Blog | Brenda Eckstein International

The benefits of personal networking revisited

August 20, 2018 by Brenda Leave a Comment

I am passionate about helping people to build positive relationships. Thus the concept of personal networking is built into many aspects of the services offered by Brenda Eckstein International (BEI).

My first two published books on this topic, ‘Networking Tactics: A guide to achieving success through personal networking‘ (1st and 2nd editions) and ‘ABCs of Effective Networking: Fifty-two ways to achieve success‘ (1st edition) are in the process of being updated for the next editions which will join the ranks of my other books currently on Amazon. You might like to visit my Amazon author’s page.

Over the years, I have included the improvement of networking skills and building of effective networks in the courses I have developed and currently run. These include the Networking Tactics, Communication Skills, and Enhance Your Executive Skills. Elements also come into all the leadership development and executive coaching programmes in my portfolio.

Often a section of any course includes asking the participants to consider their individual one-year or three-year personal visions and then to identify the part that networking can play in helping them to achieve their individual visions. I then consolidate their lists of benefits and these often provide the framework for healthy group discussion around the topic.

Below is a list developed as part of a recent 12-module Communication Skills course run for groups of mechanical and industrial engineers and other engineers in metallurgy or analytical chemistry. Their input has been consolidated, refined and expanded.

The benefits of building positive relationships and actively engaging in networking include:

Gaining new insights into your inner and external worlds.
Enhancing every aspect of life.
Interacting with others who may be experiencing issues similar to yours.
Having access to like-minded people who can help alleviate loneliness.
Gaining inspiration from others.
Acquiring and using networking skills which gives you confidence to communicate.
Using communication skills more and thus improving ability to hold meaningful conversations.
Having the confidence to accept invitations.
Meeting a broad range of diverse people and expanding your network.
Being exposed to different cultures, backgrounds and phenomena.
Gaining greater understanding thus leading to new perspectives of justice or fairness.
Building a feeling of connectedness, relatedness or safety with individuals.
Understanding others better and thus knowing their wants and their needs.
Recognising opportunities to reach out to people whom you may normally not communicate with.
Accessing influential people and other individuals whom you may otherwise not meet.
Being offered introductions to interest groups and incentives to join.
Developing a sense of belonging to formal and informal groups.
Building reputation and visibility thus enhancing our status.
Having a safety-net for testing ideas.
Being able to elicit trusted feedback from customers or others.
Developing a broader pool of ideas for sustaining the ‘status quo’ or innovating.
Helping to develop and set priorities.
Effecting change in personal or business lives.
Expanding knowledge applicable in your current position and exposure to opportunities for the future. Growth opportunities.
Gaining different perspectives on solving problems.
Boosting confidence in being able to accept challenges and achieve current or new goals.
Recognising possibilities to expand beyond the current boundaries, either locally or globally.
Increasing autonomy or control over events.
Generating a greater sense of certainty because you are up-to-date.
Saving time – knowing who to go to access information or to get the job done effectively.
Becoming more productive.

In addition to exploring the benefits above, you may wish to visit pages 50 to 53 of Networking Tactics where the benefits of networking are grouped under the Fun, Leadership, Continuous Improvement and Growth categories. In addition the following articles are relevant:

My invitation is for you as a reader to consider the following:

In which ways can you break your goal down into manageable chunks?
What are the tactics you can put into place in order to help you achieve the goals?
How can personal networking help you to achieve your goals?
Which of the 31 benefits above could help you?
In addition to the benefits listed above, what other benefits are there that may help you to achieve your goals?
Who can assist you with improving your networking skills?
What can you do to help others achieve their goals?

For more information on the services offered by Brenda Eckstein International, please visit www.strategy-leadership.com Thank you! Happy networking!

How to prepare a good cover letter and Curriculum Vitae (CV)

March 29, 2018 by Brenda Leave a Comment

Many people find job applications challenging. Having a framework helps. During my Communication Skills Courses run primarily for young engineers we work on the outline and tips described below:

When applying for a job or internship, your cover letter and CV usually provide your potential employer with a first impression of you as a candidate. Writing these can be challenging and the purpose of this article is to provide an outline of how to set about preparing these important documents.

However, please remember that if these are well written, give a positive impression and the reader would like to consider further, the next thing they are likely to do is to gain a further impression of you from social media. So, be authentic but be careful in how you present yourself publicly. Your genuine ‘personal brand’ should shine through and not just be a veneer on the surface!

In this article we are going to provide tips on two important documents:
1. The cover letter
2. Curriculum Vitae (CV)

1. Cover letter

The cover letter should be brief and well thought out.

In order to tailor it to the specific position for which you are applying, read the advertisement carefully and pick up key words that appear there paying particular attention to the job description.

Here is an outline of a typical cover letter:

Opening line: Dear Mr/Mrs or To Whom It May Concern

Three paragraphs:
• Why are you suitable for that position? Motivate your answer providing brief evidence
• Tell them what you can offer
• Thank the company/person for considering your application and show that you are interested in further dialogue

2. Curriculum Vitae

Your CV should provide a potential employer with an overview or summary of the following:

Your personal information (full name, address, phone numbers, e-mail address, street address, webpage (if relevant) and any direct social media links (such as LinkedIn).
Your qualifications listed in reverse chronological order. Include subjects, distinctions, awards received and leadership or social responsibility positions.
Your work history. Relevant to the job that you are applying for, emphasise your main experience, achievements, contributions and key lessons learned.
The experience and skills that you can use in the position: e.g. computer literacy, leadership of teams, language etc.
Your fields of interest pertinent to that specific job.

General tips

Whenever possible, plan documents to be concise so that they fit onto one page (using normal size font, spacing and layout). People are more likely to immediately read a one-pager than a longer document which they automatically put in the ‘to do’ pile…and often never some back to it!
The image and professional appearance of your documents is important. Make sure that your formatting is good, your language is professional and there are no errors in grammar or spelling.
It is usually not necessary to include personal information like dependents, health status etc. in the cover letter or CV.

The above is a general outline providing some tips on the cover letter and CV. Explore further, see what other sources recommend and if possible, ask questions of the person to whom the application is directed. You want to provide what they are looking for in order to create a good first impression!

Prepare carefully and you are more likely to be successful. Good luck!

For more information on Communication Skills courses and other training please contact Brenda personally at brenda@146.66.90.172 or phone +27 82 4993311

Levels of Coaching

March 19, 2018 by Brenda Leave a Comment

When engaging the services of a coach, there is often confusion over the level of coaching needed. A general rule of thumb is that there are three levels of coaching and these correspond roughly to the depth of training the coach should have in order to coach the client at a certain level and in order to achieve the desired outcomes. Although based primarily on Integral Coaching, these rough guidelines may be useful in considering other forms of coaching.

Spontaneous coaching is used where the coachee has an immediate issue that they need to address. In other words, this is appropriate where a ‘quick fix’ is required. One or two coaching sessions may help the person find solutions which will get them over an immediate hurdle. This is contracted between coach and client ‘up front’ before the start of the programme.

A minimum of a short coaching course at an accredited organisation may qualify a coach to deal with issues like this. I have found it interesting that even when coaches are qualifying at higher levels, in their practical exams, they are usually tested in spontaneous coaching. This is a matter of practicality as usually a maximum of an hour can be allocated to this part of the practical exam.

Sometimes as the coaching proceeds through the agreed spontaneous coaching conversations, both coach and client realise that the coachee would benefit through a more intense coaching programme. If this is being considered, this new programme would be contracted as a separate programme either with the same coach, if they are qualified to work at a deeper level, or with a new coach.

Competency-based coaching helps coachees to become more competent at managing their lives whether it be their roles at work or in their private capacities. Here typically a 3-month coaching programme would be contracted where coach and coachee meet every second week for an hour. The coach helps the client, through reflection and practice, to build new neural pathways and thus become more competent.

I recommend that the coach engaged in this type of coaching should have successfully completed a training course of at least 6-months – again at a reputable institution. Coaches trained at this level will also be effective at spontaneous coaching.

The next level of coaching is where a fundamental shift in the person’s ‘way of being’ is sought in order to help them flourish in their occupational and private capacities. The required outcome would be the person viewing the world differently through enhanced awareness and ability to develop new neural pathways thus embedding their new practices. This takes time and usually at least a six-month programme seeing the coach for an hour every second week is needed. In addition, the coachee needs to be committed to changing themselves and diligently practice assignments crafted together by coach and coachee. Outcomes include being able to self-correct and self-generate.

In this realm there are no ‘quick fixes’ neither for the coachee nor the coach. A programme like this requires that the coach has a deeper level of training, ideally spanning about 2 years at university post-graduate level, or other highly regarded institution. Coaches qualified at this level are competent to coach at lower levels, too. In other words, they are capable of doing Competency-based and Spontaneous coaching.

The converse does not apply. Professional coaches with insufficient training should not be working in higher levels of coaching. In other words, a coach trained to deal only with spontaneous issues should not attempt to work with someone requiring a shift in their way of being. After all, we are working with people’s lives! Similarly a General Practitioner would not practice complex spinal surgery.

Of course, the above are general guidelines. There are many permutations of these levels. However, no coach should ever go beyond their level of training and competence. Professional coaches will also refer clients to appropriate outside professionals in other fields, like counselling, when this seems necessary and they will not try to handle issues beyond their scope, or situations outside the realm of their competence, training and experience.

Furthermore, to call themselves a coach, a person should have gone through training as a coach and be qualified in that field. So let’s look at the definition of professional coaching and here I’m using the International Coach Federation (ICF) definition which is fairly generic, covering a wide range of coaching approaches:

ICF defines coaching as ‘partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential’.

No matter how highly qualified in other fields such as psychotherapy, counselling, mentoring or consulting, if engaged in a coaching role, the coach should respect those boundaries and stick to their role as a coach. I have personally found that in working with or mentoring emerging coaches-in-training, the ones who battle most with developing their coaching skills are often those who are qualified in other fields such as counselling.

In brief, make sure you engage the right coach whom you know is qualified and will provide a professional service in line with your requirements. You are more likely to gain positive outcomes, often way beyond your expectations!

For more information on leadership development or executive coaching, please contact Brenda personally at brenda@146.66.90.172 or phone +27 82 4993311

Engaging the right executive coach

March 16, 2018 by Brenda 1 Comment

There is a strong international move to professionalise the coaching industry and I fully support this approach. We want to make sure that consumers, instead of just buying ‘coaching’ as a ‘nice to have’ commodity, will consider ways of ensuring that they are gaining a professional service and value for money. Those who engage coaches – and particularly executive coaches - would benefit through being more confident as to what to expect. Coaches need to make sure they have earned the right to offer the service that they promise to provide. Currently there are too many grey areas and no real barriers to entry.

Often organisations or individuals invest in coaching without knowing what questions to ask the coach before engagement. There are many variables to be considered. I have outlined a few of the watchpoints which may lead to more successful outcomes. My questions should not be considered as a comprehensive list as many of them will be dependent on the context. So rather consider the list below as a starting point for developing your own approach, whether you are a Human Resources (HR) or Learning and Development (L & D) professional or an individual interesting in being coached. Coaches might consider this useful in creating awareness as they should be able to answer these questions without hesitation.

The suggestions below are based on my own experience as an executive coach, through mentoring emerging coaches engaged in post-graduate studies at various universities and through my own academic studies.

My suggestions

1. When contemplating engaging an executive coach, the first question to consider is whether the candidate really needs coaching or would benefit more through counselling, mentoring, consulting or other approaches? Would another modality better match the person’s needs? Is their manager trying to delegate their managerial responsibilities to an external coach? Where does the coaching need truly lie?

2. If it has been established that coaching is the right path to follow in order to address certain issues, the next question is which coaching approach would be most suitable? Bearing in mind that there is lack of clarity in defining types of coaching, examples might be leadership, executive, integral, performance, neuro-based coaching, or a combination.

There has been a shift over the last few years in the reasons for engaging coaches. International surveys show that while coaches were engaged mainly for corrective reasons ten years ago, now leadership development has become the primary purpose for engaging coaches. Thus coaching should not be viewed as punitive or something that is inflicted on some-one who is not performing, but rather as a way in which to enable individuals to become more productive and flourish. Most coaches nowadays use a strengths-based approach helping people to use their natural strengths and find their own solutions and in so doing, enhance their capabilities. An added advantage is their being able to confirm that they use and evidence-based approach.

3. How committed and open is the person to being coached? Are they prepared to uncover blind spots and build new neural pathways in order to become more productive? Are they prepared to put effort into seeing things differently, changing and finding new solutions for themselves?

4. The big question: Even if this person would benefit through coaching, and the right kind of coaching is being offered, are you sure that the coach being considered is the right coach for this candidate at this time? There needs to be synergy, relationship and trust and the candidate needs to be eager to engage in a coaching programme with this coach at this time.

5. Professional coaches are bound by a Code of Ethics and this varies according to the coaching organisation to which they belong and through which they are accredited. The candidate needs to have had sight of this document and be comfortable regarding the coach adhering to this code and be prepared to work within this framework.

6. Would the format of the proposed coaching programme suit the needs of the organisation and candidate? There are many factors to consider. For example I offer only a six-month programme with one-hour sessions (at flexible times) two weeks apart. The organisation or client may not wish to engage in a programme of that length. These sessions may either be in-person or via Skype (or other electronic means). A person may prefer ‘in person’ sessions and this may not be possible if the client and coach are in different geographic regions. In addition, my programme includes 10-15 minute assignments each day and the potential client may not be prepared to commit to that. The price is also a factor under consideration.

Those first six points can more easily be considered after a ‘chemistry session’ has taken place. Most reputable coaches will offer a complimentary compatibility check session where potential coach and coachee meet for an hour to build relationship and explore possibilities. This ‘contracting’ between the coach and participant at the outset of a programme is vital to establish expectations and agree the way the coach and coachee will work together.

7. In addition, specific questions should be asked regarding the credibility, professional qualifications and experience of the coach. You might find this table useful although not all questions will be relevant on all occasions:

In explaining why these questions are relevant the following may be useful background information:

a. Their being credentialed either through the International Coach Federation (ICF) or Coaches, Mentors of South Africa (COMENSA) or other reputable coaching body is important because it is more likely to ensure professional standards.

b. There are various levels of credentialing, e.g. ACC, PCC, Master Coach. The more experienced a coach, the more likely they are to have a higher level of credentialing. (But this is not always a true reflection of the person’s capability.) And please ask them to provide proof. Often, although coaches might be members, they are not actually credentialed.

c. It is important that they have kept their credentialing current. This will mean that they have not become complacent and they continue to develop themselves and keep up to date in line with the requirements of that qualification.

d. There is an overabundance of organisations offering training to coaches. Knowing about the institute through which they trained does give an indication of the thoroughness of their training as some organisations promise unrealistic outcomes and do not breed quality coaches.

e. Even within one training organisation, more than one coach-training course is likely to be offered. Some of these courses are more intense than others or address different types or levels of coaching e.g. life coaching versus executive or leadership coaching.

f. These courses vary in duration, too and cover different models, tools and techniques.

g. Approaches to coaching change over time and good courses continuously improve. So it is a good idea to find out how long ago the coach completed their course. If they are credentialed, keeping up to date will be a requirement, but if not, ask what they are doing to keep abreast of changes.

h. Coaches may qualify in an approach using models and techniques underpinned by specific philosophies. In some courses, such as the University of Stellenbosch Business School M Phil (management coaching) course, students develop their own coaching models based on strong theoretical foundations. However, even these evolve over time. I know mine has! Coaches may branch out into a different realm, too. For example they may shift from life coaching to management coaching.

i. Even highly qualified coaches may not spend many hours a week gaining more coaching experience. Although they might have been coaching for years, many coaches do not engage for more than a few hours a week in individual coaching. International surveys show that most coaches are involved in other activities as well, for example training. How much experience does the coach really have?

j. Group coaching has gained in effectiveness and although not relevant if you are engaging a coach in one-on-one coaching, a coach’s understanding of and involvement in group coaching is an indication of their current active involvement in coaching.

k. Building up coaching hours is important as their total number of coaching hours is an indication of experience. Many coaches qualify and then do not consistently spend time coaching.

l. Although for reasons of confidentiality a coach may not be able to divulge the name of coaches or client organisations, they may nevertheless be able to provide a reference to attest to their coaching capability. Which areas do they concentrate on? For example, I am an executive coach and most of my clients are leaders. Many of these are in professions in fields such as law and accounting.

m. Academic experience alone does not necessarily convert to quality coaching. Experience in an organisational environment adds to the coach’s capability especially if being engaged as an executive coach.

n. I believe that coaches who are bound by Codes of Ethics such as ICF or COMENSA should provide the relevant Code of Ethics to the organisational representative and to the coachee before the start of the programme.

8. Initially be clear on the desired outcomes in order to address the issue facing the candidate. These outcomes may change or gain more substance during the coaching programme, particularly during a longer programme, thus remaining flexible is also important. For example, a risk and safety manager came to me for coaching with his main issue stated as ‘no one listens to me’. We restated this as ‘I can’t get people to listen to me’. In his position it was important that people took immediate action once he had given a message. As the coaching proceeded and he became more aware of his cognitive functioning, we realised that his issue was procrastination. He didn’t deliver his message timeously or confidently and the staff would wait for him to repeat the message. So we established his main issue as procrastination which permeated through his entire ‘way of being’ affecting work and personal domains. Working on procrastination, we were able to shift his fundamental approach and enable him to flourish.

9. An important issue is how the coach will deal with ‘duality of client’. Where an organisation is offering to sponsor a candidate in a coaching programme, the coach needs to consider what outcomes the organisation (or sponsor) anticipates and separately what the individual (from here onwards referred to as the coachee) considers their needs to be. Thus in a situation like this, the coach should take into account the needs of the two clients, the organisation/sponsor and the coachee. What are the organisation’s/sponsor’s expectations and what does the coachee need to gain through a coaching programme? We all have blind spots so the coach will need to assess what the coachee’s issues are, despite what they might verbalise their issues to be. And thus sometimes, the goal of the coaching may shift as the coachee and coach build stronger relationships and as the programme progresses.

10. Before the start of the coaching programme, a meeting between the organisational representative, coach and coachee should take place to agree areas such as reporting dates, format of what is to be covered in the reports, how they should take place (e.g. in person, via Skype) and to whom reports should be directed. This contracting prior to the start of the programme is essential. I have found that in addition to the organisational representative, coach and client, various other stakeholders are sometimes included. Last year I was coaching an executive where two report-back sessions were planned where five were present and they were based in four different countries. And that worked perfectly because it was planned in advance.

11. What reporting system will both the organisation’s representative and coachee be comfortable with in order for the coach to report progress? This again affects the element of ‘duality of client’. There has to be trust between all parties. I advocate that it is agreed ‘upfront’ that neither reporting nor discussion between coach and organisational representative will take place without the coachee being included. I also believe that it is best practice to confirm, in advance, that the coach will always advise the coachee what he or she intends saying at that meeting or in the report. Where reporting is in writing, it should be agreed that the coachee be copied on all communication at that time (and not afterwards).

In summary: would this person benefit through coaching, what kind of coaching would be most suitable and is the coach being considered sufficiently qualified and experienced and the right person to coach this individual? Does the programme being offered match the needs of the organisation and the individual? Has the contracting been adequately dealt with?

The above is my understanding of some of the issues which HR Directors, L&D Managers, individual clients, or others face when considering including coaching as a form of development.

I encourage you to ask the right questions in order to match the right coach with your requirements. If you need any help please let me know and I’ll gladly help to clarify issues with you.

This is the first of two articles regarding the engagement of a coach. Next we’ll explores levels of coaching which are perhaps most relevant to Integral Coaching but certainly provide insights for other types of coaching, too.

For more information on leadership development or executive coaching, please contact Brenda personally: brenda@146.66.90.172 or phone +27 82 4993311

Travellers’ tips for the journey

March 2, 2018 by Brenda 2 Comments

I smiled as I read Trip Advisor’s article on ‘Travellers’ Top Tips to Pack Smart’. Every one of these ideas could be considered as a metaphor for preparing ourselves for an optimal journey through the next phase of our lives, whether we are referring to next year or the rest of our lives.

How might this apply to our lives?
Many of us have lives that are far too cluttered and are carrying excess baggage whether physically or emotionally. These weigh us down and deplete our energy. How do we trim down, keep just what is useful and helping us to lead better lives? And how do we carefully choose those new aspects that are fun and create adventure? Our cups soon start to overflow if we just keep adding. The new items spill out over the top. The process involves firstly clearing out excess. Then create space by stopping certain activities while being cognisant of continuing what is important and serving a purpose.

This tip also implies having spare resources to spend. As the facilitator of personal strategy, I find that when we talk of resources, individuals tend to think primarily in terms of financial resources. I assign an exercise which involves carefully considering various resources such as knowledge and access to information, skills, qualifications, personal branding, the use of personal attributes (character strengths, values, touchstones etc.), executive coaching, energy, people, networks and relationships, time, technology, transport, accommodation and many more resources.

I believe there is a parallel between the way we build, store and use the resources at our disposal and the way we can consciously build, store and use our energy in the best possible way.

How might this apply to our lives?
Not only is life moving at an accelerated pace but we are bombarded by more and more stimuli. This means that we need to take active steps to filter out what is not necessary at that time. How can we be mindful, focussed and living in the moment if we are distracted and overwhelmed by all that is going on around us? How do we selectively eliminate or reduce the effect of certain stimuli which may be unnecessary or negative at that time? We need rest so a metaphorical sleepmask could be very helpful in enabling us to filter out interfering stimuli relating to sight. The earmuffs could help us avoid hearing harassment and unnecessary sounds which are intruding on our presence.

The sleep mask and earplugs are useful in keeping out influences and stimuli which have a negative influence on our current ‘way of being’.

How might this apply to our lives?
Think of a suitcase as being the metaphor for the container of our lives.

We need to use our resources effectively and efficiently. To me, space is a resource and without space we can’t recognise or optimise opportunities.

But our lives are usually already very full. So how can we be more effective in packaging whatever we are fitting into our lives? How do we use least time and energy yet enhance the experience of whatever we do? How do we experiment in for example rolling rather than folding. How do we use disruption to our advantage? In my coaching programmes we introduce practices helping clients create space so that they can reflect productively or plan the future.

So what I’m saying here is ‘yes, we do need to fill up the gaps’ (like those when packing shoes) in a meaningful way. However, that will help to create space that we can use for productive purposes.

How might this apply to our lives?
We need to be more selective and discover items that have multiplicity of purpose. This again often requires a disruption to the way we have always unconsciously done things. How can we explore new ways of performing even the most mundane processes in our lives? In which ways can we find new uses for our existing items? For example, if I go to gym very early in the mornings, I am more likely to be able to watch sunrise on the way, take my dogs with me (they stay in the car so I can’t take them when it is too hot) and have my exercise completed before I start my workday. So there are many benefits.

How might this apply to our lives?
Often we feel overwhelmed because there is so much we need to do. Clustering similar activities or items could help us to feel more organised. Creating boundaries around them is also an important aspect of feeling ‘in control’. Some of us are better at doing this than others. What is within those boundaries is as important as what is not within, what is outside. We also need to make sure that the container is the right size and shape. And once we have become good at establishing those boundaries, how do we transfer that skill to other aspects of our lives?

How might this apply to our lives?
In order to focus on what is important on life’s journey or even parts of it, we need to remain focussed on what is important to us. It is easy to be distracted, especially when we are out of routine, in a strange place or embarking on a new journey.

Too often we are lulled into acceptance instead of choosing what is best for us. It is right for the masses, it isn’t necessarily right for us. Being pro-active and considering our options enables us to be more in tune with our own ‘way of being’.

How might this apply to our lives?
We spend our lives packing and unpacking. And it is good that we do that. However, reflecting on our actions helps us to create meaning. Through unpacking the experience and reflecting on it we can extract the essence, a simple lesson. And then we need to ask ourselves: How can I use this lesson in other fields in my life? What action should I take?

How might this apply to our lives?
The old adage, ‘sharing is caring’ applies in many aspects of our lives. Teamwork is important in so many areas. And here we can be referring to our partners, families or immediately team (both in our private or business lives). Or we could apply this to our broader network of relationships. We often forget the value of what others can add through sharing our space.

How might this apply to our lives?
In life we need energy for so many of our heart, head, spiritual, networking and other functions. Without it, action might be impeded. Connection to others gives us access to information, and assistance. This support enables us to use our own energy wisely.

How might this apply to our lives?
Stopping to record enables us to collect our thoughts and make the best possible use of information. Taking a photograph enables us to capture the moment and has great significance. In coaching programmes, where relevant, I often weave in a practice of daily pausing to take a photograph.

Use this tips in order to prepare yourself for a more successful life’s journey and you will flourish.

For more information on executive coaching, keynote speaking or training you are welcome to contact me - Phone: +27 33 3425432, Mobile: + 27 82 4993311, e-mail: brenda@146.66.90.172

Visualise to be more productive

February 8, 2018 by Brenda 1 Comment

Do you feel overwhelmed - as though you are not achieving enough? As a leader you most probably experience the outside world as being volatile, uncertain, complex and as ambiguous (VUCA). Volatility and uncertainly make it more difficult to make decisions as variables are changing so fast that there often isn’t time to collect all the relevant information.

External forces create an environment of complexity and ambiguity. This applies in the world of work, too. New trends and challenges mean that we can no longer automatically continue to use the practices and tactics that worked in the past. The influence of Millennials makes it important to dislodge much of our traditional way of thinking. Disruption is essential in order to take advantage of opportunities for the future. The rapid advances in technology bring about many of the other changes to which leaders and other executives need to adapt. There are a multitude of other changes taking place in the workplace, too. In the real world, the practical application of the empowerment of women remains a challenge as does taking advantage of diversity.

External global and regional influences and emerging trends in the workplace result in increasing stress levels in leaders. This affects their ability to react or respond appropriately. When coaching leaders and other executives, I find that managing the present often consumes their time and energy. They find it difficult to allocate time to strategic issues, leading to the future.

These were some of my findings in my research study on ‘The role of coaching in developing character strengths in leaders’. This was part of my M Phil degree (Management Coaching) through the University of Stellenbosch Business School (2017). As a practicing executive coach I became increasingly interested in a gap in knowledge. Why wasn’t coaching being used more effectively, in general, in developing leaders in global organisations? And what coaching approaches, programmes, models and other techniques would result in outcomes which would help clients to shift their ‘way of being’ and thus cope better? This was with specific reference to coaching leaders in global organisations. I continued testing my coaching model which I streamlined for that purpose, and continue to adjust as I gain new insights. This has helped to refine my topic and model for a potential PhD study.

But how do I, in simple terms, describe the complexity of how the model works? This has been a challenge as I need to be able to address an academic audience and also potential clients. I found that my content was too abstract and I was having a problem connecting my thoughts to something concrete. I battled. But I was very excited to find a solution during Prof Sebastian Kernbach’s outstanding course, ‘The Productive PhD’ presented at the African Doctoral Academy in January 2018. My core question when doing this exercise was, ‘how do I explain what happens to leaders during the coaching programme?’

I’m sharing the process I followed in order to demonstrate how visualising can help to take thoughts and assumptions which are implicit and convert them to explicit visuals. In other words, we can take complex messages and simplify in order to make it easier for us to explain to others and also more interesting for the audience to understand. These principles apply in academic contexts and also help us to become more productive as executives, leaders or in any other areas where we need to organise and express our thoughts. In fact, they apply to any person who wants to get their point across.

For the exercise that I’m outlining, Prof Kernbach stressed that we needed to rapidly prototype and iterate. Our aim should not be perfection or beauty in our drawings but rather on creating meaning. According to Ben Schneiderman:
‘The purpose of visualization is insight, not pictures. It is not about aesthetics.’

In other words, by working speedily and roughly, the focus is on the message rather than on the detail in the drawing.

My first attempts at depicting how my model works when coaching leaders in global organisations appeared sterile. (Please see below.) However, we had been advised to value our failures, accepting them as part of the process, so I kept this series of rapid iterations and am sharing this version with you:

A rough drawing trying to show what coaching might do

This visualisation did not achieve the desired outcome. It was not inspiring and it was hard to use this visual representation to explain the nuances of the changes that might occur in the leader as a result of being coached using an effective coaching programme. In the figure above I showed the external world (red) and the world of work (green) having an influence on the leader. These remained dominant influences during the coaching process. Moving from left to right, it showed how I visualised how the leader’s inner world (blue) was stifled but grew bigger through coaching.

But I realised that this diagram would not capture the listener’s attention through bringing the story to life. I was stuck!

I asked for help and Prof Kernbach came over to my table. As he listened, he quickly captured my message in visual format. As he proceeded, at each step he did a reality check, confirmed with me that he was understanding and on the right track. In less than five minutes, including a number of rough drawings, he arrived at the representation shown below.

Professor Kernbach’s understanding of my message. (Diagram used with the kind permission of Professor Kernbach)

He captured my intention in a fluid, flexible way. His emphasis was how the leader came into the coaching programme as a ‘frigid’ (rectangular) individual. (Seen on the left). His mouth was down and he was surrounded by the tough worlds pressing in around him. As the coaching proceeded, he was no longer a rectangle, but became a smiley resilient person. The leader has removed himself further from those oppressive worlds around him. They are still there, but in the last picture on the right (after 8 coaching sessions!) he is deflecting the demands of the external worlds.

Professor Kernbach’s interpretation inspired me to presevere and below is one of my later rough visualizations. This new series of drawings, is still ‘work in progress’ and will have further refinements, but has helped me to clarify my thoughts.

Remembering that it is neither the quality of the drawing that counts, nor how beautiful it is, but rather the ability of the presenter to clarify and express his thoughts, I quickly developed the visualization below. It needed to make it easier for me to explain my thoughts.

Brenda’s later version depicting what might happen to the leader during the coaching programme

Let me explain my rough drawing above: At the beginning of the programme, shown on the left, the leader is ‘frigid’, almost paralysed through stress. He is inflexible. I have depicted him as a blue rectangle and his mouth is down and he is not looking ahead. The external world (brown) is not separated from him. He cannot distance himself. The same applies to his life in the workplace here drawn with a green pen. In both cases, the lines inward show the pressure or expectations of both worlds and how he is absorbing all the negative energy.

As the 8-stage coaching programme proceeds, moving towards the right, the leader becomes more and more flexible, more fluid and more able to adapt. After the eighth session he has grown, wears a big smile and is looking ahead. The external (VUCA) world remains the same size, but the leader is managing to distance himself from influences that could impact negatively on him. The same happens with the world of work. In both cases, because the leader has become more resilient, he is able to deflect the influences of both worlds and this is shown in the brown and green arrows.

You may ask: ‘Where does coaching show up in the diagram?’ A good coach remains flexible and ‘in the moment’ meets the person ‘where they are at’ at that time. So the red line between the beginning sessions is straight epitomising the need to match the coaching with the needs of the rectangular leader. Towards the end of the programme, as the coaching proceeds, the client benefits, becomes more receptive and the red line becomes more wavy signifying that the coaching has also been adapted to suits the person’s needs and the coach’s approach is thus much more fluid.

As you can see, what began as a difficult task for me mellowed into a fun, thought-provoking exercise. Before the visualization exercise, I battled to explain what the coaching programme seems to achieve and even in my first set of drawings, I did not appear to be gaining positive results. However, in the final series my thoughts are clearer and I’m able to more effectively describe the likely effects of the coaching programme.

I have shared just one example a visualization exercise. Examples are everywhere… in movies, maps, pie-charts, posters etc. I’m extremely grateful to Dr Kernbach and look forward to using different learnings from his course in my own self-development running parallel to my continuous progress as a coach and researcher. In addition, others will benefit either through being coached or when I mentor other coaches.

My message is that you can cope with feelings of overwhelm by becoming more productive. Make your thoughts explicit and easier to communicate to others. For example, as a leader or other executive use visualising in doing presentations. As a researcher one of the benefits will be that you will find it easier to get your message across. Use visual thinking to your benefit when thinking, communicating and writing and there will be benefits to those you influence. By becoming more productive you’ll be helping your organisation and its people to flourish.

Use these principles and you can more easily organise your thoughts, add meaning and make them explicit thus enabling you to share with others through communicating clearly. You can become more productive!

Please contact the following for more information on:

Leadership development or executive coaching - Brenda Eckstein through www.strategy-leadership.com or brenda@146.66.90.172
Visualization workshops - Professor Sebastian Kernbach through www.vicola.org
The University of Stellenbosch Summer or Winter Schools: The African Doctoral Academy (ADA) - http://www0.sun.ac.za/ada/

Theoretical background
The following is intended for those who are interested in the theoretical background to the above example of a visual thinking exercise:

There is a need for a new working intelligence (Kernbach, 2018). When we engage in activities like this, Sternberg’s Triarchic Theory of Human Intelligence (reference) is relevant as we are using three types of intelligence which he refers to as ‘analytical intelligence’, ‘creative intelligence’ and ‘practical intelligence’. We are using analytical intelligence for abstract thinking and logical reasoning. Creative intelligence comes into play allowing divergent thinking in novel situations. We are also using his third kind of intelligence, practical intelligence, in order to apply the knowledge to the real world and shape our environment. This requires methods, tools and resources.

During the course we captured our message in ‘one eye-span’, a term coined by Edward Tufte whose work was based on Cognitive Load Theory (Clark, Nguyen Sweller and Baddeley, 2006). Thus, our message needed to fit on one page so that we didn’t have to turn our heads. If you can see everything at once, you are able to make sense of information more easily as, for example, you don’t have to remember what was on the previous page. Visualisation extends the brain’s capacity through Distributed Cognition to help us make our implicit thought explicit and thus available to others. The use of shape colour, space and size are used to create visual representations of our messages.

The process here demonstrates aspects of Dual Coding Theory. Processing information through two channels, here imagery and verbal, and using them together increases engagement, attention and recall. The work of Barbara Tversky is relevant in her work on ‘picture superiority’.

References

Black, A. (1992). Envisioning information: Edward Tufte, Cheshire, CT: Graphics Press, 126 pp. ISBN 0 961 3921 1 8.
Clark, R. C., Nguyen, F., Sweller, J., & Baddeley, M. (2006). Efficiency in learning: Evidence‐based guidelines to manage cognitive load. Performance Improvement, 45(9), 46-47.
Kernbach, S. (2018). The Productive PhD. African Doctoral Academy
Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology/Revue canadienne de psychologie, 45(3), 255.
Sadoski, M., & Paivio, A. (2013). Imagery and text: A dual coding theory of reading and writing. Routledge.
Shneiderman, B. (2008, June). Extreme visualization: squeezing a billion records into a million pixels. In Proceedings of the 2008 ACM SIGMOD international conference on Management of data (pp. 3-12). ACM.
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. CUP Archive.
Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: can it facilitate?. International journal of human-computer studies, 57(4), 247-262.

Use your low-energy times productively

January 31, 2018 by Brenda 3 Comments

Last week while attending the African Doctoral Academy at Stellenbosch University in the Western Cape, South Africa I had many great insights which I’d like to share with you over the next few articles. These ‘aha moments’ occurred during an outstanding 5-day course, ‘The Productive PhD’ presented by Dr Sebastian Kernbach of the University of St Gallen, Switzerland. He also presents a similar course at Stanford University in the USA and other leading educational institutions globally.

Professor Sebastian Kernbach and Brenda Eckstein – January 2018

This course covered fascinating, researched ways in which we can become more productive. I came away with a new ‘toolbox’ of simple and effective visualisation methods and ways of creating awareness of energy levels and using each state more productively. These topics are broad and in this article I focus only on creating awareness and using low-energy times more productively.

Our facilitator articulated and demonstrated his message clearly: we can be more productive through structuring our days according to our energy levels. Although his approach referred primarily to flourishing during a PhD, this approach would apply equally in most people’s business or professional lives, too.

In order to focus on the ‘lows’ let’s look at the pattern of an average day in most people’s lives:

Permission to use the above slide was kindly granted by Professor Kernbach

Professor Kernbach’s message was clear. We should not try to erase those times. The result would be lessening the energy level of our following prime or high-energy periods each of which usually lasts two to three hours. So we should rather engage in mental, emotional and physical activities found to be most effective during low-energy periods.

From a mental perspective, during these times we have better access to creative and holistic thinking and intuition. Emotionally we have an improved perception of our own moods and are more empathetic. Physically that is a good time to have a snack, exercise or take a cat-nap.

We were interested to hear that research has shown that this is not a beneficial time to drink coffee. For many of us, that was contrary to the way we instinctively have a cup of good, strong coffee (or other stimulant) to lift our energy. Does that sound familiar? Yet, evidently, although that will help us to feel more ‘awake’ during the low-energy time, it also reduces the level of the following ‘high’ thus not enabling us to take maximum advantage of the activities we could most productively engage in during those high-energy times. In other words, drinking coffee during a ‘low’ will mean that our low is not so low, but in addition, it will reduce the level of the following ‘high’. The coffee-drinking time most conducive to using our energy levels most productively is at the start of an upward curve in our energy cycle.

So how do you and I apply this information in a practical way? First let me show you what I discovered during the course. I’ll use my own example to demonstrate my ‘findings’ and this is the process I followed:

I drew my own energy map showing my perceived energy levels on an average day. This can be seen in the black curve in the rough diagram below. Yes, I could easily show the alpha time, prime time and high time. And yes, my own main low lasted about 2 to 3 hours as did the two high-energy times.
However, that was on an ‘average day’. But what would happen to my energy levels on a day, for want of a better term, I have called an ‘excited day’? So I drew the curve in green. There were significant differences. There I woke up earlier, eager to start on a project that inspired me. My energy was higher from a much earlier time and although there were variations, stayed higher in the evening, too.
I was the determined to look at another kind of day, the days where I wake up exhausted and battle to get going. There my energy is lower all day and trails off in the evening. (Please see the red curve.)

Rough diagram: Brenda’s energy levels on three different kinds of days

By looking at three different ways in which I could divide the kinds of days I have (from an energy perspective) and superimposing those three simple graphs, it was astonishing to become aware that, regardless of the kind of day I’m experiencing, all three curves have a similar ‘low-energy’ period in common. This insight is profound as it means I should change my habits in order to take greater advantage of that time.

I went back to the drawing-board and explored the activities that I should allocate to those 2 or 3 hours in the middle of the day. One great insight was that this was the best time for me to attend to e-mails! To be most productive I should not allow this time-consuming activity to interrupt my higher-energy times which can be used more productively for other activities such as problem-solving or higher level strategy thinking.

It is taking a great amount of discipline to break my former habit of getting my e-mails out the way as early in the day as possible. However, I’m already experiencing the benefits. This has practical implications for the clients whom I coach. Most are high-level leaders in executive positions and resent the amount of time they need in order to attend to e-mails and do other routine tasks effectively. It reduces their time for more strategic activities. Thus, although this form of communication is highly effective, it may deplete our emotional energy.

In executive coaching programmes I have tried various tactics with different clients, crafting programmes to suit their needs. An example may be limiting their attending to e-mails to a specific blocked-off period on workdays. This time would be chosen to suit that person’s perceived needs. A few of the leaders have chosen 4pm to 6pm as the only time they allow themselves to look at or work on e-mails and this has benefitted them, but only in a limited fashion. However, it has helped to free the early part of the day for more strategic endeavours.

So, what is the relevance or significance of sharing this insight regarding my own energy levels? It means that, in order for anyone to maximise their low-energy periods, it would be an advantage for them to know when those times occur and plan to do routine admin tasks (including e-mails) or even have a cat-nap during those times. This would enhance the quality of the ensuing high-energy period.

Regardless of whether you are trying to be more productive in your academic endeavours, business or professional work, map your energy levels, plan your more routine tasks during low-energy periods and you will benefit through being more productive. Try it and let me know how you find this exercise. Thank you!

For more information on executive coaching programmes (conducted either ‘in person’ or via Skye – so location doesn’t matter!) or personal strategy, please contact brenda@146.66.90.172, Website: www.strategy-leadership.com

Please also visit Professor Kernbach’s websites in order to learn more about the work he does: https://mcm.unisg.ch/en/transfer/beratung/visual-collaboration-lab

Details of the July 2018 African Doctoral Academy Winter School will soon be available: http://www0.sun.ac.za/ada/

Painting a brighter future

January 8, 2018 by Brenda 3 Comments

* The artist’s name has been changed in order to protect her identify. Poppy is not her real name. All other details are true.

As professional coaches we don’t usually coach family or friends and nor do we coach without permission. So, under normal circumstances I would not coach a person now aged 45 whom I had known since she was a little girl. I had been friendly with her parents at the time she graduated and then became a competent, successful and respected professional in her field. In addition, a prohibiting factor to me as a professional coach was that she had been disabled through Major Depressive Disorder (MDD) and unable to work for the last 10 years. Her ongoing support falls in the domain of professional doctors and therapists.

However, visiting her home informally for the first time, I noticed a beautiful painting on an easel. I presumed that her mother, a professional artist, had painted the artistic portrait of her daughter. However, Poppy confided that she had painted the self-portrait and that this was the last of her own acrylic paintings, created more than 10 years ago, before MDD robbed her of the ability to paint. Prior to that she had loved painting.

I was dismayed that her incredible character strength of creativity should be wasted. As a professional strengths-based coach I know how important it is for us to energise ourselves through using our strengths. As I stood admiring the painting I spontaneously gently suggested that, to get her back to painting, she should try painting a portrait of my husband and me. (I was not coaching her, just encouraging her as a friend.)

Her face lit up as she immediately agreed. I stressed that she should use her artistic licence (do it her way!), that there was no obligation, no commitment to her ever completing it and there was no deadline. I just wanted her to pick up a paintbrush and start painting again. I had no expectation but I believed in her and in her ability to complete this task.

I provided her with a choice of photos as a starting point and wasn’t even sure which she had chosen. Twice during the six month period since that chance encounter she phoned to apologise that it was taking so long.

I wasn’t even sure that she had started painting! So, I’m not sure who was more excited, Poppy or me, when she phoned unexpectedly to tell me that the painting would be ready the next day. And it was! My husband and I are both overjoyed at the outcome. This work of art will remain a symbol of huge human endeavour and achievement and a reminder of the power of positive encouragement. She later confided that at times she had blocks and panic attacks and was not able to paint. The journey was extremely difficult. She said: ‘I had underestimated the enormity of the challenge and the extent to which my illness had deprived me of the ability to even pick up a paintbrush. Without your continued support, compassion and encouragement I would have been too overwhelmed to complete the task.’

I’m pleased to say that Poppy has motivated herself not only to paint again, but her stumbling block has become a stepping stone. She has already started on the next project!

Poppy has asked me to share her story and her letter of appreciation. We both hope that this will provide encouragement to others who are incapacitated through various mental illnesses.

From: xxx (her details have been purposely removed in order to protect her identity)
Sent: Tuesday, January 2, 2018 7:08 PM
To: brenda@146.66.90.172
Subject: Reigniting the seemingly impossible ....

Dearest Brenda,

It has now been over 10 years since I was diagnosed with MDD (Major Depressive Disorder), an illness that stripped me of everything I once knew as my life; and most devastatingly my sense of "self".

Until recently, it would also be the last time I could bring myself to paint a canvas.

And then there was you ... And to me you are the heroine in this story. Your intuition and expertise in helping others ignite and reach their true potential is a gift.

Thank you for your patience, support and unfailing encouragement; and mostly for believing in me even though I couldn't.

For anyone who is interested in seeing your practice in results, I have attached a copy of the original photograph you gave me and my resultant artwork portrait.

Fondly and gratefully,

x

The photo which Poppy chose was taken by professional photographer, Karen Edwards in 2015.

Photo by Karen Edwards (2015)

The above photo provided the inspiration for Poppy who then used this as a starting point to create her artistic interpretation (seen below). You’ll notice she has included my love of vibrant colours and the Aboriginal influence relevant to our children living in Australia.

Painting by the artist (completed January 2018)

I feel emotional when considering the enormity of her achievement and feel very humble that she feels I played a part. It just happened that I was in the right place at the right time. That chance encounter opened doors for both of us. She has worked at regaining her ability to paint and achieved her goal in completing her first assignment.

However, I acknowledge that the wonderful work done by the team of professional doctors and therapists, combined with the support lovingly given by her close family provided the framework and enabled her to reach the stage where she was ‘open’ to my suggestion. On her part it also took great courage for her to accept that challenge.

Poppy did not need to discover her creative strength. She had lost the ability to apply that strength. I am deeply grateful that she has regained her dormant creative strength and that she is able to paint again. Using her strength brings her joy. I’m hoping that over time, the resulting energy from her sustained use of her creative strength will provide leverage and enable her to use her other strengths to even greater advantage. I look forward to watching her progress.

My message is clear: be open to noticing what is missing in other’s lives. Encourage them in a sincere way that is acceptable to them. Continue to ‘be there’ even remotely for the person. What may seem insignificant in the giver’s eyes can be life-changing to the receiver.

My questions for you are:

How can you be more observant so that you notice others’ strengths?
What can you do to help them change their stumbling blocks into stepping stones?
How are you helping others to recognise and optimise opportunities?
How are you sustaining support, even remotely, by continuing to encourage, even in small ways?
In which ways are you introducing positive new beginnings into your own life?

For further information on keynote addresses, Executive Coaching or other services offered by Brenda Eckstein International, please contact brenda@146.66.90.172

Countdown

January 5, 2018 by Brenda 1 Comment

Life is full of countdowns. We prepare for events or marks on the calendar that will make a numerical or biblical difference to our lives. Children, eagerly awaiting the arrival of a certain date, are often encouraged to count the number of ‘sleeps’ until the event, whether it be leaving to go on holiday, celebrating their birthday or the arrival of an important person. Anticipation and conscious or unconscious countdowns usually go hand-in-hand.

A significant event for many in the Western world is Christmas, marked on our calendars as December 25th. In the ‘run up’ or shall we rather refer to it as ‘countdown’ to that date, a popular tradition (again presumably to capture the attention of children) is the counting of the ‘Twelve Days of Christmas’. I was fascinated to read that the counting should start only on Christmas Day and that there are hidden meanings to each of the elements in the song. However, I don’t think it would be nearly as exciting for children to begin counting the days only once they have received their presents!

In general, in the Western world, once the commercial and family frenzy of Christmas have passed, adults tend to focus on the lead up to New Year. Most of us have an array of ‘new years’ in our lives, marked by various religious observances and holidays or a birthday which also results in a new numerical age for us. A ‘new year’ can also come with a change in status, for example, the transition to being legally responsible, retirement age or becoming a ‘pensioner’.

But not many are linked to ‘resolutions’ the way it is expected that people should make ‘new year resolutions’. In my opinion, few people actually enact their stated intentions, whether they be promises to themselves or to others. I’m advocating that people rather first reflect on their past, make meaning out of their reflections and then decide on possible actions.

In order to make this exercise more fun, I have crafted a countdown for reflection. It is intended as a means of transitioning to a better ‘way of being’ in 2018. To help you, here are my suggestions and questions. Please list the:

12 top achievements in your life
11 people who have helped you to achieve
10 biggest challenges you have ever faced
9 learnings from these challenges
8 activities and experiences that energise you
7 people you’ll avoid because you find them toxic
6 things you need to continue doing
5 activities or thoughts you should avoid or minimise
4 new undertakings or practices you have space to start engaging in
3 things you’ll do differently in 2018
2 plans for big celebrations during the year ahead
1 way in which you will honour the most important person in your life…yourself!

Further questions for you are:

How will you:

minimise negative influences and habits
energise yourself through engaging more in those activities and experiences that have a positive influence on you?

May 2018 be a year filled with good health, great happiness, peace and prosperity. Oh, and have loads of fun doing the things that energise you!

For more information on Executive Coaching or other programmes offered by Brenda Eckstein International, please contact brenda@strategy-leaderhip.com or visit our website www.strategy-leadership.com

Top Dog

January 4, 2018 by Brenda 2 Comments

We tend to view situations through our habitual lenses. Sometimes it is exciting to disrupt our approach so that we have a different perspective. For example, we could be curious and ask what would happen if we used the same framework and replaced expected components with new elements?

Let me give you an example: a traditional Christmas Dinner with family and friends sitting around a table could be something that most of us could picture.

Turner family Christmas lunch in Sydney - December 2017

Above is the photo of my daughter’s family gathering in Sydney Australia. If you look carefully, there is not much unusual about that photo. It is a happy picture where people are smiling and enjoying the company and good food. It is what we might expect to see.

What would happen if we took the same framework and replaced some of the components? It could disrupt our thinking! I smiled when I saw the similarities (and differences!) in the picture below in the Hilton Veterinary Hospital newsletter, also December 2017.

The purpose of my comparison is to help shake up your thinking through the questions that follow. (I’m not suggesting that we replace the joy of family gatherings by replacing people with dogs!)

Often the reason we don’t understand situations or a person’s behaviour is that our perceptions are based on our own context. Purposeful disruption can help us to adopt an ‘attitude of positive discontent’. Things don’t always have to stay the same. Sometimes our ideas (regarding change) are not going to work or be advantageous to anyone. But at least we have then explored possibilities and are more confident that we should leave things the way they are.

We need to ask ourselves what would happen if we changed either the context or some elements and then explore differences and similarities.