in which people are presented with roles in the form of a case or scenario, then act out the roles in order to experience them for educational purposes. The ways in which these roles were approached by the role players then is discussed, and the action may or may not be tried again. Role playing is, then, a spontaneous human interaction that involves realistic behavior under artificial or “imagined” conditions.
Role playing generally is used for one of several reasons:
1. To practice behavior in preparation for a new role or an anticipated problem situation;
2. To examine a problem situation or past incident in order to learn how it could be/have been handled better;
3. To create insight into the motivations and roles of others or oneself.
In role playing, the emphasis is on developing new skills and insights and on solving and preventing problems. This differs from the lecture and the textbook approaches to learning, in which the emphasis may be on principles and determining the “right” answer.
With a real-life situation, one may never be sure that it was handled in the best way. The role play is a type of simulation in which a person or group can be introduced repeatedly to the same situation and can measure the effects of various behaviors. Because the situation can be repeated with various approaches, the impact of those various approaches can be assessed and discussed.
Thus, role playing demonstrates the difference between thinking and doing. Because the case study has a there-and-then content emphasis, it creates considerably less learner involvement than the role play and less potential for promoting transferable learning that is “owned” by the participants. The participants in a role play engage in actual behavior, confronting problems and other people. They receive immediate information about the effects of their behavior and about how they could act differently. Thus, they can relate the feedback to their actual ways of behaving in specific situations. This creates the motivation to inquire and to experiment with new behaviors.

Case study: It is important that all participants understand what is going on in the case before the trainer shifts the discussion to what should be done about it. It is not good to use case study on the first day with group that doesn’t know each other. Except to find the solution of the particular case, there is action planning some times to find the solution of the problem, but here we have a problem solving and decision making as well, all session with the case study have to finish with the debrief. Of course the most important is the Case that the trainer chose to use to be relevant to the group needs and background and skills.

The discussion that follows in the training is the core of the learning experience. It typically reveals various attitudes and habits that can be clarified, evaluated, and modified through group interaction. Observers can note not only what occurs in the role play but also their own reactions. For these reasons, the soft skills training has a wide utility in leadership and management development, training in communication skills, improvement of interpersonal relationships, and team development.

To see yourself in to different role, to open you eyes, to see and feel the reaction in to the safety environment (the training room) this is how you rise your sensitivity and try to act and react in to the particular issues to experiment with your behavior to learn by doing. This is the priceless. And again feedback: “The genuine feeling that you could rediscover the human feelings within yourself, through training, small talk, big talk, through serious and very unseriouss interactions. How nice it can feel to be human, to feel that you can enjoy being true to others, and most importantly, yourself. The thing that really makes my heart go a bit bleeding (yes, exactly like the guys that didn’t want to vote “Guilty”), is that the training, and overall experience was so fulfilling, so complete in its own nature, that you could cut bonds with your everyday routines, emotional patterns, and just enjoy the Cruise of happiness with our trainers, and rest of the one-of-a-kind personalities that there were. Leaving your everyday thoughts behind, and just being surprised, how happy you can be (as it is in my case)
It is so rare that you can find the environment where all can nurture each other with their honesty and exchange of true happiness, and help each other bloom to a full flower of their beautiful personalities. „ A small paragraph written by one of the participants.

Kiki