This document discusses asset-based coaching strategies to help consumers reach vocational goals. It explains that coaching focuses on strengths rather than barriers. The GROW model is presented as a framework for coaching sessions, with the stages being Goal, Reality, Options, and Will. A variety of asset-based tools are described, including vision boards, inspirational interviewing, reframing experiences, goal setting, and career mastermind groups. The benefits of group coaching are also outlined. The overall summary is that asset-based coaching identifies individuals' strengths and abilities in order to help them define and achieve career goals.
Các phương pháp giải toán tiểu học
- Phương pháp tính ngược từ cuối
- Phương pháp giả thiết tạm
- Rút gọn phân số
- Một dạng toán dùng dấu hiệu chia hết
- Quy đồng tử số các phân số
- Sơ đồ đoạn thẳng với các phần bằng nhau
- Một số dạng toán về phân số
- Bài toán tính tuổi
.....
The five that Peter Senge identifies are said to be converging to innovate learning organizations. They are:
1. Systems thinking
2. Personal mastery
3. Mental models
4. Building shared vision
5. Team learning
He adds to this recognition that people are agents, able to act upon the structures and systems of which they are a part. All the disciplines are, in this way, ‘concerned with a shift of mind from seeing parts to seeing wholes, from seeing people as helpless reactors to seeing them as active participants in shaping their reality, from reacting to the present to creating the future’ (Senge 1990: 69). It is to the disciplines that we will now turn.
Systems thinking – the cornerstone of the learning organization
A great virtue of Peter Senge’s work is the way in which he puts systems theory to work. The Fifth Discipline provides a good introduction to the basics and uses of such theory – and the way in which it can be brought together with other theoretical devices in order to make sense of organizational questions and issues. Systemic thinking is the conceptual cornerstone (‘The Fifth Discipline’) of his approach.
This presentation will highlight the leader behaviours associated with each situational challenge faced by the leader.
Situational challenges:
Technical Challenges
Technical and Adaptive Challenges
Adaptive Challenges
Đánh giá kết quả đào tạo là một trong những hoạt động khó, nhưng rất cần thiết để giúp doanh nghiệp có thể đánh giá lượng kiến thức, kỹ năng học viên tiếp thu được từ khóa đào tạo, xem xét khả năng và mức độ ứng dụng của các kỹ năng và kiến thức này trong công việc mà học viên đảm nhận.
HSM mang đến cho anh chị Khóa học "Đo lường hiệu quả đào tạo trong doanh nghiệp" nhằm giải quyết những bài toán khó đó.
ORGANISATIONAL CHANGE & STRESS MANAGEMENT
-Managing Planned change
-Resistance to change
-Overcoming resistance to change
-Politics of change
-Lewin's Three Step Change Model
-Action Research
-Organisational Development
-OD Techniques
-Change issues for today's Managers
Technology in workplace
Stimulating Innovation
Creating & managing a learning organisation
Culture-Bond in organisation
-Work Stress & its management
-Types of stress
-Demand-Resources Model of Stress
-Potential Sources of Stress
-Consequences of Stress
-Not all Stress is Bad
-Burnout
-Stress v/s Burnout
-Managing stress
-Global Implications
-Summary & Managerial Implications
-How to Manage stress.
What is Perception?What is Individual Decision Making?7 Steps to Effective De...Shashi soni
This Soft Skill PPT has following Topics:
What is Perception?
What is Individual Decision Making?
Attribution Theory.
Link Between Perception & Individual Decision Making.
7 Steps to Effective Decision Making Model.
Common Biases in Decision Making.
Pros & Cons of Individual decision making & Group decision making.
Decision making exercise.
A proven method of real time strategic planning, for moving “To The Future & Beyond” by focusing on the future, not solving current problems.
OBJECTIVES:
* Get the Whole System in the room
* See Global Context for Local Action
* Focus on the Future and Common Ground
* Self-Manage and take responsibility for action
* Ignite passions for improvement
* Create Strategic Thinkers at all levels in Organizations
“FUTURE SEARCH” and “The Search Conference” is based on methods and principles developed and set forth by Merrelyn and Fred Emery, Ronald E. Purser, Marvin Weisbord, Sandra Janoff, Ronald Lippitt, Eva Schindler-Rainman, Eric Trist, Wilfred Bion, Tonnie van der Zouwell, Solomon Asch and many others who have contributed to a better understanding and application of small and large group dynamics and systems theory.
Các phương pháp giải toán tiểu học
- Phương pháp tính ngược từ cuối
- Phương pháp giả thiết tạm
- Rút gọn phân số
- Một dạng toán dùng dấu hiệu chia hết
- Quy đồng tử số các phân số
- Sơ đồ đoạn thẳng với các phần bằng nhau
- Một số dạng toán về phân số
- Bài toán tính tuổi
.....
The five that Peter Senge identifies are said to be converging to innovate learning organizations. They are:
1. Systems thinking
2. Personal mastery
3. Mental models
4. Building shared vision
5. Team learning
He adds to this recognition that people are agents, able to act upon the structures and systems of which they are a part. All the disciplines are, in this way, ‘concerned with a shift of mind from seeing parts to seeing wholes, from seeing people as helpless reactors to seeing them as active participants in shaping their reality, from reacting to the present to creating the future’ (Senge 1990: 69). It is to the disciplines that we will now turn.
Systems thinking – the cornerstone of the learning organization
A great virtue of Peter Senge’s work is the way in which he puts systems theory to work. The Fifth Discipline provides a good introduction to the basics and uses of such theory – and the way in which it can be brought together with other theoretical devices in order to make sense of organizational questions and issues. Systemic thinking is the conceptual cornerstone (‘The Fifth Discipline’) of his approach.
This presentation will highlight the leader behaviours associated with each situational challenge faced by the leader.
Situational challenges:
Technical Challenges
Technical and Adaptive Challenges
Adaptive Challenges
Đánh giá kết quả đào tạo là một trong những hoạt động khó, nhưng rất cần thiết để giúp doanh nghiệp có thể đánh giá lượng kiến thức, kỹ năng học viên tiếp thu được từ khóa đào tạo, xem xét khả năng và mức độ ứng dụng của các kỹ năng và kiến thức này trong công việc mà học viên đảm nhận.
HSM mang đến cho anh chị Khóa học "Đo lường hiệu quả đào tạo trong doanh nghiệp" nhằm giải quyết những bài toán khó đó.
ORGANISATIONAL CHANGE & STRESS MANAGEMENT
-Managing Planned change
-Resistance to change
-Overcoming resistance to change
-Politics of change
-Lewin's Three Step Change Model
-Action Research
-Organisational Development
-OD Techniques
-Change issues for today's Managers
Technology in workplace
Stimulating Innovation
Creating & managing a learning organisation
Culture-Bond in organisation
-Work Stress & its management
-Types of stress
-Demand-Resources Model of Stress
-Potential Sources of Stress
-Consequences of Stress
-Not all Stress is Bad
-Burnout
-Stress v/s Burnout
-Managing stress
-Global Implications
-Summary & Managerial Implications
-How to Manage stress.
What is Perception?What is Individual Decision Making?7 Steps to Effective De...Shashi soni
This Soft Skill PPT has following Topics:
What is Perception?
What is Individual Decision Making?
Attribution Theory.
Link Between Perception & Individual Decision Making.
7 Steps to Effective Decision Making Model.
Common Biases in Decision Making.
Pros & Cons of Individual decision making & Group decision making.
Decision making exercise.
A proven method of real time strategic planning, for moving “To The Future & Beyond” by focusing on the future, not solving current problems.
OBJECTIVES:
* Get the Whole System in the room
* See Global Context for Local Action
* Focus on the Future and Common Ground
* Self-Manage and take responsibility for action
* Ignite passions for improvement
* Create Strategic Thinkers at all levels in Organizations
“FUTURE SEARCH” and “The Search Conference” is based on methods and principles developed and set forth by Merrelyn and Fred Emery, Ronald E. Purser, Marvin Weisbord, Sandra Janoff, Ronald Lippitt, Eva Schindler-Rainman, Eric Trist, Wilfred Bion, Tonnie van der Zouwell, Solomon Asch and many others who have contributed to a better understanding and application of small and large group dynamics and systems theory.
this presentation gives basic understanding of What is coaching, Why coaching, Skills required to be a coach, Coaching arc of conversation and basics of coaching models.
As part of the Institution of Mechanical Engineers' service to members, engineers and professionals in technical industries worldwide, we host a series of free training webinars.
The slides were used in a free training webinar which looked at coaching for engineering managers. The webinar looks at what makes a good coach, coaching vs mentoring and the benefits of coaching.
A slide set giving a basic introduction to business coaching. The fundamental principles of the GROW model are used. This is a model developed by John Whitmore. It has often been built upon and changed but has not been surpassed. That is because the model works!!
This slide set is available as a series of Lightbulb Moments cards. These have been well received as a valuable resource in education, training and coaching.
Lightbulb Moments are free to download from the Ei4Change website. http://goo.gl/qNc5qR
This program teaches managers how to convert their conversation into coaching conversation. Imbed it in their day to day conversation with teams to ensure high performance, ownership and engagement amongst the team.
This program focuses on What, Why and How of Coaching. Easy to learn, understand and apply.
NIDM (National Institute Of Digital Marketing) Bangalore Is One Of The Leading & best Digital Marketing Institute In Bangalore, India And We Have Brand Value For The Quality Of Education Which We Provide.
www.nidmindia.com
The Impact of Artificial Intelligence on Modern Society.pdfssuser3e63fc
Just a game Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?
Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
You can accomplish this through a mentoring partnership. Learn more about the PMISSC Mentoring Program, where you’ll discover the incredible benefits of becoming a mentor or mentee. This program is designed to foster professional growth, enhance skills, and build a strong network within the project management community. Whether you're looking to share your expertise or seeking guidance to advance your career, the PMI Mentoring Program offers valuable opportunities for personal and professional development.
Watch this to learn:
* Overview of the PMISSC Mentoring Program: Mission, vision, and objectives.
* Benefits for Volunteer Mentors: Professional development, networking, personal satisfaction, and recognition.
* Advantages for Mentees: Career advancement, skill development, networking, and confidence building.
* Program Structure and Expectations: Mentor-mentee matching process, program phases, and time commitment.
* Success Stories and Testimonials: Inspiring examples from past participants.
* How to Get Involved: Steps to participate and resources available for support throughout the program.
Learn how you can make a difference in the project management community and take the next step in your professional journey.
About Hector Del Castillo
Hector is VP of Professional Development at the PMI Silver Spring Chapter, and CEO of Bold PM. He's a mid-market growth product executive and changemaker. He works with mid-market product-driven software executives to solve their biggest growth problems. He scales product growth, optimizes ops and builds loyal customers. He has reduced customer churn 33%, and boosted sales 47% for clients. He makes a significant impact by building and launching world-changing AI-powered products. If you're looking for an engaging and inspiring speaker to spark creativity and innovation within your organization, set up an appointment to discuss your specific needs and identify a suitable topic to inspire your audience at your next corporate conference, symposium, executive summit, or planning retreat.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
Asset-Based Coaching: Using Strengths and Coaching Strategies to Assist Job Seekers
1. Asset-Based Coaching
Using Strengths and Coaching Strategies to Assist
Consumers in Defining and Reaching Their Vocational Goals
Presented by Michele Martin, The Bamboo Project, Inc.
CCERI/MHANJ—June 24, 2014
2. Michele Martin
• Career Development
Facilitator Instructor
• 15+ years in career and
workforce development
• Work with DiscoverAbilityNJ,
Kessler Foundation, Family
Resource Network, Rutgers
University School of Social
Work
3. Agenda
Why Asset-based Planning and Coaching?
Coaching vs. Case Management
The G.R.O.W. Coaching Model
Asset-based Tools & Strategies
6. Experiences and patterns of
thinking “wire” the brain
Neural plasticity—you CAN teach
an old dog new tricks!
What we focus on, grows
Your Brain
7. Your brain on negativity
“It won’t
work”
“Why bother?”
“Yes, but”
“I’m a failure”
“I can’t”
9. Stereotype Threat
Certain roles carry
negative stereotypes
Activating negative
stereotypes has
negative impact on
performance
10. When we focus on “challenges”
Increases
Frustration
Helplessness
Focus on “what’s wrong with me.” –Shame!
Sense of social isolation—I’m different in a “bad” way
Decreases
Ability to act
Sense of possibilities and solutions
Learning!
11. When we focus on assets:
See ourselves as “whole,” capable people.
Helps us see opportunities and strengths.
We access the positive emotions that inspire action.
We can learn from experiences.
13. Key Differences
Traditional Case Management
Roles—CM as
“expert”/instructor
Goals—Find barriers to
employment, “place” job
seeker
Strategies—One-on-One,
CM gives instructions for job
seeker to follow, CM works to
control the process.
Coaching
Roles—Coach as
partner/facilitator
Goals—Find and build on
strengths, build job seeker
skills and support team for
ongoing career development.
Strategies—Group and 1-on-
1, dialogue, helping job
seeker problem-solve
14. Case Manager as Hero
“I know the answers. Follow
me.”
“I will take care of you.”
“Just do what I say.”
Reinforces rescuer/victim
dynamic.
16. Typical “Feel” of Case
Management Appointment
Usually one-on-one.
Case manager does most of the talking and note-taking—
instructions and directions.
Emphasis on barriers, following CM instructions, completing
organizational paperwork and requirements.
More “telling” than asking/listening.
Organization-centered, rather than person-centered.
17. Typical “Feel” of a
Coaching Appointment
Structured use of peer, team and one-on-one coaching, based
on purpose and needs.
Coach asks questions, provides feedback, follows lead of job
seeker.
Job seeker “leads” discussion, takes notes.
Building from strengths as reference point.
Focus on developing career planning/management skills and
habits and on creating a support system of people and
resources.
18. Benefits of Coaching
Job seeker sees him/herself as an expert in his/her own life.
Job seeker “owns” his/her plans and actions
Increases sense of self-efficacy and self-esteem.
Builds skills and independence
Expands support network—less reliance on case manager to
“fix” things.
20. The Coaching Process. . .
Working in partnership with customer
Takes a complete look at customer’s current
situation, including their assumptions/perceptions
about their work, themselves and others.
Helps them set relevant goals based on their own
nature and needs.
Helps them take relevant actions toward achieving
their goals.
Helps them learn by continuing to reflect on their
actions and providing feedback on what is/isn’t
working.
21. Coach’s Responsibilities
Believe that every customer is
creative, resourceful and whole
Discover, clarify and align with
what the job seeker wants to
achieve.
Encourage and support customer
self-discovery
Elicit customer-generated
solutions and strategies
Hold customer accountable and
responsible
Source: International Coach Federation
23. Things to Consider. . .
How do you build trust/rapport with your customer?
How do you create an environment of “co-creation” and
partnership?
How do you structure your conversations and activities to
support a coaching approach?
24. “Hosting” the Space
Be mindful!
Physical arrangement of space
Being “present”
Greetings
“Soft start-up”
25. Setting Expectations
Roles—What is your role and what is the customer’s role in
this process?
Responsibilities—What are you responsible for and what is
the customer responsible for?
Process/Structure
Overall
Individual sessions—GROW
Agreements
Spells out roles, responsibilities and how you want to work
together. Can include timeframes, goals, etc.
26. Typical Coaching Session
Review progress so far
Agree on goal(s) for the session
Work on that goal through questions, exercises, etc.
Reflect on insights
Develop action plan—next steps and time frame.
28. G.R.O.W Coaching Model
Goal—What do you want?
Reality—What is happening now?
Options—What could you do?
Will—What will you do?
29. Goals
Define goal/outcomes to be achieved
“What would you like to accomplish in our work together?”
“What would you like to accomplish in this session?”
“What’s important to you in this?”
“What would success look like to you?”
Identify visible signs
“How will you know that you’ve achieved that goal? What will be
different? “
“How will you know that the problem is solved?”
30. Reality
What is the current reality in relation to goals?
“What is happening now with that?”
“What is the result of that?”
“Who else is involved? How are they involved?”
“How are you feeling about all this?”
31. Options
Explore potential options, first with questions:
“What have you tried so far?”
“What else could you do here?”
“Have you dealt with something similar before? Could
we borrow from that now?”
Then with your own suggestions:
“Have you tried. . .?”
“Something that has worked for other people is. . . “
“What do you think about trying . . . ?”
“Can we build on something you said earlier and
try. . . ?”
“I’d like to try something with you if you’re OK with it. . .”
32. Will
Help your customer commit to specific action.
“Now that we’ve discussed your goals and some options, which of
these do you want to try?”
How will this action help you achieve your goal?
“What steps do you need to take on this before our next meeting?”
“What’s one small thing you could do to move this forward?
“What help do you need from other people, including me?”
“Do you anticipate any problems making this happen? How can you
deal with those problems?”
“Do you have any fears or concerns about taking this action? How can
we address those?”
33. Tips for Implementing GROW
Goals/Reality/Options steps aren’t linear—leave
room to circle around those steps and to further
clarify.
End with Will step—what can the customer agree
to do? What will you do? What will his/her team do?
Focus on asking questions, effective listening
and helping the customer clarify responses,
better understand his/her goals and motivations.
Watch your impulse to tell the person what to do.
Use silence—leave space for thinking.
35. Tips for Building Rapport
Listen with intention
Relate your own experiences and stories.
Practice “generous listening”—what is the honorable
intent in what the customer is saying?
Ask for feedback on your own performance—what
can you improve?
Admit failures and mistakes—and share what you’ve
learned from the experience.
Exhibit your trust in the customer and in his/her skills
and strengths.
36. Tips for Setting Goals
Ask what they want to work on and why they want it—help
them explore not just what, but WHY they want something.
Tie goals to values—what’s important to this person? (Not
what “SHOULD” be important, but what IS important).
Help customer summarize the problem or issue in one simple
sentence.
Use pictures to represent goals and action steps (similar to
vision boarding)
37. Tips for Giving Feedback
Focus on strengths, what the customer has done well—how
can they build on this?
Ask what customer has learned from the experience and how
it might impact future behavior.
Connect to customer values, goals and priorities—how did an
action impact these?
Work on suspending judgment about what customer “should”
do or how he/she “should” be. Help them with what is.
38. Using “Challenges”
A challenge is a powerful request that asks the client to extend
beyond self-limiting beliefs.
Includes a specific action and a date/time for completion.
Clients can respond with yes/no or counter-offer
Examples
“I challenge you to finish that resume by tomorrow morning”
“I challenge you to find three job openings that interest you by
Wednesday.”
39. Using Experiments
Position actions as “experiments”—things to “try out” and learn
from.
Start small and build.
ActReflectAct
Debrief—what happened? How did that feel? What did you
learn from that experience that you can use in the future?
“What can you try next?”
42. Vision Board Prompts
What is my ideal life?
What is my ideal career?
What is most important to me in this world?
What am I passionate about—what do I love doing?
What inspires me?
What are my greatest strengths? What am I really good at?
What are my roles in life and what is important to me in those
roles?
44. What You Focus On Grows
What’s wrong here?
What are the
barriers/obstacles?
What isn’t working?
What weaknesses do I need
to overcome?
Why isn’t this working?
What is working/has worked
in the past?
What opportunities do we
see?
What do I want more of?
What is my positive core that
I can build on?
45. Questions for a Positive Future
“This is my ideal life. . . “
What do you want MORE of in your life?
If success were absolutely guaranteed, what risks would you
take?
What are you excited about in your life right now?
What would a perfect job look like?
What do people always come to you for? What do you you
think you do really well?
46. Positive Planning Questions
What is working that you can build on?
How is your life getting better? How can we
bring more of that into your experience?
Think of a similar situation you handled well.
What made it a success and how could we bring
that learning to this situation?
What changes could we make, no matter how
small, that would make your experience more
enjoyable, effective and/or productive?
55. What’s the Story?
“This is a challenge.”
“This shouldn’t be
happening.”
“I can’t do this.”
“This is an opportunity.”
“This should be happening
because it’s teaching me
something.”
I can do this—I just need to
learn now”
56. Reframing Questions
What can I learn from this?
Who do I know who has
handled this well and what
can I learn from him/her?
How will my life be better after
I’ve worked through this?
What are my greatest
strengths and how can I use
them to help me work through
this?
What am I excited or curious
about in this?
What am I grateful for in all of
this?
57. Career Mastermind Groups
Purpose: Provide ongoing accountability, ideas, support,
resources, trouble-shooting, learning.
Facilitated and co-created by members.
Staff provide structure, support, ideas
Focus is on:
Goals for the week
Progress
Troubleshooting
Just-in-time learning
58. Benefits of Group Coaching
Increased probability of achieving goals
Distribution of obstacles
Collective wisdom and multiple perspectives
Resource sharing
Diffusion of stress
Accelerated motivation
Support & challenge
59. Tips on Group Coaching
Make it different—this is NOT “training”—this is doing!
Help job seekers own the discussion:
What problems/issues do they want to work on?
Encourage them to engage with each other, to ask questions, give
feedback
Discourage turning to you as the “expert.”
Watch for coachable “aha” moments—call attention to them
with the group.
Help them stay on track--avoid black hole discussions.
Finish with an action—”I will. . . “
60. Next Steps. . .
Observe yourself—how are you acting as a case manager?
How are you acting as a coach?
What is ONE strategy you can experiment with?
Talk with colleagues—how could you work together to try out
these strategies and learn from them?
What are YOUR assets and strengths? How can you build
on them to develop yourself as a coach?
Editor's Notes
Extensive brain research indicates that what we think about and do on a regular basis actually wires our brains. Our thoughts and actions create new neural pathways and can wear deep grooves in our brains. We can re-wire the brain when we learn new skills or patterns of thought, but this has to be intentional.
When we are focused on the negative, this tends to reinforce negative thinking patterns—it creates patterns of learned helplessness, where we believe that our actions don’t have an impact in the world so we don’t even try. We will focus first on challenges and then these will seem so overwhelming that we give up on working with anything else. For people with disabilities, this can be an especially powerful “bad habit” depending on their previous experiences.
Vision Boards—can be done on poster board or smaller sheets of sturdy paper
Respond to a prompt (see next slide)—cut out images, words, etc. from magazines. Can add their own drawings, writing, words, pictures that they’ve taken, etc. Idea is to customize and use images to respond to the question.
After customer completes, have them tell you the story of the board—what do the images represent? What do they say about what the person is looking for? Is there any significance to how the images are arranged? What can this tell you about the person’s dreams, aspirations, etc.
Let the customer do most of the talking—you ask questions to draw out more details.
Use the vision board as an aid to planning and as ongoing inspiration—suggest that the customer display it in a prominent place in their home where they can be reminded daily of what they’re working toward. Encourage them to share with their support network—family, friends, etc.
These are possible vision board prompts—people can do more than one or you can work with them to find the best one.
Another way to help someone focus on dreams and aspirations is through positive interviews. This is a technique where we use positive questions to draw out what inspires and motivates the customer.
As we’ve discussed, what you focus on grows in someone’s mind—the question starts you thinking in particular positive or negative directions. Notice the difference in how the mind starts flowing depending on whether you work with the questions on the left or the right.
Turn the normal interview you do into a positive interview by asking different questions—start with questions that will inspire, engage, and motivate. These are questions that help someone envision an ideal future. They can help you get at their dreams.
Have group suggest other questions that could be asked as part of a positive interview format.
Journals are another great tool for reflection—can be written or visual. People can use collage, drawings, pictures they’ve taken, etc. to do a journal entry.
Journals can also be audio or video—the person can record themselves talking about an experience.
Any of the positive questions we’ve discussed can be used as a journaling prompt. We’ll be discussing more potential prompts when we talk about building positive habits with people in a few minutes.
Journaling is a great thing to do after a particular experience—a job interview, to reflect on what they liked in their work day, etc. It’s a good ongoing habit to get into.
Small wins journals—helps track progress, see
This is a daily reminder to do something to move toward dreams or goals—each day the person asks this question, based on what will be happening in that day. So it might be that on one day, it’s making a phone call to someone who might be able to help with the goal. Another day it could be paying attention to what the person enjoys in their work day so that they can be clearer about the kind of work they like to do.
Another good habit is to start helping people learn how to reframe their experiences from the negative to the positive. This can be a powerful way to begin re-shaping thinking patterns.
Help customers see the stories they are telling about their experience—How can you shift from negative language and questions to more positive ways of looking at experiences.
These are examples of some re-framing questions you can use with customers to have them explore what’s going on in a different light.