The Solution from Within / La Solution de l'Intérieur

Leadership et musique : apprendre à jouer sa propre partition

Wed, 17 Sep 2025 17:43:30 GMT

Leadership et musique : apprendre à jouer sa propre partition

Je le dis souvent : je suis une musicienne du leadership et du développement . Je compose avec les leaders, mais jamais seule. Parce que le leadership, ce n’est pas l’histoire d’un individu isolé, c’est l’histoire de ses relations .

Et si, au lieu de chercher la perfection impossible, on regardait le leadership comme on regarde la musique ?

1. Personne ne joue pour tout le monde

Il n’existe pas de musicien universel. Mozart, Beyoncé, Coltrane, Nirvana… chacun a son public. Certains adorent, d’autres détestent. Et pourtant, tous ont eu un impact immense.

Le leadership, c’est pareil. Tu ne plairas jamais à tout le monde. Tu ne seras pas le bon leader pour toutes les équipes, toutes les cultures ou toutes les missions. Et ce n’est pas grave. L’important est d’être fidèle à ton style et de créer de la résonance là où elle est possible.

2. Ed Sheeran dans le métro

As-tu déjà vu cette vidéo d’Ed Sheeran qui rejoue une de ses toutes premières performances ? Honnêtement, tu ne lui aurais pas donné dix centimes dans le couloir du métro. Aujourd’hui pourtant, il remplit des stades.

Le leadership, c’est la même histoire. Au début, tu doutes. Ton style est hésitant. Tes décisions paraissent maladroites. Peu de gens croient en toi. Mais si tu continues à pratiquer, à persévérer, à chercher ta voix… tu finis par créer un son unique qui touche les autres.

3. Le mythe du talent : les 10 000 heures

On pense souvent qu’un grand musicien est un génie né. La vérité est plus simple, et plus exigeante : il faut environ 10 000 heures de pratique pour devenir pianiste professionnel. Peu importe le “don” de départ.

Pour le leadership aussi. Il ne suffit pas d’avoir du charisme ou des diplômes. Il faut des heures de pratique : réunions menées, conflits gérés, décisions difficiles, erreurs corrigées. Le leadership n’est pas un don inné. C’est un art de la répétition, de l’endurance, de la progression patiente.

La musique des relations, mon vécu

Le leadership, ce n’est pas l’histoire du leader, c’est l’histoire de ses relations .

Moi, je suis une musicienne du leadership et du développement : je compose, mais jamais seule.

Et puis… il faut que je sois honnête : ces mots, cette partition, ça fait des années que je les pense, que je les imagine, que je les ressens. Et pourtant, ce n’est que l'autre soir, dans la voiture, en rentrant d’un long voyage, qu’il y a eu un déclic. J’ai compris que j’avais besoin de partager. De jouer. De danser. Ou même de chanter, si vous voulez.

Un peu tiré par les cheveux, oui. Mais ceux qui me connaissent savent que je suis assez décalée, parfois un peu dingue, sans pudeur face à mes imperfections. Et c’est ça aussi que je tente de transmettre : pas un leadership figé et parfait, mais un leadership vivant, relationnel, profondément humain.

Parce qu’au fond, comme la musique, le leadership n’existe que quand il résonne chez les autres.

5. Silence, improvisation et authenticité

La musique nous enseigne trois grandes leçons :

Le silence fait partie de la musique. Beethoven disait : “La musique, c’est le silence entre les notes.” Pour un leader, le silence est l’espace de l’écoute, du recul, de la respiration collective.
L’improvisation est une compétence clé. Quand une corde casse, un grand musicien continue à jouer, inventant parfois une mélodie nouvelle. Les leaders aussi doivent improviser quand la partition change, crise, imprévu, incertitude.
L’authenticité touche plus que la perfection. Une note jouée avec émotion bouleverse davantage qu’une performance techniquement parfaite mais froide. En leadership, ton humanité et ta sincérité comptent plus que ton CV ou ton discours.

6. Solo ou orchestre

Un guitariste seul sur scène n’a pas le même rôle qu’un violoniste dans un orchestre. Les deux sont musiciens, mais leur contribution est différente.

En leadership, c’est pareil. Parfois, tu dois être soliste, porter la mélodie, être en avant-scène. Parfois, tu dois être chef d’orchestre, donner le tempo et coordonner les autres. Parfois encore, tu dois être musicien parmi d’autres, accompagnant une partition collective.

Le vrai leadership, c’est de savoir alterner ces rôles sans perdre ton identité.

7. Ton doute est ton accordage

Un violoniste accorde toujours son instrument avant de jouer. Un pianiste vérifie son clavier. Ce doute, ce contrôle, n’est pas une faiblesse : c’est une condition pour jouer juste.

Ton doute de leader joue le même rôle. Il ne prouve pas que tu es mauvais. Il prouve que tu ajustes ton instrument intérieur. Le doute, bien utilisé, est une force : il t’empêche de devenir rigide, il garde ton oreille sensible.

8. La scène et les coulisses

Le concert n’est que la partie visible du travail du musicien. Derrière, il y a les répétitions, les essais, les erreurs, les heures invisibles.

En leadership aussi. Tes équipes voient une décision prise. Elles ne voient pas les nuits de réflexion, les débats intérieurs, les échecs corrigés. Ne minimise pas ce travail de l’ombre : il fait partie de la musique que tu offres.

Conclusion : compose ta musique

Le leadership, comme la musique, n’est pas une quête de perfection mais une quête d’authenticité.

Tu n’as pas besoin d’être un prodige. Tu n’as pas besoin de plaire à tout le monde. Tu as besoin de composer, encore et encore, avec les autres.

Alors, à toi qui doutes : continue à jouer. Continue à répéter. Continue à chercher ton style. Parce que ton leadership, comme une chanson, finira par résonner exactement là où il doit.

Et parce que le leadership ne vit pas dans l’isolement mais dans les relations, j’aimerais lancer une invitation :

Vous avez travaillé avec moi, vous avez été dans mes équipes, vous m’avez croisée sur votre chemin… dites-nous quel leader vous êtes devenu. Quelles notes, quelles erreurs, quelles inspirations vous ont accompagné·e·s ?

Car au fond, ce n’est jamais seulement mon histoire, mais la nôtre.

Et je terminerai avec une phrase que j’adore, qui n’est pas de moi mais que je fais mienne :

“Sois toi, car tous les autres sont déjà pris.”

Amicalement,

Krumma

From Paris to Lausanne to Reykjavík: Preparing Workplace Mental Health for Every Context

Wed, 17 Sep 2025 17:40:59 GMT

From Paris to Lausanne to Reykjavík: Preparing Workplace Mental Health for Every Context

I am posting this, travelling between France and Switzerland, before heading back to Iceland in two weeks. Crossing borders reminds me every time that when you work on mental health and leadership across countries and languages, preparation is not optional – it is the work.

We talk about the same topic – workplace mental health – but the numbers, definitions, and legal duties shift as soon as you cross a frontier. If we want impact, we must adapt.

A few comparisons I have discovered when preparing sessions

Happiness and distress

France: 78% say they feel happy, yet France reports the highest prevalence of depression in Europe, and in 2025 mental health has been declared the Grande cause nationale (Odoxa-MNH 2024; OECD data)
Switzerland: 83% say they feel happy, but 18% report moderate to severe psychological distress (Obsan 2024)
Iceland: ranked consistently in the top three countries for life satisfaction, yet 20–25% of young people report significant anxiety or depression symptoms (World Happiness Report 2024; Icelandic Youth Survey 2022)

Stress at work

France: 69% of employees report feeling fulfilled at work, leaving nearly one in three who do not (OpinionWay 2023)
Switzerland: Job Stress Index shows 26.4% in a favourable balance, 45.4% in a sensitive balance, and 28.2% in critical stress, with an annual cost estimated at 7.6 billion CHF (Promotion Santé Suisse 2022)
Iceland: shorter working week pilots demonstrated lower stress, fewer sick days, and reduced burnout, with productivity maintained or improved (Autonomy 2021)

Students

France : Around 30% of higher education students report psychological distress , and 9–11% symptoms of depression (OVE Barometer 2021; CoviPrev confirms young adults are disproportionately affected).
Switzerland : About 25% of students report moderate to severe depression , 75% report high anxiety , and 9% report a past suicide attempt (OFS 2020; UNES 2023).
Iceland : National youth surveys show 20–25% of adolescents report significant symptoms of anxiety or depression , with consistently higher prevalence among girls (Youth in Iceland, 2022).

Suicidal thoughts

France: 10% of adults reported suicidal thoughts in the past year (CoviPrev 2023)
Switzerland: 3.4% of adults reported suicidal thoughts in 2022 (OFS 2023)
Iceland: about 10% lifetime prevalence and 3% in the past year (Sigurðardóttir et al., 2023, BMC Psychiatry)

What this tells us

Different countries, different baselines, same leadership challenge. Wherever you operate, mental health promotion requires:

Local indicators that reflect real context
Training aligned with culture and language (ENSA in Switzerland, PSSM in France, peer-support traditions in Iceland)
A promotion mindset: workload clarity, autonomy, recognition, and psychological safety

Why this matters right now

In France, 2025 marks mental health as the Grande Cause Nationale.

In just one month, from October 6th to 18th, the Semaines d'Information sur la Santé Mentale (SISM) (Mental Health Information Weeks) will mobilise schools, companies, and institutions to boost awareness and knowledge. The urgency is real – but it is not just France. Switzerland, Iceland, and every international workplace face the same rising tide of stress, anxiety, and disengagement.

This is exactly why I decided to join forces with @ Santé Mentale pour Tous and contribute to the “Let’s talk about Mental Health at Work” Fresco Une fresque pour parler de la santé mentale au travail . It is an atelier designed to help leaders and teams raise awareness, open dialogue, and build preventive practices around mental health at work. Flexible, multilingual, and evidence-based, it is meant to be adapted across borders.

Call to action

If you are leading an organisation in France, Switzerland, Iceland, or beyond, the time to act is now. Mental health is not just a private matter – it is a performance and culture issue that shapes your teams every day.

�� Let’s schedule a conversation and see how you too can promote mental health at work, in your workplace.

Click here to block a moment directly in my agenda

and beyond all,

Take care,

....Success NOT Sacrifice

Coaching Beyond Business: When Leaders Need Space to Breathe

Wed, 17 Sep 2025 17:37:53 GMT

Coaching Beyond Business: When Leaders Need Space to Breathe

I cannot deny that the content of my writing is directly inspired by my practice. Yes, some of my posts are commercial, because I do want to work with you. But more importantly, I am on a mission: to contribute to a world where individuals thrive, where professionals are outstanding, and where organisations perform.

The storms of life are natural. When we accept and navigate them, they become signs of growth.

When the Coaching Room Isn’t About Business

One session this week left me triggered, grateful, honoured, and deeply touched.

Executive coaching with senior leaders is often thought of as business strategy, performance metrics, and career advancement. Yet, in our session, we did not speak one second about business.

We spoke about life. About stress. About sleep. About diet. About relationships. My client, admired, unshakable, always seen as “the rock”, was not in a good place.

And this is exactly what coaching is for: creating a safe space to be human, to be vulnerable, and to process what is really happening.

A Human Being Behind the Rock

My client carries the weight of others. Colleagues, friends, family confide in her because she always copes, always delivers, always holds steady. But here is the truth: she is human. She bends. She breaks. She needs space too.

Today, we created that space.

We assessed her resources to cope. We used the SSSTOPPPP exercise

Stop. Stand up. Shake. Sit. Take a breath. Observe. Plan. Prepare. Proceed. Pulse.

Through this mindful pause, she connected back to herself. She imagined not the big picture of everything that must change, but simply how she wanted to feel tonight. One first step. One small plan. One possibility for relief.

The Ethical Responsibility of Coaching

There is so much noise about coaching today. So many types, so many promises, so many misconceptions. Some of you may think coaching is not for you, or that it doesn’t work.

Here is my conviction: Coaching, when grounded in psychology and ethics, is an essential part of self-care.

A coach trained in psychology knows when to listen deeply, when to observe signs, and when to guide a client toward clinical support. This is not about replacing therapy or medicine. It is about walking alongside someone until they can take the right step.

This morning, that is what happened. We concluded together that clinical support was necessary for her, for her family.

I am not abandoning her. Quite the opposite. We already scheduled our next session in two weeks, not to “fix” but to ensure accountability, to check if she has taken that courageous step, and to walk with her as she integrates it.

Coaching as a Partnership in Humanity

Coaching is not just about business performance. It is about giving leaders, who give so much of themselves to others, the rare gift of being held, listened to, and supported.

This is what real coaching is: a partnership where humanity and performance meet. Where the storms of life are not avoided, but faced together. Where growth emerges from vulnerability.

Because yes, leaders are human too.

The 'Toxic Manager' Does Not Exist

Wed, 17 Sep 2025 17:35:21 GMT

The 'Toxic Manager' Does Not Exist

That’s right. You read it. The “toxic manager” is not born, they are made.

When people say “my manager is toxic” , they are usually talking about behaviour. The lack of empathy. The micro-management. The cutting remark. The absence of recognition. In short: the relationship.

And here lies the paradox: managers are entrusted with the company’s most critical asset, its people . Without thriving people, money, customer satisfaction, and product or service quality inevitably collapse. Yet most managers step into leadership with little or no preparation for this responsibility.

Only four out of ten managers say they received structured training or coaching when taking on a leadership role. That means 60% are expected to manage people, shape culture, and carry strategy into daily reality… without guidance. Imagine asking a doctor to operate without medical school, or a pilot to fly without training. That’s what we do with managers every single day.

So when we see “toxic” behaviours, we need to ask: are these managers inherently bad—or are they unprepared, under-supported, and left to improvise under pressure?

Strategic management research tells us clearly: strategy lives or dies in execution . And who executes? Middle and frontline managers. They are the ones who:

Translate strategy into daily actions
Align operations with organisational goals
Motivate and support employees
Monitor progress and feedback into the system

If they fail on the human side, everything else unravels.

Here’s the uncomfortable truth: toxic behaviours are often the surface symptom of a deeper organisational failure. A system that doesn’t train. A culture that doesn’t support. A leadership pipeline built on hope instead of preparation.

So, what the hell are companies doing?

It’s time to stop blaming individuals and start redesigning the system. Yes, managers must take ownership and ask for development. But the primary responsibility lies with the company. If you want thriving people, performing teams, and sustainable results, you must invest in leadership education and support—not after the damage is done, but from day one.

Call to action

If you are a manager worried that people see you as “toxic” pause, reflect, and ask for the training and coaching you deserve.
If you are a CEO or COO concerned about “toxic managers” in your team, look first at the system. What preparation, what culture, what support have you provided?
If you are working under a so-called “toxic manager” don’t just blame the person. Question the organisation that shaped them.

Because in reality, the toxic manager does not exist. There are only unprepared managers in unprepared organisations.

And this is where the change begins. At Positive Performances , we train managers at every level new, operational, and senior on both the strategic and the human dimensions of leadership. If you want your managers to lead with clarity and care, while executing strategy with impact, it’s time to act.

�� Contact us today to prepare your managers for what really matters: thriving people, outstanding professionals, and performing organisations.

21 jours pour 21 Compétences Essentielles

Mon, 28 Jul 2025 19:38:57 GMT

21 jours pour 21 Compétences Essentielles

�� Et si on arrêtait d’opposer performance et santé mentale ?

Chaque été, on parle de lâcher prise.

Mais combien de leaders, d’enseignants, de parents, de professionnels… reprennent en septembre plus fatigués qu’avant ?

Cette année, je t’invite à un vrai pas de côté.

�� Pas une injonction à te “reposer mieux”.

�� Pas une to-do de plus.

Juste un moment pour muscler ton leadership intérieur.

Pendant 21 jours, je te propose de découvrir quelques unes des audios de mon 'APP' !

Pas pour t’expliquer comment aller bien mais pour te donner les clés pour faire face, avec courage, lucidité et intelligence relationnelle

�� 21 compétences. Cognitives. Émotionnelles. Sociales, basées sur les recommandations de l’OMS.

�� 1 objectif : réussir sans y laisser ta peau.

Pourquoi ?

Parce que 73 % des enseignants vivent un stress constant.

Parce que 66 % des étudiants songent à arrêter.

Parce que 44 % des managers dorment mal.

Et parce que j’ai vu trop de talents s’effondrer.

Je suis convaincue qu’on peut s’épanouir et performer.

Et que cela s’apprend.

�� Lancement dès aujourd'hui avec l'intro (27 min) puis chaque jour 3 minutes d'audio pour chacune des compétences.

Cognitives - Conscience de soi - Connaissance de soi
Cognitives- Conscience de soi - Savoir penser de façon critique
Cognitives - Conscience de soi - Capacité d’auto-évaluation positive
Cognitives- Conscience de soi - Pleine conscience
Cognitives - Maîtrise de soi - Capacité à gérer des impulsions
Cognitives - Maîtrise de soi - Capacité à atteindre ses buts
Cognitives- Prise de décision constructive - Capacité à faire des choix responsables
Cognitives- Prise de décision constructive - Capacité à résoudre des problèmes de façon créative
Émotionnelles - Conscience des émotions et du stress - Comprendre les émotions et le stress
Émotionnelles - Conscience des émotions et du stress - Identifier ses émotions et son stress
Émotionnelles - Réguler ses émotions - Exprimer ses émotions de façon positive
Émotionnelles - Réguler ses émotions - Gérer ses émotions
Émotionnelles - Gérer son stress - Réguler son stress au quotidien
Émotionnelles - Gérer son stress - Capacité à faire face en situation d’adversité
Sociales - Communiquer de façon constructive - Capacité d’écoute empathique
Sociales - Communiquer de façon constructive - Communication efficace
Sociales - Développer des relations constructives - Développer des liens sociaux
Sociales - Développer des relations constructives - Développer des aptitudes et des comportements prosociaux
Sociales - Résoudre des difficultés - Savoir demander de l'aide
Sociales - Résoudre des difficultés - Capacité d’assertivité et de refus
Sociales - Résoudre des difficultés - Résoudre des conflits de façon constructive

Pas besoin de révolutionner ta vie.

Juste avancer. 1 % à la fois.

#CompétencesPsychosociales #Leadership #SantéMentale #Coaching #Éducation #ThriveToPerform #RéussirSansYLaisserSaPeau

OSER AGIR..

Mon, 28 Jul 2025 19:32:57 GMT

OSER AGIR..

Lifelong learning ou rien

Si vous me suivez ici, ce n’est sans doute pas pour mes bons mots ou mon sourire. C’est parce que vous pensez que, peut-être, je partagerai quelque chose d’utile. Un outil. Une perspective. Une piste pour mieux exercer votre rôle de leader dans un monde qui va trop vite.

Alors je me dois d’être à la hauteur.

Chaque année, je choisis de me former. Sérieusement. Avec rigueur. Cette année, c’était le Cycle des Hautes Études de l'Éducation et de la Formation (IH2EF) . 10 mois d’enquête, d’échanges, de déplacements, de débats

�� Ce cycle est organisé par l’ Institut des Hautes Études de l’Éducation et de la Formation , sous l’égide du Ministère de l’Éducation nationale et du Ministère de l’Enseignement supérieur .

Il réunit, pendant 10 mois, 26 à 30 cadres issus de tous horizons, éducation nationale, enseignement supérieur, secteur privé, collectivités, pour une mission stratégique : formuler des propositions concrètes au service de l’évolution du système éducatif français. Les auditeurs sont sélectionnés sur dossier pour leur capacité d’analyse, leur engagement collectif et leur potentiel de transformation.

Participer à ce cycle, ce n’est pas seulement se former : c’est contribuer activement aux réflexions de l’État sur l’avenir de l’éducation

�� 10 mois pour penser l’autonomie

Nous étions 26 auditrices et auditeurs. Issus d’horizons très différents, du supérieur, du scolaire, de l’administration centrale, du privé. Notre mission : explorer ce que veut dire l’autonomie et la responsabilité dans l’éducation aujourd’hui. Pas en théorie. Sur le terrain. En Europe. En France. En parlant avec celles et ceux qui agissent chaque jour.

10 Voyages
Plus de 300 professionnels entendus, des enseignants aux recteurs et anciens ministres.
Débats
Divergences
Convergences
Intelligence collective

Ce que nous avons vu : des solutions locales, des dynamiques incroyables, des freins systémiques, et surtout… des femmes et des hommes qui tiennent à bout de bras un système à bout de souffle.

�� Oser Agir

Le résultat de ce travail, c’est un rapport intitulé "Oser Agir – Leviers pour une autonomie réelle, partagée et assumée."

La remise du rapport a eu lieu au Lab110bis du Ministère de l’Éducation nationale et de l’Enseignement supérieur le 27 juin 2025, en présence de Caroline Pascal , Daniel Auverlot , François Germinet , Frédérique Alexandre-Bailly et @Dominique Marchand.

Ce rapport ne donne pas de leçon. Il propose . Il met en lumière. Il alerte aussi.

�� Car l’inaction a un coût. En ressources humaines. En qualité de service. En confiance.

✅ Et il est encore temps d’agir. Par de petits pas. Par des évolutions concrètes.

Impossible de partager le contenu du rapport ici.

Il sera disponible très prochainement sur le site de IH2EF - Institut des Hautes Études de l’Éducation et de la Formation .

Je le recommande à tous les cadres, formateurs, dirigeants, ou élus qui veulent bâtir des organisations plus humaines sans renoncer à l’exigence .

Dans cette attente, le lien que je fais avec mon travail du développement de leadership et promotion de la santé mentale au travail.

Ce que j’en retiens : 4 piliers d’autonomie durable

Inspirée, depuis toujours, par la théorie de l’autodétermination (Deci & Ryan) , qui identifie 3 besoins fondamentaux : autonomie, compétence, lien, je propose dans mon travail une lecture opérationnelle.

1. Autonomie

Pas une délégation de façade. Créons les conditions pour une capacité réelle à faire des choix pédagogiques, organisationnels, collectifs. �� Recommandation n°6 du rapport : « Accorder de la confiance a priori aux acteurs de terrain ».

2. Responsabilité

L’autonomie sans cadre, c’est de l’abandon. Il faut un espace clair de délibération, de soutien, et de lisibilité. �� Recommandation n°10 : « Garantir l’accompagnement d’un parcours professionnel permettant aux personnels encadrants d’assumer leurs responsabilités ».

3. Relations

C’est le lien interpersonnel et interinstitutionnel qui fait tenir les structures, pas les procédures. La coopération avec les collectivités, les équipes, les élèves, les partenaires. �� Recommandation n°7 : « Développer des espaces de dialogue professionnels ».

4. Reconnaissance

On ne valorise pas ce qu’on ne voit pas. Il faut apprendre à reconnaître les compétences invisibles, les engagements silencieux, les ajustements discrets. �� Recommandation n°8 : « Reconnaitre la mobilisation de compétences diverses et évolutives ».

Et si vous ne deviez retenir qu’une chose ?

�� On n’aide pas un système à évoluer en lui rajoutant des strates. On l’aide en renforçant la capacité d’agir de ses acteurs.

�� Une expérience qui transforme

Alors qu'en tant que coach et consultante je passe mon temps à poser des questions, souvent même en tête à tête avec les dirigeants. Ici, en tant qu’auditrice, j’ai appris à écouter autrement. À ne pas plaquer mes grilles de lecture. À décoder ce qui se dit… et ce qui ne se dit pas. À lire entre les lignes. À chercher les signaux faibles.

Et surtout, à ne jamais oublier que derrière chaque indicateur, il y a une personne qui tente de bien faire.

Notre groupe n’était pas homogène, loin de là. Il y a eu des moments où nous criions pour plus d’autonomie… et d’autres où nous ne voulions surtout pas de la responsabilité qu’on nous proposait. Il y a eu des frictions, des débats, mais toujours du respect.

J’ai rarement vu un collectif aussi mature, aussi solide. Il restera pour moi un exemple de leadership partagé . Et une démonstration que l’intelligence collective est possible, même dans la complexité.

�� Lifelong learning ou rien.

Une parenthèse exigeante, une relance engagée

Ce cycle a été une parenthèse exigeante dans mon doctorat en management stratégique et leadership, que je reprends aujourd’hui avec encore plus de lucidité et de conviction.

Et si vous me connaissez un peu, vous le savez : je suis curieuse, j’aime apprendre, j’aime comprendre. Mais tout ce que j’entreprends, je le fais aussi pour vous .

Pour mieux vous accompagner, vous les leaders, derrière vos titres, vos responsabilités, vos doutes parfois.

Pour mieux servir ma mission : développer des esprits épanouis, des professionnels extraordinaires, et des organisations véritablement performantes.

PS: �� Autonomie, responsabilité… et gratitude

Cette aventure n’aurait pas eu la même portée sans l’ engagement sans faille des équipes de l’IH2EF . Elles nous ont offert un cadre à la fois exigeant et bienveillant, où chacun pouvait oser, interroger, expérimenter – bref, prendre ses responsabilités en toute autonomie .

Merci aussi aux chercheurs, praticiens et intervenants qui ont su nourrir notre réflexion sans jamais l’enfermer. Leur regard extérieur, parfois dérangeant, souvent éclairant, a contribué à décloisonner nos certitudes et enrichir notre action .

Enfin, un mot du cœur pour mes collègues auditrices et auditeurs . Nous étions 26, venus d’univers différents. Nous repartons liés par une estime solide , un langage commun, et la conviction partagée que l’intelligence collective est un levier puissant de transformation publique . Ce cycle a forgé bien plus qu’un réseau : il a bâti des amitiés, au service d’un engagement commun .

Charles Torossian Sylvain Bégué Agnès Castel Florian Prussak Sandrine Bétrancourt Lucas Boudet Odile Cogoluègnes Olivier Pujolar Gwenaël Roudaut Agnès Carel Stéphane Athanase Aurore BRACHET Cathy Verger Marylène Lapalus Krumma Jonsdottir Guillaume Bordry @Lise-marie Puppat, Laurence Resséjac Sébastien LEFILLIATRE Marie-Pierre PILLET Raphaël Labrunye Séverine Verschaeve Graciela PADOANI, PhD Anne Fillaudeau Tilman Turpin Nicolas Durupt Ellen CORDIER Emmanuel Abord de Chatillon Raphaël Matta-Duvignau SERAPHIN ALAVA Pierre-Yves LE TRONG Frédéric Bouvier Ludivine Corbet Dominique Quéré @Catherine Deschamps

Et si on arrêtait de parler de santé mentale uniquement quand il est trop tard ?

Mon, 28 Jul 2025 19:25:02 GMT

Et si on arrêtait de parler de santé mentale uniquement quand il est trop tard ?

Départ matinal pour Orléans.

Aujourd’hui, j’anime une fresque pour parler de la santé mentale au travail auprès de 80 personnes. Difficile de rêver mieux pour ouvrir la Semaine de la Qualité de Vie au Travail.

Bravo à l’entreprise qui va plus loin que l’affichage : plus de 30 salarié·es déjà formé·es au Premier Secours en Santé Mentale .

Et si on arrêtait de parler de santé mentale uniquement quand il est trop tard ?

– 1 adulte sur 5 concerné chaque année par un trouble psychique

– 31 % des salarié·es disent ne pas avoir une bonne santé mentale

– 24 % vivent un épuisement professionnel

– Mais seulement 11 % osent en parler à un·e collègue

Ce n’est pas la vulnérabilité qui épuise. C’est le silence. Les non-dits. Le tabou.

À l’occasion de la Semaine QVCT, vous pouvez faire autrement. Vous pouvez offrir à vos équipes un vrai temps pour parler de ce qui compte.

L’atelier " Une fresque pour parler de la santé mentale au travail ", ce n’est pas une conférence descendante. C’est un format vivant, collaboratif, concret. Trois heures pour poser les bases d’une culture plus humaine, plus sûre, plus juste.

Pourquoi le proposer maintenant ?

– Pour montrer que vous prenez le sujet au sérieux

– Pour créer un espace sans jugement

– Pour prévenir plutôt que réparer

– Pour outiller vos managers et installer une culture de l’attention

Concrètement :

– Groupes de 6 à 16 participant·es par animateur·rice et jusqu'à l'infini (Aujourd’hui, nous serons 6 animatrices pour accompagner 80 personnes).

– 3 heures d’atelier

– À partir de 1600 € HT

– En français, anglais ou islandais

– Sur site ou en format inter-entreprises

– 5 % reversés à Santé mentale France

On ne répare pas des collaborateurs. On prend soin d’êtres humains.

Contactez-moi pour bloquer votre date.

#QVCT2025

PS; la photo d'origine ;-)

Lead, Adapt or Lose Yourself: Les 7 pratiques d’un leadership équilibré

Mon, 28 Jul 2025 19:21:03 GMT

Lead, Adapt or Lose Yourself: Les 7 pratiques d’un leadership équilibré

En 2025, être leader ne veut plus dire avoir toutes les réponses. Cela veut dire traverser les tempêtes sans perdre l’essentiel. Cela veut dire performer sans s’effondrer.

Lead, Adapt or Lose Yourself : Les 7 pratiques d’un leadership équilibré

On les appelle leaders. Mais on ne leur apprend plus à le devenir.

Aujourd’hui, des dirigeants brillants s’épuisent en silence. Ils continuent d’avancer, par loyauté, par pression, par automatisme. Mais ils ne respirent plus. Ils encaissent.

Et quand ils demandent du soutien, on leur renvoie des injonctions :

"Reste positif",

"Tiens bon", "Sois inspirant",

"Sois fort".

J’ai mis un nom sur ce cercle vicieux : le paradoxe HEROic . Un acronyme qui résume les tempêtes intérieures que beaucoup traversent sans le dire :

Helplessness : tout devient flou, trop complexe
Erosion : l’envie, l’énergie, l’élan s’usent
Resistance : le changement fait peur
Overwhelm : on croule sous l’urgence
Insignificance : on ne voit plus l’utilité de ses efforts
Conformity : on perd sa singularité, son feu intérieur

Personne n’est préparé à ça. Ni les jeunes leaders qu’on veut faire monter. Ni les décideurs qui tiennent le cap depuis vingt ans.

Et pourtant… il est possible de reprendre la main.

Il ne s’agit pas de faire plus. Il s’agit de faire mieux. Avec lucidité. Avec force. Avec équilibre.

C’est ce que je propose dans ma keynote :

Lead, Adapt or Lose Yourself – Les 7 pratiques d’un self-leadership équilibré.

Une conférence pensée pour les dirigeants qui veulent :

sortir de la survie ,
retrouver leur pouvoir d’agir ,
et activer un leadership durable, impactant, humain .

Ma méthode repose sur 6 piliers issus de la psychologie positive et du leadership basé sur les forces. Et une 7e pratique pour les ancrer dans le quotidien.

Hope : Voir un futur désirable, même dans la tempête
Self-Efficacy : Croire qu’on peut y arriver, ici et maintenant
Resilience : Tomber sans se briser, repartir sans renier
Optimism : Choisir une lecture constructive de la réalité
Impact : Aligner ses actions avec ce qui compte vraiment
Courage : Oser dire, faire, décider sans se trahir
SSSTOPPPP : Une routine simple pour rester présent, clair, leader de soi-même

Et après ?

Ce n’est pas une conférence théorique. C’est un moment de bascule. Une respiration mentale. Un déclic pour celles et ceux qui veulent continuer à grandir sans y laisser leur peau .

Je propose cette keynote en format 90-360 minutes, en français, anglais et islandais.

Vous animez un club de décideurs, une équipe de managers, une communauté d’apprenants ? Écrivez-moi. Et voyons ensemble comment créer l’impact juste.

Krumma Jonsdottir Fondatrice de Positive Performances

🌍🎓 JOURNÉE INTERNATIONALE DE L'ÉDUCATION 2025 : AGIR POUR UNE SYMBIOSE ENTRE L’HUMAIN ET LA TECHNOLOGIE

Mon, 28 Apr 2025 20:02:17 GMT

�� JOURNÉE INTERNATIONALE DE L'ÉDUCATION 2025 : AGIR POUR UNE SYMBIOSE ENTRE L’HUMAIN ET LA TECHNOLOGIE

Et si l'éducation devenait le rempart contre les dérives de l'intelligence artificielle ? Aujourd'hui, en cette Journée internationale de l'éducation, il est temps d'agir.

[Ce que dit l’UNESCO] « En cette Journée internationale de l’éducation, l’UNESCO invite la communauté internationale à œuvrer, à travers l’éducation, à une symbiose durable entre action humaine et technologique. Elle rappelle que toute paix durable commence par l’éducation. »

Ce message est un appel fort : dans un monde où l’intelligence artificielle transforme nos vies, l’éducation doit rester le moteur de l’autonomie, de la réflexion critique et de la paix.

[Mon constat sur le terrain]

A) En discutant aujourd'hui même avec la direction d’une école supérieure, je partage une inquiétude grandissante : comment limiter l’utilisation abusive de l’IA tout en formant des étudiants à en faire un outil responsable ?

B) En une semaine consacrée à l'exploration de l'autonomie et la responsabilité du système d'éducation Espagnol dans le cadre du Cycles des Auditeur de IH2EF - Institut des Hautes Études de l’Éducation et de la Formation et grâce à Agence Erasmus+ France Jeunesse & Sport , une certitude s’est imposée :

➡️ L’IA ne remplacera jamais l’humain. Mais sans éducation adaptée, elle risque de le déresponsabiliser.

[Agir pour transformer l’éducation]

3 priorités pour cadres et éducateurs :

1️⃣ Développer des compétences humaines clés : pensée critique, gestion des émotions, prise de décision, etc..

2️⃣ Former à une utilisation éthique de l’IA : l’IA est un outil, pas une solution à tout.

3️⃣ Mettre l’humain au cœur de l’innovation : privilégier des approches hybrides qui combinent la puissance technologique avec l’interaction humaine.

Chez Positive Performances, c’est exactement notre mission avec des outils comme KrummAÏ et le modèle hybride Thrive to Perform & Perform to Thrive , conçus pour éduquer et responsabiliser dans un monde en pleine transformation.

Et vous, que faites-vous pour préparer vos équipes ou vos apprenants à coexister harmonieusement avec l’IA ? Partagez vos idées ou initiatives ci-dessous !

[Mon appel à l’action]

Cadres, chefs d’entreprise, enseignants : Et si nous faisions de cette journée un tournant ?

➡️ Pour préserver l’autonomie face à l’automatisation.

➡️ Pour former des individus épanouis et des professionnels exceptionnels, capables de prospérer dans un monde où l’humain et la technologie cohabitent harmonieusement.

�� Rejoignez le mouvement : prenez RV de suite https://meetings-eu1.hubspot.com/meetings/krumma ou visitez notre site pour explorer nos activités www.positiveperformances.org

#ThrivetoPerform

#KrummAI

#JournéeInternationaleDeLEducation

#IAetÉducation

#LeadershipResponsable

#AutonomieEtResponsabilité

#PerformanceEtBienÊtre

Je refuse de rester spectatrice...et toi ?

Mon, 28 Apr 2025 19:59:23 GMT

Je refuse de rester spectatrice...et toi ?

Santé mentale des jeunes : un constat alarmant, des solutions concrètes

Entrepreneurs, managers, RH, directeurs d’école :

OUVREZ LES YEUX.

Le 19 février 2025, le gouvernement a publié des chiffres qui confirment une réalité inquiétante : la santé mentale des jeunes de 18 à 24 ans continue de se dégrader. Alors que 55 % d'entre eux déclaraient en décembre 2024 avoir déjà rencontré un problème de santé mentale, seuls 23 % disent aujourd'hui prendre activement soin de leur bien-être*.

❌ Attendre que la situation empire n’est plus une option. ❌

Pourquoi un tel écart ? Parce que l’information ne suffit pas. Sensibiliser, former et accompagner sont des actions essentielles pour prévenir les crises et aider les jeunes à développer les compétences nécessaires à leur équilibre et leur réussite.

Les jeunes face à un mur invisible

L’adolescence et le début de l’âge adulte sont des périodes de transformation intense. Identité, autonomie, choix d’orientation… autant de changements qui, lorsqu’ils sont mal accompagnés, peuvent entraîner stress, anxiété et sentiment de solitude. Le problème n’est pas tant le manque de solutions que leur sous-utilisation. Les jeunes ne savent pas toujours où trouver de l’aide, n’osent pas en parler ou ne perçoivent pas l’importance de leur santé mentale avant qu’il ne soit trop tard.

Et pourtant, ces jeunes sont déjà chez vous !

Ils sont vos salariés, apprentis, stagiaires, étudiants. Ils évoluent dans vos entreprises, vos écoles, vos institutions. Nous avons une responsabilité envers eux.

Attendre la crise ou agir en amont ?

Les mesures de correction (consultations gratuites, numéros d’urgence) sont nécessaires, mais elles interviennent souvent trop tard. Le vrai levier d’action est dans la prévention et l’apprentissage.

C’est pourquoi chez Positive Performances , nous sommes plus déterminés.

✅ Nous sommes désormais deux à animer la Fresque de la Santé Mentale , un atelier interactif permettant de comprendre et de mieux prévenir les enjeux de santé mentale.

✅ Nous sommes retenus pour la 5ème promo du le Labo EdTech avec CY Transfert et UCL Londres pour développer des solutions innovantes en faveur du bien-être et de la performance durable (à partir du mois de mars).

Mais surtout, nous proposons aux entreprises et aux établissements scolaires des solutions concrètes, accessibles immédiatement.

Des solutions pour sensibiliser, former et accompagner

�� Dirigeants, RH, managers, enseignants : il est temps d’agir. ��

Proposez la Fresque de la Santé Mentale à vos équipes et étudiants pour ouvrir le dialogue et mieux comprendre les enjeux.
Donnez-leur accès à l’application gratuite TTP , qui permet d’apprendre à renforcer sa santé mentale et sa performance au quotidien.
Formez-les aux compétences psychosociales recommandées par l’OMS , essentielles à une vie personnelle et professionnelle équilibrée.
Offrez du coaching (virtuel avec KrummAï ou en personne avec un de nos coach) et de la supervision à vos managers et dirigeants pour favoriser un environnement de travail plus sain et plus performant.
Offrez à votre équipe la possibilité de devenir "Secouriste en Santé Mentale" grâce à la formation PSSM.

Ne laissons pas ces chiffres empirer.

On n’attend pas qu’un bâtiment brûle pour installer des extincteurs. Pourquoi attendre que la santé mentale s’effondre avant d’agir ?

�� Vous dirigez une entreprise, un établissement scolaire, un centre de formation ? Parlons-en.

Je refuse de rester spectatrice… et toi ?

* https://www.info.gouv.fr/actualite/la-sante-mentale-chez-les-jeunes-de-18-a-24-ans-comment-les-accompagner-et-les-aider

Want to Get Great at Something? Get a Coach

Mon, 28 Apr 2025 19:51:56 GMT

Want to Get Great at Something? Get a Coach

Reflections sparked by a TED Talk… and a message from my dad

This afternoon, I received a message from my father Jon S Magnusson .

That alone was enough to pause me in my tracks. He is not only my dad. He is also my mentor, my life coach, and one of the wisest mirrors in my life. When he sends me something, it matters.

This time, it was a TED Talk. Dr Atul Gawande’s “Want to get great at something? Get a coach.”

Fifteen minutes later, I was reminded why we do what we do at Positive Performances. And why no one, no matter how skilled, should ever have to walk the path of growth alone.

You Cannot See Yourself Without a Mirror

Dr. Atul Gawande , a world-class surgeon, makes a bold and beautifully honest confession. Despite his experience, he was plateauing. He felt stuck. Not in failure, but in repetition. Competence had become routine. Progress had slowed.

His solution was not more practice, more reading, or more willpower. It was bringing in a coach. A former surgeon. Someone to observe, reflect back, and help him grow.

That is the heart of the message. No matter how far you have come, you need feedback. You need someone who sees what you cannot. You need someone who helps you refine what you already do well.

Not because you are failing. But because you care about excellence.

Coaching, Mentoring, and the Space Between

Some parts of the TED Talk sound more like mentoring than coaching. The coach Dr Gawande chose was someone who had done the job before him. That fits the definition of a mentor.

But the truth is that most meaningful support lives in the space between. At Positive Performances , we embrace both. We do not draw rigid lines between coaching and mentoring. We ask instead: what does this person need to move forward, thrive, and sustain progress?

Whether it is reflective questioning, expert input, skill building, or feedback on blind spots, we deliver support tailored to real life. This is why the TED Talk resonates so deeply with our approach.

What This Means for Thriving and Performing

We work every day with professionals, students, teachers, managers, and leaders. Many are already doing well. But they want more. Not more pressure. More clarity. More direction. More impact.

And, they want to do it without losing their minds or health. Because success without wellbeing is fragile. And wellbeing without progress can feel stagnant.

Our framework at Positive Performances is clear. We want thriving individuals, outstanding professionals, and performing organisations.

To get there, you need tools. You need guidance. You need someone who can see beyond the story you are telling yourself and invite you to grow with purpose.

A Personal Reflection

This TED Talk hit home not just because of the message, but because of who shared it with me.

My father has been my guide since the very beginning. He was the first person to coach me long before I knew what coaching meant. He asked me questions that made me think. He listened without interrupting. He more than often let silence teach.

He believed that my potential was not defined by my current performance. And he still does.

That is the energy we bring into every relationship at Positive Performances. Not because we have all the answers, but because we know how powerful it is to walk beside someone who believes in your growth.

Important Note

Although parts of the TED Talk relate more closely to mentoring, the essence is completely in line with the work we do.

We build spaces for reflection, clarity, resilience, and progress. We combine coaching and mentoring to serve the real challenges of real people. And we never confuse performance with perfection.

So. Are You Ready?

Watch: Click here

Then reach out.

Not just to improve what you do. Not just to feel a little better. But to truly progress without sacrificing your mind, your health, or your sense of self.

You do not have to choose between thriving and performing. With the right support, you can do both.

And you deserve both.

Your sincerely

Krumma

Je sais où je vais. Tu viens avec moi ?

Mon, 28 Apr 2025 19:46:54 GMT

Je sais où je vais. Tu viens avec moi ?

Après plus de 30 ans d’expérience à apprendre, construire, expérimenter, tester, améliorer… Après avoir réuni une équipe de 7 coachs, une cheffe de projet, une responsable marketing, un webmaster… Après avoir développé une appli mobile, des programmes en lycées pros, en entreprises et en enseignement supérieur…

Positive Performances est prêt à changer d’échelle. Et pour cela, je cherche un(e) associé(e) stratégique.

Sj jamais tu ne le savais pas trop....Qui sommes-nous ?

Positive Performances , c’est un consortium EdTech & Leadership qui forme des leaders capables de réussir sans sacrifier leur santé mentale .

Notre vision :

Des individus épanouis, des professionnels remarquables, des organisations performantes.

Nous allions psychologie positive , sciences comportementales , coaching stratégique et technologie pour construire une nouvelle culture de la réussite.

Nous sommes actuellement accompagnés par un accélérateur qui renforce notre légitimité scientifique et EdTech , et nous développons notre impact à l’échelle nationale et internationale.

Qui je cherche ?

Un(e) entrepreneur(se) ou business developer qui vit déjà de son activité, avec une appétence forte pour :

✔️ L’IA, l’EdTech, le leadership, la santé ou la promotion de la santé mentale

✔️ La prospection B2B , la création de partenariats , le suivi client

✔️ La réponse à des appels d’offre , la recherche de subventions et concours

✔️ L’envie de s’engager sur un projet à impact humain, social et économique

Pourquoi maintenant ?

Parce que tout est prêt. Parce que l’énergie est là. Parce que les bases sont solides.

Et parce qu’il ne manque plus que toi.

Tu veux en discuter ? Écris-moi directement ici ou sur : krumma@positiveperformances.fr

Et si tu penses à quelqu’un, transfère-lui ce message:
"Chez Positive Performances, on croit en une autre façon de réussir. Si tu veux toi aussi performer sans y laisser ta peau, alors peut-être qu’on doit se rencontrer."

Open Letter to Directors, Managers, HR Leaders, and Educators Across Sectors

Mon, 28 Apr 2025 19:41:50 GMT

Open Letter to Directors, Managers, HR Leaders, and Educators Across Sectors

Subject: Thrive to Perform, Perform to Thrive – A Call to Build Learning and Working Cultures where Individuals Thrive, Professionals Stand Out and Organisations Perform.

Dear Leaders and Changemakers,

In a world where mental health challenges, emotional fatigue, and disengagement are becoming the norm, the question is no longer “Should we do something?” but “How fast can we impact?”

After more than a decade spent researching the science of wellbeing, leadership, and performance and applying it across education, hospitality, and business, I founded Positive Performances to deliver what I believe every school and every organisation needs:

'A system where mental health promotion and leadership development go hand in hand' .

From universities and vocational schools to corporate teams and executive boards, our mission is simple:

' To help people succeed without losing their minds or their health' .

Why does this matter to you?

Because whether you manage a university, lead a corporate team, oversee HR operations, or teach the next generation, your success depends on something invisible yet essential: the psychosocial competencies of yourself, your people, and your students .

These 21 life skills, endorsed by the WHO, OECD, and leading academic institutions, are the foundation for unlocking motivation, performance, collaboration, and resilience . We believe they should be accessible to every learner, every educator, and every professional .

They are what allow people to:

Regulate emotions
Make responsible decisions
Collaborate effectively
Cope with stress and adversity
Lead with courage, purpose, and clarity

They don’t just improve wellbeing. They drive engagement, retention, innovation, and performance.

Don’t Know Where to Start? Start Here.

Sometimes, the most powerful transformation begins with a conversation.

Our workshop, “A Mental Health Map – A Workshop to Open the Conversation at work”* is designed to open up honest dialogue in teams and classrooms. In just a few hours, it helps participants break taboos, develop awareness, and start shaping a culture of empathy, clarity, and care.

Format : 4-hour in-person session
Audience : Students, educators, HR teams, managers, executive boards
Group size : 8–10 people per table (multi-table format available)
Impact : Reduce stigma, spark collective intelligence, and inspire actionable change
Bonus : Add a plan of action or continue with certified Mental Health First Aid (PSSM2)

It’s a simple, effective way to open the door — and set the tone for more.

Then Our 3 Modes of Collaboration:

A. Tailor-Made (“Clé en main”) – We Do Everything for You

For institutions and organisations seeking full-spectrum transformation.

Hybrid Courses for Students and Teams Customised e-learning combined with in-person or live-facilitated sessions to create applied learning experiences at every level.
Leadership 360° Training From the fundamentals of leadership to ethical decision-making and coaching, our five-level programme prepares leaders for today’s complex realities.
Psychosocial Competencies: 'Discover, Regulate, Act' We guide learners through the 21 WHO-endorsed psychosocial competencies, from self-awareness to collaboration and resilience.
Strategic Culture Shift Our experts support your leadership, culture, and wellbeing strategy using diagnostics (DiSC, Observatories), structured coaching, and executive workshops.

We design it. We deliver it. You collect the results.

B. Collaborative – We Guide Your Teams

For teams ready to build their own internal capacity.

Train-the-Trainer Programmes Your educators, facilitators, coaches or managers learn to master and teach the 21 psychosocial competencies using our signature CPS Cards , alongside our complete 360° Leadership Curriculum.
Hybrid Training Tracks We provide access to our mobile app, blended learning journeys, practical exercises, assessments, and reflection guides to help your teams embed what matters.
Empowered Rollout We coach and support your implementation but you keep the reins. Autonomy with impact.

Together, we co-create lasting transformation.

C. Enriching Your Programmes – 100% Digital

Designed to enhance and scale your existing initiatives.

Thrive to Perform App Our web and mobile platform offers structured micro-learning, built around four key stages: Self-Awareness, Self-Management (HEROIC), Social Awareness, and Social Influence. It is designed to enrich and integrate seamlessly into your existing academic or organisational development strategy.
For Students, Teachers, Employees and Managers All users benefit from interactive reflections, exercises, and self-paced challenges with personal progress tracked along the way.
Level 1.1 is Free To ensure universal access to the fundamentals of mental health and performance preparation. Levels 1.2 to 4 are additional modules available for individuals or institutions, scalable and adaptable to your needs.

You plug it in. Your people grow. You scale it up. Your culture evolves.

Tools & Resources Designed for All Stakeholders

For Teachers, Coaches Trainers & Managers Our CPS Card Sets bring psychosocial skills to life with engaging prompts, group exercises, and real-world case applications in both classrooms and corporate settings. https://www.positiveperformances.org/en/la-boutique/
For HR & Learning Leaders DiSC behavioural profiling, certified coaching, and our digital observatories provide powerful tools to assess, develop, and sustain workplace wellbeing.
For Students & Emerging Leaders The HEROIC journey fosters self-efficacy, resilience, optimism, and courage — qualities proven to enhance personal and professional success.
For Lifelong Learners �� Storm-Driven Growth — a four-part book series that offers a transformative path to becoming a thriving individual , an outstanding professional , and a driver of organisational performance . Each book weaves together evidence-based tools, personal reflection, and strategic leadership insights, perfect for those ready to grow, lead, and make impact without burning out. https://amzn.to/427CSEO

Outcomes That Matter

✔ Increased motivation , focus , and psychological safety

✔ Improved leadership capacity at all levels

✔ Greater retention , performance , and team cohesion

✔ A culture where people are not only productive but proud to belong

Because when individuals Thrive , professionals Stand out , and organisations Perform .

Let’s Talk

Whether you want to start with a simple conversation , launch a long-term strategy , or empower one team at a time , we’re here to support your next step with tools that are evidence-based , accessible , and tailored to your reality .

Not sure where to start but desperate for an immediate impact? Book our mental health workshop or a keynote session and spark the shift your people are waiting for.

With optimism and conviction,

Krumma Jonsdottir

Founder & Performance Strategist

�� www.positiveperformances.org

�� krumma@positiveperformances.fr

*Une fresque pour parler de la santé mentale en entreprise,trademark by https://www.santementalepourtous.net/

SSSTOPPPP: The Emotional Goal Exercise for Decisive Action - From Stop FULL SSSTOPPPP the 1st book in the Storm Driven Growth Tetralogy

Sun, 09 Mar 2025 19:29:15 GMT

SSSTOPPPP: The Emotional Goal Exercise for Decisive Action - From When Emotional Intelligence meets Resilience, 1st book in the Storm Driven Growth Tetralogy

Whether it’s going to the gym, not having another slice of cake, skipping that fourth cup of coffee, changing jobs , or declining a business opportunity that doesn’t align with your values ; decision-making is rarely easy.

The hardest part? Making the decision .

The second hardest? Following through with it .

So how do you create the right conditions to make the right, responsible choice and stick with it ?

That’s where SSSTOPPPP comes in; a structured emotional goal-setting exercise designed to help you regulate your emotions, align your actions with your values, and move forward with clarity and confidence.

Click here to get your copy NOW

SSSTOPPPP: Step-by-Step Breakdown

STOP

Identify how you feel about the thing you should or shouldn’t do, want to do, or dream of doing. Ask yourself:

What emotions am I experiencing right now?
Am I feeling resistance, fear, excitement, or pressure?
What deeper values or concerns are influencing my hesitation?

1️⃣ STAND UP

Just stand up. The simple act of standing interrupts negative mental loops and prepares you for action.

2️⃣ STRETCH

Stretch your body from top to toe. Physical movement shifts energy, releases tension, and increases mental clarity.

3️⃣ SIT DOWN

Ground yourself. This is about creating stability, mentally and physically, to make a deliberate, thoughtful decision.

4️⃣ TAKE A BREATH

Deep, intentional breathing to centre yourself.

Inhale confidence, exhale doubt.
This helps regulate emotions and prepares you for clear thinking.

5️⃣ OBSERVE

Take a step back and analyze the situation:

What are the facts?
What’s holding me back?
Are my emotions clouding my judgment, or are they pointing me toward an important insight?

6️⃣ PLAN

Define how you want to feel after making and executing your decision.

Do you want to feel proud? Aligned with your values? Confident in your leadership?
Let that desired emotional state guide your next steps.

7️⃣ PREPARE

Build a SMART plan: Specific, Measurable, Achievable, Relevant, Time-bound with three simple steps to move closer to your goal.

Keep it practical and actionable.

8️⃣ PROCEED

Execute the plan. No overthinking, just take the first step .

9️⃣ PULSE

Regularly check in with yourself.

Are you moving in the right direction?
Are adjustments needed?
Pulse with passion, ambition, and compassion, stay connected to your intention.

Example 1: Personal Decision on Healthy Lifestyle

Scenario : You’ve been meaning to start a morning workout routine, but you keep hitting the snooze button and telling yourself you’ll “start tomorrow.”

Applying SSSTOPPPP:

STOP → Recognize your hesitation: “I feel sluggish, unmotivated, and guilty about skipping workouts.”
STAND UP → Just stand up. Get out of bed. Change your state.
STRETCH → Move your body to wake up your muscles and shake off the mental fog.
SIT DOWN → Take a moment to set your intention.
TAKE A BREATH → Inhale deeply and reset your mind.
OBSERVE → Notice your self-talk: "Am I making excuses? Do I really not have time, or am I just avoiding discomfort?"
PLAN → Decide how you want to feel: “I want to feel energized and strong after my workout.”
PREPARE → Set three simple steps: Put workout clothes next to the bed. Start with just 10 minutes of movement. Have a reward (good coffee, energizing music) post-workout.
PROCEED → Get up and do it! Even if it’s not perfect.
PULSE → Check in after a week: Do you feel more energized? Adjust if needed, but keep the momentum.

Outcome? You’ve built a new habit, not just made a one-time decision.

Example 2: High-Level Business Decision for CEOs

Scenario : You’re the CEO of a company considering a lucrative deal, but something feels off. The partnership is financially attractive, but the company’s values don’t fully align with your organization’s long-term vision.

Applying SSSTOPPPP:

STOP → Identify how you feel about this deal: “Excited about the revenue, but uneasy about the long-term implications.”
STAND UP → Stand up from your desk. Shift your energy to gain a fresh perspective.
STRETCH → Loosen tension in your body—stress can cloud judgment.
SIT DOWN → Refocus with intent.
TAKE A BREATH → Deep breathing to regulate emotions and eliminate knee-jerk reactions.
OBSERVE → Analyze the situation objectively: Are you making this decision out of short-term pressure or long-term strategy? Would this deal compromise company values or mission? How would this decision affect employees, stakeholders, and brand reputation?
PLAN → Define how you want to feel after making the right choice: “I want to feel aligned, proud, and confident that we’re staying true to our mission.”
PREPARE → Build a SMART plan with three steps: Conduct a deeper values-based assessment of the deal. Consult with key stakeholders for alternative strategies. Prepare a response that aligns with company vision.
PROCEED → Take action—either renegotiate the terms or decline with confidence.
PULSE → Regularly check the company’s alignment with values. Was this the right call? If new opportunities arise, use SSSTOPPPP again to reassess.

Outcome? A decision that strengthens the company’s integrity and long-term success.

From Hesitation to Empowerment

Decisions shape the trajectory of your health, business, and life . Instead of letting emotions, pressure, or habits dictate your choices, SSSTOPPPP gives you a structured way to make conscious, values-driven decisions with clarity and confidence.

Want to go further? Whether you're working on personal growth, leadership effectiveness, or business strategy, Positive Performances' mission is to help you succeed without losing your mind or health.

If you’re ready to take control of your decisions and lead with intention, reach out to me for an appointment with me or one of the Positive Performances coaches . We can walk you through your challenges and help you build multidimensional well-being and success.

My Agenda: Clic here

�� Let’s talk, your future self will thank you!

#DecisionMaking #Leadership #SelfRegulation #EmotionalIntelligence #SSSTOPPPP #MindfulLeadership #ThriveToPerform #PerformToThrive

Intellectual Honesty: The Foundation of Critical Thinking in an Uncertain World

Sun, 09 Mar 2025 19:09:08 GMT

Intellectual Honesty: The Foundation of Critical Thinking in an Uncertain World

In a world where complexity is rising and trust in information is declining, intellectual honesty is no longer just an academic virtue, it’s a practical necessity . Whether you are a leader, educator, or decision-maker , the ability to think critically and make evidence-based decisions can mean the difference between progress and stagnation .

Yet, the very foundation of evidence-based practice is under threat . The recent U.S. government decision to cut research funding is a stark reminder that we cannot take knowledge creation for granted. When research budgets shrink, so does our ability to ask the right questions, test assumptions, and advance society with rigor and integrity .

Beyond Research: Evidence-Based Practice as a Leadership Imperative

I am not a full-time researcher , I am an evidence-based practitioner . My work is about helping individuals and organizations thrive , not by offering quick-fix solutions, but by applying what research teaches us in a practical and impactful way . In my book, Storm-Driven Growth , I emphasize that leadership and mental fitness require a mindset shift:

From relying on opinions to challenging assumptions.
From seeking comfort in certainty to embracing the discomfort of critical thinking.
From chasing short-term wins to building long-term competence.

The WHO lists Critical Thinking as one of the 21 essential psychosocial competencies —not just for scholars, but for anyone navigating life’s uncertainties. Yet, this skill is rarely developed in traditional education and even less so in leadership development .

Intellectual Honesty: The Missing Piece in Leadership Development

Intellectual honesty is about more than just avoiding falsehoods. It requires:

�� The courage to admit what we don’t know.

�� The discipline to seek evidence before making claims.

�� The humility to change our views when new data emerges.

It is not a luxury , it is a survival skill . In today’s volatile world, leaders who ignore facts or cling to outdated models don’t just fail; they fail others .

The Cost of Ignoring Critical Thinking

When research funding is cut , it is not just the academic world that suffers. It is business leaders, educators, policymakers, and individuals who rely on data-driven insights to make informed decisions. Misinformation thrives in the absence of rigorous inquiry.

The question is: How do we ensure the next generation of leaders is equipped with the skills to think critically, challenge assumptions, and make evidence-based decisions?

A Call to Action: Thrive to Perform, Perform to Thrive

At Positive Performances , we help current and future leaders develop the intellectual tools to navigate uncertainty with clarity and confidence . Our approach integrates:

✅ Psychosocial Competencies – Teaching critical thinking as a life skill.

✅ HEROIC Leadership – Building resilience through evidence-based mental fitness.

✅ Applied Learning – Making research actionable for real-world impact.

As I often say: It’s not about having all the answers, it’s about knowing how to find them .

" L a boutique" Positive Performances : Clic here

The Book : Clic here

The Illusion of Success: Why Overworking Is Not the Answer

Tue, 25 Feb 2025 16:20:14 GMT

The Illusion of Success: Why Overworking Is Not the Answer

Are You Working Too Much? The Coaching Insights That Might Change Your Life

The Illusion of Success: Why Overworking Is Not the Answer

In my coaching sessions, I see it all the time, high achievers running themselves into the ground, convinced that working harder, longer, and faster is the only way to succeed. They tell me they have no choice, that slowing down is not an option.

But here’s the truth: success is not a synonym for exhaustion.

Too often, we equate success with sacrifice, sacrificing our time, our health, our relationships. We wear overwork like a badge of honour, but at what cost? Leaders, managers, and professionals across industries fall into this trap, missing the warning signs until life forces them to stop.

Through coaching, I help my clients see what they often refuse to acknowledge: overworking is not sustainable, and it’s not the same as high performance.

The Silent Signs You’re Working Too Much

Overworking doesn’t always announce itself loudly. It sneaks up in subtle ways:

You lose track of time and forget to eat, rest, or even breathe between meetings.
Your mind constantly races, even when you’re supposed to be off the clock.
The things that once brought you joy, hobbies, family time, simple pleasures, start to feel like chores.
You obsess over the smallest details, but your big-picture thinking suffers.
You find yourself more irritable, anxious, or simply exhausted all the time.
You begin making mistakes, not because you don’t care, but because you’re too drained to focus.

At first, you might justify it: It’s just a busy season. It will get better after this project. I just need to push through. Until one day, your body, your relationships, or your mind say: Enough.

Check out where you stand right now, ask KrummAï the virtual coach. Click here now.

When Life Forces You to Stop

Some of my clients don’t realise they’ve been overworking until life steps in and forces them to stop—through illness, burnout, or a personal crisis. A health scare makes them reassess their choices. A loved one’s frustration makes them question their priorities. An unexpected life event makes them wonder why they’ve been so absent from their own story.

The realisation hits like a storm: Why did I let it get this far?

But here’s what I tell them: You don’t have to wait for a breakdown to make a change.

Managing Life Like a Garden: The Real Definition of Success

Success isn’t about relentless hustle. It’s about knowing how to tend to the different parts of your life like a well-balanced garden. Some areas need daily care, others seasonal attention. If you pour everything into one corner and neglect the rest, your garden, your life, will wither.

A thriving professional life should not come at the expense of your health, your relationships, or your well-being. The most effective leaders I know are not the ones who grind themselves into exhaustion, but the ones who know when to push and when to pause.

The Coaching Shift: Learning to Slow Down Before Burnout Strikes

Through coaching, I’ve seen incredible transformations in clients who once believed that overwork was the only way. Here’s what they learned:

Boundaries are essential. Knowing when to stop working is just as important as knowing when to start.
Delegation is a skill, not a weakness. You don’t have to do everything yourself.
Success includes well-being. What’s the point of winning at work if you’re losing everywhere else?
Slowing down fuels creativity and impact. The best ideas come when your mind is not drowning in stress.

Practical Steps to Reclaim Balance

If you’re reading this and recognising yourself, here are some small but powerful shifts you can make:

Start paying attention. How do you feel, physically, mentally, emotionally, at the end of each workday?
Set clear stopping points. Work will never be ‘done.’ Choose a time to step away.
Reintroduce joy. What’s one activity you’ve neglected that used to make you happy? Do it this week.
Talk to someone. A friend, a mentor, or a coach can provide valuable perspective.
Develop psychosocial competencies. Strengthen self-awareness, emotional regulation, and resilience. Click here to get your set now.
Start taking care of your garden using the Thrive to Perform APP, the 1st level is free and then only 49€ per additional level. Click here to start.
Try KrummAï, the virtual version of me as a coach. Get 30 days free and then continue for just €49 per month. It’s an accessible way to receive guided support whenever you need it. Click here now
Ask yourself: What am I really chasing? If success costs you everything, is it truly success?
Seek support. Whether through coaching, mentorship, or honest conversations, don’t try to navigate this alone.

The Final Thought: Don’t Wait Until It’s Too Late

I see it every day, the leader who realises too late that their relentless pursuit of success came at too great a cost. Don’t let that be you.

Your career, your impact, your legacy should be built on sustainable excellence, not self-destruction.

If you feel like work is taking over your life, consider this your wake-up call. It’s time to redefine success. It’s time to start managing your life like a thriving garden, not a battlefield.

And if you need help figuring out how, let’s talk. C lick here

Le Prix du Silence : Osez Regarder la Vérité en Face et Agissez

Fri, 03 Jan 2025 12:07:17 GMT

Le Prix du Silence : Osez Regarder la Vérité en Face et Agissez

S’épanouir ou Survivre : Où en êtes-vous ? – 3.2.1. GO

Inondé de messages sur la santé mentale aujourd’hui ? Eh bien, oui . Et c’est normal, parce que la santé mentale, c’est comme les dents : il faut s’en occuper tous les jours , et parfois plusieurs fois par jour si on veut vraiment la préserver. Ce n’est pas une option à traiter une fois par an, c’est un travail quotidien.

Mais où en êtes-vous vraiment dans cette prise en charge quotidienne ? Et surtout, qu’en est-il de vos équipes ? Aujourd'hui, plus que jamais, la santé mentale est un facteur clé pour réussir. Trop souvent reléguée au second plan, elle est pourtant le socle sur lequel reposent la performance et l'épanouissement. Pour avancer, je vous propose de prendre quelques instants pour un exercice essentiel :

3 choses à retenir , 2 choses que vous aimez ou pas , 1 chose qui ne sera plus jamais la même (parce que vous allez enfin agir pour l’améliorer). Enfin, GO , l’étape clé pour agir.

3 Choses à retenir :

1️⃣ Mesurer votre bonheur a un impact réel sur votre bien-être.

Ce n'est pas une phrase en l’air. La science est formelle : mesurer son bonheur, c'est déjà commencer à en prendre soin. En tant que leader, avez-vous pris le temps de faire un point sur votre propre niveau de bien-être ? Nous passons nos journées à gérer des urgences, mais qu’en est-il de votre état intérieur ? Prenez une pause de 60 secondes pour mesurer votre bonheur maintenant, et commencez à ajuster votre quotidien en fonction de ce résultat.

�� Mesurez votre bonheur ici

2️⃣ 85 % des participants de notre programme "S’épanouir pour performer" ont vu une amélioration de leur productivité.

Et ce n'est pas tout. Parmi eux, 62 % ont ressenti une réduction de leurs pensées négatives et de leurs inquiétudes. Vous pouvez voir par vous-même les bienfaits d'une démarche axée sur le bien-être mental dans votre quotidien professionnel. Cela transforme directement la manière dont vous abordez votre travail et vos défis. Vous pouvez commencer à bénéficier de ce programme gratuitement et constater les résultats pour vous-même.

�� Accédez au Niveau 1.1 gratuitement ici (Création d'un compte gratuit ou login avec Google)

3️⃣ HEROic : Développez votre capital psychologique et transformez votre regard sur l’adversité.

Le terme HEROic ne se limite pas à un simple anglicisme. Il symbolise un changement profond dans la manière d’aborder les défis et les obstacles de la vie. Il s’agit de développer votre capital psychologique , c'est-à-dire les ressources mentales qui vous permettent de rester résilient, optimiste, et efficace face aux difficultés. L’adversité fait partie intégrante de la vie, elle est inévitable. Mais ce qui fait la différence, c’est votre manière de la percevoir et de l’utiliser comme levier de transformation.

Les six piliers du modèle HEROic sont les suivants : Espoir (Hope) , Efficacité personnelle (Efficacy) , Résilience , Optimisme , Impact , et Courage . En renforçant ces dimensions, vous transformez non seulement votre capacité à gérer l’adversité, mais vous préparez aussi vos équipes à mieux affronter les moments difficiles tout en restant productifs et épanouis.

�� Accédez à la Masterclass HEROic ici

2 Choses que vous aimez ou pas :

❓ Je suis ok avec mon bien-être actuel ? Et celui de mes équipes ? Prenez un moment pour y réfléchir. Êtes-vous vraiment satisfait de votre état ? De celui de vos équipes ? Vous sentez-vous en pleine possession de vos moyens ? Si la réponse est incertaine, c’est un signe qu’il est temps d’agir pour améliorer cette situation.

❓ Je suis ok avec la performance ? La mienne et celle de mon équipe ? On parle souvent de performance, mais à quel prix ? Si la performance est là, mais que le bien-être en souffre, alors il est essentiel de revoir vos priorités. Demandez un lien personnalisé pour évaluer le niveau d’épanouissement de vos équipes , et voyez par vous-même si la performance se fait aux dépens de la santé mentale.

�� Lien pour demander une évaluation personnalisée

1 Chose qui ne sera plus jamais la même :

Je m’assume, j’ose, et je décide de regarder la vérité en face.

Ce que vous décidez aujourd’hui ne sera plus jamais pareil demain. Il est temps d’agir. Ne laissez plus ces questions sans réponse. Osez agir , mettez en place des solutions concrètes, et commencez à transformer votre bien-être, celui de vos équipes, et la manière dont vous atteignez vos objectifs.

GO → J'appelle Krumma

Vous avez maintenant une feuille de route. Il est temps de passer à l'action. GO , c’est-à-dire prendre rendez-vous avec moi. Ensemble, nous transformerons votre bien-être et celui de vos équipes pour qu'ils passent de la survie à l’épanouissement.

�� Réservez votre appel ici

What a year... Let's reflect on the good and the ugly

Fri, 03 Jan 2025 11:49:08 GMT

What a year... Let's reflect on the good and the ugly

This is the last news of the year, and what a year....

Today is the occasion for you (and me) to take stock and appreciate all that has been going on, good and bad. It is not because I prone and preach a positive outlook on life that I ignore the impact of setbacks and adversity. Actually, it is the capacity to face the fact that life has its ups and downs that helps me to have an optimistic or even an optimalistic approach to life. Let's use my SOS and 321 to reflect.

Success:

I had the incredible opportunity to present Thrive to Perform at the European Conference of Positive Psychology (click to watch)
My PhD is progressing slowly but surely, I'm 33.33% done
I got accepted in an exclusive project auditing autonomy and responsibility in the French Educational system with the L'Institut des Hautes Etudes de l'Education et de la Formation (IH2EF)
I signed a deal for Thrive to Perform to be delivered to high school students in the French National Education System
I reached 14 000 followers on LinkedIn and engagement has been amazing
My book is out in English (click to order)
I got featured in Forbes , full page... and Entreprendre
My Leadership and Psychosocial Development cards are out in 3 languages (Icelandic, English, and French) Promotion about to start ;-)
I got accepted in 2 entrepreneurial programmes for 2025 and will be launching Positive Performances in France.
85% of the participants in the 2023-2024 study on Thrive to Perform say they're more productive at work and at school
63% of the same participants say the programme helped reducing their worries and negative thoughts
I spent more time than ever with my siblings and family
I spent more time than usual in Iceland
I feel surrounded by friends and teams who believe life is worth living
I met amazing people from horizons I did not expect to mingle with ever

Obstacles

I broke my leg (for the curious a double fracture involving the calcaneus (heel bone) and a sesamoid bone).
The loss of my mother was a profound heartbreak and a period of deep reflection
Not enough time to do all I wish to accomplish
Not enough money to invest in all the ideas, I have, research and development

Suggestions to Self

Continue to follow your dreams, they truly know the way.
Remain true to yourself; not everyone needs to approve of your path.
Never stop learning; it fuels your strength.

321 And, now from another angle.

The 3 things I learned this year:

As brutal as it may seem, I have always thought I wanted to drop dead and not be a 'burden' to my family. Experiencing the slow and very sad fading of my mother has taught me so many lessons that my view is changing.

It is not a burden. Although tough (toughest for her undoubtedly and my father) we, closest and wider family gathered, cherished life and created stronger bonds than ever; created memories that will last.

I have learned to accept my purpose in life and now I need to build up courage to pursue it.
This year, I received humbling feedback from students, partners and peers about how my actions and resilience inspired them. Hearing that my commitment to my purpose and my approach to challenges made a difference was both surprising and motivating. It reinforced the importance of leading with authenticity and integrity, while reminding me to continue learning from those around me.

The 2 things I liked or disliked

I enjoyed the feeling of freedom and independence
I appreciated collecting the fruits of hard work
I hated realizing my parents are not immortal
I dislike seeing the increased level of ill-being around me (in the world)

The 1 thing I will start / pursue / focus on

This is the toughest thing, choose only one thing and stick to it.

Yes, I admit my thing here is going to be a business thing.

My business mission is to help people to thrive ;-)

My single new year resolution this year is to finish what I started. Consolidate the Thrive to Perform & Perform to Thrive Programme and get it to the maximum of people, students, teachers, managers.

To conclude and to be loud and clear, I don't want to make ripple,

I want to make a shock wave.

Now it’s your turn.

What are your SOS and 321 reflections?

Share your insights, and let's support each other in making our dreams a reality.

Together, let’s thrive and perform

If it was not on your XMas shopping list Put reading STOP – Full SSSTOPPPP as a New Year's Resolutions

Fri, 03 Jan 2025 11:37:01 GMT

If it was not on your XMas shopping list Put reading STOP – Full SSSTOPPPP as a New Year's Resolutions

If it was not on your XMas shopping list Put STOP – Full SSSTOPPPP on your new Years shopping list and give yourself or someone you appreciate the gift of growth.

As we are about to embrace a new year, it will be the perfect time to pause, reflect, and reset. STOP – Full SSSTOPPPP is available on Amazon worldwide .

This guide is not only an invitation to self-awareness but a practical tool to begin your journey toward thriving leadership and life.

Leaders today are navigating a world filled with relentless challenges and growing uncertainty.

This environment creates what I call the HEROic Paradox. Leaders are expected to embody traits like hope, resilience, and courage while delivering results, yet few are given the education, training, or tools to meet these expectations. Instead, they are left to face:

H-elplessness, where complexity leaves them paralysed.

E-rosion, as confidence and motivation gradually wear away.

R-esistance, driven by fear of change and a preference for the familiar .

O-verwhelm, as they drown in unrelenting demands.

I-nsignificance, where contributions feel small and meaningless.

C-onformity, suppressing boldness, creativity, and authenticity.

This reality not only discourages young professionals from stepping into leadership roles but also leaves experienced leaders stuck in survival mode. They face storms they were never prepared for, caught between the demands of their roles and the absence of meaningful support.

Nelson Mandela said, “It always seems impossible until it’s done.” Great leaders are not superheroes. They are ordinary people achieving extraordinary things through self-awareness, courage, and intentional growth.

It’s Not What Doesn’t Kill You That Makes You Stronger.

Nietzsche’s famous words, “What does not kill you makes you stronger,” do not tell the full story. Survival alone does not lead to strength. Survival can leave you scarred, stagnant, or stuck without deliberate reflection.

The HEROic Paradox: A Framework for Thriving Leadership

Addressing the HEROIC Paradox requires more than perseverance, it demands a deliberate shift in mindset and action. That is where the flipside of the HEROic Paradox come in.

The HEROic Paradox is the culmination of years of research and practical experience. It offers a science-based framework to help leaders thrive, even in the face of adversity.

Hope: Cultivating a positive outlook and seeing possibilities even in challenges.

Self-Efficacy: Building confidence in your ability to take effective action.

Resilience: Adapting and recovering from setbacks with strength and purpose.

Optimism: Maintaining a forward-looking mindset that inspires others.

Impact: Creating meaningful contributions that align with your values.

Courage: Facing challenges with authenticity, boldness, and determination.

This model bridges the gap between expectation and reality, helping leaders move from survival to thriving. By integrating these six elements into your leadership practice, you can build resilience, maintain clarity, and create meaningful impact.

True strength comes from how you respond to adversity, and your ability to pause, reflect, and choose a deliberate path forward.

This is the essence of Storm-Driven Growth, a leadership philosophy that transforms challenges into opportunities for thriving, performing, and creating meaningful impact.

A Leadership Journey

This Christmas marked the release of the first book out of four.

This collection is designed for leaders ready to embrace intentional growth and create a leadership practice built on resilience, clarity, and purpose.

The series takes you through four key dimensions of leadership:

Self-Awareness, understanding yourself as the foundation for all growth.

Self-Management, developing the tools to lead yourself effectively.

Social Awareness, recognising and navigating the dynamics of others.

Social Influence, leading authentically to create lasting impact.

Each book in the series offers practical tools, reflective exercises, and actionable strategies to help you navigate the challenges of modern leadership.

Book 1 STOP – Full SSSTOPPPP.

The journey begins with self-awareness, the foundation of all leadership. The first book in the series, STOP – Full SSSTOPPPP, invites you to pause, reflect, and focus on becoming a thriving individual, an outstanding professional, and a performing leader.

At its heart is SSSTOPPPP, a groundbreaking mindfulness activity I have designed to move mind FULL managers to MINDFUL leaders:

Stand Up, as a sign of readiness to shift your mindset.

Shake your body, releasing tension and preparing for reflection.

Sit Down, grounded and ready to explore.

Take a Breath, for cardiac coherence and inner calm.

Observe, recognising that the map is not the territory.

Plan, identifying next steps with purpose.

Prepare, aligning your resources for action.

Proceed, acting with clarity and conviction.

Pulse, evaluating your performance with ambition and compassion.

This practice is not just about stopping. It is about recalibrating, building clarity, and acting with purpose.

HEROIC: A Composed Model for Thriving Leadership.

Like a musician composing a symphony, I have drawn inspiration from leading thinkers whose work has shaped our understanding of human potential:

Daniel Goleman, for his insights into emotional intelligence and its impact on leadership.

Fred Luthans, for his pioneering work on psychological capital and its role in resilience and growth.

Joseph Campbell, for his timeless exploration of the hero’s journey and its relevance to personal and professional transformation.

Deci and Ryan, for their groundbreaking self-determination theory, which emphasises autonomy, competence, and relatedness as drivers of motivation.

Michael Fordyce, for his focus on the fundamentals of happiness and how they serve as a foundation for thriving leadership.

My work bridges these foundational ideas, integrating them with the psychosocial competencies (life skills) outlined by the World Health Organisation. The result is a science-based, practical approach to thriving in adversity, a framework that empowers leaders to navigate challenges with confidence and purpose.

Why This Matters Now.

Leadership has never been more challenging or more necessary. The storms of the HEROic Paradox are unavoidable. Helplessness, erosion, resistance, overwhelm, insignificance, and conformity will continue to test leaders at every turn.

But these storms also create opportunities for growth. Leaders who thrive are not those who avoid adversity. They are the ones who engage with it deliberately, reflect deeply, and rebuild with purpose. Thriving leaders understand that growth is not about doing more but about doing better.

Who Is This Series For?

STORM DRIVEN GROWTH is for leaders at every stage of their journey:

Emerging leaders, looking to build the resilience and clarity needed to grow.

Senior leaders, seeking sustainable ways to balance high performance with meaningful impact.

This serie equips you to create a leadership routine tailored to your values, strengths, and goals.

Merry Xmas <3

Krumma

Order now

Thank You for Your Patience and Loyalty

Fri, 03 Jan 2025 11:29:08 GMT

Thank You for Your Patience and Loyalty

Dear Loyal Readers,

First, let me start with a heartfelt thank you . Your support and engagement mean the world to me.

You’ve stood by me, encouraged my journey, and inspired me to keep sharing insights on thriving as individuals and professionals.

Now, I’m asking for just a little more patience and understanding as I prepare to flood your threads with news about my book launch.

I know you don’t need countless reminders to take action, you’ve already shown me how attentive and thoughtful you are. But the reality is that social networks demand consistency and frequency for visibility. To get my book in front of more eyes, I’ll need to share updates 2–3 times a day for a while.

I know you’ll understand. Some of you might even click the link and add the book to your collection, for which I’ll be endlessly grateful. Others might just scroll past, know that I still value your presence here.

For those curious, here’s a little sneak peek of what’s coming, starting with the back cover:

"Choose to ‘BE’ more and ‘DO’ less, Choose to ‘BE’ on top of your business and make the right, thoughtful decisions Choose to ‘BE’ there for YOURSELF, your FAMILY and FRIENDS, STOP having the ‘MIND FULL’ and START ‘BE-ing MINDFUL.’"

"The human baby is born too soon, unprepared to face the world. From the moment you were born, you have faced adversity. You have coped, survived, and thrived in many moments, overcoming obstacles and achieving more than you may realise. Yet, you have also missed out on things, felt vulnerable, and struggled to cope at times."

"All of this may have been guided by your intuition and instincts. As children, we create coping mechanisms to survive our vulnerabilities. The problem arises when those same mechanisms remain in adulthood, even when they are no longer needed."

"These coping mechanisms, sometimes called saboteurs, have shaped you. They served a purpose, but now it is time to take control. The past shaped who you are, but it does not define what you can become. Gratitude for what has been is important, but the only way to thrive is to truly know yourself, navigate your strengths and emotions, and take charge of your relationships and aspirations."

"Leaders face the same challenge. Often, they are placed in their roles with little preparation, left to navigate complex situations alone. Few organisations provide the guidance leaders need to thrive as they rise to senior, executive, or C-suite positions."

"Whether you are an emerging or senior leader, the Storm-Driven Growth series gives you the tools to Thrive as an Individual, Stand Out as a Professional, and Contribute to Performing Organisations and Communities."

"Krumma Jonsdottir brings decades of experience as a leader, educator, and performance strategist. Her evidence-based approach draws from positive psychology, leadership development, and her signature HEROIC model, empowering leaders at all levels to thrive."

Thank you for bearing with me through this exciting time. I promise the flood of posts won’t last forever, but the gratitude I feel for your tolerance and support surely will.

Warm regards, Krumma

A book that helps the reader to imagine a brighter future is the best gift you can give. Maybe you will give it to yourself.

Amazon Link

SSSTOPPPP : Arrête d'avoir la conscience pleine et commence à être en pleine conscience

Fri, 03 Jan 2025 11:21:03 GMT

SSSTOPPPP : Arrête d'avoir la conscience pleine et commence à être en pleine conscience

Inondé(e) de stress, de deadlines, de réunions interminables ? Mercredi, milieu de semaine, c'est souvent là que la fatigue nous frappe de plein fouet. Alors aujourd'hui, je t’offre un exercice qui, une fois maîtrisé, peut simplement changer ta vie.

Pas besoin d’être un moine zen. Juste de quelques minutes pour reprendre les rênes et transformer ton quotidien : SSSTOPPPP .

3 choses à retenir :

1️⃣ S’arrêter et observer ses émotions : On vit souvent en mode automatique. SSSTOPPPP te permet de prendre une pause pour identifier tes émotions du moment ou celles en lien avec une tâche à venir. Parce qu’être submergé(e) par le stress, c’est une chose. Mais savoir ce qui t’angoisse, c’est la clé.

2️⃣ Passer à l’action avec intention : La méthode te guide pour planifier et préparer comment tu veux aborder ton quotidien. Finis les réactions impulsives. C’est toi qui pilote, en pleine conscience.

3️⃣ Évaluer et ajuster : Parce qu’on ne réussit pas toujours du premier coup. Mais SSSTOPPPP t’aide à te poser les bonnes questions après coup. Qu’est-ce qui a bien marché ? Qu’est-ce que je peux améliorer ?

2 questions à te poser :

Suis-je vraiment en contrôle de mes émotions ? Ou est-ce que je me laisse envahir par elles à chaque coup de pression ?
Quelles émotions je veux ressentir dans cette situation précise ? Et comment je m’y prends pour y arriver ?

�� Demande ton lien personnalisé pour évaluer le niveau d’épanouissement de ton équipe

1 action immédiate à faire :

Mets en pratique SSSTOPPPP dès maintenant et change ton rapport à la journée. Prends 5 minutes pour t’arrêter, secouer ton corps, observer, planifier et avancer.

Go ! Si tu veux transformer ton quotidien et celui de ton équipe, je suis là pour t’accompagner.

�� SSSTOPPPP : Voici comment ça se passe : Avant de démarrer ta journée, note tes émotions ou celles provoquées par une réunion à venir. Exemple : « Je suis stressé(e), fatigué(e), et je crains cette réunion. » Pas de panique.

1️⃣ S – Stand up (Se lever) : Lève-toi et signale un changement de rythme. Plus question de subir le stress.

2️⃣ S – Shake (Secoue ton corps) : Détends-toi, secoue tes épaules, étire ton cou, libère la tension.

3️⃣ S – Sit down (S’asseoir) : Prends une position confortable, stable, et prêt(e) à explorer ce que tu ressens.

4️⃣ T – Take a breath (Respire) : Inspire profondément, observe ton souffle sans le forcer. Ton ventre ou ta poitrine bouge-t-il le plus ?

5️⃣ O – Observe (Observe) : Ferme les yeux, écoute ce qui t’entoure. Quels sons perçois-tu ? Comment te sens-tu ?

6️⃣ P – Plan (Planifie) : Que veux-tu ressentir aujourd’hui ? Calme, confiant(e) ? Note les émotions souhaitées.

7️⃣ P – Prepare (Prépare-toi) : Que dois-tu faire pour arriver à cet état ? Exemple : Relire le compte rendu de la dernière réunion, te baser sur les faits, et non tes envies.

8️⃣ P – Proceed (Procède) : Avance avec intention, guidé(e) par ton plan. Tu es aux commandes.

9️⃣ P – Pulse (Impulsion) : À la fin de la réunion, évalue : As-tu gardé ton calme ? Qu’est-ce qui a bien fonctionné ? Qu’est-ce que tu dois améliorer ?

Puis dis-moi comment ça se passe !

Profite des Semaines d'Information sur la Santé Mentale (SISM) , prends les rênes de ton bien-être et celui de tes équipes. Parce qu’à la fin de la journée, il faut s’épanouir pour performer et performer pour s’épanouir.

https://www.semaines-sante-mentale.fr/sism-2024/les-sism-2024/

Adapt, Lead, or Lose Yourself: The DiSC Leadership Dilemma

Sun, 17 Nov 2024 18:34:56 GMT

Adapt, Lead, or Lose Yourself: The DiSC Leadership Dilemma

The Leadership Journey: Have You Really Changed?

Leadership is a journey of constant evolution, yet some moments compel us to pause and ask: Have I really changed?

One of my senior executive clients recently reflected on their leadership style and said, “I’ve become more analytical and task-oriented over time. My BLUE tendencies have grown stronger.”

My response: Have they?

What in your current role encourages you to lean into these BLUE behaviours?
What in your past role didn’t?
Are you adapting because the demands of your role call for it?
Or are you so exhausted you simply cannot fake it anymore?

This isn’t just their story. It’s the story of every leader. As you rise, you’re pulled between adapting to external pressures and staying true to your core self. How do you navigate this dance?

DiSC: A Compass, Not a Definition

DiSC is not about telling you who you are . It does not define your identity or personality. Instead, it provides insights into how you tend to behave in different contexts, both under calm conditions and under pressure.

Dominance (D): Decisive, energetic and driven by results.
Influence (I): Enthusiastic, collaborative and people-focused.
Steadiness (S): Patient, loyal and relationship-oriented.
Conscientiousness (C): Precise, analytical and detail-focused.

If you’ve completed a DiSC assessment, you’ve taken the first step in self-awareness. But the real question is: Are you using what you’ve learned to understand the why behind your behaviour?

And if you haven’t taken the DiSC yet, how much do you truly know about the intricate mix of nature and nurture shaping your leadership style?

DiSC and the Leadership Cocktail: Nature vs Nurture

Think of your leadership as a cocktail. Your nature forms the base ingredients. These are the elements you are born with, shaped by your DNA. Traits like your level of extraversion, shyness, or action orientation are influenced by biology, setting the foundation for how you naturally respond to the world.

Your nurture , on the other hand, is the mixologist behind the scenes. From your earliest years, your environment, culture, family, education and experiences pour into your leadership cocktail. Positive experiences may help you build strengths, while challenges shape resilience or, conversely, expose limitations.

The combination of these factors creates the unique “flavour” of your leadership. But here is the twist:

Do you regularly stop to reflect on the ingredients in your cocktail?
Who decides the dosage of each element?
Are you consciously adjusting the mix to suit your role and values, or are you letting external pressures dictate the outcome?

DiSC does not tell you what you are . It provides a framework to examine whether your behaviours are aligned with your authentic self or driven by circumstances. It helps you ask: Am I leading from a place of strength or responding from a place of stress?

Adaptation vs Authenticity: Finding the Balance

Adaptation is inevitable in leadership. New roles, diverse teams and evolving challenges demand flexibility. But adaptation without reflection can lead to disconnection from your authentic self.

Have you ever felt like you’re performing instead of leading?
Do you find yourself drained, wearing a mask that does not quite fit?

Leaders who thrive find the balance. They adapt when needed, without losing their sense of purpose or values. This is where DiSC becomes an invaluable compass, guiding you to understand where you are adapting to external needs and where you are staying true to yourself.

DiSC Reflection Questions:

Which of your behaviours feel natural and energising?
Where do you feel stretched, like you’re acting out of character?
How can you align your actions with both your natural tendencies and the needs of your role?

For Leaders Who Have Completed DiSC

Congratulations, you’ve begun understanding your leadership style. But knowing your DiSC profile is only the start.

Have you:

Explored how your natural tendencies impact your leadership during stress?
Reflected on how your role amplifies or suppresses certain behaviours?
Developed strategies to bridge the gap between your authentic self and your team’s needs?

Your DiSC profile is a map. It is up to you to navigate the terrain. Do not stop at awareness. Take action. Dive deeper into how your Dominance, Influence, Steadiness or Conscientiousness can unlock new levels of leadership success.

For Leaders Who Have Never Taken DiSC

If you have never completed a DiSC assessment, consider this:

Do you know what energises you as a leader and what drains you?
Are you confident in how you adapt under pressure?
Can you pinpoint which behaviours come naturally versus those you’ve had to learn?

Without these insights, you are leading blindly. DiSC provides a mirror to see yourself clearly, not just as others perceive you, but as you truly are. It is transformative for leaders ready to stop guessing and start leading with purpose.

The Leadership Shift: DiSC in Action

Leaders who embrace DiSC often experience a profound shift:

Enhanced Self-Awareness: Understanding what drives your behaviour and how it impacts your team.
Empowered Adaptation: Recognising when to flex your style without losing your authenticity.
Stronger Connections: Learning how to communicate effectively with team members whose styles differ from yours.

Imagine confidently navigating a tense board meeting, adapting your approach to connect with a challenging team member, or leading a high-pressure project without compromising who you are. That is the power of DiSC.

Practical Steps to Take Right Now

Whether you’ve done DiSC or not, here are three steps to elevate your leadership:

Reflect: Take ten minutes to identify a recent leadership challenge. Ask yourself: Was I adapting or being authentic? What triggered my behaviour?
Explore: If you haven’t already, take the DiSC assessment. It is the starting point for uncovering your unique leadership mix.
Act: Apply your DiSC insights to a specific leadership situation. For example, if you are naturally a ‘D’, practise pausing to consider others’ perspectives before making a decision.

The Call to Action: Ready to Uncover Your True Leadership Style?

Your leadership is a blend of nature and nurture, authenticity and adaptation. But here is the thing. It is your cocktail. You decide the mix.

Let’s take this journey together.

Take the DiSC Assessment

Join Our Webinar to explore how DiSC can transform your leadership. Register here

The best leaders do not just adapt. They lead authentically, with purpose and clarity. Are you ready to join them?

To thriving leadership,

Krumma

Founder, Positive Performances

"Thrive to Perform, Perform to Thrive, Leading with Purpose, Living with Strength"

HEROIC – Reach The Success You Deserve Without Loosing Your Mind & Your Health

Thu, 10 Oct 2024 11:18:24 GMT

HEROIC – Reach The Success You Deserve Without Loosing Your Mind & Your Health

You have all the qualities to be the H.E.R.O.I.C and take charge of your life and your career! Together, let's set the conditions for your heroic journey and put into practice the formula for success and fulfillment.

H: Hope

E: Efficacy

R: Resilience

O: Optimism

I: Impact

C: Courage

Heroes embody hope, believe in their abilities, demonstrate resilience, maintain optimism about the future, make an impact on their world, and possess courage.

In just 90-minutes I can help you shift your mind and start to embrace the learning of everyday adversity and switch your perception of uncertainty.

Everything we do is ment to get us closer to HAPPINESS!

Tue, 20 Aug 2024 08:01:47 GMT

Everything we do is ment to get us closer to HAPPINESS!

Exploring the 14 Elements of Happiness: A Journey into Michael Fordyce's Theories

Hello, friends and colleagues,

I'm excited (and a bit apprehensive) to embark on a journey that blends curiosity, doubt, and a deep commitment to evidence-based practice.

Over the next few weeks, I’ll be sharing a series of articles where I put the theories of Michael Fordyce, a pioneer in the psychology of happiness, to the test against contemporary research.

Michael Fordyce (December 14, 1944 – January 24, 2011) was an American psychologist who dedicated his career to understanding happiness. He believed happiness isn’t just a fleeting emotion but a sustainable state of well-being that can be measured and deliberately cultivated. Fordyce identified 14 fundamentals of happiness, practical behaviours and mindsets that anyone can adopt to improve their happiness.

These fundamentals have intrigued me for quite some time. Fordyce didn’t just identify these traits; he argued that happiness training programmes should focus on these specific areas to help individuals intentionally boost their happiness. These fundamentals include:

Be more active and keep busy – Staying engaged in activities is essential for maintaining a positive outlook.
Spend more time socialising – Social connections are a cornerstone of happiness, and Fordyce encouraged seeking out meaningful interactions.
Be productive at meaningful work – Finding purpose in your work leads to greater fulfilment.
Get better organised and plan things out – Organisation reduces stress and enhances control over your life.
Stop worrying – Chronic worry is a major barrier to happiness; Fordyce advised working actively to reduce it.
Lower your expectations and aspirations – Contentment often comes from managing expectations and appreciating what you have.
Develop positive, optimistic thinking – Cultivating an optimistic mindset is key to long-term happiness.
Get present-oriented – Focusing on the present moment can significantly boost your sense of well-being.
Work on a healthy personality – Personal growth and self-improvement are vital to happiness.
Develop an outgoing social personality – Being socially engaged and approachable fosters happiness.
Be yourself – Authenticity is crucial to living a happy life.
Eliminate negative feelings and problems – Actively addressing negativity in your life leads to greater emotional health.
Close relationships are the number one source of happiness – Strong, close relationships are essential to sustained happiness.
Put a premium on happiness itself – Fordyce believed that happiness should be a conscious priority in life .

However, despite Fordyce’s contributions to the field, I’ve noticed that his work is rarely cited in current research or discussions among my peers. This led me to question: Are the references I’ve been relying on still relevant today? Does Fordyce’s framework still hold up in light of recent scientific understandings of happiness?

In the upcoming articles, I’ll be examining each of Fordyce’s 14 fundamentals through the lens of current psychological research. My goal is to see where these principles align with or diverge from newer insights and how they can be integrated into modern practice, especially in my work focused on developing thriving individuals, outstanding professionals, and high-performing organisations.

This journey isn’t just an academic exercise for me; it’s about ensuring that the guidance I offer to YOU, my clients, students, and community, is rooted in the most up-to-date and comprehensive knowledge available.

For those of you already participating in my courses, you know that we’re using Fordyce’s 14 fundamentals as a benchmark to evaluate the effectiveness of my teaching and your learning experiences. This real-world application will show us if Fordyce’s ideas still resonate and, more importantly, if they enhance the happiness and well-being of those who apply them.

As I share these articles, I invite you all to join the conversation. Whether you’re a fellow practitioner, a student, or simply someone interested in the pursuit of happiness, your insights and experiences are invaluable.

Let’s explore these questions together:

Does staying active and busy truly contribute to happiness in today’s fast-paced world?
How important is socialising in an era dominated by digital interactions?
Can we still find value in lowering expectations, or should we be striving for something greater?

These are just a few of the questions I’ll be tackling. In each article, I’ll focus on one of Fordyce’s fundamentals, compare his ideas with the latest research, and share my reflections, and I’ll be asking for your thoughts.

I’m looking forward to this journey and hope you’ll join me as we explore what it truly means to live a happy life.

Stay tuned for the first article, where we’ll kick things off with Fordyce’s first element: "Be More Active and Keep Busy."

Warm regards,

Krumma

PS: click here for my free mental fitness app that might change your life, your leadership and your relationships https://positive-performances.passion.io/

3.2.1.GO!

Thu, 15 Aug 2024 07:00:54 GMT

3.2.1.GO!

You Thought I’d Go Silent Today? Think Again!

Afterword: A New Beginning

You might have expected me to go silent today, but that’s not my style. After 21 days of guiding you through the essential psychosocial competencies, it’s time to reflect on what you’ve learned and what comes next. This isn’t just the end, it's a new beginning, a moment to pause, assess, and plan your next steps.

I am eager to discover your feedback and experiences...

We all know that personal growth is essential, but let’s be honest, change can be daunting. The journey through these 21 competencies hasn’t been easy, and making lasting changes can feel like an uphill battle, especially when the process feels tedious. But what if the path to growth didn’t have to be so hard?

Think about it. Imagine trying to break a deeply ingrained habit, it’s tough. But now, picture adding something positive that you actually enjoy, like applying your favourite perfume after a shower. You don’t do it because you have to, you do it because it makes you feel good, confident, and ready to face whatever comes your way. The scent lifts your spirits, so you keep a bottle handy, whether at your desk or in your bag. The same principle applies to personal growth. When the change is something you look forward to, it becomes a natural part of your life.

Why Positive Habit Creation Works

Focusing on eliminating bad habits is exhausting and often leads to frustration. But what if, instead of fighting to remove a negative habit, you introduced a positive one? When you focus on adding positive habits, you align your actions with what you naturally desire. This is the essence of positive reinforcement. When something feels good, you’re more likely to stick with it. Just like reaching for that bottle of perfume to brighten your day, positive habits gradually crowd out the less desirable ones, leading to lasting change without the struggle.

Choose Just One: Start with What You Love

Out of the 21 psychosocial competencies, pick the one that genuinely excites you, something that feels more like an opportunity than a chore. Or, choose a competency you’re already good at. Building on existing strengths can be incredibly motivating and can help you create momentum.

Here’s How to Start:

Identify What Brings You Joy: Look through the 21 competencies and find the one that appeals to you the most. Which one sparks excitement or curiosity? Which one would you love to develop further, just as you’d enjoy applying your favourite scent?
Visualise the Benefits: Imagine how your life will improve as you develop this competency. Picture yourself enjoying the growth process, experiencing the positive changes it brings, much like the boost you get from wearing your favourite perfume.
Start Small and Build: Begin with a small, manageable action that fits easily into your daily routine. Make it simple, enjoyable, and rewarding. Use the SMARTER framework:

Specific

Measurable

Actionable (max 3 steps)

Realistic

Timebound

Exciting

Relevant (to your life, role, situation, overall goal)

As you see progress, increase your commitment.

Example: Developing Empathetic Listening Skills

Imagine choosing to develop Empathetic Listening Skills (Competency 15). You’ve noticed that when you genuinely listen, your relationships deepen, and you feel more connected. You’ve even heard people say you’re good at it. This isn’t something you’re doing out of obligation, it feels rewarding to understand and support those around you.

How to Create a Positive Habit:

Start Small: Dedicate just 10 minutes each day to practice active listening. During this time, focus entirely on the person you’re speaking with, resisting the urge to interrupt or offer advice. Simply listen.
Make it Enjoyable: Create a comfortable setting, whether it’s over tea with a friend or a quiet moment at home. Make the practice something you look forward to.
Celebrate the Wins: After each interaction, take a moment to reflect. Did you learn something new? Did you feel more connected? Recognise these small victories, they’ll keep you motivated.
Journal Your Progress: Use my 321 Method to reflect daily. Write down three things you learned, two things you liked or disliked, and one thing you’ll do from now on. This practice will reinforce your new habit and highlight your growth.

The Ripple Effect of Positive Habits

When you develop a competency you’re passionate about, it feels less like work and more like a rewarding journey. Over time, just as your favourite scent becomes a part of your daily routine, this new habit will influence other areas of your life. You might find that as your empathetic listening improves, you communicate more effectively (Competency 16), and your social bonds strengthen (Competency 17).

The EXO 3.2.1. GO! Exercise

Let’s dive into the exercise I share with all my clients, students, and even family. I recommend doing it every day, even multiple times a day.

Three: What are the three things you’ve learned from my last 22 articles on the Psychosocial Competencies?

Two: What are the two things you liked and two things you disliked? (Find the things you liked first, I’ll explain why later*).

One: What is the one thing that has or is about to change thanks to what you liked, disliked, and learned?

GO: So what? Now what? (What’s your next step?)

This exercise helps you gain Self Awareness - Self Knowledge (Competency 1) and Self Awareness - Mindful Awareness (Competency 4). It encourages you to pause and reflect, recognising what you’ve learned today or in any given moment. It also sharpens Self Awareness - Critical Thinking (Competency 2), helping you assess your experiences and their impact on you.

It fosters Constructive Decision Making - Responsible Choices (Competency 7) and Self Regulation - Goal Achievement (Competency 6), allowing you to think about how micro-moments can be managed and how you can influence your future by managing impulses (Competency 5).

*Science says we (humains) tend to see the bad things more easily so I challenge you to force you to identify a minumum of 2 things you like BEFORE you allow your mind to go to the dislikes.

Final Thoughts

Let's decide change doesn’t have to be painful or tedious. By focusing on positive habit creation, you can make the process of developing the 21 psychosocial competencies enjoyable, sustainable, and deeply fulfilling. So, pick the competency that excites you the most, start small, and let positive reinforcement guide your journey. When change feels good, it sticks, and that’s how you’ll thrive in all areas of your life.

We’re in this together, and I know you can do it. But if you want to make this journey even faster and more impactful, book a session NOW with me or one of Positive Performance Coaches for an Eye-Opening and Transformative Coaching experience. Let’s make growth not just possible, but pleasurable.

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 21 - The Ability to Resolve Conflicts Constructively

Tue, 13 Aug 2024 10:32:52 GMT

Competency 21 - The Ability to Resolve Conflicts Constructively

Transforming Conflict into Growth:

Social Competencies: Solving Various Difficulties

Specific Competency : The Ability to Resolve Conflicts Constructively

Statement : The ability to resolve conflicts constructively is the final and one of the most crucial competencies in navigating life’s challenges. It involves finding solutions that satisfy all parties involved, turning potential conflicts into opportunities for growth and stronger relationships.

Introduction

Conflict is an inevitable part of life, whether in personal relationships, at work, or within the community. However, how we handle conflict can determine whether it becomes a destructive force or a catalyst for positive change. The ability to resolve conflicts constructively is not about avoiding disagreements but about addressing them in a way that respects everyone involved and leads to mutually beneficial outcomes.

What is Constructive Conflict Resolution?

Constructive conflict resolution is the process of addressing disagreements or disputes in a way that is productive, respectful, and aimed at finding a solution that works for all parties. It involves open communication, active listening, empathy, and a focus on problem-solving rather than blame.

The Importance of Resolving Conflicts Constructively

Conflict, when handled poorly, can lead to damaged relationships, ongoing resentment, and lost opportunities. However, when managed constructively, conflict can be a powerful tool for growth, learning, and deeper connections. Research shows that effective conflict resolution skills are linked to higher relationship satisfaction, better teamwork, and overall mental well-being.

How the 20 Previous Competencies Contribute to Constructive Conflict Resolution

Self-Knowledge (Competency 1): Understanding your own strengths, weaknesses, values, and boundaries enables you to approach conflicts with self-awareness and a clear sense of what is important to you.
Critical Thinking Skills (Competency 2): These skills allow you to analyse conflicts objectively, identify the underlying issues, and think critically about potential solutions.
Positive Self-Evaluation (Competency 3): A healthy self-esteem helps you navigate conflicts with confidence, ensuring that you can assert yourself without feeling threatened or defensive.
Mindful Awareness of Inner Experiences (Competency 4): Being mindful of your thoughts and emotions during a conflict helps you remain calm and focused, reducing the likelihood of reacting impulsively.
Impulsivity Management (Competency 5): Managing impulsive reactions is crucial in conflict resolution, as it allows you to pause, think, and respond thoughtfully rather than lashing out.
Goal Achievement Skills (Competency 6): Knowing your goals and priorities helps you stay focused during conflicts, ensuring that you work towards a resolution that aligns with your objectives.
Constructive Decision-Making (Competency 7): This competency involves making decisions that are responsible and well-considered, which is essential when navigating conflicts and seeking resolutions that are fair and sustainable.
Creative Problem-Solving (Competency 8): Creative problem-solving enables you to think outside the box and find innovative solutions to conflicts that satisfy all parties involved.
Understanding Emotions and Stress (Competency 9): Recognising how emotions and stress influence behaviour in general helps you to better understand the dynamics at play in a conflict situation, allowing for more effective management of the situation.
Identifying One’s Emotions and Stress (Competency 10): Being able to pinpoint the specific emotions and stressors you are experiencing during a conflict helps you address the root causes and communicate your needs more clearly.
Expressing Emotions Positively (Competency 11): This competency allows you to express your emotions in a way that is constructive and non-confrontational, helping to de-escalate conflicts and promote understanding.
Managing Difficult Emotions (Competency 12): Handling difficult emotions like anger, frustration, or fear is key to maintaining control during conflicts and working towards a positive resolution.
Regulating Stress in Daily Life (Competency 13): Effective stress management ensures that you can approach conflicts from a place of calm and balance, rather than letting stress drive your reactions.
Coping with Adversity (Competency 14): Resilience helps you navigate conflicts with a positive mindset, seeing them as challenges to overcome rather than threats to your well-being.
Empathetic Listening Skills (Competency 15): Empathy allows you to truly understand the other person's perspective during a conflict, fostering a sense of connection and paving the way for collaborative problem-solving.
Effective Communication (Competency 16): Clear and respectful communication is essential in resolving conflicts, ensuring that your message is understood and that you can negotiate effectively.
Developing Social Bonds (Competency 17): Strong social bonds, built on trust and mutual respect, make it easier to resolve conflicts constructively, as there is a foundation of goodwill and understanding.
Prosocial Attitudes and Behaviours (Competency 18): A prosocial mindset encourages cooperation and collaboration during conflicts, prioritising the well-being of the group over individual agendas.
The Ability to Ask for Help (Competency 19): Knowing when to seek external support during a conflict—whether from a mediator, mentor, or peer—can be crucial in finding a resolution that works for everyone.
The Ability to Be Assertive and Say No (Competency 20): Assertiveness ensures that you can stand up for your needs and boundaries during a conflict, while also remaining open to compromise and collaboration.

Simple Conflict Attitude Quiz: What's Your Conflict Style?

Before diving into strategies for resolving conflicts constructively, it’s helpful to understand your own attitude towards conflict. This simple quiz will help you identify your typical approach to conflict:

When faced with a disagreement, you usually:
In a conflict, your main focus is:
When resolving a conflict, you feel successful if:

Results:

Mostly A’s: You tend to avoid conflicts. While this can keep the peace in the short term, unresolved issues can lead to bigger problems down the road. Consider working on being more assertive and addressing conflicts directly.
Mostly B’s: You approach conflicts competitively, aiming to win. While this can be effective in some situations, it may also create resentment. Try focusing more on collaboration and understanding others' perspectives.
Mostly C’s: You’re a compromiser, seeking a fair middle ground. This is a balanced approach, but ensure that compromises don’t lead to unresolved underlying issues.
Mostly D’s: You’re a collaborator, aiming for win-win solutions. This is the ideal approach for constructive conflict resolution, leading to stronger relationships and lasting solutions.

Part A: Start By Yourself

Objective: Develop the ability to resolve conflicts constructively by practising key conflict resolution strategies.

Instructions:

A) Reflect on Past Conflicts:

Identify a Recent Conflict: Think of a recent conflict you were involved in. How did it start? How was it handled? What was the outcome?
Evaluate Your Role: Reflect on your role in the conflict. Did you communicate effectively? Were you able to keep your emotions in check? Did you seek a resolution that worked for both parties?

B) Practice Conflict Resolution:

Identify a Current or Potential Conflict: Consider a current or potential conflict in your life. How can you approach it differently this time?
Apply Key Strategies: Use strategies such as active listening, empathy, and assertiveness to address the conflict constructively. Focus on finding a solution that satisfies everyone involved.

C) Alternative Ways to Practice:

Role-Playing: Practice conflict resolution in a safe environment by role-playing scenarios with a friend or family member.
Mediation Techniques: Learn and practice basic mediation techniques that can help facilitate constructive conflict resolution.

Benefits:

Transforms conflicts into opportunities for growth.
Strengthens relationships by fostering mutual respect and understanding.
Reduces stress and promotes mental well-being through effective problem-solving.

Part B: Share with Pairs, Family, or Friends

Objective: Develop the ability to resolve conflicts constructively together by practising conflict resolution as a group.

Instructions:

A) In Pairs or Groups:

Identify Each Person’s Conflict Style: Using the quiz above, each person identifies their typical approach to conflict. Discuss how these different styles can complement each other or create challenges in resolving conflicts.
Identify Each Person’s Top 3 Psychosocial Competencies: Have each person share the three competencies they excel at. Discuss how these strengths can be leveraged to help the group resolve conflicts more effectively.

B) Collaborate on a Real-Life Conflict:

Choose a Current or Past Conflict: Select a conflict that has occurred or is ongoing within the group or family. Discuss how it was or is being handled and explore alternative approaches using the psychosocial competencies.
Apply Key Strategies: As a group, apply the strategies of active listening, empathy, assertiveness, and creative problem-solving to work towards a constructive resolution. Focus on learning from the conflict and turning it into a positive experience.

C) Create a Conflict-Resolution Plan:

Establish Guidelines: Work together to establish guidelines for how to handle future conflicts within your group or family. This could include agreed-upon communication methods, steps for de-escalating situations, and when to seek external help if necessary.
Commit to Support: Each member commits to supporting others in the group by respecting these guidelines and holding each other accountable to resolve conflicts constructively.

Benefits:

Fosters a deeper understanding of each other's conflict styles and strengths.
Encourages collaborative problem-solving and mutual respect.
Builds a proactive approach to handling conflicts, reducing the likelihood of future issues.

Join the Journey By mastering these competencies, you can improve your mental health, build stronger relationships, and better handle life's challenges. Congratulations on completing this journey through the 21 psychosocial competencies!

No you need to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 20 - The Ability to Be Assertive and Say No

Mon, 12 Aug 2024 07:15:38 GMT

Competency 20 - The Ability to Be Assertive and Say No

Transforming Conflict into Growth:

Social Competencies: Solving Various Difficulties

Specific Competency : The Ability to Be Assertive and Say No

Statement : Being assertive and knowing when to say no are crucial skills for maintaining your boundaries, protecting your well-being, and ensuring that you remain focused on your priorities. This competency is essential for solving difficulties effectively and managing your time and energy.

Introduction

As we continue to build on the competencies that help us navigate life’s challenges, we turn our focus to the ability to be assertive and say no. In a world that often demands more than we can give, knowing how to set boundaries is a vital skill. Assertiveness isn’t about being aggressive—it’s about standing up for your needs and values while respecting others. Saying no when necessary is a powerful way to protect your mental health, maintain balance, and stay true to your goals.

What is Assertiveness?

Assertiveness is the ability to confidently express your thoughts, feelings, and needs in a clear, direct, and respectful manner. It involves standing up for your own rights and boundaries while also respecting the rights and boundaries of others. Assertiveness is about finding a balance between passivity and aggression—communicating in a way that is neither overly submissive nor confrontational, but rather, firm and fair.

The Importance of Being Assertive and Saying No

Being assertive means expressing your thoughts, feelings, and needs in a clear and respectful way. It’s about having the confidence to stand by your decisions and communicate them effectively, even when it’s uncomfortable. Saying no is an integral part of assertiveness—it’s about recognising your limits and not overcommitting yourself. Research shows that assertiveness is linked to higher self-esteem, better stress management, and stronger relationships.

How Previous Competencies Enhance the Ability to Be Assertive and Say No

Self-Knowledge (Competency 1): Understanding your values, priorities, and limits is essential for knowing when and how to assert yourself.
Constructive Decision-Making (Competency 7): Making responsible decisions includes recognising when to say no in order to focus on what truly matters.
Understanding Emotions and Stress (Competency 9): Recognising when stress is building up can be a cue to set boundaries and say no to additional demands.
Expressing Emotions Positively (Competency 11): Assertiveness is about expressing your needs and emotions in a way that is both clear and respectful.
Effective Communication (Competency 16): Clear and confident communication is key to being assertive and ensuring that your boundaries are understood and respected.
Critical Thinking Skills (Competency 2): Critical thinking allows you to evaluate situations objectively, helping you determine when it’s appropriate to say no and stand firm in your decision.
Mindful Awareness of Inner Experiences (Competency 4): Being mindful of your internal experiences helps you recognise when you are feeling overwhelmed, making it easier to assert your boundaries and say no.
Goal Achievement Skills (Competency 6): Being clear about your goals helps you prioritise your commitments, making it easier to say no to distractions or demands that don’t align with your objectives.
Managing Difficult Emotions (Competency 12): Managing difficult emotions, such as guilt or fear, is crucial when asserting yourself and saying no. It helps you navigate the emotional challenges that often accompany boundary-setting.
Developing Social Bonds (Competency 17): Strong social bonds are built on mutual respect and understanding. Being assertive and setting boundaries can actually strengthen these bonds by fostering honest and open communication.

Part A: Start By Yourself

Objective: Develop the ability to be assertive and say no by recognising your limits and expressing your needs clearly.

Instructions:

A) Reflect on Past Experiences:

Identify a Time You Struggled to Say No: Think of a recent situation where you found it difficult to say no. What were the consequences? How did it affect your stress levels and overall well-being?
Evaluate Your Assertiveness: Reflect on your approach to the situation. Were you able to express your needs clearly? What could you have done differently?

B) Practice Saying No:

Identify Your Priorities: Consider your current commitments and responsibilities. What are your top priorities? What are the things that don’t align with your goals or values?
Set Boundaries: Practice saying no in situations where you feel overcommitted or where the demands don’t align with your priorities. Be clear and respectful in your communication, and stand firm in your decision.

C) Alternative Ways to Practice Assertiveness:

Role-Playing: Practice assertiveness in a safe environment by role-playing scenarios where you need to say no.
Write It Down: If saying no verbally is challenging, try writing down your response first. This can help you clarify your thoughts and build confidence.

Benefits:

Protects your mental and emotional well-being.
Helps maintain focus on your priorities and goals.
Builds confidence and strengthens relationships through clear communication.

Part B: Share with Pairs, Family, or Friends

Objective: Develop the ability to be assertive and say no together by supporting each other in setting boundaries.

Instructions:

A) In Pairs or Groups:

Share a Situation Where You Need to Be Assertive: Each person shares a current situation where they need to say no but are struggling to do so. Discuss the challenges and brainstorm ways to approach the situation assertively.
Role-Playing Exercise: Practice assertiveness with your group by role-playing scenarios where you need to say no. This helps to build confidence and refine the skill.

B) Support Each Other in Setting Boundaries:

Encourage Clear Communication: Foster an environment where assertiveness is encouraged and respected. Discuss how setting boundaries can benefit everyone involved.
Celebrate Assertive Actions: When someone successfully sets a boundary and says no, celebrate it. This reinforces the value of assertiveness and boundary-setting.

C) Reflect Together:

Discuss Learnings: Reflect on what was learned from practising assertiveness. How did it feel? What was the response from others? How did it impact your stress levels and overall well-being?
Plan for Future Challenges: Make a plan to continue practising this skill in daily life. Set goals for how and when to assert yourself in future situations.

Tips:

Remember that saying no is not only about protecting your well-being but also about sticking to your priorities and reaching your goals.
Be clear and respectful when communicating your boundaries.
Support others in their efforts to be assertive by respecting their boundaries.

Benefits:

Reduces stress and prevents burnout by avoiding overcommitment.
Strengthens self-esteem and confidence through clear, assertive communication.
Enhances relationships by fostering mutual respect and understanding.

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 19 - The Ability to Ask for Help

Mon, 12 Aug 2024 07:12:10 GMT

Competency 19 - The Ability to Ask for Help

Transforming Conflict into Growth:

Social Competencies: Solving Various Difficulties

Specific Competency: The Ability to Ask for Help

Statement : Asking for help is a critical skill in navigating life’s challenges. It requires humility, self-awareness, and the understanding that seeking assistance is a sign of strength, not weakness. This competency is essential for solving difficulties effectively and fostering collaborative relationships.

Introduction

As we shift focus to competencies that help us navigate life’s challenges, we begin with the ability to ask for help. This skill is often undervalued, yet it is a cornerstone of resilience and effective problem-solving. Asking for help requires courage and an understanding that we don't have to face every challenge alone. It’s a step towards building stronger, more supportive relationships and achieving success in both personal and professional spheres.

The Importance of Asking for Help

Asking for help is more than just a practical necessity; it's an emotional and social skill that reflects self-awareness and a willingness to collaborate. It breaks down barriers to growth and fosters a culture of mutual support and learning. Research shows that individuals who regularly ask for help are more likely to achieve their goals, build stronger relationships, and experience less stress.

How Previous Competencies Enhance the Ability to Ask for Help

Self-Knowledge (Competency 1): Understanding your own strengths and limitations is crucial for recognising when you need help.
Constructive Decision-Making (Competency 7): Making responsible choices often involves recognising when external input is needed, which means knowing when and how to ask for help.
Understanding Emotions and Stress (Competency 9): Recognising your emotional state and stress levels can alert you to when it's time to seek support.
Expressing Emotions Positively (Competency 11): Effectively communicating your emotional needs is key when asking for help, ensuring that your requests are clear and understood.
Effective Communication (Competency 16): Clear communication is essential when asking for help—knowing how to express your needs effectively ensures you get the support you require.
Prosocial Attitudes and Behaviours (Competency 18): Cultivating a mindset of collaboration and mutual support makes it easier to ask for and offer help within your network.

Part A: Start By Yourself

Objective: Develop the ability to ask for help by recognising when and how to seek support.

Instructions :

A) Reflect on Past Experiences:

Identify a Time You Needed Help: Think of a recent situation where you needed help but either hesitated to ask or did ask. What were the outcomes? How did it make you feel?
Evaluate Your Approach: Reflect on how you approached the situation. Did you communicate your needs clearly? What could you have done differently?

B) Practice Asking for Help:

Identify a Current Challenge: Consider a current challenge you are facing. It could be at work, in your personal life, or even in a project. Identify who could assist you.
Reach Out: Take the initiative to ask for help. Be clear about what you need and why you are asking this person specifically. Remember, it’s not a sign of weakness; it’s a step towards solving your difficulty effectively.

C) Alternative Ways to Practice:

Seek Feedback: Ask someone you trust for feedback on a project or decision. This can be a gentle way to practice asking for help.
Join a Group or Community: Engage in communities or support groups where asking for and offering help is a common practice.

Benefits:

Builds resilience and reduces stress.
Strengthens relationships through mutual support.
Enhances problem-solving skills by leveraging the strengths of others.

Part B: Share with Pairs, Family, or Friends

Objective: Develop the ability to ask for help together by encouraging mutual support within your group.

Instructions :

A) In Pairs or Groups:

Share a Challenge: Each person shares a current challenge they are facing. Discuss why asking for help in this situation might be difficult.
Role-Playing Exercise: Practice asking for help with your group. One person plays the role of someone needing help, and the others provide support. This helps to build confidence and refine the skill.

B) Create a Supportive Environment:

Encourage Open Communication: Foster an environment where asking for help is seen as normal and encouraged. Discuss the benefits of mutual support and how it can strengthen relationships.
Celebrate Successes: When someone successfully asks for help and achieves a positive outcome, celebrate it. This reinforces the value of the skill.

C) Reflect Together:

Discuss Learnings: Reflect on what was learned from asking for help. How did it feel? What was the response from others? How did it impact the challenge you were facing?
Plan for Future Challenges: Make a plan to continue practising this skill in daily life. Set goals for how and when to ask for help in future situations.

Tips:

Recognise that asking for help is a strength, not a weakness.
Be clear and specific when asking for help to ensure you get the support you need.
Foster an environment of mutual support where asking for help is encouraged and celebrated.

Benefits:

Encourages collaboration and mutual support.
Reduces the stigma around asking for help.
Enhances the effectiveness of problem-solving efforts.

Join the Journey By integrating these competencies into your daily life, you can improve your mental health, build stronger relationships, and better handle life's challenges. Stay tuned for the next set of competencies focused on solving various difficulties!

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 18 - Prosocial Attitudes and Behaviours

Sat, 10 Aug 2024 07:41:21 GMT

Competency 18 - Prosocial Attitudes and Behaviours

Transforming Conflict into Growth: Competency 18 - Prosocial Attitudes and Behaviours

Social Competencies: Building Constructive Relationships

Specific Competency : Develop Prosocial Attitudes and Behaviours

Statement : Prosocial attitudes and behaviours involve acceptance, collaboration, cooperation, and mutual support across all areas of life. These behaviours are crucial for cultivating positive, constructive relationships and fostering a supportive social environment.

Introduction

As we advance through social competencies, we now turn to developing prosocial attitudes and behaviours. These are the cornerstone of constructive relationships, enabling us to work together effectively, support one another, and create environments where everyone can flourish. By embracing prosocial behaviours, you can enhance your social interactions and contribute positively to all your relationships—whether at home, at work, or in your community.

The Difference Between Knowledge, Attitude, and Behaviour

Understanding the difference between knowledge, attitude, and behaviour is key to mastering prosocial skills:

Knowledge: This is what I’m offering you today—the foundational understanding of what prosocial behaviour is and why it’s important. Aristotle referred to this as "theoria," the intellectual contemplation of principles. It’s the knowledge that lays the groundwork for action.
Attitude: Attitude is how you internalise this knowledge. It aligns with the concept of "poiesis," the creative process that shapes your mindset, beliefs, and values. This is where you develop a personal stance on the importance of prosocial behaviours.
Behaviour: Finally, behaviour is where knowledge and attitude translate into action—this is "praxis," the application of knowledge through deliberate practice. As Karl Marx famously pointed out, it is not enough to interpret the world; the point is to change it. Praxis involves actively practising prosocial behaviours in real-life situations. This is where I try to facilitate your praxis, helping you move from understanding to doing.

Mastering prosocial behaviours involves aligning your knowledge with a positive attitude and translating both into consistent, constructive actions.

Key Elements of Prosocial Attitudes and Behaviours

To fully cultivate prosocial skills, it's important to focus on these key elements:

Acceptance: Embracing diversity and showing respect for others' perspectives and experiences.
Collaboration: Working together towards common goals with a spirit of unity.
Cooperation: Engaging willingly in group activities and supporting others.
Mutual Support: Offering and receiving help and encouragement in your relationships.
Altruism: Acting with others' welfare in mind, often without expecting anything in return.
Empathy: Understanding and valuing the emotions and needs of others.

How Previous Competencies Enhance Prosocial Behaviours

Empathetic Listening Skills (Competency 15): Tuning into others' emotions is vital for developing prosocial attitudes. By truly listening, you can better understand others' needs and offer more meaningful support.
Effective Communication Skills (Competency 16): Clear and respectful communication fosters collaboration and cooperation, essential components of prosocial behaviour.
Developing Social Bonds (Competency 17): Strong social connections naturally lead to a greater willingness to collaborate and support others, reinforcing prosocial attitudes.
Self-Knowledge (Competency 1): Understanding your strengths, values, and limitations helps you contribute meaningfully to group efforts, enhancing your capacity for altruism and mutual support.

Part A: Start By Yourself

Objective: Develop prosocial attitudes by practising acceptance, collaboration, and cooperation.

Instructions :

A) Reflect on Prosocial Behaviour:

Identify a Time You Acted Prosocially: Think about a recent situation where you collaborated, cooperated, or offered support to someone. Write down what you did and how it made you feel.
Examine Your Motivation: Reflect on what motivated you to act in a prosocial way. How did it affect the other person and your relationship with them?

B) Engage in Prosocial Behaviour:

Collaborate on a Project: Seek out an opportunity to collaborate with someone, whether it’s at work, within your community, or on a family project. Focus on working together towards a shared goal.
Offer Help: Look for someone who could benefit from your support. Offer your assistance without expecting anything in return.
Practice Acceptance: Make a conscious effort to accept others' perspectives and experiences, particularly when they differ from your own. Approach interactions with respect and understanding.

C) Alternative Activities to Enhance Prosocial Behaviour:

Volunteer Your Time: Participate in volunteer activities that positively impact others.
Random Acts of Kindness: Perform small, unexpected acts of kindness to brighten someone else's day.
Group Activities: Engage in group activities that require teamwork and collaboration.

Benefits:

Deepens relationships and social bonds.
Enhances your sense of purpose and well-being.
Contributes to a positive and supportive social environment.

Part B: Share with Pairs, Family, or Friends

Objective: Develop prosocial attitudes together by engaging in collaborative and cooperative activities.

Instructions:

A) In Pairs or Groups:

Plan a Collaborative Project: Work together on a project or activity that necessitates cooperation and collaboration. This could range from a home improvement task to organising a community event.
Practice Mutual Support: Offer and receive support from each other during the activity. Focus on helping others succeed and seek support when needed.

B) Cultivate Prosocial Attitudes:

Discuss the Value of Cooperation: Engage in a discussion about the importance of working together and supporting each other. Share thoughts on how collaboration enhances relationships.
Celebrate Acts of Kindness: Acknowledge and celebrate acts of kindness and support within the group. Recognise the positive impact these actions have on everyone involved.

C) Reflect Together:

Share Insights: Reflect on what you learned from practising prosocial behaviours. Discuss how these actions have strengthened your relationships.
Plan for Continued Prosocial Behaviour: Create a plan to continue engaging in prosocial activities. Set goals for how you can contribute to a positive and supportive environment in your daily life.

Tips:

Embrace opportunities for collaboration and cooperation in all aspects of life.
Practice acceptance and respect for others' perspectives and experiences.
Offer help and support freely, without expecting anything in return.

Benefits:

Builds a positive and supportive community.
Strengthens social bonds and relationships.
Enhances both personal and collective well-being.

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 17 - Developing Social Bonds Skills

Sat, 10 Aug 2024 07:38:09 GMT

Competency 17 - Developing Social Bonds Skills

Transforming Conflict into Growth:

Social Competencies: Building Connections

Specific Competency : Developing Social Bonds Skills

Statement : Developing social bonds involves reaching out, making connections, and building friendships in all parts of life. This competency is essential for creating a supportive social network and fostering a sense of belonging.

Introduction

Having developed effective communication skills, we now focus on developing social bonds. Building strong connections with others is crucial for mental health and well-being. Social bonds provide support, enhance happiness, and contribute to a sense of belonging. It is said that we need four things in life: autonomy, competence, relationships, and recognition. This competency focuses on enhancing relationships.

The Science of Social Bonds

Social bonds are the connections we form with others through shared experiences, trust, and mutual support. Research shows that strong social bonds can improve mental health, increase longevity, and enhance overall well-being. Building social bonds involves reaching out to others, nurturing relationships, and creating a supportive network.

Elements of Developing Social Bonds

To fully develop social bond skills, it's essential to understand its core elements:

Reaching Out: Taking the initiative to connect with others.
Building Trust: Establishing trust through honesty, reliability, and consistency.
Mutual Support: Offering and receiving support in relationships.
Shared Experiences: Creating and sharing meaningful experiences with others.
Communication: Engaging in open and honest communication.
Empathy: Understanding and valuing the perspectives and feelings of others.
Acts of Kindness: Performing kind acts to strengthen connections and show appreciation.

How Previous Competencies Help Develop Social Bonds

Empathetic Listening Skills (Competency 15): Understanding and responding to others' emotions enhances your ability to connect with them.
Effective Communication Skills (Competency 16): Clear and respectful communication is key to building and maintaining relationships.
Self-Knowledge (Competency 1): Knowing your strengths and weaknesses helps you interact more authentically with others.

Part A: Start By Yourself

Objective: Develop social bond skills by reaching out and making connections.

Instructions:

A) Reflect on Past Connections:

Identify a Positive Connection: Think about a recent interaction where you successfully made a new connection or strengthened an existing one. Write down the details of the interaction.
Evaluate Your Approach: Reflect on how you approached the interaction. What made it successful? Did you use any specific skills or techniques?

B) Reach Out and Connect:

Initiate Contact: Reach out to someone you haven't spoken to in a while or someone new you'd like to get to know better. Send a message, make a phone call, or arrange a meeting.
Build Trust: Be honest and reliable in your interactions. Follow through on commitments and show genuine interest in the other person.
Create Shared Experiences: Plan an activity or event that you can enjoy together, such as a picnic, a hike, or a game night.
Perform Acts of Kindness: Do something kind for someone, such as bringing them a small gift, helping them with a task, or simply offering a compliment.

C) Alternative Activities to Enhance Social Bonds:

Join a Group or Club: Participate in a group or club that interests you. This can be a sports team, a book club, or a hobby group.
Volunteer: Get involved in volunteer activities. Volunteering is a great way to meet new people and build connections.
Social Media: Use social media platforms to connect with people who share your interests and values.

Benefits:

Increases sense of belonging.
Enhances mental health and well-being.
Provides a supportive network.

Part B: Share with Pairs, Family, or Friends

Objective: Develop social bond skills together by engaging in activities that foster connection and mutual support.

Instructions:

A) In Pairs or Groups:

Plan a Social Activity: Organise a social activity with family or friends. This could be a barbecue, a beach day, or a game night. Focus on creating an environment where everyone feels included and valued.
Share Experiences: Take turns sharing positive experiences and stories. Encourage open and honest communication.
Perform Acts of Kindness Together: Plan a group activity that involves acts of kindness, such as a community service project, creating care packages, or writing notes of appreciation.

B) Support Each Other:

Offer Help and Support: Look for opportunities to help each other. Whether it's offering a listening ear, providing assistance with a task, or giving emotional support, show that you care.
Celebrate Together: Celebrate each other's achievements and milestones. This can strengthen bonds and create positive memories.

C) Reflect Together:

Discuss Learnings: Reflect on what you learned from the social activities. Share insights and discuss how these activities have impacted your relationships.
Plan for Continued Connection: Make a plan to continue building social bonds. Set goals for maintaining and strengthening your connections.

Tips:

Be open and approachable in your interactions.
Show genuine interest in others.
Be reliable and consistent in your behaviour.
Perform acts of kindness to strengthen your connections.

The Paradox of Conflict

Conflicts, when managed constructively, can paradoxically strengthen relationships. A past conflict followed by a genuine, honest conversation can build strong bonds and even friendships. Addressing issues openly and resolving them can increase mutual understanding and trust.

The Role of DiSC in Building Social Bonds

You don't have to be extraverted or talkative to build strong social bonds. People with an introverted behavioural preference often excel at building connections as they observe, listen, and show interest in others, sometimes even more than in themselves. The DiSC model can help you understand your natural tendencies and how to leverage them to create meaningful connections.

Benefits:

Strengthens relationships.
Enhances social support.
Fosters a sense of community and belonging.

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 16 - Effective Communication Skills

183:792460045 (Krumma Jonsdottir) — Thu, 08 Aug 2024 10:43:48 GMT

Competency 16 - Effective Communication Skills

Transforming Conflict into Growth:

Social Competencies: Constructive Communication

Specific Competency : Effective Communication Skills

Statement : Effective communication involves clear expression and valuing the perspectives of others. This competency is essential for building trust, resolving conflicts, and fostering strong relationships.

Introduction

Having developed empathetic listening skills, we now move to effective communication skills. While listening is crucial, being able to express oneself clearly and constructively is equally important. Effective communication helps convey your thoughts and feelings in a way that is understood and respected by others. Additionally, managing oneself during communication is vital to ensure interactions are productive and respectful.

The Science of Effective Communication

Effective communication involves both verbal and non-verbal elements. It requires creating the right conditions for communication, clarity, conciseness, and the ability to convey messages in a way that is easily understood. It also involves active listening, empathy, and respect for the other person’s perspective. Research shows that effective communication can enhance relationships, improve teamwork, and lead to better problem-solving.

Elements of Effective Communication

To fully develop effective communication skills, it's essential to understand its core elements:

Creating the Right Conditions: Establishing a conducive environment for open and honest communication.
Self-Management: Managing your emotions, biases, and reactions to maintain productive and respectful interactions.
Clarity: Ensuring that your message is clear and easily understood.
Conciseness: Keeping your message brief and to the point.
Coherence: Ensuring that your message is logical and consistent.
Courtesy: Being respectful and considerate in your communication.
Active Listening: Fully engaging with the speaker and responding appropriately.
Non-Verbal Communication: Using body language, facial expressions, and tone of voice to reinforce your message.

How Previous Competencies Help Develop Effective Communication

Self-Knowledge (Competency 1): Understanding your strengths, weaknesses, and communication style helps you express yourself more effectively. The DiSC Model can be a valuable tool in this regard. It not only enhances self-awareness but also helps you understand how others function, enabling you to create the conditions for effective communication. Learn more about it my this Forbes article .
Empathetic Listening Skills (Competency 15): Understanding and responding to others' emotions enhances your ability to communicate effectively.
Expressing One’s Emotions Positively (Competency 11): Clearly articulating your feelings helps in delivering your message constructively.
Critical Thinking Skills (Competency 2): Analysing and organising your thoughts helps in conveying your message clearly.

Part A: Start By Yourself

Objective: Develop effective communication skills by practising clear and concise expression and self-management.

Instructions:

A) Reflect on Successful Conversations:

Identify a Positive Conversation: Think about a recent conversation during your summer holiday where you felt your message was understood and the interaction was successful. Write down the details of the conversation.
Evaluate Your Communication: Reflect on how you communicated. What made the conversation successful? Did you manage your emotions and reactions effectively? Were there any biases or limiting beliefs you overcame?

B) Practise Clear Communication:

Prepare Your Message: Think about a message you need to convey during your holiday. Write it down and revise it to ensure clarity and conciseness.
Use “I” Statements: Express your feelings and thoughts using “I” statements to take ownership of your message. For example, “I feel…” instead of “You make me feel…”
Check for Understanding: After conveying your message, ask the listener to repeat back what they heard to ensure understanding.
Manage Your Reactions: Practise staying calm and composed, even when the conversation becomes challenging. Be aware of any biases or limiting beliefs that may affect your communication.

C) Alternative Activities to Enhance Communication:

Role-Playing: Practise delivering your message with a friend or family member and ask for feedback.
Mindfulness Exercises: Practise mindfulness to stay present and focused during conversations.
Feedback Journaling: Keep a journal to record feedback on your communication skills and plan for improvements.

Benefits:

Enhances clarity and understanding.
Builds trust and respect.
Reduces misunderstandings and conflicts.

Part B: Share with Pairs, Family, or Friends

Objective: Develop effective communication skills together by practising clear expression, self-management, and providing constructive feedback.

Instructions:

A) In Pairs or Groups:

Share a Message: Take turns sharing a message you need to convey. Practise clear and concise communication.
Provide Feedback: After each person shares, provide feedback on their communication skills. Highlight what they did well and suggest areas for improvement.

B) Support Each Other:

Encourage Open Communication: Create an environment where everyone feels safe to express their thoughts and feelings. Encourage each other to communicate openly and respectfully.
Plan Communication-Building Activities: Engage in activities that promote effective communication, such as team-building exercises or group discussions.

C) Reflect Together:

Discuss Learnings: Reflect on what you learned from practising effective communication. Share insights and discuss how this skill has impacted your relationships.
Plan for Continued Practice: Make a plan to continue practising effective communication in your daily interactions. Set goals for improving your communication skills.

Tips:

Be clear and concise in your communication.
Use “I” statements to express your thoughts and feelings.
Check for understanding to ensure your message is received as intended.
Manage your emotions, biases, and limiting beliefs to maintain a productive and respectful interaction.

Benefits:

Strengthens relationships.
Enhances emotional intelligence.
Fosters a supportive and understanding environment.

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 15 - Empathetic Listening Skills

Wed, 07 Aug 2024 07:24:43 GMT

Competency 15 - Empathetic Listening Skills

Transforming Conflict into Growth:

Social Competencies: Constructive Communication

Specific Competency : Empathetic Listening Skills

Statement : Empathetic listening skills involve understanding and responding to the emotions and needs of others. This competency is essential for building strong, supportive relationships and fostering effective communication.

Introduction

As we transition from cognitive and emotional competencies to social competencies, we now focus on empathetic listening. This skill is vital for creating meaningful connections and enhancing our ability to support others. Empathetic listening is not just about hearing words but understanding the emotions and intentions behind them.

Recap of Cognitive and Emotional Competencies

Before diving into social competencies, let's reflect on what we’ve learned about cognitive and emotional competencies. Take a moment to rate your progress from 1 to 10 on each competency :

1: OUPS, I don’t remember this competency.
10: I have totally integrated this competency and see myself in action, though I know I’m not mastering it yet because it will take weeks. I am conscious of its importance.

Cognitive Competencies:

Self-Knowledge: Understanding your strengths, weaknesses, goals, and values.
Critical Thinking Skills: Analysing and evaluating information effectively.
Positive Self-Evaluation: Building a healthy self-esteem.
Mindful Awareness of Inner Experiences: Being aware of your thoughts and feelings.
Impulsivity Management: Controlling impulsive behaviors.
Goal Achievement Skills: Setting and achieving realistic goals.
Responsible Decision Making: Making choices that are ethical and effective.
Creative Problem-Solving: Finding innovative solutions to problems.

Emotional Competencies:

9. Understanding Emotions and Stress: Recognising how emotions and stress affect you.

10. Identifying One’s Emotions and Stress: Being able to pinpoint specific emotions and stressors.

11. Expressing One’s Emotions Positively: Communicating your emotions in a constructive way.

12. Managing One’s Emotions: Handling difficult emotions like anger and anxiety.

13. Regulating One’s Stress: Using techniques to manage stress in daily life.

14. Coping with Adversity: Building resilience to overcome challenges.

Reflective Questions

As we move forward, take a moment to reflect on your progress with the cognitive and emotional competencies:

Cognitive Competencies: How well have you integrated the cognitive competencies into your daily life?
Emotional Competencies: How effectively have you managed your emotions and stress using the techniques discussed?
General Reflection: How have the cognitive and emotional competencies we've covered so far improved your ability to cope with daily challenges?

Transition to Social Competencies

Philosophers have long discussed the importance of moving from understanding to action. Ancient Greek philosophy introduced the concepts of poiesis (creation), theoria (theory), and praxis (practice). Karl Marx emphasised that it is not enough to understand and interpret the world; we must also act upon our knowledge. With this in mind, we now turn our focus outward to social competencies. These skills build on our self-awareness and emotional regulation, enabling us to interact constructively with others. The first of these is empathetic listening, a crucial skill for meaningful communication and connection.

The Science of Empathetic Listening

Empathetic listening involves active listening, emotional intelligence, and empathy. It requires full attention, an open mind, and a non-judgmental attitude. Research shows that empathetic listening can improve relationships, reduce conflicts, and enhance overall well-being.

Levels of Listening

To fully develop empathetic listening skills, it's essential to understand the different levels of listening based on recent academic findings. Some studies and experts suggest there are up to 10 levels of listening, but for simplicity and immediate applicability, we will focus on the core levels that are most practical for everyday use:

Ignoring: The lowest level where you are not paying attention to the speaker at all.
Pretend Listening: Giving verbal cues without truly engaging.
Selective Listening: Only hearing parts of the conversation that interest you, ignoring the rest.
Attentive Listening: Listening to the words but missing underlying emotions.
Active Listening: Fully engaged, understanding content, and acknowledging emotions.
Empathetic Listening: The highest level, where you fully engage with the speaker, understand their words, emotions, and intentions, and respond empathetically.

By focusing on these levels, we aim to keep things straightforward and actionable.

How Previous Competencies Help Develop Empathetic Listening

Self-Knowledge (Competency 1): Understanding your strengths and weaknesses helps you to be more aware of how you interact with others, which is crucial for empathetic listening.
Mindful Awareness of Inner Experiences (Competency 4): Being mindful allows you to be fully present in conversations, which is essential for active and empathetic listening.
Managing One’s Emotions (Competency 12): When you can manage your emotions, you are better able to respond calmly and empathetically to others.

Part A: Start By Yourself

Objective: Develop empathetic listening skills by practicing active listening and understanding the emotions behind the words.

Instructions:

A) Reflect on Past Conversations:

Identify a Meaningful Conversation: Think about a recent conversation where someone shared their feelings with you. Write down the details of the conversation, focusing on the emotions expressed.
Evaluate Your Listening Skills: Reflect on how well you listened. Did you truly understand their emotions, or were you more focused on formulating your response?

B) Practice Active Listening:

Set Aside Distractions: Choose a quiet place free from distractions. When someone is speaking, give them your full attention.
Use Reflective Statements: Repeat back what the speaker said in your own words. For example, "I hear that you feel strongly about this."
Ask Open-Ended Questions: Encourage the speaker to share more by asking questions like, "Can you tell me more about that?" or "How did that make you feel?"

C) Alternative Activities to Develop Empathy:

Empathy Journal: Keep a journal where you record interactions and reflect on the emotions of others. Write down what you think they were feeling and why.
Mindfulness Meditation: Practice mindfulness to become more present and attuned to the emotions of others.
Role-Playing: Engage in role-playing exercises where you practice empathetic listening in different scenarios.

Benefits:

Improves relationships.
Enhances emotional intelligence.
Reduces misunderstandings and conflicts.

Part B: Share with Pairs, Family, or Friends

Objective: Develop empathetic listening skills together by practicing active listening and providing support.

Instructions:

A) In Pairs or Groups:

Share a Personal Story: Take turns sharing a personal story or experience. Practice empathetic listening by giving your full attention and responding with empathy.
Provide Feedback: After each person shares, provide feedback on their listening skills. Highlight what they did well and suggest areas for improvement.

B) Support Each Other:

Encourage Open Communication: Create an environment where everyone feels safe to express their emotions. Encourage each other to share thoughts and feelings openly.
Plan Empathy-Building Activities: Engage in activities that promote empathy, such as watching a movie and discussing the characters' emotions or reading a book together and reflecting on the characters' experiences.

C) Reflect Together:

Discuss Learnings: Reflect on what you learned from practicing empathetic listening. Share insights and discuss how this skill has impacted your relationships.
Plan for Continued Practice: Make a plan to continue practicing empathetic listening in your daily interactions. Set goals for improving your empathetic listening skills.

Tips:

Be patient and give the speaker time to express themselves fully.
Avoid interrupting or offering unsolicited advice. Focus on understanding the speaker's emotions.
Use non-verbal cues, such as nodding and maintaining eye contact, to show that you are engaged.

Benefits:

Strengthens relationships.
Enhances emotional intelligence.
Fosters a supportive and understanding environment.

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 14 - Ability to Cope with Adversity

Mon, 05 Aug 2024 13:12:31 GMT

Competency 14 - Ability to Cope with Adversity

Transforming Conflict into Growth:

Emotional Competencies: Stress Management

Specific Competency: Ability to Cope with Adversity

Statement : The ability to cope with adversity involves developing resilience and effective coping strategies to handle challenges and setbacks in a constructive manner. This competency is vital for maintaining mental health and thriving in the face of difficulties.

Introduction

Building on the foundation of emotional competencies (Competencies 9-13), we now focus on developing resilience and the ability to cope with adversity. Life is full of challenges, and learning to navigate them with resilience is key to maintaining well-being and achieving success.

The Science of Resilience

Resilience is the ability to bounce back from setbacks and adapt to difficult circumstances. It involves a combination of mental, emotional, and behavioural flexibility and adjustment. Research has shown that resilient individuals are better able to manage stress, maintain a positive outlook, and achieve their goals despite obstacles.

Adversity is a Normal Part of Life

Adversity is an inevitable aspect of life. In our modern consumerist society, especially in the West, there is often an expectation that things should always go smoothly and that immediate gratification is a right. This mindset can make it difficult for individuals to accept and cope with setbacks. However, adversity is not only normal but also a crucial component of personal growth and achievement.

Consider the dedication of elite athletes like Usain Bolt, Michael Phelps, and Simone Biles. These individuals train for 6-8 hours a day, for years, to compete in events that may last less than 60 seconds. Their journey is fraught with challenges, injuries, and setbacks, yet they persevere because they understand that adversity is a part of the path to excellence.

Part A: Start By Yourself

Objective: Develop resilience and coping skills by identifying personal strengths and applying effective coping strategies.

Instructions :

A) Reflect on Past Adversity:

Identify Past Challenges: Think about a challenging situation you faced in the past. Write down the situation, how you responded, and the outcome.
Recognise Your Strengths: Identify the strengths and resources you used to cope with that situation. Consider how these strengths helped you navigate the adversity.

B) Practice the HEROIC Framework:

HEROIC Framework (inspired by Joseph Campbell's Heroe's Journey and Fred Luthan's PsyCAP):

H: Hope – Cultivate a hopeful outlook. Visualise positive outcomes and set achievable goals.

E: (self) Efficacy – Build confidence in your ability to handle challenges. Reflect on past successes and how they demonstrate your competence.

R: Resilience – Develop resilience by learning from setbacks. Use challenges as opportunities for growth.

O: Optimism – Maintain an optimistic perspective. Focus on the positive aspects of situations and look for silver linings.

I: Impact – Understand the impact of your actions and decisions. Consider how your resilience can positively influence others.

C: Courage – Foster courage to face challenges head-on. Embrace vulnerability and take risks to grow and learn.

For a detailed explanation, see my Forbes article: Your Leadership Journey Powered By Hope, Efficacy, Resilience, And Optimism and my HEROic Masterclass on Brainz Magazine .

C) Alternative Resilience-Building Activities:

Summer Reflection Walks: Take a walk on the beach or in a park. Use this time to reflect on past adversities and how you overcame them. Walking in nature can be particularly calming and conducive to deep thinking.
Gratitude Practice: Each morning, write down three things you are grateful for, focusing on the positives of your summer experiences. This can help buffer against stress.
Mindfulness Meditation by the Water: Spend 10 minutes each day practising mindfulness meditation near a body of water. The sound of water can enhance relaxation and resilience.
Family or Group Problem-Solving Games: Engage in fun problem-solving games with family or friends during your holiday. This can build resilience and strengthen relationships in a playful manner.

Benefits:

Enhances emotional resilience.
Improves overall mental health and well-being.
Builds confidence in handling future challenges.

Part B: Share with Pairs, Family, or Friends

Objective: Develop resilience and coping skills together by discussing and supporting each other through adversity, adapted for the summer holiday season.

Instructions:

A) In Pairs or Groups:

Share Past Challenges: Share a challenging situation you faced in the past and discuss how you coped with it. Highlight the strengths and resources you used.
Discuss Coping Strategies: Discuss various coping strategies that have worked for you and explore new strategies you might try in the future.

B) Support Each Other:

Encourage and Motivate: Encourage each other to apply the HEROIC framework in daily life. Provide motivation and support to reinforce resilience and coping skills.
Plan and Prepare Together: Assist each other in planning and preparing for potential challenges. Offer suggestions and support for implementing effective coping strategies.

C) Summer Activities for Resilience Building:

Beachside Conversations: While at the beach, have in-depth conversations about past adversities and coping mechanisms. The relaxed environment can make sharing easier.
Bonfire Discussions: Use evening bonfires as a time to reflect and discuss coping strategies. The informal setting can encourage open and supportive conversations.
Group Adventures: Plan group activities like hiking or kayaking that require teamwork and problem-solving. These adventures can naturally build resilience and strengthen bonds.

Tips:

Foster a supportive and non-judgemental atmosphere during resilience and coping discussions and activities.
Explore various resilience-building techniques, such as mindfulness meditation, cognitive restructuring, and positive self-talk. Read more about these techniques in the article on Resilience Strategies.
Celebrate each other’s progress and efforts in building resilience and coping skills.

Benefits:

Promotes mutual understanding and support.
Enhances emotional intelligence and resilience.
Strengthens relationships through shared resilience and coping practices.

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 13 - Regulating Stress in Daily Life

Mon, 05 Aug 2024 09:28:45 GMT

Competency 13 - Regulating Stress in Daily Life

Transforming Conflict into Growth:

Emotional Competencies: Stress Management

Specific Competency : Regulating Stress in Daily Life

Statement : Regulating stress in daily life involves recognising stressors and applying effective strategies to manage and reduce stress levels. This competency is essential for maintaining overall well-being and productivity.

Introduction

Understanding and managing emotions (Competencies 9-12) lay the foundation for effectively regulating stress. Daily life presents numerous stressors, and learning how to cope with them is crucial for maintaining mental and physical health. Let’s explore practical ways to regulate stress.

The Science of Stress

Stress triggers a physiological response in the body, releasing hormones like cortisol and adrenaline. These hormones prepare us for a fight-or-flight response, causing physical symptoms such as increased heart rate, muscle tension, and heightened alertness. While this response can be beneficial in short bursts, chronic stress can lead to health issues like anxiety, depression, and cardiovascular problems.

Part A: Start By Yourself

Objective: Develop the skill of regulating stress by identifying stressors and applying stress-reduction techniques.

Instructions:

A) Identify Your Stressors:

Reflect on Recent Situations: Think about recent situations that caused you stress. Write down the situation, what triggered your stress, and how you felt physically and emotionally.
Recognise Patterns: Look for patterns in your stressors. Are there common themes or triggers that consistently cause you stress? Write these down.

B) Practice Stress-Reduction Techniques:

Use the Grounding Exercise from Competency 12: Remember the grounding technique you learned earlier. It can be particularly beneficial in moments of acute stress to bring yourself back to the present moment.
New Quick Stress-Reduction Technique:
My SSSTOPPPP Exercise:

Identify your current emotional stress state.

S: Stand UP.

S: Shake your body and stretch from top to toe.

S: Sit Down.

T: Breathe with your nose.

O: Observe what you see, hear, taste, and feel.

P: Plan and Define how you want to feel.

P: Prepare a plan on what needs to happen to feel that way.

P: Proceed with your preparation.

P: Pulse 3 hours later and journal on how it went.

For a detailed explanation, see my Forbes article: How To Stop Being Mind Full And Start Being Mindful .

Visualisation Exercise: Close your eyes and imagine a place where you feel completely relaxed. This could be a beach, a forest, or a quiet room.Visualise all the details: what you see, hear, smell, and feel. Spend a few minutes in this place until you feel calmer.

C) Journaling and some alternatives:

Journaling: Journaling is an excellent way to document and reflect on your stressors and how you manage them.
Voice Notes: Use your phone to record voice notes about your stressful situations and how you managed them. Reflect on what worked well and what could be improved.
Artistic Expression: Draw, paint, or use another form of artistic expression to represent your stress and how you are managing it.
Physical Activity: Engage in a physical activity you enjoy, such as walking, running, or dancing, and use this time to reflect on your stress and how you manage it.

Benefits:

Reduces physical symptoms of stress.
Enhances emotional resilience.
Improves overall mental health and well-being.

Part B: Share with Pairs, Family, or Friends

Objective: Develop the skill of regulating stress together by practising stress-reduction techniques as a group.

Instructions:

A) In Pairs or Groups:

Practice the SSSTOPPPP Exercise Together:
Share Your Experiences: Discuss how you felt before and after the exercise. Share your observations and any changes in your emotional state.

B) Support Each Other:

Help Each Other Plan and Prepare: Assist each other in planning and preparing for how you want to feel. Provide suggestions and support for implementing your plans.
Encourage and Motivate: Encourage each other to proceed with the plans and provide motivation to stick with them.

C) Pulse and Reflect Together:

Pulse 3 Hours Later: Check in with each other three hours after the exercise. Discuss how your plans worked out and whether you achieved the desired emotional state.
Reflect on Learnings: Reflect on what you learned from the exercise and how it helped in managing stress. Share insights and feedback to improve future practices.

Tips:

Foster a supportive and non-judgemental atmosphere during stress regulation discussions and activities.
Be open to feedback and suggestions from others. For more on creating a feedback culture, see my Forbes article: Steps to Create a Successful Feedback Culture .
Explore various stress-reduction techniques, such as progressive muscle relaxation, mindfulness meditation, and physical activity. Read more about these techniques in the article on Stress Management Strategies.
Celebrate each other’s progress and efforts in managing stress positively.

Benefits:

Promotes mutual understanding and support.
Enhances emotional intelligence and resilience.
Strengthens relationships through shared stress regulation practices.

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 12 - Managing One’s Emotions

Mon, 05 Aug 2024 09:24:32 GMT

Competency 12 - Managing One’s Emotions

Transforming Conflict into Growth:

Emotional Competencies: Emotional Regulation

Specific Competency : Managing One’s Emotions (including difficult emotions: anger, anxiety, sadness...)

Statement : Managing one’s emotions involves recognising and regulating emotional responses, especially during challenging situations. This competency is crucial for maintaining emotional stability and fostering healthy interactions.

Introduction

While understanding and identifying emotions (Competencies 9 and 10) and expressing them positively (Competency 11) are crucial, learning to manage your emotions is the next essential step. Managing emotions, particularly difficult ones like anger, anxiety, and sadness, helps prevent conflicts and improves overall mental health.

The Science of Difficult Emotions

Difficult emotions often hit our bodies before our brains have a chance to process them. When we encounter a stressful situation, our bodies respond with a surge of adrenaline and other stress hormones, preparing us for a fight-or-flight response. This physical reaction happens almost instantaneously and can cause symptoms like a racing heart, sweating, and rapid breathing.

Our beliefs and thoughts then influence how we perceive and manage these emotions. If we believe a situation is threatening, our emotional response may become more intense. Conversely, if we have coping strategies and a positive mindset, we can manage these emotions more effectively.

Part A: Start By Yourself

Objective: Develop the skill of managing your emotions by practising self-regulation techniques.

Instructions :

A) Reflect on Recent Situations:

Identify a Recent Situation: Think about a recent situation where you felt a strong emotion, such as anger, anxiety, or sadness. Write down the situation, the emotion you felt, and how you responded. Consider whether your response was helpful or if it made the situation worse.
Analyse Your Response: Reflect on how your body reacted before your brain had a chance to process the situation. Did you feel a surge of adrenaline, a racing heart, or rapid breathing? Write down these physical responses.
Identify Your Strengths: Use your strengths from Competencies 1-11 to support your emotional regulation. For instance, apply mindful awareness from Competency 4 or impulsivity management from Competency 5. Write down specific strengths you can use to manage your emotions.

B) Practise a Calming Technique:

Grounding Technique: In the moment when a difficult emotion hits, use this quick grounding technique:

5-4-3-2-1 Technique:

Name 5 things you can see around you.

Name 4 things you can touch.

Name 3 things you can hear.

Name 2 things you can smell.

Name 1 thing you can taste.

This helps bring your focus to the present moment, reducing the intensity of the emotion.

C) Document Your Experience:

Emotional Diary: Keep an emotional diary where you document your emotional experiences and how you manage them. Write down the situation, the emotion you felt, the technique you used to manage it, and the outcome. Reflect on what worked well and what you could improve.
Evaluate Techniques: Experiment with different strategies to see which ones are most effective in managing your emotions. Note any patterns or insights.

Benefits:

Enhances emotional stability and resilience.
Reduces the likelihood of emotional outbursts and conflicts.
Improves overall mental health and well-being.

Part B: Share with Pairs, Family, or Friends

Objective: Develop the skill of managing emotions together by practising emotional regulation techniques as a group.

Instructions:

A) In Pairs or Groups:

Share Recent Experiences: Share a recent experience where you faced a difficult emotion. Discuss how you managed this emotion and whether it was effective.
Support Each Other: Offer support and validation to each other. Use your strengths from Competencies 1-11 to support each other's emotional regulation efforts.

B) Make It Supportive:

Create a Safe Space: Create a safe space where everyone feels comfortable sharing their emotional experiences without judgement.
Practise Together: Practise emotional regulation techniques together. For instance, try a group mindfulness meditation session or share strategies that work well for each person.
Encourage Regular Use: Encourage each other to use these techniques regularly and provide feedback on their effectiveness.

Reflect Together:

Reflect on Learnings: After practising emotional regulation techniques, reflect on what you learned. Discuss how these strategies can be applied to other areas of life.
Encourage Continued Practice: Encourage each other to continue using these techniques to manage difficult emotions effectively.

Tips:

Foster a supportive and non-judgemental atmosphere during emotional regulation discussions and activities.
Be open to feedback and suggestions from others. For more on creating a feedback culture, see my Forbes article: Steps to Create a Successful Feedback Culture .
Move from passive or destructive behaviours (e.g., avoiding, dismissing) to active and constructive behaviours (e.g., engaging, problem-solving). Read more about this in the article on Emotion Regulation Techniques.
Celebrate each other’s progress and efforts in managing emotions positively.

Benefits:

Promotes mutual understanding and support.
Enhances emotional intelligence and resilience.
Strengthens relationships through shared emotional regulation practices.

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 11 - Expressing Emotions in a Positive Way

Fri, 02 Aug 2024 12:28:56 GMT

Competency 11 - Expressing Emotions in a Positive Way

Transforming Conflict into Growth:

Emotional Competencies: Emotional Regulation

Specific Competency : Expressing emotions in a positive way - Communicating emotions constructively.

Statement : Expressing emotions in a positive way involves sharing your feelings honestly and constructively, ensuring that your communication fosters understanding and connection rather than conflict or misunderstanding. This competency builds on the awareness of emotions (Competencies 9 and 10) and focuses on how to channel these emotions productively.

Introduction

Whilst the cognitive competencies might have seemed straightforward, developing emotional competencies can be tougher. One reason is that many of us were never taught how to manage our emotions, let alone how to express them constructively. Expressing emotions in a positive way is crucial for building strong relationships and maintaining emotional health. Let's dive into how you can develop this skill.

Part A: Start By Yourself

Objective: Develop the skill of expressing your emotions positively by practicing constructive communication.

Instructions:

A) Start by Yourself:

Take a moment in silence with a pen and paper. Reflect on a recent situation where you experienced strong emotions. How did you express these emotions? Were they communicated positively or negatively?
Write down the situation, the emotions you felt, and how you expressed them. Consider whether your expression led to a positive outcome or if it caused conflict or misunderstanding.
Reflect on how your strengths from Competency 1 (Self-Knowledge), critical thinking skills from Competency 2 (Critical Thinking), positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, goal achievement skills from Competency 6, responsible choice-making from Competency 7, creative problem-solving from Competency 8, understanding emotions and stress from Competency 9, and identifying emotions and stress from Competency 10 can support your ability to express emotions positively.

B) Practice Positive Expression:

Identify a current emotion you are experiencing. Use "I" statements to express this emotion constructively (e.g., "I feel frustrated when..."). Focus on how the situation impacts you and what you need, rather than blaming others.
Practice expressing both positive and negative emotions in a way that fosters understanding and connection. For example, instead of saying "You never listen to me," try "I feel unheard when our conversations are interrupted."

C) Take It Further:

Role-play different scenarios with yourself where you need to express emotions constructively. Think about how you can convey your feelings in a way that promotes positive dialogue and understanding.
Use a journal to document instances where you expressed emotions positively and reflect on the outcomes.

Example Conversation:

Imagine you had plans with a friend, and they canceled last minute. Instead of saying, "You always cancel on me," you could express your feelings by saying, "I feel disappointed when our plans get canceled because I was looking forward to spending time together."

Tips:

Use "I" statements to take ownership of your emotions and avoid blaming others.
Focus on the impact of the emotion and what you need, rather than criticizing or accusing.
Move from behaving in an actively destructive way (e.g., ignoring, dismissing) to actively constructive behaviors (e.g., calmly expressing feelings, seeking solutions). Refer to the article on Active Constructive Responding for more details.
Be open to feedback and suggestions from others. For more on creating a feedback culture in a family or a team, see my Forbes article: Steps to Create a Successful Feedback Culture .
Use techniques like active listening, where you fully concentrate on what is being said rather than just passively hearing the message of the speaker.

Benefits:

Enhances emotional communication skills.
Fosters understanding and connection with others.
Reduces the likelihood of conflict and misunderstanding.

Part B: Share with Pairs, Family, or Friends

Objective: Develop the skill of expressing emotions positively together by practicing constructive communication as a group.

Instructions:

A) In Pairs or Groups:

Gather with your partner, family, or friends. Each person should share a recent situation where they experienced strong emotions and how they expressed these emotions.
Discuss whether the expression was positive or negative and what the outcomes were. Offer support and validation to each other. Use your strengths from Competency 1, critical thinking from Competency 2, positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, goal achievement skills from Competency 6, responsible choice-making from Competency 7, creative problem-solving from Competency 8, understanding emotions and stress from Competency 9, and identifying emotions and stress from Competency 10 to support each other's ability to express emotions positively.

B) Make It Supportive:

Create a safe space where everyone feels comfortable sharing emotions without judgement. Encourage active listening and empathy.
Practice expressing emotions constructively through role-playing exercises. Take turns expressing different emotions and provide feedback on how to make the expression more positive and constructive.
Discuss and practice techniques for expressing difficult emotions in a way that promotes understanding and connection. For instance, instead of reacting angrily, you might say, "I feel upset when plans change unexpectedly because it makes me feel out of control."

Reflect Together:

After sharing and practicing positive emotional expression, reflect on what you learned. Discuss how the strategies used can be applied to other areas of life.
Encourage each other to use strengths from Competency 1, critical thinking skills from Competency 2, positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, goal achievement skills from Competency 6, responsible choice-making from Competency 7, creative problem-solving from Competency 8, understanding emotions and stress from Competency 9, and identifying emotions and stress from Competency 10 to effectively express emotions positively in the future.
Reflect on the importance of positive emotional expression for building strong relationships and emotional resilience.

Tips:

Foster a supportive and non-judgmental atmosphere during emotional expression discussions and activities.
Be open to feedback and suggestions from others. For more on creating a feedback culture, see my Forbes article: Steps to Create a Successful Feedback Culture .
Move from behaving in an actively destructive way (e.g., ignoring, dismissing) to actively constructive behaviors (e.g., calmly expressing feelings, seeking solutions). Read more about this in the article on Active Constructive Responding .
Celebrate each other’s progress and efforts in expressing emotions positively.

Benefits:

Promotes mutual understanding and support.
Enhances emotional intelligence and resilience.
Strengthens relationships through constructive emotional communication.

References

For more insights on expressing emotions constructively, check out these resources:

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 10 - Identifying My Emotions and Stress

Fri, 02 Aug 2024 11:36:32 GMT

Competency 10 - Identifying My Emotions and Stress

Transforming Conflict into Growth:

Emotional Competencies: Emotional Awareness

Specific Competency : Identifying emotions and stress - Recognising specific emotions and stressors within yourself.

Statement : While understanding emotions and stress (Competency 9) involves grasping the general concept and factors behind emotional experiences, identifying emotions and stress (Competency 10) is about pinpointing and naming your own specific emotions and stressors. Think of it like understanding how bread is made versus actually baking a loaf yourself.

Part A: Start By Yourself

Objective: Develop the skill of identifying your emotions and stress by recognising specific emotions and stressors within yourself.

Instructions:

A) Start by Yourself:

Take a moment in silence with a pen and paper. Reflect on a recent situation that elicited a strong emotional response. What specific emotions did you experience? What were the exact factors that caused stress?
Write down the situation, the specific emotions you felt (e.g., anger, joy, anxiety), and the specific stressors involved. Use precise language to describe your emotions and stressors.
Reflect on how your strengths from Competency 1 (Self-Knowledge), critical thinking skills from Competency 2 (Critical Thinking), positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, goal achievement skills from Competency 6, responsible choice-making from Competency 7, creative problem-solving from Competency 8, and understanding emotions and stress from Competency 9 can support your ability to identify your emotions and stress.

B) Use Tools for Identification:

Use tools like emotion wheels or charts to help identify specific emotions. Plutchik's Wheel of Emotions can be particularly helpful in pinpointing exact feelings.
Practice mindfulness techniques to become more aware of subtle emotional cues and stress triggers.

C) Take It Further:

Practice regular self-check-ins. Throughout the day, pause to identify what specific emotions you are feeling and any stressors present. This practice can help you become more attuned to your emotional landscape.
Use a journal to document specific emotions and stressors. Reflect on any patterns or recurring themes.

Tips:

Be specific when identifying emotions. Instead of general terms like "bad" or "good," use precise words like "frustrated," "elated," or "nervous."
Recognise that accurately identifying emotions and stressors is the first step towards managing them effectively.
Use your identified strengths to support your emotional identification process.

Benefits:

Enhances emotional clarity and self-awareness.
Improves emotional regulation and stress management.
Facilitates effective communication of emotions.

Part B: Share with Pairs, Family, or Friends

Objective: Develop the skill of identifying your emotions and stress together by recognising specific emotions and stressors as a group.

Instructions:

A) In Pairs or Groups:

Gather with your partner, family, or friends. Each person should share a recent situation that elicited a strong emotional response. Discuss the specific emotions experienced and the exact factors that caused stress.
Offer support and validation to each other. Use your strengths from Competency 1, critical thinking from Competency 2, positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, goal achievement skills from Competency 6, responsible choice-making from Competency 7, creative problem-solving from Competency 8, and understanding emotions and stress from Competency 9 to support each other's ability to identify emotions and stress.

B) Make It Supportive:

Create a safe space where everyone feels comfortable sharing specific emotions without judgement. Encourage active listening and empathy.
Use tools like emotion wheels to help identify and discuss specific emotions. Recognise that emotions can be complex and multifaceted.
Practice stress-relief activities together, such as deep breathing, meditation, or going for a walk. Discuss how these activities impact specific emotions and stressors.

Reflect Together:

After sharing and discussing specific emotions and stressors, reflect on what you learned about emotional identification. Discuss how the strategies used can be applied to other areas of life.
Encourage each other to use strengths from Competency 1, critical thinking skills from Competency 2, positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, goal achievement skills from Competency 6, responsible choice-making from Competency 7, creative problem-solving from Competency 8, and understanding emotions and stress from Competency 9 to effectively identify emotions and stress in the future.
Reflect on the importance of accurately identifying emotions and stressors for effective emotional regulation and stress management.

Tips:

Foster a supportive and non-judgmental atmosphere during emotional identification discussions and activities.
Be open to feedback and suggestions from others.
Celebrate each other’s progress and efforts in identifying emotions and stress.

Benefits:

Promotes mutual understanding and support.
Enhances emotional intelligence and resilience.
Strengthens relationships through shared emotional awareness and growth.

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 9 - Understanding Emotions and Stress

Fri, 02 Aug 2024 11:35:02 GMT

Competency 9 - Understanding Emotions and Stress

Transforming Conflict into Growth:

Emotional Competencies: Emotional Awareness

Specific Competency : Understanding emotions and stress - Comprehending emotions and stress.

Statement : Understanding emotions and stress involves being aware of emotional responses and the factors that contribute to stress. This competency helps you better manage your emotional well-being and respond to challenging situations more effectively.

Part A: Start By Yourself

Objective: Develop an understanding of emotions and stress by comprehending emotional responses.

Instructions:

A) Start by Yourself:

Take a moment in silence with a pen and paper. Reflect on a recent situation that elicited a strong emotional response. What emotions were involved? What factors contributed to the stress?
Write down the situation, the emotions involved, and any physical sensations you noticed (e.g., increased heart rate, tension).
Reflect on how your strengths from Competency 1 (Self-Knowledge), critical thinking skills from Competency 2 (Critical Thinking), positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, goal achievement skills from Competency 6, responsible choice-making from Competency 7, and creative problem-solving from Competency 8 can support your understanding of emotions and stress.

B) Explore Emotional Complexity with Plutchik's Wheel:

Familiarise yourself with Plutchik's Wheel of Emotions. Understand that emotions are like colours: there are primary emotions (joy, trust, fear, surprise, sadness, anticipation, anger, and disgust) and more complex "cocktails" of emotions.
Recognise that there are no inherently negative or positive emotions; they can be difficult or easy to handle. For example, you can cry out of joy or laugh out of stress.

C) Take It Further:

Practice emotional check-ins throughout the day. Take a few moments to pause and identify what emotions are present and why. This can help you stay connected to emotions and better understand stress triggers.
Use a journal to track emotional responses and stress levels over time. Reflect on any patterns or recurring triggers.

Tips:

Be honest about emotions. Avoid suppressing or ignoring them.
Recognise that all emotions, including difficult ones, are valid and can provide valuable insights.
Use your identified strengths to support your emotional awareness process.

Benefits:

Enhances emotional self-awareness.
Improves emotional regulation and stress management.
Encourages a deeper understanding of emotional experiences.

Part B: Share with Pairs, Family, or Friends

Objective: Develop an understanding of emotions and stress together by comprehending emotional responses as a group.

Instructions:

A) In Pairs or Groups:

Gather with your partner, family, or friends. Each person should share a recent situation that elicited a strong emotional response. Discuss the emotions involved and the factors that contributed to the stress.
Offer support and validation to each other. Use your strengths from Competency 1, critical thinking from Competency 2, positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, goal achievement skills from Competency 6, responsible choice-making from Competency 7, and creative problem-solving from Competency 8 to support each other's understanding of emotions and stress.

B) Make It Supportive:

Create a safe space where everyone feels comfortable sharing emotions without judgement. Encourage active listening and empathy.
Use Plutchik's Wheel to identify and discuss the complexity of emotions involved. Recognise that emotions can be mixed and multifaceted.
Practice stress-relief activities together, such as deep breathing, meditation, or going for a walk. Discuss how these activities impact emotional states and stress levels.

Reflect Together:

After sharing and discussing emotions and stressors, reflect on what you learned about emotional awareness. Discuss how the strategies used can be applied to other areas of life.
Encourage each other to use strengths from Competency 1, critical thinking skills from Competency 2, positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, goal achievement skills from Competency 6, responsible choice-making from Competency 7, and creative problem-solving from Competency 8 to understand and manage emotions and stress effectively in the future.
Reflect on the importance of empathy, support, and understanding in managing emotions and stress.

Tips:

Foster a supportive and non-judgmental atmosphere during emotional discussions and activities.
Be open to feedback and suggestions from others.
Celebrate each other’s progress and efforts in understanding emotions and stress.

Benefits:

Promotes mutual understanding and support.
Enhances emotional intelligence and resilience.
Strengthens relationships through shared emotional awareness and growth.

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 8 - Creative Problem-Solving

Fri, 02 Aug 2024 11:33:05 GMT

Competency 8 - Creative Problem-Solving

Transforming Conflict into Growth:

Cognitive Competencies: Constructive Decision-Making

Specific Competency : Ability to solve problems creatively - Using innovative and effective approaches to overcome challenges.

Statement : Creative problem-solving involves thinking outside the box to find innovative and effective solutions to challenges. This competency helps you approach problems with flexibility and creativity, turning obstacles into opportunities.

Part A: Start By Yourself

Objective: Develop creative problem-solving skills by thinking innovatively and effectively.

Instructions:

A) Start by Yourself:

Take a moment in silence with a pen and paper. Reflect on a recent problem you faced. What were the challenges, and how did you approach solving them?
Write down the problem-solving process, including any creative or unconventional methods you used.
Reflect on how your strengths from Competency 1 (Self-Knowledge), critical thinking skills from Competency 2 (Critical Thinking), positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, goal achievement skills from Competency 6, and responsible choice-making from Competency 7 can support creative problem-solving.

B) Take It Further:

Practice brainstorming exercises. Take a common problem and list as many solutions as you can think of, no matter how unconventional.
Use mind mapping to explore different aspects of a problem and potential solutions. This can help you see connections and opportunities you might have missed.

Tips:

Embrace a positive attitude towards challenges. View them as opportunities to learn and grow.
Be open to unconventional ideas and approaches.
Use your identified strengths to support your creative problem-solving process.

Benefits:

Enhances flexibility and adaptability.
Encourages innovative thinking.
Turns obstacles into opportunities.

Part B: Share with Pairs, Family, or Friends

Objective: Develop creative problem-solving skills together by thinking innovatively and effectively as a group.

Instructions:

A) In Pairs or Groups:

Gather with your partner, family, or friends. Each person should share a problem they are facing or have faced recently. Discuss the challenges and brainstorm creative solutions together.
Offer feedback and suggestions to each other on the problem-solving process. Use your strengths from Competency 1, critical thinking from Competency 2, positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, goal achievement skills from Competency 6, and responsible choice-making from Competency 7 to support each other's creative problem-solving efforts.

B) Make It Fun:

Turn it into a group challenge. Present a hypothetical problem and work together to come up with the most creative solution. Consider rewarding the most innovative idea.
Use creative tools like drawing, role-playing, or storytelling to explore different solutions. This can make the process more engaging and enjoyable.

Reflect Together:

After sharing and discussing your problems and solutions, reflect on what you learned about creative problem-solving. Discuss how the strategies you used can be applied to other areas of life.
Encourage each other to use the strengths from Competency 1, critical thinking skills from Competency 2, positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, goal achievement skills from Competency 6, and responsible choice-making from Competency 7 to solve problems creatively in the future.
Reflect on the importance of flexibility and innovation in overcoming challenges.

Tips:

Foster a supportive and encouraging atmosphere during problem-solving discussions and activities.
Be open to feedback and suggestions from others.
Celebrate each other’s creativity and efforts in solving problems.

Benefits:

Promotes mutual understanding and support.
Enhances group cohesion and collaboration.
Strengthens relationships through shared learning and growth.

Holistic Benefits and Impact of Developing Cognitive Competencies

By taking the time to develop these eight cognitive competencies, you can experience profound holistic benefits. These skills collectively enhance your self-awareness, decision-making, and problem-solving abilities, leading to more informed and thoughtful actions. As you cultivate these competencies, you will likely notice improved mental clarity, increased resilience, and a greater ability to manage stress and emotions. Your relationships will benefit from better communication and understanding, fostering a more supportive and collaborative environment. These cognitive competencies lay a strong foundation for tackling life's challenges and pave the way for the next set of emotional competencies, further enriching your personal growth and well-being.

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 7 - Responsible Choice-Making

Fri, 02 Aug 2024 11:28:30 GMT

Competency 7 - Responsible Choice-Making

Transforming Conflict into Growth:

Cognitive Competencies: Constructive Decision-Making

Specific Competency : Responsible choice-making - Making informed and responsible decisions.

Statement : Responsible choice-making involves evaluating options, considering potential outcomes, and making informed decisions that are ethical and beneficial to yourself and others. This competency helps you navigate complex situations with confidence and integrity.

Part A: Start By Yourself

Objective: Develop responsible choice-making by evaluating options and making informed decisions.

Instructions :

A) Start by Yourself:

Take a moment in silence with a pen and paper. Reflect on a recent decision you had to make. What were the options available to you? How did you evaluate them?
Write down the decision-making process, including the pros and cons of each option and the factors you considered.
Reflect on how your strengths from Competency 1 (Self-Knowledge), critical thinking skills from Competency 2 (Critical Thinking), positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, and goal achievement skills from Competency 6 can support responsible choice-making.

B) Take It Further:

Practice decision-making exercises. Consider hypothetical scenarios and think through the choices you would make. Evaluate the potential outcomes and ethical considerations.
Use a journal to document your decisions, the reasoning behind them, and the results. Reflect on what you learn from each decision-making experience.

Tips:

Take your time when making decisions. Avoid rushing and consider all relevant factors.
Seek advice from trusted sources if you are unsure about a decision.
Use your identified strengths to support your decision-making process.

Benefits:

Enhances confidence in your ability to make informed decisions.
Reduces the likelihood of regrettable choices.
Encourages ethical and responsible behaviour.

Part B: Share with Pairs, Family, or Friends

Objective: Develop responsible choice-making skills together by evaluating options and making informed decisions as a group.

Instructions:

A) In Pairs or Groups:

Gather with your partner, family, or friends. Each person should share a recent decision they had to make or an upcoming important decision. Discuss the options available, the factors considered, and the potential outcomes.
Offer feedback and suggestions to each other on the decision-making process. Use your strengths from Competency 1, critical thinking from Competency 2, positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, and goal achievement skills from Competency 6 to support each other's decision-making process.

B) Help Each Other:

Use the time together during the holidays to support a friend or family member in making an important decision for their future. The relaxed environment and strengthened bonds from working on previous competencies create the perfect conditions for constructive discussions.
Focus on being realistic and mindful. Help each other weigh the pros and cons, consider potential outcomes, and make decisions that enhance their lives without causing unnecessary stress or conflict.

Reflect Together:

After sharing and discussing your decisions, reflect on what you learned about responsible choice-making. Discuss how the strategies you used can be applied to other areas of life.
Encourage each other to use the strengths from Competency 1, critical thinking skills from Competency 2, positive self-evaluation from Competency 3, mindful awareness from Competency 4, impulsivity management from Competency 5, and goal achievement skills from Competency 6 to make informed and responsible decisions in the future.
Reflect on the importance of balance, rest, and quality time together during holidays.

Tips:

Foster a supportive and encouraging atmosphere during decision-making discussions and activities.
Be open to feedback and suggestions from others.
Celebrate each other’s progress and efforts in making responsible choices.

Benefits:

Promotes mutual understanding and support.
Enhances group cohesion and collaboration.
Strengthens relationships through shared learning and growth.

Join the Journey By integrating these competencies into your daily life, you can improve your mental health, build stronger relationships, and better handle life's challenges. Let’s make the most of the summer holiday season by turning potential conflicts into opportunities for growth and connection. Stay tuned for the next competency!

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 6 - Goal Achievement Skills

Fri, 02 Aug 2024 11:25:17 GMT

Competency 6 - Goal Achievement Skills

Transforming Conflict into Growth:

Cognitive Competencies: Self-Regulation

Specific Competency : Goal achievement skills - Setting and working towards achievable goals.

Statement : Goal achievement skills involve setting realistic, achievable goals and systematically working towards them. This competency helps you stay focused, motivated, and on track to reach your personal and professional objectives.

Part A: Start By Yourself

Objective: Develop goal achievement skills by setting and working towards achievable goals.

Instructions:

A) Start by Yourself:

Take a moment in silence with a pen and paper. Reflect on a goal you would like to achieve during the summer holidays. Make sure it is SMARTER (Specific, Measurable, Actionable, Realistic, Time-bound, Exciting, Relevant).
Write down your goal and break it into smaller, manageable steps. Identify any potential obstacles and think about strategies to overcome them.
Reflect on how your strengths from Competency 1 (Self-Knowledge), critical thinking skills from Competency 2 (Critical Thinking), positive self-evaluation from Competency 3, mindful awareness from Competency 4, and impulsivity management from Competency 5 can support you in achieving this goal.

B) Take It Further:

Create a timeline for your goal with specific deadlines for each step. Track your progress regularly and adjust your plan as needed.
Use a journal or digital app to keep track of your progress, celebrate small victories, and reflect on any challenges you encounter.

Tips:

Be realistic and flexible with your goals. Adjust them as needed based on your progress and circumstances.
Celebrate small achievements along the way to stay motivated.
Use your identified strengths to support your goal-setting and achievement process.

Benefits:

Provides clarity and direction in your efforts.
Enhances motivation and focus.
Increases the likelihood of achieving your desired outcomes.

Part B: Share with Pairs, Family, or Friends

Objective: Develop goal achievement skills together by setting and working towards goals as a group.

Instructions:

A) In Pairs or Groups:

Gather with your partner, family, or friends. Each person should share a goal they want to achieve during the summer holidays. Discuss the goal and break it into smaller, manageable steps together.
Offer feedback and suggestions to each other on how to achieve the goals. Use your strengths from Competency 1, critical thinking from Competency 2, positive self-evaluation from Competency 3, mindful awareness from Competency 4, and impulsivity management from Competency 5 to support each other's goal achievement process.

B) Be Realistic and Mindful:

Remember that everyone is on vacation. Set realistic and achievable goals that do not overwhelm or stress you out.
Focus on quality time together rather than trying to do everything at every stop. Sometimes, simply being together and enjoying each other's company is the most important goal.
Encourage mindfulness and staying present in each moment. Appreciate the small things, like a beautiful sunset, a family meal, or a fun activity, without the pressure of ticking off every item on a checklist.

Reflect Together:

After sharing and working towards your goals, reflect on what you learned about setting and achieving goals. Discuss how the strategies you used can be applied to other areas of life.
Encourage each other to use the strengths from Competency 1, critical thinking skills from Competency 2, positive self-evaluation from Competency 3, mindful awareness from Competency 4, and impulsivity management from Competency 5 to achieve future goals.
Reflect on the importance of balance, rest, and quality time together during holidays.

Tips:

Foster a supportive and encouraging atmosphere during goal-setting discussions and activities.
Be open to feedback and suggestions from others.
Celebrate each other’s progress and efforts in achieving goals.

Benefits:

Promotes mutual understanding and support.
Enhances group cohesion and collaboration.
Strengthens relationships through shared learning and growth.

Join the Journey By integrating these competencies into your daily life, you can improve your mental health, build stronger relationships, and better handle life's challenges. Let’s make the most of the summer holiday season by turning potential conflicts into opportunities for growth and connection. Stay tuned for the next competency!

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 5 - Impulsivity Management

Fri, 02 Aug 2024 11:23:11 GMT

Competency 5 - Impulsivity Management

Transforming Conflict into Growth:

Cognitive Competencies: Self-Regulation

Specific Competence : Impulsivity management - Controlling your impulses and thinking before acting.

Statement : Impulsivity management involves recognising and controlling your impulses, allowing you to think before acting. This skill helps you make more thoughtful decisions and reduces the likelihood of conflicts and regrettable actions.

Part A: Start By Yourself

Objective: Develop impulsivity management by recognising and controlling your impulses.

Instructions:

A) Start by Yourself:

Take a moment in silence with a pen and paper. Reflect on a recent situation where you successfully managed your impulse. What triggered the impulse and what strategies did you use to control it? How did it affect the outcome?
Write down the situation and identify the strengths you used from Competency 1 (Self-Knowledge), your critical thinking skills from Competency 2 (Critical Thinking), your positive self-evaluation from Competency 3, and your mindful awareness from Competency 4.

B) Take It Further:

Practice pause-and-think moments. Before reacting to a situation, take a deep breath and count to five. This brief pause can give you time to consider your actions and their consequences.
Use mindfulness techniques to stay present and aware of your impulses. This can help you catch impulsive urges before they translate into actions.

Tips:

Be patient with yourself as you practice managing impulsivity. It’s a skill that develops over time.
Regularly reflect on impulsive moments and think about how you can handle them better in the future.
Use your identified strengths to support your efforts in managing impulses.

Benefits:

Reduces the likelihood of conflicts and regrettable actions.
Enhances decision-making and self-control.
Encourages thoughtful and deliberate responses to situations.

Part B: Share with Pairs, Family, or Friends

Objective: Develop impulsivity management together by recognising and controlling impulses as a group.

Instructions:

A) In Pairs or Groups:

Gather with a family member, friend, or small group. Share a recent situation where you successfully managed your impulse. Discuss what triggered the impulse and what strategies you used to control it.
Take turns brainstorming alternative ways to respond to similar situations in the future. Use your strengths from Competency 1, critical thinking from Competency 2, positive self-evaluation from Competency 3, and mindful awareness from Competency 4 to guide your discussions.

B) Make It Fun:

Turn it into a role-play activity. Act out common impulsive situations (e.g., interrupting someone, making a hasty decision) and practice alternative responses. This can be a fun way to explore different ways to manage impulses.
Create a “Pause Jar.” Write down different impulsive scenarios on slips of paper and place them in a jar. Take turns drawing a scenario and discussing how to handle it thoughtfully.

Reflect Together:

After sharing and role-playing, reflect on what you learned about managing impulses. Discuss how the strategies you practiced can be applied in real life.
Encourage each other to use the strengths from Competency 1, critical thinking skills from Competency 2, positive self-evaluation from Competency 3, and mindful awareness from Competency 4 to manage impulses effectively.

Tips:

Foster a supportive and non-judgmental atmosphere during discussions and role-plays.
Be open to feedback and suggestions from others.
Celebrate each other’s progress and efforts in managing impulsivity.

Benefits:

Promotes mutual understanding and support.
Enhances group cohesion and collaboration.
Strengthens relationships through shared learning and growth.

Join the Journey By integrating these competencies into your daily life, you can improve your mental health, build stronger relationships, and better handle life's challenges. Let’s make the most of the summer holiday season by turning potential conflicts into opportunities for growth and connection. Stay tuned for the next competency!

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 4 - Mindful Awareness of Inner Experiences

Fri, 02 Aug 2024 09:20:17 GMT

Competency 4 - Mindful Awareness of Inner Experiences

Transforming Conflict into Growth:

Cognitive Competencies: Self-Awareness

Specific Competence: Mindful awareness of inner experiences - Being aware of your thoughts, emotions, and sensations.

Statement: Mindful awareness involves paying attention to your inner experiences—your thoughts, emotions, and bodily sensations—in a non-judgmental and accepting way. This skill helps you stay grounded, manage stress, and respond to situations more thoughtfully.

Part A: Start By Yourself

Objective: Develop mindful awareness of your inner experiences.

Instructions:

A) Start by Yourself:

Find a quiet place to sit comfortably. Close your eyes and take a few deep breaths.
Focus your attention on your breath. Notice the sensation of the air entering and leaving your body.
Gradually expand your awareness to include your thoughts and emotions. Observe them without judgement. Just notice what comes up and let it pass.
Reflect on how this practice makes you feel. Write down any insights or observations.

B) Take It Further:

Incorporate mindfulness into your summer holiday activities. Whether you're at the beach, hiking, or enjoying a family picnic, focus fully on the moment. Notice the sounds of the waves, the feel of the sand, the scent of the flowers.
During meals, take a moment to appreciate each bite. Savour the flavours and enjoy the company of those around you.
Use your strengths from Competency 1 (Self-Knowledge), the critical thinking skills from Competency 2 (Critical Thinking), and the positive self-evaluation from Competency 3 to enhance your mindfulness practice.

Tips:

Start with short sessions (5-10 minutes) and gradually increase the duration as you become more comfortable.
Be patient with yourself. It’s normal for your mind to wander. Gently bring your focus back to your breath or present moment.
Use your identified strengths to support your mindfulness practice.

Benefits:

Reduces stress and enhances emotional regulation.
Improves focus and concentration.
Encourages a deeper understanding of your inner experiences.

Part B: Share with Pairs, Family, or Friends

Objective: Develop mindful awareness together by practising mindfulness exercises in a group.

Instructions:

A) In Pairs or Groups:

Gather with a family member, friend, or small group. Choose a comfortable, quiet space where everyone can sit or lie down.
Lead the group in a short mindfulness exercise, such as mindful breathing or a body scan. Take turns guiding the practice if you’re comfortable.
After the exercise, share your experiences. Discuss any thoughts, emotions, or sensations you noticed. Offer support and encouragement to each other.

B) Make It Fun:

During summer holiday activities, practise mindfulness together. For example, while enjoying a beach day, focus on the sounds of the waves, the warmth of the sun, and the feel of the sand. While hiking, notice the smells and sights around you.
Have a "Mindful Walk" after a meal. Pay attention to the sights and sounds around you. Discuss what you notice and how it makes you feel.
Integrate the strengths from Competency 1, the critical thinking skills from Competency 2, and the positive self-evaluation from Competency 3 to enhance your group mindfulness practice.

Reflect Together:

After practising mindfulness together, discuss how it made you feel and any insights you gained. Reflect on how mindful awareness can improve your interactions and relationships.
Use the strengths from Competency 1 and the critical thinking skills from Competency 2 to enhance your group mindfulness practice and discussions.
Share positive feedback and affirmations from Competency 3 to support each other's growth.

Tips:

Encourage a supportive and non-judgmental atmosphere during mindfulness practices.
Be open to sharing your experiences and listening to others.
Celebrate each other’s progress and encourage consistent practice.

Benefits:

Promotes mutual understanding and support.
Enhances group cohesion and connection.
Strengthens relationships through shared mindfulness and reflection.

Join the Journey By integrating these competencies into your daily life, you can improve your mental health, build stronger relationships, and better handle life's challenges. Let’s make the most of the summer holiday season by turning potential conflicts into opportunities for growth and connection. Stay tuned for the next competency!

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 3 - Positive Self-Evaluation

Fri, 02 Aug 2024 09:09:25 GMT

Competency 3 - Positive Self-Evaluation

Transforming Conflict into Growth:

Cognitive Competencies: Self-Awareness

Specific Competence : Positive self-evaluation - Maintaining a positive view of oneself and one's abilities.

Statement : Positive self-evaluation involves recognising and affirming your strengths and abilities while maintaining a realistic view of areas for improvement. This skill is crucial for building self-esteem and resilience.

Part A: Start By Yourself

Objective: Develop positive self-evaluation by recognising and affirming your strengths and abilities.

Instructions :

A) Start by Yourself:

Take a moment in silence with a pen and paper. Write down three things you like about yourself. These can be personality traits, skills, or accomplishments.
Reflect on how these positive attributes have helped you in different areas of your life. Consider how they contribute to your personal and professional success.
Use the strengths you identified in Competency 1 and the critical thinking skills from Competency 2 to further affirm your positive qualities. Think about how these strengths support your positive self-evaluation.

B) Take It Further:

Keep a daily or weekly journal where you note down positive feedback you receive, achievements, and moments you felt proud of yourself. This helps reinforce a positive self-view over time.

Tips:

Be honest and specific in your reflections.
Focus on positive affirmations and avoid self-criticism during this exercise.
Regularly revisit and update your list to keep it current and relevant.

Benefits:

Builds self-esteem and confidence.
Enhances resilience and the ability to cope with challenges.
Encourages a balanced and realistic view of oneself.

Part B: Share with Pairs, Family, or Friends

Objective: Develop positive self-evaluation together by recognising and affirming each other’s strengths and abilities.

Instructions :

A) In Pairs or Groups:

Gather with a family member, friend, or small group. Take turns sharing three things you like about yourself. Be open and honest in your sharing.
Provide positive feedback to each other. Highlight the strengths and abilities you see in the other person and how they positively impact your relationship and their life.

B) Make It Fun:

Turn it into a game: "Compliment Circle." Sit in a circle and take turns giving each other compliments. Focus on specific strengths and abilities you appreciate in each person.
Create a "Positive Board" where everyone can write or draw things they like about themselves and others. Display it in a common area as a daily reminder of each person’s positive qualities.

Reflect Together:

After the activity, reflect on how receiving and giving positive feedback made you feel. Discuss how you can continue to support each other in maintaining a positive self-view.
Encourage each other to keep a journal of positive feedback and achievements to reinforce positive self-evaluation over time.
Use the strengths identified in Competency 1 and the critical thinking skills from Competency 2 to give more meaningful and constructive feedback.

Tips:

Be genuine and specific in your compliments and feedback.
Encourage a positive and supportive atmosphere during the activity.
Celebrate each other’s strengths and successes regularly.

Benefits:

Enhances mutual understanding and support.
Builds self-esteem and confidence within the group.
Strengthens relationships through shared positivity and encouragement.

Join the Journey By integrating these competencies into your daily life, you can improve your mental health, build stronger relationships, and better handle life's challenges. Let’s make the most of the holiday season by turning potential conflicts into opportunities for growth and connection. Stay tuned for the next competency!

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Competency 2 - Critical Thinking Skills

Fri, 02 Aug 2024 08:54:05 GMT

Competency 2 - Critical Thinking Skills

Transforming Conflict into Growth:

Cognitive Competencies: Self-Awareness

Specific Competence : Critical thinking skills - Analysing information objectively and making reasoned judgements.

Statement : Critical thinking involves the ability to analyse information, evaluate different perspectives, and make reasoned judgements. This skill is essential for making informed decisions and solving problems effectively.

Part A: Start By Yourself

Objective: Develop critical thinking skills by analysing information and making reasoned judgements.

Instructions:

A) Start by Yourself:

Take a moment in silence with a pen and paper. Think about a recent decision you had to make. What were the factors you considered? Did you evaluate different perspectives? Write down your thought process and the outcome.
Reflect on how you could improve your decision-making process. Could you have gathered more information? Considered alternative viewpoints?
Consider how you used your identified strength from Competency 1 in this decision-making process. Did it help? Did you overuse it? Reflect on finding a balance.

B) Take It Further:

To deepen your critical thinking skills, read articles or books on critical thinking strategies.

Tips:

Practice questioning assumptions and seeking out diverse perspectives.
Regularly review and reflect on past decisions to identify areas for improvement.
Be mindful of not overusing your strengths to the detriment of balanced thinking.

Benefits:

Enhances decision-making and problem-solving abilities.
Encourages open-mindedness and the consideration of multiple viewpoints.
Provides a foundation for making informed and reasoned judgements.

Part B: Share with Pairs, Family, or Friends

Objective: Develop critical thinking skills together by analysing information and making reasoned judgements as a group.

Instructions:

A) In Pairs or Groups:

Gather with a family member, friend, or small group. Choose a light, non-conflictual topic that you don't all agree on. It could be something like picking a restaurant to go to or choosing the colour of a new sofa.
Make a pact that you’re doing this for fun and anyone can back out if they feel uncomfortable.

B) Discuss and Decide:

Take turns presenting your arguments for and against each option. Discuss the pros and cons, considering all angles.
Use a timer to keep discussions brief and focused, ensuring everyone has a chance to share their perspective.
Integrate the use of the strengths identified in Competency 1. Pay attention to how these strengths help the discussion and be mindful of not overusing them.

C) Make It Fun:

Turn it into a friendly debate. Role-play different characters with unique preferences (e.g., the adventurous one, the budget-conscious one) to see how each argument holds up.
Keep the mood light and playful, and remember the goal is to practice critical thinking, not to win the argument.

Reflect Together:

After the discussion, reflect on how considering multiple viewpoints and gathering more information could improve decision-making. Encourage each other to practice these skills in daily life.
Challenge each other with more hypothetical scenarios to continue practicing critical thinking as a group.
Discuss how each person's identified strengths were used in the discussion and whether they were balanced effectively.

Tips:

Be respectful and open-minded during discussions.
Encourage honest and constructive feedback to foster growth and improvement.

Benefits:

Promotes mutual understanding and support.
Enhances group decision-making and problem-solving abilities.
Strengthens relationships through shared learning and fun.

Join the Journey By integrating these competencies into your daily life, you can improve your mental health, build stronger relationships, and better handle life's challenges. Let’s make the most of the holiday season by turning potential conflicts into opportunities for growth and connection. Stay tuned for the next competency!

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Psychosocial Competency 1 - Self-Knowledge

Tue, 23 Jul 2024 10:03:44 GMT

Psychosocial Competency 1 - Self-Knowledge

Transforming Conflict into Growth:

Cognitive Competencies: Self-Awareness

Specific Competence : Self-knowledge (strengths, goals, values)

Statement : Self-knowledge involves understanding and identifying your strengths, goals, and values. For example, identifying your strengths through feedback or self-assessment tools.

Part 1: Start By Yourself

Objective: Develop self-knowledge by identifying and celebrating your strengths.

Instructions:

A) Start by Yourself:

Take a moment in silence, perhaps with a pen and paper. Reflect on a strength of yours, a quality that you possess. Are you fun, are you rigorous, are you thorough?
Write down your strength and think about how it helps you in your daily life.

B) Take It Further:

If you wish to explore your strengths more deeply, reach out and or take the VIA Strengths test at VIA Character .

Tips:

Reflect on how your strengths can help you achieve your personal goals and positively impact your surroundings.
Regularly review and update your goals to ensure they align with your values and strengths.

Benefits:

Encourages self-awareness and positive self-evaluation.
Helps in setting and achieving personal goals.
Provides a foundation for better handling life's challenges.

Part 2: Share with Pairs, Family, or Friends

Objective: Develop self-knowledge by identifying and celebrating strengths together.

Instructions:

A) In Pairs or Groups:

Sit together with a family member, friend, or a small group. Take turns sharing a strength you believe you possess.
Discuss how this strength helps you in daily life. For example, "I think I am thorough. This helps me stay organised and ensures I complete tasks well."

B) Reflect Together:

After sharing, provide positive feedback to each other. Discuss how you see this strength in the other person and how it impacts their life positively.
Encourage each other to take the VIA Strengths test at VIA Character to further explore and validate strengths.

Tips:

Be honest and supportive in your discussions.
Celebrate each other's strengths and encourage ongoing self-reflection and growth.

Benefits:

Enhances mutual understanding and support.
Promotes a positive and encouraging environment.
Strengthens relationships through shared self-awareness and growth.

Join the Journey By integrating these competencies into your daily life, you can improve your mental health, build stronger relationships, and better handle life's challenges. Let’s make the most of the holiday season by turning potential conflicts into opportunities for growth and connection. Stay tuned for the next competency!

Want to take it further, reach out and let's talk ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

PS: click here for the free mental fitness app that might change your life and your relationships https://positive-performances.passion.io/

Transforming Conflict into Growth: Building 21 Psychosocial Competencies

Mon, 22 Jul 2024 12:26:58 GMT

Transforming Conflict into Growth: Building 21 Psychosocial Competencies

You've been waiting for the holidays for so long, and now you end up fighting.

You're not alone...

Allow me to help you transform frustration, conflict, and even fights into growth opportunities.

Over the next 21 days, I will share tips on how to build 21 psychosocial competencies or life skills that are essential for developing positive mental health and coping with life's everyday adversities.

The WHO (World Health Organization) presented 10 psychosocial skills 30 years ago. The French Health Organisation has since expanded this to 21 skills, launching an ambitious mission to equip all French children with these competencies by 2037.

But what about you, your family, and your team?

Let's start now. Let's do it together.

Making the Holidays Fun and Constructive

The holidays are meant to be a time of joy, relaxation, and connection. While conflicts can arise, this period also offers a unique opportunity to develop and strengthen psychosocial competencies. By focusing on growth and positive interactions, you can make the holidays a fun and constructive time for everyone.

Day 1: Self-Knowledge

Understanding your strengths and weaknesses, goals, values, and internal discourse.

Day 2: Critical Thinking Skills

Analysing information objectively and making reasoned judgements.

Day 3: Positive Self-Evaluation

Maintaining a positive view of oneself and one's abilities.

Day 4: Mindful Awareness of Inner Experiences

Being aware of your thoughts, emotions, and sensations.

Day 5: Impulsivity Management

Controlling your impulses and thinking before acting.

Day 6: Goal Achievement Skills

Setting and working towards achievable goals.

Day 7: Responsible Choice-Making

Making choices that are informed and responsible.

Day 8: Creative Problem Solving

Finding innovative solutions to complex problems.

Day 9: Understanding Emotions and Stress

Comprehending the nature of emotions and stress.

Day 10: Identifying Emotions and Stress

Recognising your own emotions and sources of stress.

Day 11: Positive Expression of Emotions

Expressing your emotions in a constructive and positive way.

Day 12: Managing Difficult Emotions

Effectively managing emotions like anger, anxiety, and sadness.

Day 13: Regulating Daily Stress

Managing stress in your everyday life.

Day 14: Coping with Adversity

Building resilience to bounce back from setbacks.

Day 15: Empathetic Listening Skills

Listening to others with empathy and understanding.

Day 16: Effective Communication

Communicating clearly and valuing others' expressions.

Day 17: Developing Social Bonds

Reaching out, making connections, and building friendships.

Day 18: Prosocial Attitudes and Behaviours

Practising acceptance, collaboration, cooperation, and mutual support.

Day 19: Asking for Help

Recognising when you need help and being able to ask for it.

Day 20: Assertiveness and Saying No

Communicating your needs assertively and setting boundaries.

Day 21: Constructive Conflict Resolution

Resolving conflicts in a constructive and positive manner.

Join the Journey

By integrating these 21 competencies into your daily life, you can improve your mental health, build stronger relationships, and better handle life's challenges. Let's embark on this journey together, transforming conflict into growth and frustration into resilience.

This holiday season, let’s make the most of our time together. Engage in activities that foster these skills, such as family discussions, collaborative games, and shared projects. Create moments of joy and connection, turning potential conflicts into opportunities for bonding and growth.

Stay tuned for daily tips and practical exercises to develop each of these essential life skills. Let's build a better future, starting today.

Want to take it further, reach out and let's talk when we're both back from holidays ;-)

Let'st work together, book me or my team for coaching, keynotes, training and consulting.

In the meantime,

Take care,

Krumma

Speed Over Strategy: The Pitfalls of Rushed Decisions and the Value of Patience…

Sat, 25 May 2024 15:53:18 GMT

Speed Over Strategy: The Pitfalls of Rushed Decisions and the Value of Patience…

Are you a leader facing critical decisions and the pressure to act swiftly?

Reflect on John’s experience and consider how a measured approach might benefit your organisation.

Reach out to me today to evaluate how you handle critical decisions and 'delays'. Together, we can develop strategies that balance the need for timely action with the wisdom of patience, ensuring your decisions lead to lasting success.

The Story:

John lay awake, unable to sleep despite his weary eyes and restless legs. His mind was a whirlwind of thoughts about the new system’s implementation and its impact on the company. As the CEO of Tech Solutions Ltd, John knew that his decisions carried significant weight, affecting not just the bottom line, but also the well-being of his entire team.

John had always been a decisive leader, a trait that had served him well in many situations. However, in the fast-paced world of business, where changes happen at lightning speed, his impatience was beginning to impact the company’s foundation. The recent implementation of a new system was a prime example.

The Problem:

Tech Solutions Ltd had been working with an outdated system that was not meeting the demands of a growing company. It was slow and often crashing, causing frustration and inefficiencies. After much deliberation and consultation with the IT department, John decided to replace the system entirely. The new solution promised to streamline operations, improve productivity, and enhance overall performance.

The implementation process was complex and required a phased approach to ensure a smooth transition. The IT team advised John that it would take at least six months to fully integrate the new system and work out any bugs. This timeline did not sit well with John, who wanted immediate results. He believed that the longer the old system remained in place, the more the company would suffer.

The Decision:

Despite the IT team's recommendations, John pushed for an accelerated implementation schedule. He reasoned that a quick switch would minimise downtime and force the team to adapt more rapidly. The first phase of the rollout began within a month, covering critical operations.

Initially, the new system showed promise, with faster processing speeds and a more intuitive interface. However, as more departments were onboarded, issues began to emerge. Some teams struggled with the new interface, and several critical bugs that had not been identified during the rushed testing phase caused significant disruptions.

By the third month, the problems had escalated. Customer service teams reported increased complaints due to delays and errors in order processing. The finance department faced discrepancies in the accounts, and the sales team was unable to access crucial data, leading to missed opportunities. The team’s morale was heavily affected as they felt overwhelmed and unsupported.

The Impulsive Reaction:

Frustrated by the mounting issues and under pressure from the board, John decided to abandon the new system and revert to the old one. He saw the initial failures as evidence that the new solution was fundamentally flawed. Without waiting for the IT team to address the bugs or provide additional training for employees, John made the call to scrap the new system entirely.

The reversal was chaotic. The old system, already unstable, could not handle the abrupt input of data from the new system. This led to further downtime and data loss. Employees, who had just begun to adapt to the new system, were now forced to readjust back to the old one, leading to confusion and frustration.

Reflection and Consequences:

With hindsight, it became clear that John’s impatience had cost the company dearly. The financial losses from the disrupted operations were significant, and the damage to employee engagement was profound. Many talented team members left the company, seeking more stable environments where their efforts would be valued and their well-being considered.

John realised that his haste and unwillingness to wait for the full implementation had been a critical error. The new system had the potential to deliver the promised benefits, but it required time, patience, and a commitment to support the transition process.

The Lessons:

John’s story offers valuable lessons for leaders facing similar situations:

Patience is a Virtue: Significant changes, especially those involving complex systems, require time. Rushing the process can lead to incomplete implementations and unforeseen problems.
Trust the Experts: Listen to the advice of those with technical expertise. The IT team’s phased approach was designed to mitigate risks and ensure a smooth transition.
Support Your Team: Change is challenging, and employees need adequate training and support to adapt. Abrupt shifts can lead to confusion, errors, and decreased morale.
Evaluate Thoroughly: Before making drastic decisions, thoroughly evaluate the situation. Ensure that all possible solutions and adjustments have been considered.
Communicate Transparently: Keep open lines of communication with your team. Transparent communication can help manage expectations and reduce anxiety during transitions.

The New Story:

A year later, John approached a similar challenge with a renewed perspective. The company needed to adopt a new CRM system to better manage customer relationships and data. This time, John recalled the lessons from the past.

He decided to rely on what his coach called FAIR PROCESS LEADERSHIP, forcing him to:

Stay with the problem: Engage the team and all stakeholders.
Continuously explore and debate: Engage with experts, both systems and users.
Decide and explain: Ask more than tell to ensure decisions are fair and understood.
Ensure execution to its fullest: Learn, evaluate, and celebrate.

He worked closely with the IT team to develop a detailed implementation plan, including extensive testing phases and comprehensive training programmes for all employees. He communicated openly with the entire organisation, explaining the reasons for the change and the expected benefits, while also acknowledging the challenges they might face.

All the stakeholders were involved and the system was equally standardised and customised to ensure efficiency and accuracy. Every month he held a town hall where together the teams celebrated small wins, debated on the experience, and agreed on next steps. He implemented another tip from his coach, the SOS ™:

S: Successes
O: Obstacles
S: Suggestions

Every team member prepared their SOS for every town hall, allowing John to really open up the dialogue and learn from his teams. The implementation was still challenging, but with a measured, patient approach, the company navigated the transition smoothly. IT proudly shared monthly execution reports knowing John would appreciate learning about progress and challenges without unproductive pressure. Employees felt supported and informed, and the new CRM system eventually delivered the promised improvements, enhancing productivity and customer satisfaction.

John’s story underscores the importance of patience and strategic delay in leadership. By embracing these principles, leaders can make more informed decisions, support their teams effectively, and achieve sustainable, long-term success.

Call to Action:

Uncovering the Secret to Genuine Employee Motivation

Wed, 01 May 2024 21:04:25 GMT

Uncovering the Secret to Genuine Employee Motivation

What Really Drives You?

Pain: Are We Missing the Mark on Motivation?

Have you ever questioned why the excitement from a job promotion or the thrill of receiving a bonus wanes so quickly? Could it be possible that our traditional approaches to motivating employees fundamentally miss the mark? Given the prevalent issue of dwindling engagement levels in many workplaces, it's clear that a re-evaluation of motivational strategies is overdue, particularly at the recruitment stage.

Gain: Unleashing the Power of Intrinsic Motivation

Leadership expert Ken Blanchard emphasises that "the key to successful leadership today is influence, not authority." This idea is further enriched by the insights of moral philosopher Lorraine Besser-Jones, who suggests that genuine satisfaction in our professional lives arises when our work aligns with our deeper moral and psychological needs. What if the most effective motivation lies buried within us, untapped and underutilised?

Attention: Well-being Is More Than Just Happiness; It's About Finding Meaning

Imagine a workplace where motivation to excel and innovate isn't driven by external rewards but by a deep sense of meaning and alignment with personal values. Well-being in the workplace is not merely about feeling happy or content—it's about the profound sense of fulfilment that comes when employees' intrinsic motivations are seamlessly integrated with their professional tasks. Identifying these intrinsic motivations during the recruitment process is crucial. Companies like Zappos have leveraged this insight, creating environments where productivity, creativity, and satisfaction are naturally high because employees genuinely care about and find meaning in what they do.

So What: Why This Matters More Than Ever

Today, with the challenging task of retaining talent being as critical as acquiring it, understanding and nurturing intrinsic motivation from the very first interaction is no longer optional—it’s essential. Employees who are driven by internal motivations are not only more likely to stay with their employers but are also more inclined to advocate for their companies and deliver work of higher quality. This shift towards intrinsic motivation can transform organisational cultures, creating environments where employees feel genuinely connected to their work and committed to their roles from day one.

Now What: Practical Steps to Harness Intrinsic Motivation from Recruitment

To capitalise on this understanding, here are some practical steps leaders can take to foster a workplace that thrives on intrinsic motivation right from the recruitment phase:

Integrate Motivational Interviewing into Recruitment: Utilise motivational interviewing techniques during the hiring process. These conversations should aim to uncover the passions, strengths, and personal drivers of each candidate, which can inform whether their motivations align with the company's ethos and role requirements.
Tailor Roles and Values from the Start: Design roles to align with the intrinsic motivations identified during recruitment. This approach ensures that employees’ daily activities resonate with what they find meaningful, enhancing job satisfaction and productivity from the outset.
Develop a Recognition System that Starts Early: Implement a recognition system that acknowledges efforts and alignment of work with personal and corporate values from day one. This early recognition helps to affirm the employee's decision to join the company and reinforces their intrinsic motivations.
Promote Policies that Encourage Personal Development Early: Introduce policies that allow employees to explore projects that interest them, fostering an environment of innovation and personal growth right from the beginning of their tenure.

Take Action and Inspire Change:

" What will you do today to redefine motivation in your workplace? Share your bold plans or a radical idea you're considering to harness intrinsic motivation from the very first interview. Let’s ignite a movement of meaningful change in how we connect personal passions to professional success. Your story could be the catalyst we all need!"

Devenez HÉROic : Transformez Votre Leadership et Votre Bien-être

Sun, 14 Apr 2024 10:29:54 GMT

Devenez HÉROic : Transformez Votre Leadership et Votre Bien-être

"L'orage fait grandir, embrassons l'apprentissage de l'adversité quotidienne."

Rejoignez notre programme Thrive to Perform (TTP), soutenu par une série de masterclasses innovantes sur le leadership HÉROic et découvrez comment les 21 compétences psychosociales peuvent transformer votre vie professionnelle et personnelle.

Plus de 200 leaders ont déjà franchi le pas !

Les masterclasses seront toujours gratuites, tout comme le 1er niveau du programme TTP.

Dans un monde en constante évolution, trouver un équilibre entre performance et bien-être est essentiel.

Notre programme Thrive to Perform (TTP), ancré dans les principes du modèle HÉROic (Hope, Efficacy, Resilience, Optimism, Impact, Courage) est conçu pour vous aider à développer une harmonie durable entre ces aspects, avec passion, ambition et, lorsque nécessaire, compassion.

Inscrivez-vous ici pour notre prochaine masterclasse le 18 avril et commencez votre parcours vers le leadership HÉROic.

Qu'est-ce que le Leadership HÉROic ?

Le leadership HÉROic chez Positive Performance n'est pas simplement un style de leadership de plus; il représente une philosophie qui place le bien-être du leader au cœur de sa performance. Nous croyons que pour qu'un leader soit véritablement efficace et puisse influencer positivement son environnement, il doit d'abord se connaître, se gérer et prendre soin de lui-même. Cette approche met en avant la nécessité pour le leader d'être versatile, capable de s'adapter aux diverses situations, contextes et personnes.

Le Programme Thrive to Perform

TTP n'est pas seulement une formation ; c'est une transformation. Voici comment nous structurons ce parcours de développement via notre application mobile avec encore une fois le 1er niveau gratuit :

Niveau 1: Fondamentaux

Établir une base solide à travers l’auto-éducation sur sa santé mentale et la performance et favoriser la connaissance de soi. Ce premier niveau est offert gratuitement et constitue le point de départ idéal pour quiconque souhaite commencer son voyage vers une meilleure performance personnelle et professionnelle.

https://positive-performances.passion.io/learn/products

Niveau 2: Navigation

Appliquer avec adresse les techniques de gestion de soi et de conscience sociale pour naviguer dans les environnements personnels et professionnels.

Niveau 3: Expertise

Atteindre l'excellence en intégrant une influence sociale positive, en adoptant de nouvelles habitudes et en prenant soin de sa santé mentale.

Niveau 4: Catalyseur

Incarner l'excellence dans tous les aspects de la vie, servant de catalyseur pour le changement positif et personnifiant les principes de l'épanouissement pour performer.

Ma Mission Personnelle

En tant que fondatrice de Positive Performances, je suis engagée dans une mission pour changer le développement des leaders en intégrant la promotion de la santé mentale dans tous les programmes de leadership. Mon objectif est de sensibiliser et de transformer les leaders pour qu'ils aient à leur tour l'envie de faire de même pour leurs équipes et entreprises. Je serais ravie de travailler avec tous les dirigeants, écoles, entreprises et étudiants qui le souhaitent, mais je serais tout aussi heureuse de les voir travailler avec les experts locaux de leur choix. Avec 8 milliards d'humains sur terre, j'ai besoin de votre aide pour mener à bien cette mission.

Engagez-vous dans la Transformation

Si vous êtes prêt à changer votre approche du leadership et à exceller face à l'adversité quotidienne, je vous invite à participer à notre prochaine masterclasse pour commencer votre transformation personnelle et professionnelle. Inscrivez-vous ici .

PS: Votre développement en tant que leader ne s'arrête jamais. Avec les masterclasses HÉROic et notre programme Thrive to Perform, vous avez les outils pour naviguer avec succès dans le monde complexe d'aujourd'hui. Rejoignez-nous dans cette mission globale pour un changement profond et positif dans le leadership mondial.

La Santé du Dirigeant, le Premier Actif de Toute Entreprise :

Wed, 20 Mar 2024 17:53:49 GMT

La Santé du Dirigeant, le Premier Actif de Toute Entreprise :

Une Exploration Approfondie à l'Occasion de la Journée Internationale du Bonheur

Alors que la Journée Internationale du Bonheur nous invite à réfléchir sur ce qui compte vraiment, il devient impératif de souligner un aspect fondamental mais souvent négligé du succès en entreprise : la santé du dirigeant .

Ce bien-être, loin d'être un luxe, s'avère être le moteur derrière la résilience, l'innovation et l'efficacité organisationnelle. Explorons l'importance vitale de cultiver ce précieux actif.

Les Fondations du Bien-être : Génétique, Environnement, Actions :

La recherche avancée dans le domaine du bien-être, notamment mise en avant par Sonja Lyubomirsky, Kennon M. Sheldon et David Schkadedé, montre que notre bonheur est influencé à 50% par des facteurs génétiques, 10% par nos circonstances de vie, et à un surprenant 40% par nos actions intentionnelles. Pour les dirigeants, cette révélation offre un champ d'action considérable pour sculpter leur propre bien-être et par extension, celui de leur entreprise.

L'Auto-Éducation, Un Levier de Croissance Personnelle et Professionnelle :

La formation académique traditionnelle omet souvent d'aborder des compétences essentielles au leadership éclairé telles que la gestion émotionnelle, la résilience et le développement de compétences psychosociales. Face à cette lacune, l'auto-éducation émerge comme un pilier incontournable du développement du leader moderne. Se plonger dans l'apprentissage de ces domaines permet aux dirigeants d'affronter les défis avec plus de sérénité et d'efficacité.

Capital Psychologique HERO : La Quintessence du Leadership Réussi :

Le capital psychologique, constitué de l'espoir, de l'efficacité personnelle, de la résilience et de l'optimisme, forme la base d'un leadership résilient et inspirant. L'amélioration de ces qualités à travers une démarche proactive d'auto-amélioration s'avère être un atout inestimable pour tout dirigeant aspirant à l'excellence.

Espoir (Hope) : L'espoir incarne la volonté de fixer des objectifs ambitieux et la détermination à trouver des moyens de les atteindre. C'est la capacité à envisager un avenir meilleur et à tracer un chemin pour y parvenir.
Efficacité Personnelle (Efficacy) : Cela reflète la confiance en ses propres capacités à exécuter les tâches nécessaires pour réussir. C'est croire en sa capacité à influencer positivement les résultats.
Résilience (Resilience) : La résilience est la capacité à rebondir face à l'adversité, à apprendre de l'échec et à persévérer malgré les obstacles.
Optimisme (Optimism) : L'optimisme permet de maintenir une perspective positive, même face à l'incertitude, et de voir les défis comme des opportunités plutôt que des menaces.

Le Coaching Professionnel : Une Transformation Profonde par des Techniques Spécifiques

L'accompagnement par un coach professionnel, spécialement un expert certifié en psychologie positive et reconnu par une confédération, révèle de profonds bénéfices pour les dirigeants. Cette collaboration unique permet non seulement d'apporter une nouvelle perspective sur vos défis et opportunités mais aussi d'employer des méthodes spécifiques pour un développement ciblé et efficace :

Prise de Recul : Un espace dédié pour réfléchir loin du tumulte quotidien. Techniques comme la méditation de pleine conscience et les exercices de respiration aident à offrir cette perspective neuve.
Analyse Approfondie : L'examen de votre pratique professionnelle à travers des outils comme le feedback constructif et la pratique réflexive, afin d'identifier les axes d'amélioration.
Renforcement des Valeurs et Forces : La mise en lumière de vos valeurs fondamentales et forces de caractère grâce à l'approche du coaching basé sur les forces, considérées comme les pierres angulaires de votre leadership.
Dépassement des Barrières : Techniques de changement comportemental pour surmonter les croyances limitantes qui freinent votre progression, renforçant ainsi votre capacité à agir avec assurance.
Compréhension Comportementale : Une analyse fine des préférences comportementales, via des assessments et des discussions ciblées, essentielle pour optimiser les interactions avec vos équipes et clients.
Vision Systémique : L'adoption d'un regard holistique sur votre entreprise grâce à des méthodes comme le modelage systémique, permettant d'identifier les leviers d'action stratégiques.
Performance et Motivation : Le renforcement de la performance et la revitalisation de la motivation à travers des techniques comme le goal setting (définition d'objectifs) et l'identification de sources de motivation intrinsèque.
Collaboration Harmonieuse : L'utilisation des outils de communication efficace et de gestion des conflits pour fluidifier les processus d'équipe et encourager une collaboration sans effort.
Clarté et Décision : Techniques pour améliorer la prise de décision, comme le développement de la pensée critique et l'analyse de scénarios, favorisant ainsi une clarté mentale et des décisions rapides et efficaces.

Chaque technique et approche est soigneusement choisie et adaptée aux besoins individuels du dirigeant, assurant une transformation profonde et durable. Ces méthodes, combinées aux avantages inhérents au coaching professionnel, forment un puissant vecteur de croissance et de bien-être pour tout leader aspirant à l'excellence.

Enfin, profitons tous de cette #JournéeInternationaleduBonheur pour initier une action intentionnelle dédiée à notre développement personnel et professionnel. En mettant l'accent sur notre bien-être, à travers une démarche d'auto-éducation enrichie par les bénéfices du coaching professionnel, nous ne faisons pas seulement un investissement en nous-mêmes, mais aussi en faveur de la prospérité de notre entreprise. Cette journée symbolise l'opportunité idéale pour lancer ce voyage vers une santé améliorée, un leadership renforcé et une entreprise florissante. Engageons-nous dès maintenant à faire de la santé du dirigeant une priorité absolue, pour naviguer vers un avenir plus radieux et réussi ensemble.

Invitation à l'Engagement :

À l'occasion de la Journée Internationale du Bonheur, j'invite les dirigeants à s'engager dans une démarche de croissance personnelle et professionnelle.

Pour les 10 premiers qui répondront à cet appel, une session gratuite de 45 minutes est offerte pour explorer ensemble les bénéfices d'un accompagnement personnalisé, mettant votre bien-être au cœur de votre succès professionnel.

Cliquez ici et Réservez votre session gratuite

Your Leadership Journey: Powered By Hope, Efficacy, Resilience And Optimism

Fri, 23 Feb 2024 16:12:31 GMT

Your Leadership Journey: Powered By Hope, Efficacy, Resilience And Optimism

My fellow leaders,

what if you could cultivate your capacities as heroes?

CLICK to Read the full article on Forbes Coaches Council...

Inspired by some work I have ben doing lately with organisations and in individual coaching I, in my latest article as a thought leader on the Forbes Coaches Council, dare to prove to you that the hero within you has the power to thrive, inspire, transform and lead you and others to greatness.

Indeed, through my experiences working with emerging and senior leaders in diverse industries, I've realized that leaders often struggle and suffer in silence.

Some grow, some cope and some break down.

In this article, I intend to uncover the power of the wisdom of Joseph Campbell's hero's journey and Fred Luthans' hope, efficacy, resilience and optimism (HERO) psychological capital theory and provoke change in how you consider your leadership development journey.

Have a look and reach out to me to discuss how I can help you, your team and your school or organisation to thrive, stand out and perform. Book a moment now: https://meetings-eu1.hubspot.com/krumma

Thrive to Perform – Perform to Thrive with Krumma Jonsdottir, Founder of Positive Performances

Thu, 18 Jan 2024 13:02:48 GMT

Thrive to Perform – Perform to Thrive with Krumma Jonsdottir, Founder of Positive Performances

In an exclusive interview, Krumma Jonsdottir, Founder of Positive Performances, shares her expertise on leadership development focusing on future and current leaders’ performance and multidimensional well-being. Hear more on Episode 92: Thrive to Perform – Perform to Thrive.

Dear network, December disappeared and January is flying away too.

Early December I had the great opportunity to chat with to Ragnar Fridriksson Managing Director at Worldchefs, linkedin.com/in/passionfood . Today I am finally taking the time to share...

For my non Hospitality followers: "Worldchefs is a non-political professional organization, dedicated to maintaining and improving the culinary standards of global cuisines. We accomplish these goals through education, training and professional development of our membership". (https://worldchefs.org/).

Thank you Ragnar for this special conversation, giving me the stage to talk about Thrive to Perform - Perform to Thrive and to raise the success of the Wellbeing Project at Ferrières.

----

" In an exclusive interview, Krumma Jonsdottir, Founder of Positive Performances, shares her expertise on leadership development focusing on future and current leaders’ performance and multidimensional well-being. Hear more on Episode 92: Thrive to Perform – Perform to Thrive.

In light of emotional labor becoming part of many job roles, understanding personal well-being is essential. This episode dives into an important discussion of well-being in the workplace, with practical tools for enhancing business performance while fostering a healthy work environment.

On this episode, Ragnar speaks with Krumma Jonsdottir, a people development professional and executive coach, for an insightful dialogue on nurturing positive performance in the hospitality industry.

With 20+ years of experience in international hospitality management, training, and mentoring, Krumma’s expertise bridges hospitality with positive psychology to help F&B professionals develop their leadership skills. Hear more about leadership development, the value of well-being in the workplace, and how it impacts business performance.

TUNE IN AND HEAR: https://worldchefs.org/podcast/thrive-to-perform-perform-to-thrive-with-krumma-jonsdottir-founder-of-positive-performances/

The Crucial Role of Workplace Wellbeing: For Krumma, the hospitality industry is a stage and employees are the actors. Hear her philosophy on the need for staff well-being, stressing the importance of aligning personal values with professional roles.
How Positive Performance Translates to Business Analytics: Krumma highlights the significance of leadership, staff well-being, and customer satisfaction in enhancing business profitability, and walks us through the PERMAV model as an innovative way to assess performance and job satisfaction.
Implementing Positive Education : Hear how Krumma’s concept of positive education was successfully implemented at the Ferrières Hospitality & Luxury Management School, and how it has visibly demonstrated the power of positivity by driving academic progress and improved well-being.
Positive Performance – A Tool for All : Learn more about Krumma’s mental fitness program, Positive Performance. Beneficial for everyone regardless of their field, the program offers mini-courses on mental health education and the first level is freely accessible to all."

Discover Thrive to Perform, a mental health app, at positive-performances.passion.io.

It's not YOU, it's not ME, it's US!

Wed, 03 Jan 2024 00:50:57 GMT

It's not YOU, it's not ME, it's US!

The Power of

Good Professional Network Management

Welcome to a world where success is measured not only by individual skills but by the strength of relationships woven over time. "It's not you, it's not me, it's US" highlights the power of good professional network management, demonstrating that success is often the result of collective collaboration.

The story revolves around the Development Center Ferrières , an initiative that successfully united a part of my network as well as that of my colleagues and collaborators. Since 2016, this voluntary event brings together field experts in management, leadership, coaching, human resources, and international hospitality. Over two intense days, they observe and provide feedback to future managers, experts, and leaders in international hospitality.

The key to this initiative lies in the sense and respect that endure over the years. Even after stepping down from leading the institution ( Ferrières Hospitality & Luxury Management School ), I continue to facilitate the Development Center Ferrières with passion. The next event will take place on January 30 and 31, and we always welcome volunteer evaluators with joy.

It's an exchange of good practices, creating a win-win-win situation.

Volunteers bring their field expertise, enriching the student evaluation process. It's an opportunity for the sharing of values, thus favouring the emergence of new relationships and opportunities.
Volunteers benefit from a short training in observation and feedback.
Students have exceptional access to a unique experience, spending two days in groups of 6 to 8, receiving feedback from field experts.

In addition to the personal development of all stakeholders, this opens up opportunities for collaboration, internships, jobs, projects, thesis topics, and much more. Thus, an extraordinary triptych forms, giving rise to new branches of the network.

Ferrières remains the only Hospitality Management school globally to develop its programs through the positive education paradigm. The Development Center is at the heart of this philosophy, aiming to guide students to become the best version of themselves. Over two intensive days, students in the 3rd year of bachelor's, 4th year of IBBA, and 1st and 2nd year of Master's undergo individual and group assessments, evaluating and developing their leadership, impact, influence, collaboration, risk-taking, and emotional agility skills.

In conclusion, the Development Center Ferrières embodies the power of well-managed professional networks, where humility and respect are the keys to every exchange. When professionals like you and me strive to be interested rather than interesting, a complex yet solid network is woven, creating a robust fabric. The Development Center is not just an evaluation event but a platform for maintenance and amplification of these relationships.

Cherishing each interaction, listening attentively, and remaining open to learning at every step result in a network that extends beyond conventional boundaries. The humility to recognize that everyone has something unique to contribute adds to the richness of these connections. Thus, the Development Center Ferrières becomes a reflection of these principles, acting as a catalyst to nurture and amplify this network.

In this new year, I encourage you to adopt this approach in your own professional exchanges. Cultivating humility, respect, and sincere interest opens unexpected doors and transforms each interaction into an opportunity for mutual growth. May you experience a year rich in meaningful relationships, fruitful exchanges, and shared successes.

#DevelopmentCenterFerrières #ProfessionalNetworks #HospitalityManagement #RelationshipManagement #DevelopmentOpportunities #PositivePerformances #PositiveLeadership #PositivePsychology #PositiveEducation #PositivePerformances

"C'est pas toi, c'est pas moi, c'est NOUS :

Wed, 03 Jan 2024 00:20:54 GMT

Le Pouvoir de la

Bonne Gestion des Réseaux Professionnels

Bienvenue dans un monde où le succès ne se mesure pas seulement par les compétences individuelles, mais par la force des relations tissées au fil du temps.

"C'est pas toi, c'est pas moi, c'est NOUS" met en lumière le pouvoir de la bonne gestion des réseaux professionnels, démontrant que le succès est souvent le résultat d'une collaboration collective.

L'histoire tourne autour du Development Center Ferrières , une initiative qui a su fédérer une partie de mon réseau ainsi que celui de mes collègues et collaborateurs.

Depuis 2016, cet événement bénévole réunit des experts du terrain en management, leadership, coaching, ressources humaines et hospitalité internationale. Pendant deux jours intenses, ils observent et donnent du feedback à des étudiants; futurs managers, experts et leaders de l'hôtellerie internationale. La clé de cette initiative réside dans le sens et le respect qui perdurent au fil des années.

Même après avoir cessé de diriger l'institution ( Ferrières Hospitality & Luxury Management School ), je continue à faciliter le Development Center Ferrières avec passion. Le prochain événement se tiendra les 30 et 31 janvier, et nous accueillons toujours avec joie des évaluateurs bénévoles.

Le tout est un échange de bons procédés, créant ainsi une situation gagnant-gagnant-gagnant.

Les bénévoles apportent leur expertise du terrain, enrichissant le processus d'évaluation des étudiants. C'est une opportunité de partage de valeurs, favorisant ainsi l'émergence de nouvelles relations et opportunités.
Les bénévoles bénéficient d'une formation courte à l'observation et au feedback.
Les étudiants ont un accès exceptionnel où ils passent deux jours en groupe de 6 à 8, recevant du feedback des experts du terrain.

En plus du développement personnel de toutes les parties prenantes, cela ouvre des opportunités de collaboration, de stage, d'emploi, de projets, de sujets de thèse, et bien plus encore. Ainsi, un triptyque extraordinaire se forme, donnant naissance à de nouvelles branches de réseau.

Ferrières est encore la seule école de Management de l'Hospitalité au monde à développer ses cursus à travers le paradigme de l'éducation positive. Le Development Center est au cœur de cette philosophie et vise à accompagner les étudiants pour qu'ils deviennent la meilleure version d'eux-mêmes. Pendant deux jours intensifs, les étudiants de 3ème année de bachelor, 4ème année d'IBBA, et, 1ère et 2ème année de Mastère passent des épreuves individuelles et de groupe, professionnelles et de personnalité permettant d’évaluer et de développer leurs compétences en leadership, impact et influence, collaboration, prise de risque et agilité émotionnelle.

En conclusion, le Development Center Ferrières incarne le pouvoir des réseaux professionnels bien gérés, où l'humilité et le respect sont les clés de chaque échange. Lorsque des professionnels comme vous et moi, s'efforcent de s'intéresser plutôt que d'être intéressant, une toile complexe mais solide se tisse, créant un réseau robuste. Le Development Center n'est pas simplement un événement d'évaluation, mais une plateforme d'entretien et d'amplification de ces relations.

Chérir chaque interaction, écouter avec attention et rester ouvert à l'apprentissage à chaque étape résultent en un réseau qui s'étend au-delà des frontières conventionnelles. L'humilité de reconnaître que chacun a quelque chose d'unique à apporter contribue à la richesse de ces connexions. Ainsi, le Development Center Ferrières devient le reflet de ces principes, agissant comme un catalyseur pour entretenir et amplifier ce réseau.

En cette nouvelle année, je vous encourage à adopter cette approche dans vos propres échanges professionnels. Cultiver l'humilité, le respect et l'intérêt sincère ouvre des portes insoupçonnées et transforme chaque interaction en une opportunité de croissance mutuelle. Puissiez-vous vivre une année riche en relations significatives, en échanges fructueux et en réussites partagées.

#DevelopmentCenterFerrières #RéseauxProfessionnels #ManagementHospitalité #GestionRelations #OpportunitésDéveloppement #PositivePerformances #EducationPositive #PsychologiePositive #PositiveLeadership

Stop Acting Like That.... and use The DiSC Model To Become More Self-Aware

Tue, 18 Jul 2023 12:09:51 GMT

Stop Acting Like That.... and use The DiSC Model To Become More Self-Aware

Increase your self-awareness and change your life. Close your eyes and retrieve a positive memory from when you were a toddler. What kind of a kid were you? Shy, playful, bossy, clumsy...?
Which of these personality traits are still noticeable? Which of these do you miss? What happened to this kid?

I can tell you what happened. Life hit you just like it hits every single one of us. Those who were quiet and shy grew up hearing we should speak up, be more this and more that. Those who were bossy and full of energy were asked to calm down and behave.

Basically, we have never been invited to embrace our behavioral preferences. Few are those who in childhood were encouraged to grow up building on these preferences to create the right environment for them to flourish.

Do you relate?

As a coach and a positive psychology practitioner, I have an evidence-based theory and multiple clients’ cases about the power of increased self-awareness.

It is never too late to learn.

If you stopped acting and started appreciating your preferred behaviors, observing and accepting other peoples’ preferred behaviors, you could thrive and perform in every area of your life.

In this article, I will take you on a short self-awareness journey that could immediately impact you, your self-appreciation, your relationships and your leadership. Let's take a look at the DiSC model.

If I called you up and invited you to a cocktail tonight, how would you feel?

I) Excited, you want to know more; you start to imagine the fun, and you even know what to wear. You don’t even ask who will be there.

Of course, you go.

S) Flattered, yet embarrassed as it’s tonight and it was not expected. It is Tuesday, it's midweek, and it is not reasonable to go out. You ask who will be there. You realize your friends will go, and you consider joining me, yet it is still making you feel rushed and uncertain.

You go as it seems important to me to have you there.

D) You kindly decline as you have other plans. You visualize people chatting about superficial things—gosh, you get so frustrated when people waste time. I tell you one of your potential clients will be there. You reconsider and say you might be able to come to say hello before going to your other appointment.

You stop by 30 minutes after the start to be seen and to see the potential client.

C) When? Tonight? At what time? Until when? What’s the reason for the cocktail? Who will be there, and why am I invited? It is a bit late notice; you will have to rearrange your plans. Is there another cocktail later?

You probably will not go.

Which affirmation describes you?

There’s no right or wrong. William Moulton Marston was among the first psychologists to study normal people’s emotions. He came up with 116 combinations of the four main preferences I invited you to look at. We tend to be either extroverted (D & I) or introverted (S & C). Then we prefer people (S & I) or tasks (D & C).

Now you say, "for me it depends." And I will say, no, your preferences do not depend, but your adapted behavior does. The sad reality is that lack of self-awareness and self-management often leads to situations where everyone is adapting to everyone’s adapted behaviors.

Identifying your own preferences and learning how to identify other people's preferences can totally transform your life and your relationships at home and at work. You can become proactive and mindful, creating the conditions to evolve in your comfort zone and managing situations outside your comfort zone. As a parent or a manager, you can become confident in assuming your extroversion or introversion, your appetite for people or for tasks. You can appreciate that everyone is unique and give them space.

The above does not happen overnight or thanks to a one-shot survey. There will be doubts and interrogations. I encourage personal and collective reflection to identify your core preferences versus what life, education and experience have taught you. When done to its fullest extent, it can be truly life-changing. Here's an idea to start.

How do you feel about sharing this article with a person you work with or live with every day?

It will be an opportunity for both to appreciate your different behavioral preferences and consider giving each other feedback on how you experienced a specific conversation.

Separately, each party should write down the letters of the DiSC affirmations retained for self and for the other party. What made you choose those affirmations?

Now recall your last conversation. What was said? How did you feel? What was the outcome? Did the other party speak too much and it annoyed you? You might have a D preference and she an I. If she was too fast-paced and bossy, making you feel disliked, it might be the other way around.

Did she ask a lot of questions and you got frustrated? She might be a C and you are not. If she wanted to try new things and you did not, she might be a D or an I and you more an S or a C.

If both of you were speaking at the same time and not giving the other party space, you might both be a D or an I. If both were giving in, expecting the other party to make a decision, you might both prefer an S behavior.

What is certain, is that the two of you are different. Meet up and honestly share your findings, respecting genuine and unconditional positive regard.

This exercise enables you to identify your preferences and realize how you are adapting. From there, you can engage to observe yourselves in action and identify when you consider being in your comfort zone or not. Your self-awareness can quickly evolve, and you can start to manage your behavior to the benefit of all involved. You can become attentive to what really matters, hence contributing to mutual thriving and performance.

My reading list

Tue, 18 Jul 2023 11:32:43 GMT

My reading list

When I speak I don't learn, when I listen , watch or read, I learn so much. Some say I talk a lot, well I read even more ;-). This blog will be forever evolving and I will be sharing books I strongly recommend you to read.

"The Tao of Coaching" by Max Landsberg is a practical guide for leaders at all levels. The book introduces a simple yet powerful coaching model based on the principles of Taoism, emphasizing the importance of self-awareness, empathy, and focused listening. The author provides numerous case studies, exercises, and tools to help coaches develop their skills and achieve better results with their clients.

"Leaders Eat Last" by Simon Sinek explores the concept of leadership from a biological and anthropological perspective. The book argues that effective leaders prioritize the well-being of their teams, creating a "circle of safety" that fosters trust, cooperation, and innovation. Sinek draws on real-world examples, from the military to the corporate world, to illustrate his principles and provide practical insights for leaders at all levels.

"7 Habits of Highly Effective People" by Stephen Covey is a self-help book that presents a holistic, principle-based approach to personal and professional development. The author outlines seven habits that successful people cultivate, such as being proactive, beginning with the end in mind, and seeking first to understand, then to be understood. Covey provides practical

tools and exercises for readers to apply these habits in their own lives, emphasizing the importance of character, integrity, and synergy in achieving success.

"Mindset" by Carol Dweck is a psychology book that explores the power of mindset in shaping our lives. The author argues that individuals can have either a fixed or growth mindset, which can affect how they approach challenges and setbacks. Dweck provides practical tips and tools for developing a growth mindset, emphasizing the importance of effort, learning, and resilience in achieving success.

"Deep Work" by Cal Newport is a productivity book that emphasizes the importance of focused, uninterrupted work in achieving success. The author argues that deep work, characterized by intense concentration and cognitive effort, is becoming increasingly rare in today's distracted, hyper-connected world. Newport provides practical tips and tools for developing a deep work habit, emphasizing the value of deliberate practice and cultivating a distraction-free environment.

"The Obstacle is the Way" by Ryan Holiday is a self-help book that draws on Stoic philosophy to provide a framework for overcoming obstacles and achieving success. The author argues that obstacles are not barriers to success, but rather opportunities for growth and learning. Holiday provides numerous examples of historical figures who have used Stoic principles to overcome adversity and achieve greatness, and offers practical advice for applying these principles in everyday life.

How To Stop Being ‘Mind Full’ And Start Being Mindful

Tue, 03 Jan 2023 06:15:00 GMT

How To Stop Being ‘Mind Full’ And Start Being Mindful

https://www.forbes.com/sites/forbescoachescouncil/2023/01/02/how-to-stop-being-mind-full-and-start-being-mindful/?utm_content=233305483&utm_medium=social&utm_source=linkedin&hss_channel=lcp-11074500&sh=3412cfb86dcb

Podcast SSSTOPPPP:

Managers' Wellbeing 7/7 : The Results

Mon, 27 Jun 2022 21:37:00 GMT

Take the survey https://su.vc/ttpbypp

4.1 Descriptive analysis results.

4.1.1 Burnout, EE and DE.

The majority of the participants (78.3%) presented moderate levels of burnout and 10.8% experienced severe burnout (M=37.6, SD=7.3).

Similar findings were revealed for EE: 74.7% presented moderate levels and 15.6% experienced a severe form of EE (M=19.24, and SD=4.10). Moderate DE was found for 78.31% of the participants and severe DE for 6% (M=18.7, SD=4.3).

These findings confirm H1, that a significant number of HMs experience burnout with high levels of EE and DE.

Table 3: Levels of burnout, EE and DE.

4.1.2 Perceived life satisfaction.

More than half of the respondents or 55,4% (M=24.13, SD=6.8) were satisfied or highly satisfied with life but 12% were dissatisfied or highly dissatisfied with life (table 4).

Table 4: Perceived LS.

4.1.3 Work orientation.

The WOI outcome was twofold (table 5).

Firstly, it was necessary to consider the descriptive scale of job, career and calling. The results indicated that 19.2% of the respondents (n=16) had a job orientation, 43.3% (n=36) a career orientation and 37.3% (n=31) a calling orientation (Mean=2.18 and SD=0.73).

Secondly the results obtained via the three subscales of the 18-item true/false questionnaire were looked at in comparison to the three-item descriptive scale. On the one hand, 45.7% of respondents (n=38) presented similar trends for career orientation. On the other hand, job orientation differed by almost 10 points for 9.6% of the respondents (n=8) and calling orientation differed by seven points for 44.5% of respondents (n=37), (Mean=24.7, SD=3.6).

Table 5: WO

4.2 Correlation and regression

The correlations between the variables are presented in table 6. Significant correlation was found among several variables. Attention is brought to the fact that EE and DE outcomes were obtained by subscales of the burnout measure, resulting in collinearity (EE: r=.89**, DE: r=89**). Moreover, for the two WO questionnaires, dummy variables were created to compute the results. This resulted in a 100% negative correlation between the WO job and WO descriptive scale. However, that does not affect the interpretations of the findings, because these two dependent variables were separately correlated with other results.

A weak significant negative correlation was found between gender and EE (r=-.22*). Gender was measured with a 1 for male and 0 for female which indicated that women were presenting higher levels of EE than men. Again, gender was found to have a moderate positive correlation with the number of years as a manager before assuming the current position, signifying that male participants in the study had been in managerial roles for longer than the females, contributing to the research (r=.33**).

Burnout, EE and DE were all moderately negatively correlated with LS, r=-.44** for burnout, r=-.35 for EE and r=-.44** for DE. This confirms H2, that is, HMs experiencing high levels of burnout, EE and DE are experiencing low levels of LS.

Age had a significant negative correlation with a unique independent variable, namely career WO (r=-.51**) meaning that with years going by the WO is less career oriented.

Marital status: married had a weak positive correlation with LS (r=.22*).

Separated and single were both negatively correlated with LS, although not significantly (r=-.10 for separated HMs and r=-.18 for single HMs). The correlation analysis indicates that married HMs seem more satisfied with life.

Another moderate negative correlation was found between career WO and the number of years in the current role (r=-.30**).

The independent variable of number of years of experience as a manager presented several significant relationships, starting with a moderately negative relationship with burnout (r=-.33**), EE (r=-.25*) and DE (r=-.35**) followed by a positive relationship with LS (r=.22*) and calling WO (r=.28*) and a negative relationship with career WO (r=-.32**) and job WO (r=-.28*).

Calling WO was tested with two scales and calling WO showed a moderate positive correlation with both; LS, r=.22* for the descriptive scale and r=.40** with the true/false questionnaire. For EE, the correlations were strongly negative at r=-53** for the relationship with the descriptive scale and r=-.48** with the true/false questionnaire. The trends were the same for DE at r=-.41** and r=-.59** for the true/false questionnaire. These results confirm H3, namely, that HMs with calling WO are more satisfied with life, and experience less EE and DE.

Age and EE showed a small negative correlation (r=-.22*). So did the number of years as a manager before the current position because the correlation was weakly negative (r=-.25*). On the other hand, the number of years in the current role did not have a significant relationship with EE. Hence RQ1 is partially supported.

Table 6: Correlations

For EE, a significant regression equation was found with two predictors accounting for 27.5% of variance in EE: WO calling (Beta=-.48, p<.01) and gender (Beta=-.21, p<.05).

For DE, a significant regression equation was found with two predictors accounting for 43.1% in variance in DE: WO calling (Beta=-.55, p<.01) and LS (Beta=-.19, p<.05. Thus, the answer to RQ2 seems that EE and DE can be predicted by WO.

5. Discussion and limitations

Due to its correlational nature, this research does not reveal the source of burnout, EE and DE among HMs nor any causal effect. The following discussion is built on the findings and aims to encourage further empirical and experimental investigations.

Recall of the research hypotheses and questions:

H1. A significant proportion of HMs experience burnout with high levels of EE and DE.

H2. HMs experiencing high levels of burnout, EE and DE are expected to experience low LS

H3. Calling WO will have a positive correlation with LS and negative correlation with EE and DE.

RQ1. Is there a relationship between age, years of experience as a manager, years of experience in the current role EE and DE?

RQ2. Is there a factor among the independent variables applied in this study that can predict EE and DE?

H1, H2 and H3 are all supported. RQ1 was partially supported and RQ2 was positively answered.

There was a consensus in the few articles found on hospitality workers and HMs’ wellbeing that the individuals occupying these roles present high risks of experiencing burnout, EE and DE (Chu & Murrmann, 2006; Buick, 2001; Maxwell, 1997, Levinson, 1996).

The current study supports these affirmations and validates H1, namely that HMs experience high levels of EE and DE, providing a contemporary screenshot of the situation.

These results should raise questions and create a potential starting point for research; for example, while EE and DE were significant, LS was relatively high for over half of the respondents.

This could indicate that the HMs had developed coping strategies to deal with stress and frequent personal interactions that enabled them to still appreciate life or take care of themselves.

This could be further questioned, because the results show that EE and DE are negatively correlated with LS. Could that mean that there is a limit to these coping strategies? Or that the more exhausted the HMs is, the less satisfied she or he is with life? This would support H2. On the other hand, calling WO not only had a negative relationship with burnout, EE and DE (H3 confirmed), it also stood out as the strongest factor to predict EE and DE (RQ2).

Without claiming that calling WO is something HMs should strive to have at all costs, this might suggest that a calling WO could help to reduce burnout, EE and DE. Again, a larger sample would enable to confirm this or obtain information about the levels of calling beyond which the benefits are reduced (Duffy, Douglass, Autin, England & Dik, 2016)

The researcher desired to contribute to the literature on the impact of age and years of experience on burnout and EE (RQ1). The results are in line with the meta-analysis conducted in 2004 (Brewer & Shapard, 2004) with a small negative correlation. The researcher would not recommend excluding these variables in further research, but rather increasing sample size to be able to analyse this relationship in detail by splitting the data into clusters of three- to five-years age groups.

The fact that age had a strong negative correlation with career WO while it had a non-significant negative correlation with job and a non-significant positive correlation with calling raises a complex question about the potential evolution of work orientation. For example, when and why does WO evolve?

Moreover, although HMs from across the globe participated in the study, the majority of the respondents (n83) worked in the same country (France) and occupied the same position (general manager), creating a lack of cross-cultural and cross-occupational input. Future research should ensure participants include various positions from different countries.

The researcher also draws attention to the WO results. The WOI scale applied was a true/false questionnaire, creating nominal results with job and calling orientation on opposite ends of a continuum and with career orientation as a subscale. Although the scale has received validation, it is not clear how to interpret and present findings. Besides, the WOI results contradict the results of Wrzesniewski’s (1997) study, in which job, career and calling orientations were equally distributed regardless of the field or level of position.

Also, the differences in the results obtained from the two WO questionnaires create questions about the validity of the three separated WO and constitute ground for further research related to the possibility of a multiple or a hybrid WO. Could one have a high career–high calling WO or a high job–high career WO? This could be verified with a larger sample of HMs.

Conclusion.

In conclusion, this study confirms that HMs wellbeing is at stake and that nine out of every 10 managers is experiencing moderate to severe EE and DE, which could potentially lead to burnout.

Although the literature has repeatedly confirmed the multidimensional construct of wellbeing and burnout, in the present study the impact of the different approaches HMs have towards their work (WO) is proven to predict levels of EE and DE.

The researcher recommends that organisations pay attention to their managers by focusing on the positive outcomes created by balanced workload, job crafting and wellbeing. Finally, she encourages peer scholars to further study causes before attempting to experiment with preventive and corrective positive psychological interventions.

PS: This is an extraction from:

Hospitality managers’ well-being: Emotional exhaustion, disengagement and the relationship with work orientation and life satisfaction

Hrafnhildur Krumma Jonsdottir

Student n°: U1637298 School of Psychology,

University of East London, Water Lane, London

Programme: MAPPCP Term: 2-2019 Submitted on May 14th 2019

Module leader: Dr Rona Hart

Managers' Wellbeing 6/7 : Research Hypothesis and Methods for the Curious People ;-)

Mon, 27 Jun 2022 21:14:00 GMT

Take the survey https://su.vc/ttpbypp

2.5 Hypotheses (H) and research questions (RQ)

Based on the above literature, the following hypotheses and research questions were formulated:

H1. A significant proportion of HMs experience burnout with high levels of EE and DE.

H2. HMs experiencing high levels of burnout, EE and DE are expected to experience low LS

H3. Calling WO will have a positive correlation with LS and negative correlation with EE and DE.

RQ1. Is there a relationship between age, years of experience as a manager, years of experience in the current role EE and DE?

RQ2. Is there a factor among the independent variables applied in this study that can predict EE and DE?

3. Methods

The researcher integrated the limits of objectivism and the fact that theory and practice cannot always be separated. Therefore, the methodology was based on a post-positivist epistemological framework because self-reported questionnaires can be biased by many factors and narrative information from participants needs to be considered in the future for the research findings to be complete (Ryan 2006).

3.1 Participants HMs were defined as:

A) Hospitality workers working in a hotel or a corporate office who manage a team and who either report to a head of a department, general manager or a corporate director (i.e., reception manager, revenue manager, financial controller, human resources director, hotel manager).

B) Hospitality workers working in a hotel or corporate office who manage a portfolio and are accountable for a budget (i.e., purchasing manager, sales manager, revenue manager, public relations).

A total of 212 HMs participated in the study. However, 129 questionnaires were excluded because some sections of the questionnaire had not been completed. This resulted in a sample of 83 workers who held managerial positions in hospitality organisations and confirmed having more than one year’s experience in the current roles.

The sample comprised 39 men and 44 women aged from 21 to over 50 years, with the majority being 41 to 50 years old (n=31, 37.3%).

The HMs came from 16 countries and were working in 19 countries when participating in the study. More than a third (n=30, 36,14%) of respondents were not working in their native countries. France was the most represented country, with 43 respondents, followed by the UK (10) and Iceland (7).

Of these, 50% of respondents were general managers (n=42), 26.2% were head of departments or business unit managers (n=22) and 15.5% team leaders or assistant managers (n=13) while 8% of the respondents were in other types of managerial positions (n=6). The majority (n=62, 74.7%) were married or had a partner, and only 4.8% were separated (n=4).

No reward was given to participants for their contribution.

3.2 Materials.

The HMs anonymously completed three online questionnaires in English via Qualtrics. The recruitment was done mainly online via a professional social network.

Also, a link to the Qualtrics questionnaire was shared with human resources professionals within the researcher’s network.

3.2.1 Measures. The measurements of burnout, EE, DE, LS and WO were calculated using validated scales.

Burnout: The 16-item OLBI established by Demerouti and Bakker (2007), (appendix 7.4.3) was utilised because it has a more positive approach to burnout than the popular MBI. OLBI directly measures EE, engagement and DE. The participants were invited to answer 16 questions on a 4-point Likert scale, from 1= totally disagree to 4= totally agree. Of the 16 items, eight were related to EE and eight to DE. Examples of questions are: I always find new and interesting aspect of my work; There are days when I feel tired before work; and This is the only type of work I can imagine myself doing.

The OLBI questionnaire scores range from 16 to 64. A score below 30 is considered to indicate low level of burnout; between 31 and 45 indicates average level of burnout and >45 is considered to indicate a high level of burnout.

The two subscales of eight questions enabled the researcher to identify low, average or high levels of EE and DE with a range of scores from 1 to 32. The threshold for DE is below 14 for low DE, between 15 to 23 for average and >24 for a high level of DE. For EE, below 15 is considered a low level of EE, from 16 to 23 as average and >24 as a high level of EE.

The reliability test for the OLBI scale for this sample was Cronbach’s Alpha =.841.

Satisfaction with life: Satisfaction with life was measured by using Diener et al.’s Life Scale (1985) (SWLS), (appendix 7.4.2). It is a ‘5-item scale designed to measure the global cognitive judgments regarding one’s life satisfaction (not a measure of either positive or negative affect)’ (Diener et al., 1985).

The SWLS enabled the researcher to identify the participants’ LS at the level they felt it in the moment of participating (Schwarz & Strack, 1999). The participants were invited to agree or disagree with five affirmations on a 7-point Likert scale ranging from strongly disagree to strongly agree. Out of the five affirmation, four are related to the present and only the last one to the past.

Examples of affirmations are: N°1 = In most ways my life is close to my ideal; N°5 = If I could live my life over, I would change almost nothing.

The results of the scale are ranked in seven levels.

• 31-35 Extremely satisfied

• 26-30 Satisfied

• 21-25 Slightly satisfied

• 20 Neutral

• 15-19 Slightly dissatisfied

• 10-14 Dissatisfied

• 5-9 Extremely dissatisfied

The SWLS is one of the most popular scales used to evaluate satisfaction with life; several studies have contributed to confirming its reliability and validity (Diener, Inglehart & Tay, 2013; Pavot, Diener, Colvin & Sandvik, 1991). In this study, the Cronbach’s Alpha was .87.

Work orientation: WO was identified using the 3+18-item Work-Life Questionnaire (Wrzesniewski et al., 1997), (appendix 7.4.1) (upon request).

In 1997, Wrzesniewski et al. presented the work-life questionnaire built on Bellah et al.’s (1985) and Schwartz’s (1986) theory about three approaches people had towards the professional occupation, namely jobs, careers or a calling. The participants started by reading three descriptions about work and rating how closely each description matched their approach to work using a four-point scale (3=very much, 2=somewhat, 1=a little, 0=not at all like me). They then answered 18 true/false questions about their relations to work. Out of the 18 items, five concerned the individual’s behaviour and 13 concerned his or her feelings about work.

Examples of questions are: I find my work rewarding; I enjoy talking about my work to others; and my primary reason for working is financial - to support my family and lifestyle.

The true/false part had two subscales; job and calling were positioned as opposites with 15 of 18 items enabling the researcher to identify the participants’ approach to work. The remaining three items related to career orientation and were loaded consistently together as separate factors. The three items for career were: I expect to be in a higher-level job in five years; I view my job primarily as a stepping stone to other jobs; and I expect to be doing the same work in five years (reversed).

The combination of the two WO questionnaires enabled the researcher to, firstly, see how the participants position themselves based on a subjective description and, secondly, refine the results on the basis of the 18 true/false questions. A reliability test was not run as the WO questionnaire had a true/false scale. In order to compute the results, the scales were recoded (in dummy variables) and are presented in the findings as WO Descriptive scale, WO Calling, WO Careers and WO Job.

Demographics and occupation:

In order to compare groups and test RQ1, five demographic and eight occupational questions were added to the questionnaire (appendix 7.4.4), (upon request) such as questions related to age and gender. For example: What is your current role? and, for how long have you been in this role? 3.3 Procedure and data analysis The dependent variables in this research were burnout, EE and DE. The independent variables were:

• WO + subscales

• LS

• Years of experience as a manager and in the current role,

• Years of experience before this role

• Marital status

• Age

• Gender

The data was uploaded to SPSS (Statistical Package for Social Sciences), and several tests were performed to verify the reliability of the scales and normality of the data before testing the hypotheses and determining the possible correlations between the variables.

Normality tests were run to identify the appropriate tests to apply for the different hypotheses. For small samples it is recommended to consider the Shapiro-Wilk normality test. The assumption of normality for Shapiro-Wilk is significant if greater than .05. As seen in table 4 this assumption was violated for the majority of the variables (sig<=.05), meaning that most of the variables were not normally distributed.

Table 2: Normality test.

Due to the nature of the study, data was not transformed and forced to meet normality. When studying phenomena such as burnout, EE, DE and LS, it is expected to find outliers or participants presenting extreme levels of the dependent variable (figure 1 and 2).

Figure 1: Burnout normality curve.

Figure 2: EE normality curve.

For that reason, the non-parametric Spearman’s test was chosen to evaluate correlation. In addition, a stepwise multiple regression was conducted to predict the level of EE and DE based on age, gender, marital status, LS, WO, years of experience and years of experience before the current the role.

PS: This is an extraction from:

Hospitality managers’ well-being: Emotional exhaustion, disengagement and the relationship with work orientation and life satisfaction

Hrafnhildur Krumma Jonsdottir

Student n°: U1637298 School of Psychology,

University of East London, Water Lane, London

Programme: MAPPCP Term: 2-2019 Submitted on May 14th 2019

Module leader: Dr Rona Hart

Managers' Wellbeing 5/7 : Hospitality Managers' Burnout Phenomenon and literature

Mon, 27 Jun 2022 20:34:00 GMT

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2.4 Hospitality managers’ burnout phenomenon and literature:

As with most managers, HMs lead teams, as well as handling administrative work. They face the additional challenge of being expected to be present on-site, entertain customers and listen to unhappy guests at any time of day or night (Buick & Thomas, 2001). They also need to be attentive to the subjective needs of their subordinates; they are expected to inspire, solve problems and be flawless, regardless of time and available resources (Chu et al., & Murrmann, 2012; Young & Corsun, 2009).

Indeed, countless studies claim that leaders and managers across all occupations should possess specific qualities to create a positive atmosphere. They should be able to foster trust, offer autonomy and empower their employees (Hartman, 1999; Marques, 2007). Should they fail to do so, they will be the cause of their teams’ lack of productivity, illbeing and stress (Seltzer & Numerof, 1988; Chullen, 2014).

Katzell, Korman and Levine (1971) emphasise that hospitality-related professions have higher turnover than non-service industries. In their 2015 annual hospitality report, Deloitte states that the hospitality industry in the UK and US suffer from twice the average turnover, at levels of 30% and 31% respectively (Deloitte, 2015).

HMs’ turnover is significantly higher than for middle managers in non-service industries (Vallen, 1993; Ingram & Brown). However, hospitality employees were not considered in research on burnout before 1989 (Krone, Tabacchi & Farber, 1989; Roberts, 1995) and it was only in 1996 that hotel executives started to be considered too (Levinson, 1996; Maxwell, 1997). Moreover, to date, the current researcher has been unable to find an empirical study on these leadership attitudes, their application and validation within the population of HMs or their relation to burnout. This gap might be because, within the sector, there is little acknowledgement of burnout, or the physical and psychological fatigue among managers. According to O’Neill and Xiao (2010), as well as Kim, Shim and Umbreit (2007) HMs who experience EE or identify signs of burnout prefer to leave the industry for less stressful positions in which EL labour and interactions with people are not as frequent.

In the field, burnout is still perceived as an individual failure, as described by Maslach and Leiter (1997, pp.18):

“That is, people burn out because of flaws in characters, behaviour or productivity. According to this perspective, people are the problem, and the solution is to change them or get rid of them.”

Of the few related studies, Heskett et al. (2008) re-edited their original 1994 article in which a specific service profit chain demonstrated the impact and importance of leadership in organisations’ results. However, they did not explain what was being done or what was recommended to enable managers to thrive and experience the necessary wellbeing and positive state of mind to cope with all the tasks so crucial for employee and customer satisfaction.

PS: This is an extraction from:

Hospitality managers’ well-being: Emotional exhaustion, disengagement and the relationship with work orientation and life satisfaction

Hrafnhildur Krumma Jonsdottir

Student n°: U1637298 School of Psychology,

University of East London, Water Lane, London

Programme: MAPPCP Term: 2-2019 Submitted on May 14th 2019

Module leader: Dr Rona Hart

Managers' Wellbeing 4/7 : Burnout and Emotional Exhaustion, definitions and measurements

Mon, 27 Jun 2022 20:23:00 GMT

2.3 Burnout and emotional exhaustion, definitions and measurements.

Schaufeli et al. (2009) described burnout as:

‘It implies that once a fire was burning, but the fire cannot continue burning brightly unless there are sufficient resources that keep being replenished. Over time, employees experiencing burnout lose the capacity to provide the intense contributions that make an impact.’ (p.204)

The first studies mentioning burnout appeared in 1974 (Perlman & Hartman, 1982). At the time Christina Maslach was also studying this phenomenon and faced the challenge of naming this condition, which hundreds of people described in the same way. It included extreme fatigue, lack of motivation, cynicism, negative attitudes towards colleagues and family and depression. The term burnout came up from an interviewee (Maslach, 1976).

Freudenberger, who experienced burnout twice in his life himself, described burnout as a progressive depletion of emotions, decrease in motivation and commitment (Freudenberger, 1974). Not all scholars define burnout in the same way. In 1981, Maslach and Jackson conceptualised it as a multidimensional construct that could not be diagnosed with one overall burnout score (Perlman & Hartman, 1982). The three components of the Maslach burnout inventory (MBI) were EE, depersonalisation (cynicism) and personal accomplishment (efficacy).

Employees experiencing EE feel emotionally drained and try to create a distance between them and others, sometimes by developing indifference. Depersonalisation comes with negative attitudes towards customers and reduced personal accomplishment relates to the worker having a negative or a destructive evaluation of themselves (Maslach, 1881). Pines and Aronson (1981) considered exhaustion only and examined emotional, physical and mental exhaustion.

According to Maslach (2009) the one-dimensional exhaustion construct may be used when considering the condition of the individual as a context-free phenomenon, but in that case, the term ‘burnout’ should not be used because the burnout concept’s origins are within the work-life conditions of an individual, whereas cynicism and self-efficacy are necessarily related to something specific. Although Maslach and Leiter’s approach to burnout has evoked criticism (Bakker, Demerouti & Schaufeli, 2002; Schaufeli & Salanova, 2007; Schaufeli, Salanova, GonzalezRoma, & Bakker, 2002), it has the merit of connecting burnout research with positive psychology, as well as with prevention instead of the continuous attempt at repair (Seligman, 2000).

In 2003, Demerouti, Bakker, Vardakou and Kantas proposed the Oldenburg burnout inventory (OLBI) that measured burnout, EE and DE from work as an alternative to the MBI. In addition to wording questions both positively and negatively, it measures the physical and cognitive aspects of exhaustion. OLBI contrasts with the MBI in that it measures only the affective aspects of exhaustion and has positively phrased questions for personal efficacy and negatively phrased question for exhaustion (Demerouti & Bakker, 2007). The OLBI assesses burnout by reversing the scores of the positively worded items and measures work engagement by reversing the scores of the negatively worded items (Demerouti & Bakker, 2007).

To conclude OLBI and MBI both place burnout and work engagement as opposites on a continuum.

In the past few decades, the sociocultural evolution has encouraged individualism and caused a fracture in social relationships (Lasch, 1979), creating the conditions for stress, exhaustion and finally burnout (Farber, 1983). The socioeconomic transformation from industry to service is another cause of psychological pressure, not only at work but also in life. Loriol (2002) compares the emergence of burnout during this move from industry to service economy with the appearance of neurasthenia when developed countries transformed from agricultural societies to industrial economies.

In today’s professional environment, two additional factors are considered as causing burnout: the imbalance of resources and demands (Aiken, Clarke, Sloane, Sochalski & Silber, 2002) and the stress arising when the personal values of the individual differ from the organisation’s practices (Hemingway & Maclagan, 2004).

In the 1990s, guidelines for practitioners in the Netherlands specified three levels of illbeing, namely distress, nervous breakdown and burnout. Distress related to partial difficulties, nervous breakdown to a total but temporary loss of occupational capacities and burnout was the end stage with a long-term effect. All these were related to work (Van der Klink & van Dijk, 2003).

As a side theme, it is noteworthy that scholars do not all agree when it comes to demographic variables affecting or not affecting the levels of EE, DE and burnout. Controversial studies can be found on the relationship with age, gender, years of experience and marital status (Konert, 1997, Laub, 1998) A meta-analysis conducted by Brewer and Shapard (2004) on 36 studies (N=10 818), confirmed a slight negative correlation between age and burnout, age and EE, experience in the field and burnout as well as experience in the field and EE (mean unweighted results from r=-.11 to r=-18). The relationship between experience in the current role and burnout as well as experience in the current role and EE came out as insignificant, with only a very small negative correlation (mean unweighted r=-.05 to r=-.1). The sample did not include hospitality workers.

PS: This is an extraction from:

Hospitality managers’ well-being: Emotional exhaustion, disengagement and the relationship with work orientation and life satisfaction

Hrafnhildur Krumma Jonsdottir

Student n°: U1637298 School of Psychology,

University of East London, Water Lane, London

Programme: MAPPCP Term: 2-2019 Submitted on May 14th 2019

Module leader: Dr Rona Hart

Managers' Wellbeing 3/7 : The Literature Review -Work Orientation

Mon, 27 Jun 2022 20:11:00 GMT

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2.2 Work orientation:

On the one hand, regardless of whether it is a compensated activity or not, work can make an employee proud and contribute to his wellbeing (Schaufeli & Bakker, 2010). On the other hand, it can be a source of frustration, stress, fatigue, and burnout (Buick & Thomas, 2001; O’Neill & Xiao, 2010).

What we do to occupy our lives is also one of the primary points we raise when meeting people for the first time (Ryan 1995). Active adults spend more time working than doing any other activity in their lives (Bureau of Labor Statistics, 2018). In recent years, the relationship between work and private life has completely changed, particularly in developed parts of the world. Protean careers as noted by Hall (1998), are becoming the norm, putting more pressure on individual performance and corporate behaviour, which has an immediate impact on the individual’s physical and psychological wellbeing (Porath, Spreitzer, Gibson, & Garnett, 2012).

The findings of a 2018 research study with 7,600 participants confirm a global shift in employees’ expectations. 75% of workers desired to work for a company with a strong sense of purpose and 77% would like their companies to focus on health and wellbeing (Mercer, 2018). Wrzesniewski, McCauley, Rozin and Schwartz (1997) assert that it is essential to research people’s subjective work experience (Wrzesniewski et al.,1997).

In a study built on Bellah, Madsen, Sullivan, Swidler and Tipton’s (1985) and Schwartz’s (1986) concept of people’s three WOs being jobs, careers and calling, Wrzesniewski et al. (1997) wanted to provide a proof of the merit of the job, career, calling distinctions. They, therefore developed a scale named the University of Pennsylvania work-life questionnaire, a combination of three paragraphs describing job, career and calling followed by 18 true/false questions about the participants’ relations to work and finally a three self-rating items on health, satisfaction with life and job. The Wrzesniewski et al. (1997) study’s results were:

• One-third of the participants considered their occupation as a job or just a way of making a living and putting food on their table. For this group, work was not a pleasure but a means of survival.

• Another third saw work as a career, a way to belong to a community, to attain achievements and to obtain social status.

• The last third lived work as a calling or vocation, the line between their professional and private lives was non-existent, and salary was not their primary motivation to work.

As suggested in their study, ‘calling’ respondents had a higher score in LS and job satisfaction. However, unexpectedly, the distribution of ‘calling, career or job’ WO were equally represented among executives and managers (Wrzesniewski et al., 1997)

PS: This is an extraction from:

Hospitality managers’ well-being: Emotional exhaustion, disengagement and the relationship with work orientation and life satisfaction

Hrafnhildur Krumma Jonsdottir

Student n°: U1637298 School of Psychology,

University of East London, Water Lane, London

Programme: MAPPCP Term: 2-2019 Submitted on May 14th 2019

Module leader: Dr Rona Hart

Managers' Wellbeing 2/7 : The Literature Review - Wellbeing and Life Satisfaction

Mon, 27 Jun 2022 20:05:00 GMT

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Organisational success is a top priority for business executives. Scholars increasingly discuss work-related drivers that either reduce or improve employees’ overall wellbeing and now study wellbeing as a multidimensional construct (Lomas, in press). The concepts of a positive workplace and positive psychology in the workplace (PPW) are being introduced, and management literature increasingly contains suggestions regarding the potential benefits of implementing positive psychological interventions to improve employees’ experience and Several studies have demonstrated that employee loyalty, job satisfaction and productivity are driven by ‘internal quality’. Heskett, Jones, Loveman, Sasser and Schlesinger (2008) describe internal quality as the quality of work life. It comprises the physical work environment, available support, resources and the workers’ feelings about their professional occupation, co-workers and organisation.

2.1 Wellbeing and life satisfaction:

In 1948, the World Health Organisation defined health as: ‘Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.’ (WHO, 1948). Wellbeing is at the heart of positive psychology. Therefore, extensive research exists on how happiness, wellbeing and LS can be attained. These three ideas, as well as quality of life, are used interchangeably in both academic and classic literature. However, happiness is more often related to hedonic feelings and pleasure, while LS is viewed as experiencing a life worth living (Eger & Maridal, 2015).

There is consensus among scholars that wellbeing, as an umbrella term, takes priority over happiness and LS, and that it can be further divided into two constructs: objective wellbeing and subjective wellbeing (Arneson, 1999). Sen (1999) relates objective wellbeing to quantifiable indicators, either economic or social, while subjective wellbeing refers to one’s opinion or evaluation of self. When it comes to subjective wellbeing, the positions vary. According to Andrews and Whithey (1976), subjective wellbeing is comprised of positive affect (PA), negative affect (NA) and LS. This construct has inspired a significant amount of research and has received both criticism and support from scholars (Diener, Emmons, Larsen & Griffin 1985; Busseri, 2018). Busseri’s (2018) meta-analyses of 40 studies, with a total of over 30,000 participants, confirms the positive correlation between LS and PA as well as the expected negative correlation between LS and NA.

Eger and Maridal (2015) conducted a statistical meta-analysis of 560 studies on wellbeing. They divided subjective wellbeing again in affective wellbeing (referring to hedonic concepts) and evaluative wellbeing (which they saw as being closer to eudaimonia). Out of the 560 publications analysed, 132 focused on affective wellbeing and 428 on evaluative wellbeing. LS falls into the latter category. Table 1 (Eger & Maridal, 2015) demonstrates the division of subjective wellbeing and objective wellbeing as well as evaluative wellbeing (EWB) and affective wellbeing (AWB). Table 1: Classification of wellbeing concepts.

Seligman’s (2012) wellbeing theory contains the PERMA construct, a combination of positive emotion, engagement, relationships, meaning and purpose, followed by accomplishment. Although it is possible to measure the level of each either subjectively or objectively, none of the separated values can indicate wellbeing. Each element contributes to the wellbeing of an individual. The feeling of being satisfied with life is a cognitive process and a component of wellbeing (Shin & Johnson, 1978) falling under Eger and Maridal’s (2015) EWB. In contrast to hedonic happiness or AWB, Kahneman and Deaton (2010) and Graham (2010) describe EWB as a personal and global assessment of the life the individual is living. The results can be positive or negative. In 1976, Campbell, Converse and Rodgers found that work counted for 20% when evaluating overall LS (Campbell, Converse & Rodgers, 1976). In the present study the focus was on LS rather than on overall wellbeing.

PS: This is an extraction from:

Hospitality managers’ well-being: Emotional exhaustion, disengagement and the relationship with work orientation and life satisfaction

Hrafnhildur Krumma Jonsdottir

Student n°: U1637298 School of Psychology,

University of East London, Water Lane, London

Programme: MAPPCP Term: 2-2019 Submitted on May 14th 2019

Module leader: Dr Rona Hart

Managers' Wellbeing 1/7 - The Abstract and Introduction

Mon, 27 Jun 2022 16:17:00 GMT

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Hospitality management is considered a highly demanding role requiring significant emotional labour. Hospitality managers are consequently vulnerable to burnout.

In the following blogs I will extract some parts of my research conducted in 2019.

The aim is to increase awareness about managers' wellbeing in general.

The study is still open an you can participate here https://forms.gle/HpcMXELXxYCFBtQM8

This study aimed to assess whether different work orientations (job, career or calling) can predict burnout (as measured through emotional exhaustion and disengagement) among hospitality managers.

Self-report questionnaires were filled in by 212 hospitality managers, from 19 countries. Of these, a sample of 83 completed questionnaires was retained.

The results revealed that 9,6% of the respondents saw their work as a job, 45,8% held a career outlook and 44,6% held a calling orientation. Additionally, 89% were experiencing burnout, and 15.6% presented high levels of emotional exhaustion and disengagement.

Stepwise regressions aiming to predict emotional exhaustion and disengagement revealed work orientation the strongest predictor of both, with those seeing their work as a calling showing lower levels of exhaustion and disengagement compared to other orientations.

These findings suggest that a calling work orientation can buffer against emotional exhaustion and disengagement in the context of hospitality management. Keywords: burnout, disengagement, emotional exhaustion, hospitality manager, life satisfaction, positive psychology, work orientation

1. Introduction

In 2009, Schaufeli, Leiter and Maslach estimated the number of books, articles and studies, about burnout to exceed 6000 publications (Schaufeli, Leiter and Maslach, 2009). As workers, hospitality managers’ (HMs) were included in research on the general population, yet the researcher has identified a lack of research explicitly related to HMs’ wellbeing.

In the hospitality industry, competitive advantage is achieved by the combination of a differentiated product and flawless service. The responsibility for continuous service excellence rests with the HMs, who are expected to lead their teams positively and set the example of perfection (Buick & Thomas, 2001; Hartman, 1999; Marques, 2007). One of the reasons for which working in the hospitality industry is challenging is the frequency of personal interactions, with the requirement that one has to make the guest happy whatever it takes (Chu, Baker, & Murrmann, 2012; Robinson, 2008). Hochschild’s (1983) description of emotional labour (EL) as ‘a show’ is demonstrative of the experience of the hospitality worker. The employee performs the role of an actor, with the customer being an interactive audience, while the hotel or restaurant is the scene. The actor is expected to perform flawlessly, please, adapt to and exceed the audience’s expectations. Simultaneously, the actor needs to respect the scenes’ standards of quality and attitude. From the very first day in their role, HMs play the leading role in the piece, while concurrently they are responsible for creating the conditions enabling all the other actors to perform, 24 a day and seven days a week.

Some suggested actions to prevent burnout are unrealistic for HMs. For example, Buick and Thomas (2001) recommended fixed working times with no split shifts and identified guaranteed days to rest, preferably consecutive days acceptable to the HM’s partner. In their 2001 study they also demonstrated how the frequency of personal interactions as well as lack of control over one’s tasks, had been proven to contribute to emotional exhaustion (EE) and burnout. Also, EL or the suppression of one’s feelings and faking expressions, has been proven HOSPITALITY MANAGERS’ WELLBEING Student U1637298 – Module GC7918 – Term 2, 2019 6 to be a major component of EE and burnout because it leads to emotional discomfort and stress (Grandey, 2000; Lee & Ashforth, 1996; Zapf, 2002).

There is no doubt that people experiencing burnout do not feel well. Work on potential profiles at risk has also demonstrated that before burnout occurs, there is engagement and a positive state of mind. Maslach and Leiter presented burnout in 1997 as the ‘erosion of a positive state of mind’ or other words ‘engagement’ (Maslach & Leiter, 1997, p.24). The researcher felt it was time to draw attention to the specific population of HMs in order to create awareness and motivate further research on the aetiology and impact of EE, disengagement (DE) and burnout with a view to implementing positive preventions measures in hospitality education and organisations. Hence, this study aimed to determine the current levels of EE, DE and burnout among HMs. The possible relationships between EE, DE, work orientation (WO) and life satisfaction (LS) were explored, as well as some additional occupational and demographic variables, before attempting to identify whether any warning signs would enable one to predict EE and DE.

This paper is comprised of three parts. It begins with a literature review, evoking definitions of wellbeing, LS, WO and burnout, leading to the study’s hypotheses and research questions. The second part is a presentation of the sample and methods used in this empirical quantitative study. Finally, the outcomes of the research and limitations are detailed.

ps: This is an extraction from:

Hospitality managers’ well-being: Emotional exhaustion, disengagement and the relationship with work orientation and life satisfaction

Hrafnhildur Krumma Jonsdottir

Student n°: U1637298 School of Psychology,

University of East London, Water Lane, London

Programme: MAPPCP Term: 2-2019 Submitted on May 14th 2019

Module leader: Dr Rona Hart

Managers' Wellbeing 1/7: The Abstract and Introduction

Mon, 27 Jun 2022 16:02:00 GMT

Take the survey https://su.vc/ttpbypp

Hospitality management is considered a highly demanding role requiring significant emotional labour. Hospitality managers are consequently vulnerable to burnout.

In the following blogs I will extract some parts of my research conducted in 2019.

The aim is to increase awareness about managers' wellbeing in general.

The study is still open an you can participate here https://forms.gle/HpcMXELXxYCFBtQM8

This study aimed to assess whether different work orientations (job, career or calling) can predict burnout (as measured through emotional exhaustion and disengagement) among hospitality managers.

Self-report questionnaires were filled in by 212 hospitality managers, from 19 countries. Of these, a sample of 83 completed questionnaires was retained.

1. Introduction

This is an extraction from:

Hospitality managers’ well-being: Emotional exhaustion, disengagement and the relationship with work orientation and life satisfaction

Hrafnhildur Krumma Jonsdottir

Student n°: U1637298 School of Psychology,

University of East London, Water Lane, London

Programme: MAPPCP Term: 2-2019 Submitted on May 14th 2019

Module leader: Dr Rona Hart

The Solution from Within / La Solution de l'Intérieur

Leadership et musique : apprendre à jouer sa propre partition

Leadership et musique : apprendre à jouer sa propre partition ﻿

1. Personne ne joue pour tout le monde

2. Ed Sheeran dans le métro

3. Le mythe du talent : les 10 000 heures

La musique des relations, mon vécu

5. Silence, improvisation et authenticité

6. Solo ou orchestre

7. Ton doute est ton accordage

8. La scène et les coulisses

Conclusion : compose ta musique

From Paris to Lausanne to Reykjavík: Preparing Workplace Mental Health for Every Context

From Paris to Lausanne to Reykjavík: Preparing Workplace Mental Health for Every Context ﻿

A few comparisons I have discovered when preparing sessions

What this tells us

Why this matters right now

Call to action

Coaching Beyond Business: When Leaders Need Space to Breathe

Coaching Beyond Business: When Leaders Need Space to Breathe ﻿

When the Coaching Room Isn’t About Business

A Human Being Behind the Rock

The Ethical Responsibility of Coaching

Coaching as a Partnership in Humanity

The 'Toxic Manager' Does Not Exist

The 'Toxic Manager' Does Not Exist

21 jours pour 21 Compétences Essentielles

21 jours pour 21 Compétences Essentielles ﻿

OSER AGIR..

OSER AGIR.. ﻿

Lifelong learning ou rien

�� 10 mois pour penser l’autonomie

�� Oser Agir

Impossible de partager le contenu du rapport ici.

Ce que j’en retiens : 4 piliers d’autonomie durable

1. Autonomie

2. Responsabilité

3. Relations

4. Reconnaissance

�� On n’aide pas un système à évoluer en lui rajoutant des strates. On l’aide en renforçant la capacité d’agir de ses acteurs.

�� Une expérience qui transforme

�� Lifelong learning ou rien.

Une parenthèse exigeante, une relance engagée

Ce cycle a été une parenthèse exigeante dans mon doctorat en management stratégique et leadership, que je reprends aujourd’hui avec encore plus de lucidité et de conviction.

PS: �� Autonomie, responsabilité… et gratitude

Et si on arrêtait de parler de santé mentale uniquement quand il est trop tard ?

Et si on arrêtait de parler de santé mentale uniquement quand il est trop tard ? ﻿

Lead, Adapt or Lose Yourself: Les 7 pratiques d’un leadership équilibré

Lead, Adapt or Lose Yourself: Les 7 pratiques d’un leadership équilibré ﻿

Lead, Adapt or Lose Yourself : Les 7 pratiques d’un leadership équilibré

On les appelle leaders. Mais on ne leur apprend plus à le devenir.

"Reste positif",

"Tiens bon", "Sois inspirant",

"Sois fort".

Il ne s’agit pas de faire plus. Il s’agit de faire mieux. Avec lucidité. Avec force. Avec équilibre.

Lead, Adapt or Lose Yourself – Les 7 pratiques d’un self-leadership équilibré.

Et après ?

🌍🎓 JOURNÉE INTERNATIONALE DE L'ÉDUCATION 2025 : AGIR POUR UNE SYMBIOSE ENTRE L’HUMAIN ET LA TECHNOLOGIE

���� JOURNÉE INTERNATIONALE DE L'ÉDUCATION 2025 : AGIR POUR UNE SYMBIOSE ENTRE L’HUMAIN ET LA TECHNOLOGIE ﻿

Et si l'éducation devenait le rempart contre les dérives de l'intelligence artificielle ? Aujourd'hui, en cette Journée internationale de l'éducation, il est temps d'agir.

Et vous, que faites-vous pour préparer vos équipes ou vos apprenants à coexister harmonieusement avec l’IA ? Partagez vos idées ou initiatives ci-dessous !

Je refuse de rester spectatrice...et toi ?

Je refuse de rester spectatrice...et toi ? ﻿

Entrepreneurs, managers, RH, directeurs d’école :

OUVREZ LES YEUX.

Les jeunes face à un mur invisible

Et pourtant, ces jeunes sont déjà chez vous !

Ils sont vos salariés, apprentis, stagiaires, étudiants. Ils évoluent dans vos entreprises, vos écoles, vos institutions. Nous avons une responsabilité envers eux.

Attendre la crise ou agir en amont ?

Des solutions pour sensibiliser, former et accompagner

�� Dirigeants, RH, managers, enseignants : il est temps d’agir. ��

Ne laissons pas ces chiffres empirer.

Want to Get Great at Something? Get a Coach

Want to Get Great at Something? Get a Coach ﻿

You Cannot See Yourself Without a Mirror

Coaching, Mentoring, and the Space Between

What This Means for Thriving and Performing

A Personal Reflection

Important Note

So. Are You Ready?

Leadership et musique : apprendre à jouer sa propre partition

From Paris to Lausanne to Reykjavík: Preparing Workplace Mental Health for Every Context

Coaching Beyond Business: When Leaders Need Space to Breathe

21 jours pour 21 Compétences Essentielles

OSER AGIR..

Et si on arrêtait de parler de santé mentale uniquement quand il est trop tard ?

Lead, Adapt or Lose Yourself: Les 7 pratiques d’un leadership équilibré

�� JOURNÉE INTERNATIONALE DE L'ÉDUCATION 2025 : AGIR POUR UNE SYMBIOSE ENTRE L’HUMAIN ET LA TECHNOLOGIE

Je refuse de rester spectatrice...et toi ?

Want to Get Great at Something? Get a Coach

Je sais où je vais. Tu viens avec moi ?