Understanding Human Psychology

In my previous blog, I discussed the Telling stage of shared vision development. Today, I want to explore the Selling stage, where leaders actively promote the vision and seek to persuade others of its merits. The Selling stage is a more interactive approach than the Telling stage, as it involves engaging with stakeholders and addressing their concerns. However, it can still be somewhat top-down, as the ultimate decision-making authority rests with the leader. I've witnessed the Selling stage firsthand in various organizations. One example that comes to mind is when a senior manager proposed a new project to the team. Rather than simply announcing the project, the manager took the time to explain the rationale behind it, highlight the potential benefits, and address any concerns or questions. I remember the team being quite fond of the leadership style of involving them, as previously they were always facing telling by the leader. Another instance occurred when a team leader was tr

  Picture yourself in a meeting where you are talking a download of the vision of your organization from the top management and you are tasked to translate it to the teams to get the work done. I am sure it's not difficult to picture this as we all have been there and done that. In my previous blog, I discussed the 5 stages of shared vision as pointed out by Senge in his book Schools that Learn. I will like to share my experiences of each stage in the coming blogs.  The Telling stage of shared vision development: Today, I want to explore the challenges I faced as an HR manager when implementing a top-down vision. While the Telling stage can be effective in providing clear direction, it can also present challenges for those tasked with translating the vision into actionable steps. In my experience, one of the biggest hurdles was ensuring that I fully understood and internalized the vision before communicating it to my team. When the top management outlined the company's strategi

  Peter Senge, in his influential book "Schools That Learn," introduced the concept of the assembly line in education. This concept, borrowed from the industrial age, where assembly lines led to mass production, standardization and quality management. This suggests a sequential approach to learning, where one thing follows another, one process finishes before another starts. Linearity started making way in all aspects of our life, even education. While this model has been effective in certain respects, it can also limit our ability to think critically and holistically about life. The assembly line model in education is characterized by standardized curricula, a focus on grades and exams, and a linear progression through academic levels. While these elements can provide structure and efficiency, they can also stifle creativity and critical thinking. By emphasizing rote learning, focussing on grades and individual components, the assembly line model can overlook the interconnec

  In the realm of coaching, the art of listening often trumps the skill of speaking. While a coach's questions can guide a client, it's the silent moments that truly unlock the potential for deep reflection and transformative insights. Imagine a coaching session with a high-performing executive struggling with work-life balance. They've been juggling demanding projects, a growing family, and a desire for personal fulfillment. As they describe their challenges, the executive's voice gradually slows down, their tone becoming more subdued. This is where silence becomes a potent tool. Instead of offering immediate advice or solutions, the coach chooses to simply listen. The silence that follows doesn't feel awkward; it's a space created for the client to delve deeper into their thoughts and emotions. As the silence stretches on, the executive begins to explore uncharted territories of their mind. They start to question their priorities, their values, and their defin

  Account for What You Know, while celebrating progress and embracing growth" As I reflect on my journey, I've come to realize that it's not about who's ahead of me, but about how far I've come. It's easy to get caught up in comparing ourselves to others, but this mindset only leads to discouragement and neglects our own accomplishments. Instead, I've learned to focus on my progress, no matter how small it may seem. I'm proud of the achievements I've made, the skills I've developed, and the knowledge I've acquired. It's essential to acknowledge and celebrate our successes, rather than discounting them. However, I've also come to understand that there's grace in not knowing everything. It's okay to acknowledge the areas where I need growth and learning. I'm proud to be on a path of continuous learning, embracing new experiences, and expanding my knowledge. And it is also true that only if I do not know there will be a cont

Embarking on the journey to become an NLP (Neuro-Linguistic Programming) Master Practitioner has been an enlightening experience. One of the most profound realizations I've had during this process is the adage, "To teach others is to learn yourself better." This statement has proven to be incredibly true as I navigate through my master practitioner course. The opportunity to teach associate-level students about the NLP communication model has not only deepened my understanding but has also enhanced my ability to apply these concepts in real-life scenarios. Before diving into my teaching experiences, it's essential to briefly explain the NLP communication model. This model explores how individuals perceive and interpret the world around them, emphasizing the interplay between our sensory experiences (visual, auditory, kinesthetic) and our internal responses. By understanding this model, one can better communicate and influence others, leading to more effective coaching