Mr Paul Siromoni in Kolkata is doing some wonderful work in the context of 'Human Training.' He works with individuals and groups including large Organizations.
Outlined below is an example of the kind of work he does.
Purpose of training: To build the participants, from a formal functional group in the organisation, to becoming a well knit community who will relate to each other more and more as open, authentic and caring persons which will enable them not only to cope with the normal stresses in their day-to-day work but in the strength of their team relationships find freedom and opportunity to be their true creative selves. This will lead to a motivated work force and a more effective organisation. Human beings, to give of their best, need to find and be their true selves in their individual work and in their relationships while working with others.
The method used will help the participants to become aware and internalise the importance and value of the different aspects of understanding, relating and working together. The different dimensions include:
*Becoming aware and accept the Person in the Self, as different from the functional Role or Task.
*Understanding and Relating to the Person in his/her total Self, including feeling, attitude, values and self concept.
*Understand through simulated experience and concepts the importance of accepting and valuing differences between individuals and groups (including departments), and how to develop effective communication, decision making and managing of conflict.
*Looking more deeply into aspects like motivation, values, and leadership styles that lead to positive attitudes in people and facilitate co-operation.
*To learn to allow for greater Creativity in their work place, so that they may be sensitive to the changing environment, and be equipped to seek for new ways of both coping and engaging with it.
*Understanding and experiencing the processes relating to Helping others in their functional roles, where emphasis is not only on getting a task done but in getting the sub-ordinate or colleague to effectively grow in the process and become self-dependent.
*Overall, to develop a perspective on him/her self and the work life beyong oneself to the team, organisation and larger community.
Showing posts with label Training. Show all posts
Showing posts with label Training. Show all posts
Friday, April 11, 2008
Emotional Intelligence and the T-Group
EMOTIONAL INTELLIGENCE AND THE T-GROUP
Some Emotional Intelligence Objectives:
Self-Awareness: Aware of own feelings, Recognition and management of feelings and able to control their impact.
Emotional Resilience: Consistent performance under pressure, Balances individual and team needs with task needs, Retains focus in spite of criticism.
Influence: Appreciation of different perspectives and alternative positions, persuades others and provides rationale for change.
Motivation: Drive/Energy to achieve clear results, Balances short and long term goals, Pursues demanding goals in the face of rejection or questioning.
Intuition: Makes sense of incomplete and ambiguous information to see a pattern and arrives at decisions that can be implemented.
Interpersonal Sensitivity: Takes account of others before coming to a decision, builds awareness and takes others along with self.
Conscientiousness: Commitment, consistency in thought, word and action, Encouraging of others, ethical.
Some T-Group Objectives:
To know self, to know the others in the group, to understand the interpersonal processes that take place between self and the other, to understand the impact of one’s behavior on others and the impact of other’s behavior on self.
My Objective:
To trace the development of Emotional Intelligence through the T-Group – To understand how participating in the T-Group experience develops one’s emotional intelligence. Developing and understanding inner purpose, personal goals, setting personal standards, self regulation and self development in terms of the emotional intelligence objectives as stated above.
This is structured based on 2 modes as below:
Participant Mode: (PM) – As a participant in the group process
Observer Mode : (OM) – Reflections on the participation
Excerpts from the T-group:
(PM) - Initial excitement – wanting to learn – wanting to know people, willing to be guided yet wanting to impress others…
(OM) – Concern for inclusion – do not know what role to play, depending on facilitator for inputs, fear for adequacy – through wanting to impress…Low on emotional intelligence – low on self awareness, self and relationship management since there is a desire to impress and therefore one is not secure about self and about being perceived by the other.
(PM) – “I am DEF. I work with ABC company in the designation of XYZ. My hobbies are UVW…”
(OM) – Role centered – need for status – façade building as in creating an image of self to others – sense of caution…playing safe…….
(PM) – “Excuse me facilitator Sir, but you are not providing any inputs, what are we supposed to do now?”
(OM) – concern over motives, cynicism, conformity to a set pattern of teacher-student, need to define role, false assumption that the facilitator will bail me out in my confusion over what is happening… In terms of Emotional Intelligence: confused over influence issues i.e. unable to appreciate an alternative position, lacking in intuition, lacking in motivation to take lead and explore…
(PM) – Mr X is trying to play leader, he is trying to hijack the group – What will happen to my power status? He is more popular and is trying to win over everybody…
(OM) – False assumptions stemming out of insecurity, facade being threatened, projection, paranoia, resistance, diffused goals, power struggle. Needs to accept motives, trust, let be, allow role to be irrelevant, just be, reduce façade and be realistic. Emotionally needs to be more aware of what is happening to self, why it is happening, build emotional resilience in terms of balancing individual and team needs, appreciate alternative positions in terms of influence, allow for different perspectives and allow for others’ needs.
(PM) – “I understand that you are trying to tell me that I am not spontaneous and think before I talk but I fail to see why you feel that. Could you tell me something more? You feel I have other motives?”
(OM) – A positive step. Confronting. Seeking Feedback. Could have irrational fears. Taking the risk of being challenged. Awareness of interdependence. Retaining focus in the face of criticism. Willing to listen to a different perspective. Interpersonally sensitive.
The above are examples of how emotional intelligence is reflected and developed through the T-group process...
Some Emotional Intelligence Objectives:
Self-Awareness: Aware of own feelings, Recognition and management of feelings and able to control their impact.
Emotional Resilience: Consistent performance under pressure, Balances individual and team needs with task needs, Retains focus in spite of criticism.
Influence: Appreciation of different perspectives and alternative positions, persuades others and provides rationale for change.
Motivation: Drive/Energy to achieve clear results, Balances short and long term goals, Pursues demanding goals in the face of rejection or questioning.
Intuition: Makes sense of incomplete and ambiguous information to see a pattern and arrives at decisions that can be implemented.
Interpersonal Sensitivity: Takes account of others before coming to a decision, builds awareness and takes others along with self.
Conscientiousness: Commitment, consistency in thought, word and action, Encouraging of others, ethical.
Some T-Group Objectives:
To know self, to know the others in the group, to understand the interpersonal processes that take place between self and the other, to understand the impact of one’s behavior on others and the impact of other’s behavior on self.
My Objective:
To trace the development of Emotional Intelligence through the T-Group – To understand how participating in the T-Group experience develops one’s emotional intelligence. Developing and understanding inner purpose, personal goals, setting personal standards, self regulation and self development in terms of the emotional intelligence objectives as stated above.
This is structured based on 2 modes as below:
Participant Mode: (PM) – As a participant in the group process
Observer Mode : (OM) – Reflections on the participation
Excerpts from the T-group:
(PM) - Initial excitement – wanting to learn – wanting to know people, willing to be guided yet wanting to impress others…
(OM) – Concern for inclusion – do not know what role to play, depending on facilitator for inputs, fear for adequacy – through wanting to impress…Low on emotional intelligence – low on self awareness, self and relationship management since there is a desire to impress and therefore one is not secure about self and about being perceived by the other.
(PM) – “I am DEF. I work with ABC company in the designation of XYZ. My hobbies are UVW…”
(OM) – Role centered – need for status – façade building as in creating an image of self to others – sense of caution…playing safe…….
(PM) – “Excuse me facilitator Sir, but you are not providing any inputs, what are we supposed to do now?”
(OM) – concern over motives, cynicism, conformity to a set pattern of teacher-student, need to define role, false assumption that the facilitator will bail me out in my confusion over what is happening… In terms of Emotional Intelligence: confused over influence issues i.e. unable to appreciate an alternative position, lacking in intuition, lacking in motivation to take lead and explore…
(PM) – Mr X is trying to play leader, he is trying to hijack the group – What will happen to my power status? He is more popular and is trying to win over everybody…
(OM) – False assumptions stemming out of insecurity, facade being threatened, projection, paranoia, resistance, diffused goals, power struggle. Needs to accept motives, trust, let be, allow role to be irrelevant, just be, reduce façade and be realistic. Emotionally needs to be more aware of what is happening to self, why it is happening, build emotional resilience in terms of balancing individual and team needs, appreciate alternative positions in terms of influence, allow for different perspectives and allow for others’ needs.
(PM) – “I understand that you are trying to tell me that I am not spontaneous and think before I talk but I fail to see why you feel that. Could you tell me something more? You feel I have other motives?”
(OM) – A positive step. Confronting. Seeking Feedback. Could have irrational fears. Taking the risk of being challenged. Awareness of interdependence. Retaining focus in the face of criticism. Willing to listen to a different perspective. Interpersonally sensitive.
The above are examples of how emotional intelligence is reflected and developed through the T-group process...
Wednesday, April 09, 2008
In a group, moving away from and moving towards...
I picked this up from the net. I want to share it here. I think it is beautiful. Possibly we can move away from some behaviors and move towards other behaviors which can make life more meaningful and relating more satisfying...
BEING WITH A GROUP
1)I move away from fulfilling more ROLE as parent, teacher, or therapist.
I move towards being a full person.
2)I move away from doing what is helpful (my role prescription)
I move towards responding to my feelings and perceptions (showing me)
3)I move away from focussing upon relations between role and role (leader-member)
I move towards focussing upon relations between persons
4)I move away from modeling appropriate or professional behaviors
I move towards sharing all of me (showing)
5)I move away from responding to the other as client, student, child
I move towards responding to the other as a unique, special person
BEING WITH A GROUP
1)I move away from fulfilling more ROLE as parent, teacher, or therapist.
I move towards being a full person.
2)I move away from doing what is helpful (my role prescription)
I move towards responding to my feelings and perceptions (showing me)
3)I move away from focussing upon relations between role and role (leader-member)
I move towards focussing upon relations between persons
4)I move away from modeling appropriate or professional behaviors
I move towards sharing all of me (showing)
5)I move away from responding to the other as client, student, child
I move towards responding to the other as a unique, special person
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