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56 Cards in this Set
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PAGE #1, "Objectives"
This training module provides with you the basic concepts of coaching in an organization. It will be best delivered in person or via video and will take 4-6 hours, depending on the amount of time spent on the role plays at the end of the module. We have developed this training module in Q1 / 2013 as part of the ITS Project Management Readiness Program (PMRP) The audience of this training module so far have been team leaders, KCS coaches, and the coaches of the regional ITS PMO project labs |
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PAGE #2, "Contents" - FIRST HALF
----------------------------------------- [1] Defining success => This means [A] being clear on the program goals and [B] Agree on the "Rules of Engagement" with your coachee [2] Creating a coaching-friendly environment => How can you create an environment at work that supports coaching? => What are organizational values that support coaching? [3] Developing a coaching mindset => What are the attitudes that make coaching behavior possible? => How can you as a coach develop those attitudes? <SWIP FOR SECOND HALF OF PAGE #2> |
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PAGE #2, "Contents" - SECOND HALF
---------------------------------------------- [4] Holding the coaching dialogue => This chapter is about developing the skills to initiate and sustain an effective coaching dialogue => You learn the transition from traditional management methods controlling, and evaluating) to having a coaching conversation [5] Providing balanced and useful feedback [KR] => This chapter is about understanding the benefits of feedback => You learn the 3 keys to balanced feedback |
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PAGE #3, "Defining success: The goals?"
=> Warm up to the topic => In "Art of Coaching" we defined what coaching is: Unlocking somebody´s potential to maximise their own performance => Question today – how would you define the success of a coaching process? For the coach and the coachee? „When the coachee shines, the coach shines“ |
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PAGE #4, "Defining Success: "Rules of Engagement"
[1] Confidentiality => this is a prerequisite to build trust [2] Honesty => Importance of giving feedback in a tactful way/ Don’t be nice all the time [5] When to terminate the coaching relationship? ... The goals have been reached ... The coachee doesn’t see any more value ....The assignment is a mismatch [6] The coachee is responsible for the outcome ... => Don't fall into the trap that you as a coach have to deliver, ... [7] Logistics ... How often will we meet? ... Via phone or video? ... How will we prepare for this? |
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PAGE #6, "Coaching-Friendly Context: What Supports the Coaching Process?"
VALUE #1 "Trust and openness" --------------------- => Trust in the relationship between coach and coachee is the most important element of a coaching friendly environment => The coach much consistently behave in a fashion that re-enforces trust => You must act with integrity => You need to allow for support in even tough times |
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PAGE #6, "Coaching-Friendly Context: What Supports the Coaching Process?"
VALUE #2 "Tolerance of mistakes, learning from them" --------------------- => In a coaching-friendly environment, mistakes are not usually viewed from an evaluative perspective => Whenever possible, mistakes should be viewed as an opportunity to learn from them => Example AAR |
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PAGE #6, "Coaching-Friendly Context: What Supports the Coaching Process?"
VALUE #3 "Learning for the long term" --------------------- => We all know that TODAY'S business is important, BUT => You also need to look at the company’s long-term competitiveness ... => ... And that is rooted in the ability of its people to LEARN and ADAPT. => As a manager and coach, you need to be able to manage the tension between today and tomorrow |
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PAGE #6, "Coaching-Friendly Context: What Supports the Coaching Process?"
VALUE #4 "People should feel valued as individuals" --------------------- => It is important to understand that people who feel valued are more likely to want to learn => They feel that there is a more genuine overlap between the organization’s goals and their own personal goals => Likewise, people who are overwhelmed and burdened by stress may be in no condition to learn |
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PAGE #8: EXAMPLE CHECKLIST
BULLET #1: Have you explained your management philosophy? --------------------- => We have talked about the importance of tolerance towards mistakes and the willingness to learn from them => As an example we have discussed the AAR concept |
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PAGE #8: EXAMPLE CHECKLIST
BULLET #2:"Are you able to "walk the talk" and be true to your management philosophy?" --------------------- => What is important here, is your follow-through => Follow-through on your part is critical to sustaining your credibility. => Your interest in following through is communicated by your attention in words and with body language in a coaching session |
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PAGE #8: EXAMPLE CHECKLIST
BULLET #3: "Are you accessible?" --------------------- => We often work under stress and have many meetings, but ultimately we need to ensure that we have some capacity available => We need to be there ... .. => when people have questions .. => when people think they need help .. => when things are not going well |
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PAGE #8: EXAMPLE CHECKLIST
BULLET #4: "Do you convey in words and actions ...?" --------------------- => This means first of all that you are sensitive to a such situation => and secondly, that you have to make some capacity to talk to them, both adhoc and planned (You need to keep in mind, that you cannot plan everything) |
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PAGE #8: EXAMPLE CHECKLIST
BULLET #5:"Are you clear in your own mind about the distinction between coaching and evaluation?" --------------------- => Is anyone of you in a situation where you are acting as a coach for someone who reports to you? => If so, you need to explicitly separate performance management and coaching feedback: => Coaching is really about HELPING your coachee => ... whereas EVALUATION is about Performance appraisal where you tally the score on what happened over the course of the last year => It's a situation where the data is already clear and no one should be surprised |
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PAGE #8: EXAMPLE CHECKLIST
BULLET #6:"Do you listen to feedback without retaliating" --------------------- => Giving feedback is an important element in the coaching process and for us a coaching manager is should go both ways => This means that we might get some feedback from time to time which is not necessarily enchanting ... => ... But we should accept it and be willing to learn from it |
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PAGE #10: DEVELOPING A COACHING MINDSET
BULLET #1: "The learner is responsible for much of what takes place in coaching" --------------------- => This means that you as a coach don't have to take responsibility for all aspects of the process or the outcome => Becoming a coaching manager doesn’t require you to be superhuman => You might think that the rules are changing as part of your new role. But it’s not about rules. It’s a matter of attitude. => YES, you have to stay in touch with your people, and the way you do that will have to change. => AND... YES, you have to signal your intent, and the way you do that might change. => But you don’t have to be perfect at all of this. You have to be good enough to make coaching possible. |
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PAGE #10: DEVELOPING A COACHING MINDSET
BULLET #2: "Coaching doesn't mean changing someone's personality" --------------------- => It is important to understand that Learning takes place incrementally. => Small learning gains are usually enough to help people improve their performance toward even stretch goals. => Developmental coaching should not be confused with remedial coaching |
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PAGE #10: DEVELOPING A COACHING MINDSET
BULLET #3: "Coaching doesn't have to take a great deal of time ..." --------------------- => Coaching appears to be more difficult than it really is => At the beginning you might be nervous and fear to make mistakes => But once you start understanding that effective coaching is more about sharing responsibility for learning … => Also, most coachees make the process easy by being open to feedback and eager to learn. |
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PAGE #10: DEVELOPING A COACHING MINDSET
BULLETS #4 & #5: "Your ability to coach will usually improve with practice" "Coaching is learned the way one learns any other skill" --------------------- => Some managers seem to be “NATURAL” coaches. They are often sought out by others and sometimes they even don’t know why. In most cases they are good at listening to others, keeping confidences, asking useful questions. => Others "LEARN" to coach as they pick up any other skill. => But regardless of the pathway, managers who become a coach have much in common, particularly with regard to a set of rules and beliefs that is described as a COACHING MIND-SET. |
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PAGE #11: DEVELOPING A COACHING MINDSET
BULLET #1: "They have an overriding attitude of helpfulness" --------------------- => You will probably recognize several of these values from our discussion of the coaching-friendly context. => The context set by you as a coach reflects your value system. => The most important thing you as a coaching manager have to consider before creating a coaching dialogue is: “Do I feel I am ready to be helpful? |
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PAGE #11: DEVELOPING A COACHING MINDSET
BULLET #2: "They don't believe in the "sink or swim" theory.." --------------------- => In the “sink or swim” approach, individuals are given challenging assignments. => If they are successful, their careers will advance. If not their careers will stall. The individual is given no coaching, mentoring or other learning. [Q] What is the risk of this approach? [1] You lose a lot of potential. Ask yourself the question: How many more would be successful with a little help? [2] Political mistakes [3] Time lost due to mistakes [4] Bad habits learnt in the absence of feedback |
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PAGE #11: DEVELOPING A COACHING MINDSET
BULLET #3: "They believe that by helping their employees develop, everybody comes out ahead" --------------------- => This statement is about the fear (or to be more precise the lack of fear) that if you help your employees to develop, you might lose the best ones => Yes, you might be losing some good people along the way, but in the end you will still be more successful BECAUSE ... => Your employees feel empowered and satisfied => Problems are dealt with more quickly. => Morale and commitment are high. => Ultimately, by taking a developmental approach you will attract more people than you lose. |
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PAGE #11: DEVELOPING A COACHING MINDSET
BULLET #4: "They show less need of control" --------------------- => Sometimes you have to subordinate your own wish to be in control. Otherwise no learning will take place. => For you as a coach this means that ... .. => You should be able to tolerate the potential for some failure .. => You don’t rush in at the first sign of trouble .. => You are able to ask questions rather than provide answers |
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PAGE #11: DEVELOPING A COACHING MINDSET
BULLET #5: "They believe that most people really do want to learn" --------------------- => For us as coaches this means: - We need to create a learning context - We need provide some support - We need to be there to help out |
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PAGE #11: DEVELOPING A COACHING MINDSET
BULLET #6: "They show empathy in their dealings with others" --------------------- => Empathy is another key element of good coaching => Effective coaches are able to put themselves in another person’s shoes, rather than judging an individual solely on the basis of surface behaviors. => This also implies understanding the family or personal lives of employees. |
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PAGE #11: DEVELOPING A COACHING MINDSET
BULLET #7: "They are open to personal learning and to receiving feedback" --------------------- => Being open to feedback is really important for a coach => You can assume that you really don't know it all and the perceptions of others (even critical ones) are essential to hear and understand => Getting good and constructive feedback will lead to a lot of 'Aha' moments and can also be quite encouraging => You should be comfortable admitting what you don’t know |
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PAGE #11: DEVELOPING A COACHING MINDSET>
BULLET #8: "They set high standards"> --------------------- => Coaching managers are normally very successful and rigorous business people. => Their rigor is seen in the high standards they set and they expect their employees to be able to meet these standards. => The difference is they are willing to help. => You should not get confused by the misbelief that people who are interested in people, are inevitable going to be soft. That’s not true. |
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PAGE #11: DEVELOPING A COACHING MINDSET
BULLET #9:"They don't try to "fix" people" --------------------- => As a coach you need to accept others’ strengths and weaknesses => This also means that you have to accept that an employee may not have the right talent for his or her role or the right fit for your business unit => You can't assume that coaching can fix everything |
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PAGE #11: DEVELOPING A COACHING MINDSET
BULLET #10:"They don't believe that people are a means to an end" --------------------- => There is this age-old paradox which is the question: Is the business run for the sake of shareholders and customers, or for the sake of the employees? => For you as a coach these two requirements should not exclude each other: the business should be able to meet the need of both groups: => One the one hand wealth creation and need fulfillment and on the other hand the development of employees |
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PAGE #12: THE FOUNDATION FOR A COACHING MINDSET
--------------------- => On this slide you see 6 major capabilities / requirements for you as a coach => This brings us to the next practical exercise on slide #13 where we would like you to think about concrete examples of a coaching mindset for each of the 6 areas => Since we are doing this in a video setup it might be easier for you to do this as a group and you nominate one speaker to present your results |
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PAGE #16: HOLDING THE COACHING DIALOGUE
--------------------- => In this chapter we talk about the elements of a coaching dialogue => You will get an overview of the various types of questions you can use to engage the coachee => And finally we will provide you with a checklist to hold a constructive coaching dialogue |
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PAGE #18: THE FOUR ESSENTIAL SKILLS FOR COACHING CONVERSATIONS
[1]: Listen with commitment --------------------- COMMITTED LISTENING connects you powerfully with others because you intentionally focus on the other person. Your full attention conveys that you value the speaker and that you sincerely want to engage in a dialogue rather than a monologue. It helps build trust relationships. In fact, committed listening is foundational to all coaching conversations. You pay close attention to both the verbal and nonverbal cues of the person speaking. If a colleague shares that he is happy about working on a project, yet his facial expression and tone of voice convey otherwise, he has given you important nonverbal cues about his real feelings. |
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PAGE #18: THE FOUR ESSENTIAL SKILLS FOR COACHING CONVERSATIONS
[2]:Paraphrase what the other person says --------------------- The second essential skill in coaching conversations is paraphrasing. Paraphrasing is a shorthand statement OR summary of what another person tells you. It helps the speaker clarify his thinking and aligns the thinking of both the speaker and listener. In the example above, when you said, “You seem sad,” the speaker might have responded, “Yes, I am really feeling down about this extra assignment.” On the other hand, he also might have stated another feeling, such as, “Actually, I am feeling more angry than sad about this appointment because it will take valuable time away from my family activities.” Paraphrasing will a clearer picture of his thinking and will allow holding a more productive conversation with him. At the same time, by listening to him and paraphrasing his statements without giving advice or interrupting him with your own judgment |
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PAGE #18: THE FIVE ESSENTIAL SKILLS FOR COACHING CONVERSATIONS
[3a]: Presume positive intent --------------------- Our language is filled with negativity: “You are wrong.” “That is incorrect.” “Why don’t you think before you act?” “You must be mistaken.” “How could you possibly say that?” In fact, there is research out there, David Rock (2006, p. 59) that indicates that the average person engages in significant hours of self-criticism each year as well as countless hours of perceived criticism from others. On the other side most people receive positive feedback a total of three minutes on average per year. These are astounding statistics! Is it any wonder that many of us are afraid to take risks, change our behaviors, or trust our self and others? Presuming positive intent is a totally new frame of thinking for many of us. Presuming positive intent means that we enter into a conversation with a positive mindset about the other person and our language conveys this positivity |
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PAGE #18: THE FOUR ESSENTIAL SKILLS FOR COACHING CONVERSATIONS
[3b]: Asking Open-Ended questions --------------------- Asking close-ended questions has a high probability of building a barrier between you and the coachee. Moreover, by asking a close-ended question that can only be answered yes or no, there is no motivation for the coachee to reflect or share her thoughts with you. In addition, the trust relationship between you and the coachee may deteriorate because of this negative approach. |
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PAGE #18: THE FIVE ESSENTIAL SKILLS FOR COACHING CONVERSATIONS
[4]: Communicate using reflective feedback --------------------- => We all need feedback to grow, to learn, and to understand the path we are following. However much of the feedback given is judgmental: “You are doing a good job” // “I think you should try” // “Here are my concerns.” Reflecting feedback is given in 3 steps: #1: Focus on asking clarifying questions so that it is clear to both parties what the idea or behavior under consideration is #2: Specifically express the value or value potential of the idea or behavior #3: Pose reflective questions or possibilities Reflective feedback is very specific. Both parties in the conversation are clear about what is being discussed. The relationship between them is preserved because there is a place for honest dialogue to take place, and both people have opportunities to reflect on the process without becoming defensive, argumentative, or evasive. |
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PAGE #19: FINDING THE DELTA
--------------------- The delta is that symbol that looks like a triangle, and it’s the Greek letter D. and what it stands for is change. Finding the delta is always the fundamental heart of every coaching conversation. ... Where are you now? ... Where do you want to go? ... How do you want to get there? |
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PAGE #20: CHECKLIST FOR A CONSTRUCTIVE COACHING DIALOGUE
QUESTION #1: Are you in a coaching mindset? --------------------- => This actually means two things: => #1: Ask yourself: Am I ready to coach? (Meaning that I am not evaluating or appraising someone's performance) => AND SECONDLY Am I MENTALLY ready for a coaching session? Am I relaxed and in good mood? Did I digest what happened before this actual meeting? Is my brain ready and do I have capacity for a coaching conversion? What did we talk about in our last session? Where there any next steps? |
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PAGE #20: CHECKLIST FOR A CONSTRUCTIVE COACHING DIALOGUE
QUESTION #2: Are you looking for useful coaching opportunities? --------------------- => As a coach you should always consider the learning potential of the situation at hand => There are some questions for us as a coach: Q1: Does the situation involve a challenge? Q2: Is it important to the coachee? Q3: Is it important for the project at hand => You need to understand the difference between INDUCED and VOLUNTARY learning opportunities <SWIPE TO THE NEXT PAGE FOR MORE DETAILS> |
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PAGE #20: CHECKLIST FOR A CONSTRUCTIVE COACHING DIALOGUE
QUESTION #2:Are you looking for useful coaching opportunities? --------------------- => In the INDUCED learning project, the individual has to deal with an organizationally imposed challenge and must learn to adapt to that. The context provides the potential for learning The employee could learn significantly from this challenge, but it was not a challenge that s/he chose. In this case the individual may be more interested in compliance (in the spirit of "Let me get over this and move on" Simple direction rather than developmental coaching might be the most appropriate guidance in this situation => This is contrary to a situation with a VOLUNTARY learning project, where the employee picked the learning opportunity himself and might show a higher level or motivation and commitment |
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PAGE #20: CHECKLIST FOR A CONSTRUCTIVE COACHING DIALOGUE
QUESTION #3: Is this the right time to engage in a dialogue? --------------------- => Just because the situation has a high learning potential doesn't mean that a focus on learning will necessarily be appropriate. => The coachee might not feel well that day or might have to hurry to next meeting => Immediacy is important: you still have good data and a clear recall including a helpful residue of emotions of the situation => If this is not possible it makes sense to schedule a follow-up meeting |
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PAGE #2: CHECKLIST FOR A CONSTRUCTIVE COACHING DIALOGUE
QUESTION #4: Are you asking reflective questions? --------------------- => For many people asking good questions is a real challenge. (They feel that they are paid not for answering questions but for answering them) SOME GROUND RULES: => Ask questions that are open-ended => Avoid questions that call for a closed-ended or "yes versus no" type of response Closed-ended questions resolve issues. They are useful when trying to establish the presence of a final agreement, for instance, but not as useful when exploring options => Use reflecting listening techniques (restating an individual's comments so as to confirm an understanding of what was said. It also gives both individuals time to think in addition to ensuring shared understanding => Use probing questions (questions that deepen your understanding of what the coachee has just said => Tolerate silence. Give the person you are talking to 3-5 seconds before jumping in to fill the silence |
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PAGE #20: CHECKLIST FOR A CONSTRUCTIVE COACHING DIALOGUE
QUESTION #5: Are you helping the coachee define and take ownership of issue or project? --------------------- => Most important, the coachee should own the problem and the solution => What does this mean for us as a coach? => As a coach you often don't have to do much more than .. => Stop the action" .. => Encourage the coachee to reflect on his own behavior by asking the appropriate questions .. => Control your own impulse to jump in and "fix" the situation |
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PAGE #20: CHECKLIST FOR A CONSTRUCTIVE COACHING DIALOGUE
QUESTION #6: Have you let the coachee define the next steps? --------------------- => A coaching session is typically creating "Next Steps" => It might make sense to discuss explicitly what kind of follow-up might promote continued success |
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PAGE #22: THE BENEFITS OF FEEDBACK
FEEDBACK - First 7 bullets --------------------- => McK is a feedback-friendly organization. The quantity and quality of feedback we get is huge. We can always approach colleagues and ask for feedback. This makes us distinctive from many other organizations => Feedback is the foundation of coaching because through feedback the coach is able to maintain the direction of the coaching process and the path the coachee is on. => There is particular importance around "Eliminating conflicts and surprises" - It's a long process, up to a year or longer, and it shouldn't be that suddenly around the end of the year you give some kind of feedback, which is a surprise => You should have scheduled something regularly with the coachee to ensure that he gets regular feedback |
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PAGE #22: THE BENEFITS OF FEEDBACK
FEEDBACK - Last bullet: helps to develop a career identity --------------------- => Maybe it happens that in the middle of the process the coach realizes that the coachee has not the right personality for the role s/he is in => How do you want to deal with that situation? The situation could also be detected by the coachee How are we as a coach providing this type of feedback if there will be this kind of identify crisis? As a coach, we have to be brave enough to give this kind of feedback And in most of the cases, the coach will determine these situations and not the coachee since it requires a lot of self-awareness to figure this out and a lot of courage to say "I am not good at something". As a coach we can say "This work doesn't fit to your personality. This is not the right thing for you." |
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PAGE #23: THE PROBLEMS WITH PROVIDING FEEDBACK
--------------------- The first thing here is to understand that NOT giving feedback is punishing somebody. Assume a situation where you are walking with a person. You are approaching a cliff. You can see it but the other person can't. You have a choice: You can withhold the information that there is a cliff and let them go and fall ... OR ... you can say "Hey.. you are coming up to the edge. The next step, you are going to fall. It's your choice ... As a coach we are responsible to tell them that. It will be great if we can visualize with this picture that we as a coach have this kind of responsibility. Withholding this type of feedback is harming this person SWIPE TO THE NEXT SLIDE ... |
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PAGE #23: THE PROBLEMS WITH PROVIDING FEEDBACK, cont'd
--------------------- The question for us is: Do we have the courage to give this feedback? Or are we scared to give this type of feedback, because we might feel that we are too corrective or too negative. You might be hesitating or consider to not give the feedback, but this will be a disservice to the person. => When giving feedback, focus on the behavior and the impact, BUT NOT on the person You could say something like "When you are doing this and that, this might lead to ...." => When providing feedback, be specific enough. Avoid giving too general feedback. Your feedback has to be specific enough so that the coachee can figure it. |
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PAGE #24:BALANCED FEEDBACK BASICS
--------------------- This slide has some ideas on how you can provide balanced feedback You definitely want it to be fact-based You have situations and observations You shouldn't say: "I think that you do this" or "I feel that you should do this" You wanna avoid language like that. You want to come in with some very concreat facts and data Then focus on what the coachee is trying to accomplish. It's not what I want you to accomplish but what you want to accomplish in this whole process You also need to check with the coachee what he heard and what he actually understood Confirm with them what their next steps will be. |
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PAGE #2: PRACTICING COACHING, Scenario 1
--------------------- Use the GROW Model (Goal, Reality, Options, Wrap-Up) The GROW model can be used to create a constructive atmosphere for discussion === GOAL === What would you like to discuss? What would you like to achieve (from this session)? What would you like to be different at the end of this session? Is that realistic? Can we do that in the time available? === REALITY === What is happening at the moment? How do you know this is accurate? What has been the effect? What/ Who else is relevant? What have you tried so far? === OPTIONS === What could you do to change the situation? What are other approaches? Who might be able to help? Would you like suggestions from me? What are the benefits and pitfalls of each option? Would you like to choose an option to act on? === WRAP-UP === Identify potential obstacles and commit to action What are the next steps? Precisely when will you take them? What might get in the way? What support do you need? How will you get it? Do you need to record the steps? |
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PAGE #27: PRACTICING COACHING, Scenario 2
--------------------- Use the Skill-Will Matrix |
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PAGE #28: PRACTICING COACHING, Scenario 3
--------------------- Use "Finding the Delta" |
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PAGE #29: CLOSING PAGE (1/4)
--------------------- => UNDERSTANDING YOUR VALUE For most new coaches, one of the biggest blocks is doubt in oneself. We’re usually worried that without being extensive in an area, we might not have done enough. Worse yet, we believe we will be called a fraud. Or what if, at some point in the session, we don’t have an answer, or don’t know what to say? So here’s the message for you: YOU HAVE A LOT TO OFFER! Even without specific skills and background, here are some of the wonderful things that you may already provide: <SWIPE TO NEXT SLIDE> |
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PAGE #29: CLOSING PAGE, (2/4)
--------------------- => LISTENING Not many people really listen. Good listeners are few and far between. Most people practice the art of waiting for someone else to stop speaking so that they can have their turn. Really listening is a fantastic service to provide. => PROVIDING STRUCTURE It’s amazing how much someone will get done when they know someone will ask them next week: “How did you do?” By being there – across the table or on the other end of the phone – you’re helping them focus their attention on what is important in their life. You are a support. PARTNERING IN THEIR SUCCESS Many people run with a running partner. Without their partner they might not run as far, or even at all! However, with a partner, their attention is focused on running. They run more often, further, smarter, have more fun, and so forth. Partnering with someone in their success is a powerful service to offer. |
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PAGE #: CLOSING PAGE, (3/4)
--------------------- A SOUNDING BOARD Hearing ourselves speak out loud takes our thoughts to another level. Speech brings thoughts out into the open rather than just having a conversation in our mind. Speaking our thoughts out loud to someone allows us to ‘test’ our ideas/thoughts. It also helps us to hear them in a different way as the coach repeats back to us what we have just said. Putting ideas into words helps them become clearer. As they speak, clients get clarity about an issue. There can be value for them in simply speaking aloud whatever has been in their mind all week. Stating an idea, dream or vision gives it a life. A DIFFERENT PERSPECTIVE We all have “blind spots”: aspects of our lives that we can’t see clearly because of habit, emotions or being too close to the situation. When it comes to our own lives, many of us “can’t see the wood through the trees”. Often when we get a different perspective on our lives, it comes from someone who, in turn, has their own particular take on the issue based on their habits, emotions and relationship with us. Having someone who is both an objective third person, but is also someone who we can trust, is a winning combination. |
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PAGE #29: CLOSING PAGE, (4/4)
--------------------- YOUR LIFE EXPERIENCE No matter who you are, you’ve learned things that could be helpful to someone else. You might be married, divorced, in love, out of love, healthy, unfit, rich, poor, a parent, an orphan, employee, boss, etc. You may have worked at a summer camp, played in a band, run a marathon, switched careers, grieved for someone lost. Regardless of your experience, there are things you’ve learned along the way that will allow you to empathise with another. You can use your life experience to understand, listen, perceive, and help someone through a situation similar to yours. YOUR PRIOR TRAINING You may have taken a communication course at work, a personal development course, read personal development books, done a degree and spoken to groups of people. You have a very rich canvass of experiences and skills. |
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