Self - coaching for team coaching

1. SDCC. Social developent & Consultancy centre Jurgita Kadagienė Renata Baltrimienė 2017-06-06 Klaipeda Self-coaching for team coaching

2. Change places those who ... • The player left without a chair becomes the leader. • All players are sitting in a circle, but one chair missing. The leader stands in the middle of the circle and says: “Change places those who ...

3. Exercise “Would you date me?”

4. TEAM MANAGEMENT, PROBLEM SOLVING:Discussion “World cafe”

5. The World Café • The World Café methodology is a simple, effective, and flexible format for hosting large group dialogue. • It is an easy-to-use method for creating a living network of dialogue around different questions. • World Café can be modified to meet a wide variety of needs: Creative Cafés, Strategy Cafés, Leadership Cafés, and Community Cafés.

7. Why The World Café? • The World Café is built on the assumption that ... • People already have within them the wisdom and creativity to confront even the most difficult challenges; • that the answers we need are available to us; and that we are Wiser Together than we are alone.

8. Rules of World Cafe • “Special” environment, most often modeled after a café, i.e. small round tables covered with a checkered or white linen tablecloth, butcher block paper, colored pens. There should be four chairs at each table (optimally) – and no more than five. • One person is the “table host”, who welcomes the group and leads discussion, makes written records. • Small Group Rounds: The process begins with the first twenty minute round of conversation for the small group seated around a table. At the end of the twenty minutes, each member of the group moves to a different new table. • Results: After the small groups “table hosts” are invited to share insights or other results from their conversations with the rest of the large group. These results are reflected visually in a variety of ways in the front of the room.

10. STUDENT’S PSYCHOLOGICAL PORTRAIT:Understanding your personality type

11. One person's pleasure is another's pain. Personality types let us understand this, and why. • Understanding why others act the way they do allows you to know how best to make them happy and how to avoid hurting them. • Understanding why you do the things that you do can boost self-esteem. • It also allows you to better understand your natural strengths, which can help you to decide which path through life you'd be best suited to.

12. Effective way to learn the world around you: types of perception

13. The VARK Modalities • The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information. • Fleming and Mills (1992) suggested four modalities that seemed to reflect the experiences of the students and teachers. • Although there is some overlap between them they are defined as follows.

14. VARK Questionnaire

15. This preference includes the depiction of information in maps, spider diagrams, charts, graphs, flow charts, labelled diagrams, and all the symbolic arrows, circles, hierarchies and other devices, that people use to represent what could have been presented in words. It does include designs, whitespace, patterns, shapes and the different formats that are used to highlight and convey information. When a whiteboard is used to draw a diagram with meaningful symbols for the relationship between different things that will be helpful for those with a Visual preference. Visual (V):

16. Visual Strategies: different formats, space, graphs, charts, diagrams, maps and plans INTAKE. To take in the information: • lecturers who use gestures and picturesque language • pictures, videos, posters, slides • underlining, different colours, highlighters • diagrams, graphs, symbols SWOT – Study without tears: • Reconstruct the images in different ways… try different spatial arrangements. • Redraw your pages from memory • Replace words with symbols or initials You are interested in color and layout and design and you know where you are.You are probably going to draw something.

17. Aural / Auditory (A): • This perceptual mode describes a preference for information that is “heard or spoken.” • Aural persons learn best from lectures, group discussion, radio, email, using mobile phones, speaking, web-chat and talking things through. • The Aural preference includes talking out loud as well as talking to oneself. • Often people with this preference want to sort things out by speaking first, rather than sorting out their ideas and then speaking. • They may say again what has already been said, or ask an obvious and previously answered question. They have need to say it themselves and they learn through saying it – their way.

18. Aural Strategies:listening, discussing, talking, questioning, recalling INTAKE. To take in the information: • discuss topics with others • explain new ideas to other people • describe the overheads, pictures and other visuals to somebody who was not there SWOT – Study without tears. To make a learnable package: • Ask others to ‘hear’ your understanding of a topic. • Read your summarised notes aloud. • Explain your notes to another ‘aural’ person. You prefer to have this information explained to you.The written words are not as valuable as those you hear.You will probably go and tell somebody about this.

19. Read/write (R): • This preference is for information displayed as words: emphasizes text-based input and output – reading and writing in all its forms but especially manuals, reports, essays and assignments. • People who prefer this modality are often addicted to PowerPoint, the Internet, lists, diaries, dictionaries, quotations and words, words, words… • Note that most PowerPoint presentations and the Internet, GOOGLE and Wikipedia are essentially suited to those with this preference as there is seldom an auditory channel or a presentation that uses Visual symbols.

20. INTAKE. To take in the information: Lists, headings, dictionaries Handouts Textbooks, readings Essays Manuals (computing and laboratory) SWOT – Study without tears: Write out the words again and again. Read your notes (silently) again and again. Rewrite the ideas and principles into other words. Organize any diagrams, graphs … into statements, e.g. “The trend is…” You like this slide because the emphasis is on words and lists.You believe the meanings are within the words, so any talk is OK but this handout is better.You are heading for the library. Read/Write Strategies:lists, notes and text in all its formats and whether in print or online.

21. Kinesthetic (K): • By definition, this modality refers to the perceptual preference related to the use of experience and practice (simulated or real). • It includes demonstrations, simulations, videos and movies of “real” things, as well as case studies, practice and applications. The key is the reality or concrete nature of the example. • If it can be grasped, held, tasted, or felt it will probably be included. People with this as a strong preference learn from the experience of doing something and they value their own background of experiences and less so, the experiences of others. It is possible to write or speak Kinesthetically if the topic is strongly based in reality.

22. Kinesthetic Strategies:senses, practical exercises, examples, cases, trial and error. INTAKE. To take in the information: • all your senses – sight, touch, taste, smell, hearing … • field trips and tours • lecturers who give real-life examples • trial and error • collections of rock types, plants, shells, grasses… • exhibits, samples, photographs… • recipes – solutions to problems, previous exam papers SWOT – Study without tears: • Put plenty of examples into your summary. Use case studies and applications to help with principles and abstract concepts. • Talk about your notes with another “K” person. • Use pictures and photographs that illustrate an idea. • Go back to the laboratory or your lab manual. • Recall the experiments, field trip… The ideas on this slide are only valuable if they sound practical, real, and relevant to you.You need to do things to understand.

23. Remember life is multimodal so there are no hard and fast boundaries. • Keep in mind that some people with a multimodal preference need to have the same material presented in several of their modes in order to really learn it, while others can effectively learn using any single one of their multiple preferences.

24. What about Mixtures? Multimodality: • The VARK questionnaire provides four scores and there are mixtures of those four modes. Those who do not have a standout mode with one preference score well above other scores, are defined as multimodal. • They are of two types: • Type One may have two, three or four almost-equal preferences in their VARK scores. • They are context specific: flexible in their communication preferences and who switch from mode to mode depending on what they are working with. • They choose a single mode to suit the occasion or situation. • Type Two are not satisfied until they have had input (or output) in all of their preferred modes. • They take longer to gather information from each mode and, as a result, they often have a deeper and broader understanding. • They may be seen as procrastinators or slow-deliverers but some may be merely gathering all the information before acting – and their decision making and learning may be better.

25. Practice

26. SOCIAL ROLES COGNITION: • We are all equal, but some are more equal than others. In this activity participants experience what it is like to be someone else in their society. The issues addressed include: • Social inequality being often a source of discrimination and exclusion • Empathy and its limits.

27. Exercise “Stereotypes: take a step forward”

28. SOCIAL ROLES COGNITION • This activity is particularly relevant to making links between the different generations of rights (civil/political and social/economic/cultural rights) and the access to them. • The problems of poverty and social exclusion are not only a problem of formal rights – although the latter also exists for refugees and asylum-seekers for example. • The problem is very often a matter of effective access to those rights.

29. STUDENT’S SELF AWARENESS AND POSITIVE SELF EVALUATION: Visual imagination exercise “A way to yourself”

30. Visual Imagery This technique uses your mind to distract you from pain, tension, or problems. It asks you to create images in your mind that are so captivating, so rich in detail, and so all-consuming for your mind, that you get lost in the images your mind creates. Yes. But… there are some guidelines about how to gain the most benefit from this relaxation strategy.

31. How do I visualize? Start the exercise by sitting or lying in a comfortable position and deep breathing. Unlike the tense-relax technique, the focus is not on your body but on a pleasant image. You can leave your eyes open or you can shut them. Most people prefer to close their eyes when creating a mental image. Your image can take you anywhere of your choosing. For example it could be a beach, a mountain retreat, your own back yard, a fishing pond, a clean kitchen with tasty cinnamon buns baking, a favorite restaurant….

32. Practise „Journey to yourself“ Enter Your Image. • As you enter your image notice the view. • What is in the distance? • What do you hear? • Are there any immediate smells or tastes? • Reach out and touch the things in your immediate environment. • How do these things feel? • What is under your feet? How does this feel? • Are there any new smells or sounds? • What is the temperature? Make it comfortable. • Look above you. What do you see? • What do you hear now? • Identify a path along which you will travel as you journey through this place

33. Visual imagery “Journey” • You are walking in the forest and you see the road. How does it look? • You are going further and you see the key lying on the road. How does it look? Do you take it or not? • You are going further and you see the dish (utensil) lying on the road. How does it look? Do you take it or not? • You are going further and see water (pond or basin). How does it look? How much water it containsand how do you contact with it? What do you do with this water? • You are going further and see the building. How does it look? Do you go inside?

34. Please describe every object using 3 words (adjectives): • Forest road • Key • Dish (utensil) • Water (pond or basin) • Building

35. STUDENT’S COMPETENCES FOR CAREER INFORMATION SEARCHING AND AIMING • Collage • “My future life (after 5 years)”

36. Your individual “voice” - autobiografical method

37. Autobiography is a retrospective continuous method by which the individual is encouraged to explore their personal experiences.

38. Autobiografical method • Autobiography has increasingly been drawn upon as a resource and method for investigating social life. • Autobiographical research is part of a more general biographical turn within the social sciences, characterized by an emphasis on personal narratives and the LIFE HISTORY METHOD. • Autobiographical and life history work has a long genealogy, both generally and within the social sciences. Ken Plummer (2001) traces the rise of the “autobiographical society”. • Ken Plummer documents the ways in which the telling of lives has become inscribed within texts, with a move from oral to written traditions. He explores the possible origins of the autobiographical form and the rise of the individual “voice.” • The (reflective) topical autobiographical method has a 'rebirth' in recent years and is utilised by a range of researchers in the human recourse management, psychology and literary disciplines.

39. Writing • Writing is a way to mingle with oneself. • It's as if you close your eyes, cover your ears in order to distance yourself from the surrounding world ... • Open your inner vision, all the attention directed to their most important things ...

40. Discover your own path. Everything about you

41. Discussion • When all pages are filled: • Please choose two major, most interesting things (thoughts, factors, events of your life) that you wrote down. • Could you share these things with other participants of our group? Please read what you wrote down. • You can read only those things that you feel safe to express. • Group rules to other participants:  you have  to take each others words without comments. Accept each other. It is very important to create and ensure confidence in the group.  

42. Discussion • An autobiographic method is like a treasure box. • When we open it we find plenty of briliants, which we can use ourselves or share with those around us. • This helps us decide whether we go in the right direction, which we want. • We can answer ourselves how to take advantage of our skills and experience in order to get closer to our goal.

43. Discussion • What common motivation is observed in your life? • What are the duplications, tendencies? • Who really am I? What kind of values influence me? • Howdoes your past experience affects the present? • What feelings arise when looking at what you wrote? • What do you want now? • Is there something you would like to share? • What is your approach to this method? How would you rate it?

44. How to reach your goals?