Development personal effectiveness
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The document outlines an agenda for a presentation on developing personal effectiveness, covering topics such as the difference between activities and accomplishments, time management using the 80/20 principle, developing self-motivation, understanding communication, and creating a personal action plan. The presentation is intended to provide knowledge and strategies to help participants focus on the right things and apply knowledge effectively to achieve meaningful results.
Development personal effectiveness
- 1. Developing Personal Effectiveness Presented by Eginong, Austin (MBA, Msc, CIM-UK,ANIMN, HND) CEO
- 2. Right Knowledge Application + Focus on the Right Things = Meaningful Results “Knowing is not enough; we must apply. Willing is not enough we must do.”
- 3. AGENDA Introduction Icebreaker Different Between Activities and Accomplishment, Effectiveness and Efficiency Competency Vs Competence Concept of Competency 80/20 Principle and Time Management Do it now Organize Developing Self Motivation Understanding Communication Personal Action Plan Course Evaluation.
- 4. Introduction: Your Name Academic Qualification Where you work Personal Life and Career Goals in the next 1 years. Why are you here What is your expectation. And any other thing you will like us to know about you.
- 5. ICE BREAKER: YOU DIDN’T KNOW BUT YOU SHOULD HAVE KNOWN
- 6. Activity Vs Accomplishment Activity ...are the actions taken to produce results and are generally describe as Verbs. Examples of activities- file document, develop a lesson note, answer customers questions, write report. Accomplishments ...are the results of employee, and are generally described using nouns. Examples – files that are orderly and complete, a lesson note that is accurate and executed, accurate instruction/guidance to customers, a report that is accurate and complete.
- 7. Effectiveness Vs Efficiency From your experience what do you think is the difference between this words with particular reference to your career as a teacher.
- 8. Effectiveness Vs Efficiency Effectiveness ...is doing the right things Efficiency...is doing things right.
- 9. COMPETENCY Vs. COMPETENCE Competency: A person- related concept that refers to the dimensions of behaviour lying behind competent performer. Competence: A work- related concept that refers to areas of work at which the person is competent Competencies: Often referred as the combination of the above two.
- 10. CONCEPT OF COMPETENCY Skill: Ability accomplish Talent: Inherent ability Competency: Underline characteristics that give rise to skill accomplishment Knowledge, skill and attitude Dr. MG Jomon, XIMB
- 11. DEFINITION First popularized by Boyatzis (1982) with Research result on clusters of competencies: “A capacity that exists in a person that leads to behaviour that meets the job demands within parameters of organizational environment, and that, in turn brings about desired results” Dr. MG Jomon, XIMB
- 12. Definitions Cont. Competencies are generic knowledge, motive, trait, social role or a skill of a person linked to superior performance on the job. Hayes 1979 Competencies are personal characteristics that contribute to effective managerial performance. Albanese 1989
- 13. WHAT IS COMPETENCY? A competency is defined as a behavior or set of behaviors that describes excellent performance in a particular work context
- 14. The 4 Levels of People • The Boasters • The Movers • The Non Finders • The Finishers
- 15. 80/20 Principle and Time Management
- 16. Output Input EFFORT RESULT
- 17. However, the question now is... “What are these 20% actions that produce 80% results?” • As an example, imagine a teacher with a first period prep. • He/She comes to school at the about of the contract day, say 8:00am and focuses for 90 minutes through the 30 minutes of before school time and the first hour when he/she has prep. • He/She does not go the office to pick up mail or talk with colleagues until after his/her prep. • He/She does not prop open his/her door, invitingly, but rather puts a sign out that says ‘‘Thank you for not disturbing me unnecessarily.’’ • He/she does not allow any interruptions and never takes his/her eye off the prize that is, the highest priorities of his/her day, which could be grading and recording an important set of papers, planning an agenda for the afternoon’s parent committee meeting, and responding to a couple of keys email. • Imagine his/her sense of peaceful productivity as he/she move into the rest of his/her day, knowing that his/her priorities have already been accomplished.
- 18. Exercise • Make a list of all your daily job activity as a teacher in Role Model Schools • Identify Key Activities that are critical to your success • Classify critically important activity that must be accomplished each day • Assign expected time to each. • What can you deduce out of this exercise • Please share your experience with someone.
- 19. ICEBERG insight on organization’s potentials ONLY 20% OF ANY ICEBERG IS VISIBLE. THE REMAINING 80% IS BELOW SEA LEVEL.
- 20. Potential Asset in Organization VISIBLE 20 % ABOVE SEA LEVEL SEA LEVEL INVISIBLE BELOW SEA LEVEL 80 %
- 21. THE ICEBERG The Iceberg phenomena Is also applicable on human beings …
- 22. BECOMING EFFECTIVE Essential and KNOWN TO OTHERS Energized SEA LEVEL UNKNOWN TO OTHERS ATTITUDE
- 23. Essential and Energized Level of effectiveness and competency
- 24. Discipline Development KNOWN TO OTHERS BEHAVIOR SEA LEVEL UNKNOWN TO OTHERS Values – Standards – Judgment ATTITUDE Identity – Enlightenment- Awareness- Purpose – Intent- Strength
- 25. Analysis Discovery to Discipline Development
- 26. Steps for developing effectiveness Assessment Alignment Engagement Continuous Improvement
- 27. Tea/coffee Break
- 28. Development of self – Motivation & Create Balance
- 30. LUNCH TIME ENJOY
- 31. TEACHER EXERCISE Individually. Bring to mind a favourite teacher from your past to describe the person. Add a note about the most important things that you learned from him or her. In pairs. Share your memories and reflections, comparing the two teachers and your learning's. Whole group. Gather some of the adjectives used to describe these people. What do we learn from this? Pair again. Discuss why you chose these people. How effective were they? What did they model? What messages did they give. Individually. How do these teachers feature in your teaching, adult and child ego states? Concluding discussion. Focus on how those experiences with past teachers may still be affecting your professional practice in the present.
- 32. Understanding Communication What is Communication? ...it is the deliberate or accidental transfer of meaning.
- 33. Please describe this picture
- 34. Communication and Perception What is Perception? …is a process we make sense out of our experience. …the lens through which we see the world; conditioning has an influence on our perceptions.
- 35. Paradigms of Perception Some would describe the picture above as a lovely, fashionable, wealthy woman in her mid twenties. Look again….Can you see the picture of the depressed 70 year old woman? (Perhaps you’re having difficulty visualizing the old woman. The young woman’s necklace is the old woman’s mouth.) The more aware we are of our basic paradigms, maps, or assumptions, and the extent to which we have been influenced by our experience, the more we can take responsibility for those paradigms, examine them, test them against reality, listen to others and be open to their perceptions, thereby getting a larger picture and a far more objective view.” - Stephen Covey
- 36. Types of Perception • First Impression • Selective Perception • Selective Exposure
- 37. Communication and the self Concept- Who are you? • What is self – Concept? …is yourself appraisal and included within it is everything you think and feel about yourself. It is the entire collection of attitude and beliefs you hold about who and what you are. • The Self Concept Vs the Self …your ability to communicate effectively with others comes by focusing on and acknowledging ourselves.
- 38. Self Vs Self Concept Known Area Unknown Area
- 39. Developing Assertiveness What is Assertiveness? …is our ability to communicate honestly, clearly, and directly, and to support your beliefs and ideas without either harming others or allowing yourself to be harmed a school environment. To be assertive means to recognize that all the people have the fundamental rights and that neither titles nor roles alter this fact. The focus of assertiveness is negotiation; that is trying to balance social power to equalize the relationship they share. How to develop assertive Skills • Be always prepared to defend your rights and communicate your needs. • Be willing to attempt to find mutually solutions to interpersonal problems and conflicts.
- 40. The Common 4 Assertive Situations Quadrants Request Refusal Stranger Friend/intimate For any relationship to grow, the participants need to demonstrate at least a minimal level of assertiveness in their communication with each other. However while there are no clear rules but we must learn to increase our feelings of self – worth by learning to be more assertive.
- 41. The Ethics of Listening and Listening Levels Interestingly there are four communications skills – reading, speaking, writing and listening yet little is done in schools today equipping pupils/students with listening skill and is fundamental to our initiating and maintaining relationship. Are you an Excellence listener? And how prepared are you to listen in a meeting/training? How efficient are your listening skills? What % do you retained when you listen to someone?
- 42. Message Chain in a Class Room from the teacher to pupils Information is Information Original subtracted is added to Message message is from the the original distorted original message message
- 43. Listening Vs Hearing Listening and hearing are not the same thing. Hearing is a process that occurs automatically and requires no conscious effort on your part. Listening is a deliberate process through which we seek to understand and retain heard stimuli. Listening depends on a complex set of skills that must acquire.
- 44. Listening Levels 5. Listening to help others (critical/empathic listening) 4. Listening to analyze and evaluate content 3. Listening to retain content 2. Listening to understand content 1. hearing
- 45. Giving and Receiving Feedback • Facts about feedback • Consistently Give It • Accept It • See it as a Gift • Never Criticize • Feeding back takes a shape as follows:- – What was good about what happened? – What might you want to do differently next time? • Both asked of the recipient first. Then the giver offers his or her view on the same two questions. In that order it gives time for the recipient to recognise the performance themselves, which is much stronger than just 'being told'.
- 46. THANK YOU FOR LISTENING Austin Eginong is a personal coach and Leadership consultant. You can reach him via info@brandmatrixng.org; +234 8033503248
- 47. DAY 2