Executive leadership

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Executive Leadership

- is the ability of those who manage or direct employees in an organization to

influence and guide these individuals. Those leading executive leadership
processes typically oversee such business activities as fulfilling 
organizational goals, strategic planning development and overall decision
making.
 Body Language and Non-Verbal Communication: Face and Voice

What Is Interpersonal Communication?

 Interpersonal communication is the process by which people exchange
information, feelings, and meaning through verbal and non-verbal messages: it is
face-to-face communication.
 Interpersonal communication is not just about what is actually said - the
language used - BUT how it is said and the non-verbal messages sent through
tone of voice, facial expressions, gestures and body language.
 Interpersonal communication plays a key role in building successful relationships
at work. To be considered a valuable team player, it’s very important to master this
essential concept. Verbal and nonverbal communication, listening, negotiating,
problem-solving, decision-making and assertiveness are all skills that a person
should hone to successfully interact in the workplace. Thus, coursework in
communication is especially applicable post-graduation.
 Interpersonal communication is “the sending and receiving of information between
two or more people. Interpersonal communication in the workplace also involves
this interaction in varying relational situations, such as between co-workers and
between superior and subordinates”.
- When two or more people are in the same place and are aware of each other's

presence, then communication is taking place, no matter how subtle or unintentional.

- Without speech, an observer may be using cues of posture, facial expression, and

dress to form an impression of the other's role, emotional state, personality and/or

intentions. Although no communication may be intended, people receive messages

through such forms of non-verbal behaviour.

FOUR COMPONENTS
Sender: Someone has a message to relay. Senders form the message in their brain
and think about the desired outcome. Is the message meant to inform? To
persuade? To lay groundwork for future messages? Senders must consider the
intent when crafting the words that form a message.
Message: Information senders wish to convey.
Channel: Once the message is formulated into words, senders must choose a
channel. The channel is simply the means senders wish to use to relay the
message (email, phone call, conversation, text, letter, etc.). They may also choose
to convey the message nonverbally through body language or hand signals.
Receiver: The person to whom the information is sent. The receiver processes or
“decodes” the message. This may include asking questions for clarification.
Interpersonal communication is a key
life skill and can be used to:
 Give and collect information.
 Influence the attitudes and behaviour of others.
 Form contacts and maintain relationships.
 Make sense of the world and our experiences in it.
 Express personal needs and understand the needs of others.
 Give and receive emotional support.
 Make decisions and solve problems.
 Anticipate and predict behaviour.
 Regulate power.
 ROADBLOCKS TO Click icon to add picture
INTERPERSONAL
COMMUNICATION (NOISE)
Just like other types of interaction, there are roadblocks to interpersonal
communication; these are called “noise.” Noise interrupts the sending and
interpretation of a sender’s message. There can be physical noise, such as bells
ringing, fire alarms, loud trucks or airplanes outside, etc.

There’s also semantic and physiological noise. Semantic noise happens when the
sender splits words or is ambiguous in meaning. Physiological noise is perhaps the
most detrimental roadblock to message receipt; this occurs when receivers are
distracted by their body’s reaction to the message such as blurry vision due to tears, a
headache, emotional stress, etc.
 ELEMENTS OF INTERPERSONAL
COMMUNICATION Click icon to add picture
The Communicators

For any communication to occur there must be at least two people involved. It is easy to think about communication involving a sender and a receiver of

a message. However, the problem with this way of seeing a relationship is that it presents communication as a one-way process where one person sends

the message and the other receives it. While one person is talking and another is listening, for example.

In fact communications are almost always complex, two-way processes, with people sending and receiving messages to and from each other

simultaneously. In other words, communication is an interactive process. While one person is talking the other is listening - but while listening they are

also sending feedback in the form of smiles, head nods etc.

The Message

Message not only means the speech used or information conveyed, but also the non-verbal messages exchanged such as facial expressions, tone of voice,

gestures and body language. Non-verbal behaviour can convey additional information about the spoken message. In particular, it can reveal more about

emotional attitudes which may underlie the content of speech.

 ELEMENTS OF INTERPERSONAL
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COMMUNICATION
Noise
Noise has a special meaning in communication theory. It refers to anything that distorts the message, so that what is received is
different from what is intended by the speaker. Whilst physical 'noise' (for example, background sounds or a low-flying jet
plane) can interfere with communication, other factors are considered to be ‘noise’. The use of complicated jargon,
inappropriate body language, inattention, disinterest, and cultural differences can be considered 'noise' in the context of
interpersonal communication. In other words, any distortions or inconsistencies that occur during an attempt to communicate
can be seen as noise.
Feedback
Feedback consists of messages the receiver returns, which allows the sender to know how accurately the message has been
received, as well as the receiver's reaction. The receiver may also respond to the unintentional message as well as the
intentional message. Types of feedback range from direct verbal statements, for example "Say that again, I don't understand",
to subtle facial expressions or changes in posture that might indicate to the sender that the receiver feels uncomfortable with
the message. Feedback allows the sender to regulate, adapt or repeat the message in order to improve communication.
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ELEMENTS OF INTERPERSONAL
COMMUNICATION
Context

All communication is influenced by the context in which it takes place. However, apart from looking at the situational
context of where the interaction takes place, for example in a room, office, or perhaps outdoors, the social context also
needs to be considered, for example the roles, responsibilities and relative status of the participants. The emotional
climate and participants' expectations of the interaction will also affect the communication.

Channel

The channel refers to the physical means by which the message is transferred from one person to another. In a face-to-
face context the channels which are used are speech and vision, however during a telephone conversation the channel is
limited to speech alone.
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There Are Several Theories About Interpersonal
Communication. Three Of The Most Commonly
Studied Are:
Social Penetration: This is the study of how people get “close” as interactions and exchanges go from superficial to more
meaningful. Closeness is achieved when both the sender and the receiver self-disclose on broad and deep levels.

Expectancy Violations: This is the study of personal boundaries, both physical and emotional. It considers our
expectations about how other people either respect or infringe on our personal space.

Uncertainty Reduction: This posits that new relationships bring a certain level of uncertainty, and uncertainty can be
reduced via communication.
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INTERPERSONAL
COMMUNICATION
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INTERPERSONAL SKILLS
- are the skills we use every day when we communicate and interact with other
people, both individually and in groups.

- People with strong interpersonal skills are often more successful in both their
professional and personal lives.

- Interpersonal skills include a wide variety of skills, though many are centered
around communication, such as listening, questioning and understanding body
language. They also include the skills and attributes associated with emotional
intelligence, or being able to understand and manage your own and others’
emotions.
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People with good interpersonal skills tend to be able to work well in a team or
group, and with other people more generally. They are able to communicate
effectively with others, whether family, friends, colleagues, customers or clients.
Interpersonal skills are therefore vital in all areas of life at work, in education and
socially.

Through awareness of how you interact with others, and with practice, you can
improve your interpersonal skills. This section of Skills You Need is full of
information and practical advice that you can use to improve and develop your
interpersonal skills.
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 We've all been developing our interpersonal skills since childhood, usually
subconsciously.

 Interpersonal skills often become so natural that we may take them for
granted, never thinking about how we communicate with other people. If you
have developed good habits, this is fine. However, it is of course also possible
to develop bad habits, and then fail to understand why our communications or
relationships are suffering.

 However, with a little time and effort you can develop both your awareness,
and these skills. Good interpersonal skills can improve many aspects of your
life, both professionally and socially, as they lead to better understanding and
better relationships.
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Interpersonal skills are also sometimes referred to as social skills, people skills,
soft skills, or life skills. Although all these terms can include interpersonal skills,
they tend to be broader and may therefore also refer to other types of skills. Many
people also use the term communication skills for interpersonal skills, but
interpersonal skills covers more, including decision-making and problem-solving,
plus working in a group or team and emotional intelligence.
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INTERPERSONAL SKILLS ARE
GENERALLY CONSIDERED TO INCLUDE
A WIDE RANGE OF SKILLS, SUCH AS:
1. Communication skills, which in turn covers:

Verbal Communication – what we say and how we say it;

Non-Verbal Communication – what we communicate
without words, for example through body language, or tone of voice;
and
Listening Skills – how we interpret both the verbal and non-
verbal messages sent by others.

2. Emotional intelligence – being able to understand and

manage your own and others’ emotions.
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3. Team-working – being able to work with others in groups and
teams, both formal and informal.

4. Negotiation, persuasion and influencing skills – working with

others to find a mutually agreeable (Win/Win) outcome. This may
be considered a subset of communication, but it is often treated
separately.

5. Conflict resolution and mediation – working with others to resolve

interpersonal conflict and disagreements in a positive way, which
again may be considered a subset of communication.

6. Problem solving and decision-making – working with others to

identify, define and solve problems, which includes making
decisions about the best course of action.
DEVELOPING YOUR Click icon to add picture
INTERPERSONAL SKILLS
Good interpersonal skills are often viewed as the foundation for good working
and social relationships, and also for developing many other areas of skill.

For example, good leaders tend to have very good interpersonal skills, and
develop other areas of their leadership skills by building on these.

Without good interpersonal skills it is often more difficult to develop other

important life skills. It is therefore worth spending time developing good
interpersonal skills.

Unlike specialized and technical skills (hard skills), interpersonal skills (soft
skills) are used every day and in every area of our lives.
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IMPROVING AND DEVELOPING YOUR
INTERPERSONAL SKILLS IS BEST DONE IN STEPS,
STARTING WITH THE MOST BASIC, BUT VITAL:
1. Identify areas for improvement
The first step towards improving is to develop your knowledge of yourself and
your weaknesses.
You may already have a good idea of areas that you need to develop. However, it
is worth seeking feedback from other people, because it is easy to develop ‘blind
spots’ about yourself. You might also find it useful to do our Interpersonal Skills
Self-Assessment.

Discover your interpersonal skills strengths and weaknesses.

The self-assessment may give you an idea of which areas to develop first. It may,
however, be worth starting with the basics, and moving on from there.
2. Focus on your basic communication skills Click icon to add picture
Communication is far more than the words that come out of your mouth.

Some would even go so far as to suggest that there is a reason why you have two ears and one mouth,
and that you should therefore listen twice as much as you talk!

Listening is very definitely not the same as hearing. Perhaps one of the most important things you can
do for anyone else is to take the time to listen carefully to what they are saying, considering both their
verbal and non-verbal communication. Using techniques like questioning and reflection demonstrates
that you are both listening and interested.

When you are talking, be aware of the words you use. Could you be misunderstood or confuse the
issue? Practise clarity and learn to seek feedback or clarification to ensure your message has been
understood. By using questions effectively, you can both check others’ understanding, and also learn
more from them.
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You may think that selecting your words is the most important part of getting a
message across, but non-verbal communication actually plays a much bigger part
than many of us are aware. Some experts suggest that around three-quarters of the
‘message’ is communicated by non-verbal signals such as body language, tone of
voice, and the speed at which you speak.

These non-verbal signals reinforce or contradict the message of our words, and
are much harder to fake than words. They are therefore a much more reliable
signal, and learning to read body language is a vital part of communication.
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3. Improve your more advanced communication skills

Once you are confident in your basic listening and verbal and non-verbal communication, you can move onto
more advanced areas around communication, such as becoming more effective in how you speak, and
understanding why you may be having communication problems.

Communication is rarely perfect and can fail for a number of reasons. Understanding more about the various
barriers to good communication means that you can be aware of—and reduce the likelihood of—ineffective
interpersonal communication and misunderstandings. Problems with communication can arise for a number of
reasons, such as:

• Physical barriers, for example, being unable to see or hear the speaker properly, or language difficulties;

• Emotional barriers, such as not wanting to hear what is being said, or engage with that topic; and

• Expectations and prejudices that affect what people see and hear.
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There are also circumstances in which communication is more difficult: for example, when you have to have an
unpleasant conversation with someone, perhaps about their standard of work. These conversations may be either
planned or unplanned.

There tend to be two issues that make conversations more difficult: emotion, and change.

• Various emotions can get in the way of communicating, including anger and aggression, or stress. Few of us
are able to communicate effectively when we are struggling to manage our emotions, and sometimes the best thing
that can be done is to postpone the conversation until everyone is calmer.

• Difficult conversations are often about the need for change. Many of us find change hard to manage,
especially if it is associated with an implied criticism of existing ways of working.
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4. Look inwards

Interpersonal skills may be about how you relate to others, but they start with you. Many will be improved
dramatically if you work on your personal skills.

For example, people are much more likely to be drawn to you if you can maintain a positive attitude. A positive
attitude also translates into improved self-confidence.

You are also less likely to be able to communicate effectively if you are very stressed about something. It is therefore
important to learn to recognise, manage and reduce stress in yourself and others (and see our section on Stress and
Stress Management for more). Being able to remain assertive, without becoming either passive or aggressive, is also
key to effective communication. There is more about this in our pages on Assertiveness.

Perhaps the most important overarching skill is developing emotional intelligence.

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Emotional Intelligence is the ability to understand your own and others’ emotions, and their effect on behaviour and attitudes. It is
therefore perhaps best considered as both personal and interpersonal in its nature, but there is no doubt that improving your
emotional intelligence will help in all areas of interpersonal skills. Daniel Goleman, the author of a number of books on emotional
intelligence, identified five key areas, three of which are personal, and two interpersonal.

• The personal skills, or ‘how we manage ourselves’, are self-awareness, self-regulation, and motivation. In other words, the
first steps towards understanding and managing the emotions of others is to be able to understand and manage our own emotions,
including understanding what motivates us.

• The social skills, or ‘how we handle relationships with others’, are empathy and social skills. These mean understanding and
feeling for others, and then being able to interact effectively with them.

Improving your emotional intelligence therefore improves your understanding that other people have different points of view. It
helps you to try to see things from their perspective. In doing so, you may learn something whilst gaining the respect and trust of
others.
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5. Use and practice your interpersonal skills
There are a number of situations in which you need to use interpersonal skills. Consciously putting yourself in those positions,
and practising your skills, then reflecting on the outcomes, will help you to improve.
For example:
• Interpersonal skills are essential when working in groups.
Group-working is also a common situation, both at home and at work, giving you plenty of opportunity to work on your skills.
It may be helpful to understand more about group dynamics and ways of working, as these can affect how both you and others
behave.
• Interpersonal skills may also be particularly helpful if you have to negotiate, persuade and influence others.
Effective negotiations—that is, where you are seeking a win–win outcome, rather than win–lose—will pave the way to mutual
respect, trust and lasting interpersonal relations. Only by looking for a solution that works for both parties, rather than seeking
to win at all costs, can you establish a good relationship that will enable you to work together over and over again.
Being able to persuade and influence others—again, for mutual benefit—is also a key building block towards strong
interpersonal relations.
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Resolving and mediating in conflict scenarios can be a real test of interpersonal skills

Sometimes negotiation and persuasion are not enough to avoid conflict. When this happens, you need strong
conflict resolution and potentially even mediation skills. Conflict can arise from poorly-handled interpersonal
communications, and may be addressed simply by listening carefully to both sides, and demonstrating that you
have done so. Finding a win–win situation is similarly important here, because it shows that you respect both
sides.

While these skills may be thought of as advanced communication skills, if you are often required to manage such
situations, some specialist training may also be helpful.

• Finally, problem-solving and decision-making are usually better when they involve more than one person

Problem-solving and decision-making are key life skills. While both can be done alone, they are often better for
the involvement of more people. This means that they also frequently involve interpersonal elements, and there is
no doubt that better interpersonal skills will help with both.
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6. Reflect on your experience and improve

The final, but by no means least important, element in developing and improving your skills is to
develop the habit of self-reflection. Taking time to think about previous conversations and other
interpersonal interactions will enable you to learn from your mistakes and successes, and continue to
develop. You might, for example, find it helpful to keep a diary or learning journal and write in it each
week.
 WHAT IS SELF-EVALUATION?
Self-evaluation is a procedure to systematically observe, analyze and value your own
professional action and its results in order to stabilize or improve it. This can take place
on an individual or on an organizational level. To self-evaluate means that people
explore and evaluate their own professional work.

In self-evaluation the demand for quality in research is adapted to the given resources. A
great advantage is the focus on practice: the procedure is directly connected with the
professionals’ expert knowledge and experience in their particular area of work. This
leads to high commitment and high identification with the evaluation results and
increases willingness to draw conclusions and transfer them into practice.
Questions for problem solving

• What would make the situation better?

• What do you want? What else?
• How do you feel about the situation?
• What is most important to you in this situation?
• How do you want to feel about this situation?
• What assumptions are you making about the situation?
• What assumptions are you making about someone else in this situation?
• What could be the cost to you of not solving this problem?
• Why are you the best person to be doing what you are thinking of
doing?
• What about this situation causes you most anxiety or distress?
• If you are successful how will you feel?
• What would have made this better?
• What did you want? What else?
• How did you feel about the situation?
• What from this experience do you most appreciate about yourself?
• How do you feel al out this situation now?
• What result did you want?
• What could you learn about yourself from this experience?
• What is the simplest thing you could do?
• What don't you know about the situation?
• What is the relationship between how things are now and how you want
them to be?
• What about this situation would you most like to change?
• What would you like someone else to do differently?
• How does this situation affect you personally?
• Can you explain that further?
• If you get what you want what will this achieve for you?
• What do you need to do first?
• What do you want instead?
• What will happen if you are not successful in getting what you want?
• Why do you believe what you want is reasonable?
• What could you do differently next time?
• What do you remember thinking but not saying?
• What did you feel but not reveal?
• What is the most radical thing you could have done?
• What is the easiest thing you could have done?
• What don't you know about the situation?
• What can this experience tell you about how you 'see' the world?
• What could you definitely not have done?
• What might you have invented or imagined about the situation?
• What surprised you about the situation?
• What surprises you bout it now?
• What else?
• What does you response to this situation tell you about yourself?
• How do you know this?
• What could you, do differently?
• Where could get help to improve this situation?
• What is positive about the situation?
• What is the most radical thing you could do?
 THE GROW FRAMEWORK

GROW offers a framework to help you explore an issue and reach a plan of
action.
Goal - What do you want to achieve?
Reality - What is the current situation?
Options - What could you do?
Will - What will you do?
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GOAL
What are you trying to achieve?
• Imagine that you have successfully achieved your goal. How will you know
that you have been successful?
• What does success look like for you?; for others in your Department?; for
others in the University?
• What does success feel like for you?; for others in your Department?; for
others in the University?
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REALITY
• Why is it important that you achieve this goal?
• In summary, what are the key features of the current context that
prompted the setting of this goal?
• Who else is involved and what are their views?
• What has already been done and what has the impact of this been?
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OPTIONS
• What options do you have' What else could you do?
• If you asked a `wise friend' what would they advise you to do?
• If you had absolutely no constraints - of time, money or power - what
would you do?
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WILL
• You have just generated a set of options. Looking back at these options, give
them a rough score of 1-10 according to how attractive they look to you.

• Looking over your list of (options, which options would you actually
pursue? For each chosen option what, specifically, will you do?

• What deadlines will you set for yourself? What help or support do you need?

• Who will suffer if you don't address this issue? What is the first step that,, ou
will take?
MOTIVATION
- is literally the desire to do things. It's the difference between waking up before
dawn to pound the pavement and lazing around the house all day. It's the crucial
element in setting and attaining goals—and research shows you can influence
your own levels of motivation and self-control. So figure out what you want,
power through the pain period, and start being who you want to be.
MOTIVATION: WHAT IT IS AND
HOW IT WORKS
Scientists define motivation as your general willingness to do something. It is the
set of psychological forces that compel you to take action. That's nice and all, but
I think we can come up with a more useful definition of motivation.

What is Motivation?

So what is motivation, exactly? The author Steven Pressfield has a great line in
his book, The War of Art, which I think gets at the core of motivation. To
paraphrase Pressfield, “At some point, the pain of not doing it becomes greater
than the pain of doing it.”
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In other words, at some point, it is easier to change than to stay the same. It is easier to take action and feel
insecure at the gym than to sit still and experience self-loathing on the couch. It is easier to feel awkward
while making the sales call than to feel disappointed about your dwindling bank account.

This, I think, is the essence of motivation. Every choice has a price, but when we are motivated, it is easier to
bear the inconvenience of action than the pain of remaining the same. Somehow we cross a mental threshold
—usually after weeks of procrastination and in the face of an impending deadline—and it becomes more
painful to not do the work than to actually do it.

Now for the important question: What can we do to make it more likely that we cross this mental threshold
and feel motivated on a consistent basis?
COMMON MISCONCEPTIONS
ABOUT MOTIVATION
One of the most surprising things about motivation is that it often comes
afterstarting a new behavior, not before. We have this common misconception that
motivation arrives as a result of passively consuming a motivational video or
reading an inspirational book. However, active inspiration can be a far more
powerful motivator.

Motivation is often the result of action, not the cause of it. Getting started, even in
very small ways, is a form of active inspiration that naturally produces
momentum.

I like to refer to this effect as the Physics of Productivity because this is basically
Newton’s First Law applied to habit formation: Objects in motion tend to stay in
motion. Once a task has begun, it is easier to continue moving it forward.
You don't need much motivation once you've started a behavior. Nearly all of the
friction in a task is at the beginning. After you start, progress occurs more naturally.
In other words, it is often easier to finish a task than it was to start it in the first place.

Thus, one of the keys to getting motivated is to make it easy to start.

Before we talk about how to get started, let's pause for just a second. If you're
enjoying this article on motivation, then you'll probably find my other writing on
performance and human behavior useful. Each week, I share self-improvement tips
based on proven scientific research through my free email newsletter.
HOW TO GET MOTIVATED AND
TAKE ACTION?
Many people struggle to find the motivation they need to achieve the goals they want because they are wasting too much time and energy on
other parts of the process. If you want to make it easy to find motivation and get started, then it helps to automate the early stages of your
behavior.

Schedule Your Motivation

During a conversation about writing, my friend Sarah Peck looked at me and said, “A lot of people never get around to writing because they
are always wondering when they are going to write next.” You could say the same thing about working out, starting a business, creating art,
and building most habits.

• If your workout doesn’t have a time when it usually occurs, then each day you’ll wake up thinking, “I hope I feel motivated to exercise
today.”

• If your business doesn’t have a system for marketing, then you’ll show up at work crossing your fingers that you’ll find a way to get the
word out (in addition to everything else you have to do).
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• If you don’t have a scheduled time when you write every week, then you’ll find yourself saying things like, “I just
need to find the willpower to do it.”

An article in The Guardian summarized the situation by saying, “If you waste resources trying to decide when or where
to work, you’ll impede your capacity to do the work.”

Setting a schedule for yourself seems simple, but it puts your decision-making on autopilot by giving your goals a time
and a place to live. It makes it more likely that you will follow through regardless of your motivation levels. And there
are plenty of research studies on willpower and motivation to back up that statement.

Stop waiting for motivation or inspiration to strike you and set a schedule for your habits. This is the difference between
professionals and amateurs. Professionals set a schedule and stick to it. Amateurs wait until they feel inspired or
motivated.
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MASLOW'S HIERARCHY OF NEEDS
Maslow's hierarchy of needs is a motivational theory in psychology comprising a five-tier model of
human needs, often depicted as hierarchical levels within a pyramid.

Maslow (1943, 1954) stated that people are motivated to achieve certain needs and that some needs take
precedence over others. Our most basic need is for physical survival, and this will be the first thing that
motivates our behavior. Once that level is fulfilled the next level up is what motivates us, and so on.
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The original hierarchy of needs five-stage model includes:

1. Biological and physiological needs - air, food, drink, shelter, warmth, sex, sleep.

2. Safety needs - protection from elements, security, order, law, stability, freedom from fear.

3. Love and belongingness needs - friendship, intimacy, trust, and acceptance, receiving and giving affection and love.
Affiliating, being part of a group (family, friends, work).

4. Esteem needs - which Maslow classified into two categories: (i) esteem for oneself (dignity, achievement, mastery,
independence) and (ii) the desire for reputation or respect from others (e.g., status, prestige). Maslow indicated that the need
for respect or reputation is most important for children and adolescents and precedes real self-esteem or dignity.

5. Self-actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. A
desire “to become everything one is capable of becoming”(Maslow, 1987, p. 64).
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Maslow posited that human needs are arranged in a hierarchy:

"It is quite true that man lives by bread alone — when there is no bread. But what happens to man’s desires when
there is plenty of bread and when his belly is chronically filled?

At once other (and “higher”) needs emerge and these, rather than physiological hungers, dominate the organism.
And when these in turn are satisfied, again new (and still “higher”) needs emerge and so on. This is what we mean
by saying that the basic human needs are organized into a hierarchy of relative prepotency" (Maslow, 1943, p.
375).

Maslow continued to refine his theory based on the concept of a hierarchy of needs over several decades (Maslow,
1943, 1962, 1987).
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Regarding the structure of his hierarchy, Maslow (1987) proposed that the order in
the hierarchy “is not nearly as rigid” (p. 68) as he may have implied in his earlier
description.

Maslow noted that the order of needs might be flexible based on external
circumstances or individual differences. For example, he notes that for some
individuals, the need for self-esteem is more important than the need for love. For
others, the need for creative fulfillment may supersede even the most basic needs.

Maslow (1987) also pointed out that most behavior is multi-motivated and noted that
“any behavior tends to be determined by several or all of the basic needs
simultaneously rather than by only one of them” (p. 71).
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Hierarchy of needs summary

(a) human beings are motivated by a hierarchy of needs.

(b) needs are organized in a hierarchy of prepotency in which more basic needs
must be more or less met (rather than all or none) prior to higher needs.

(c) the order of needs is not rigid but instead may be flexible based on external
circumstances or individual differences.

(d) most behavior is multi-motivated, that is, simultaneously determined by more

than one basic need.
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THE EXPANDED HIERARCHY OF
NEEDS
It is important to note that Maslow's (1943, 1954) five-stage model has been expanded to
include cognitive and aesthetic needs (Maslow, 1970a) and later transcendence needs
(Maslow, 1970b).

Changes to the original five-stage model are highlighted and include a seven-stage
model and an eight-stage model; both developed during the 1960's and 1970s.

1. Biological and physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc.

2. Safety needs - protection from elements, security, order, law, stability, etc.

3. Love and belongingness needs - friendship, intimacy, trust, and acceptance, receiving
and giving affection and love. Affiliating, being part of a group (family, friends, work).
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4. Esteem needs - which Maslow classified into two categories: (i) esteem for oneself
(dignity, achievement, mastery, independence) and (ii) the desire for reputation or respect
from others (e.g., status, prestige).

5. Cognitive needs - knowledge and understanding, curiosity, exploration, need for

meaning and predictability.

6. Aesthetic needs - appreciation and search for beauty, balance, form, etc.

7. Self-actualization needs - realizing personal potential, self-fulfillment, seeking personal

growth and peak experiences.

8. Transcendence needs - A person is motivated by values which transcend beyond the

personal self (e.g., mystical experiences and certain experiences with nature, aesthetic
experiences, sexual experiences, service to others, the pursuit of science, religious faith,
etc.).
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TEAM BUILDING

- is a collective term for various types of activities used to enhance social

relations and define roles within teams, often involving collaborative tasks. It is
distinct from team training, which is designed by a combine of business
managers, learning and development/OD (Internal or external) and an HR
Business Partner (if the role exists) to improve the efficiency, rather than
interpersonal relations.
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Many team-building exercises aim to expose and address interpersonal problems within the group.
Over time, these activities are intended[by whom?] to improve performance in a team-based environment.[2] Team
building is one of the foundations of organizational development that can be applied to groups such as sports teams,
school classes, military units or flight crews. The formal definition[which?] of team-building includes:
• aligning around goals
• building effective working relationships
• reducing team members' role ambiguity
• finding solutions to team problems
Team building is one of the most widely used group-development activities in organizations.[3]
Of all organizational activities, one study found team-development to have the strongest effect (versus financial
measures) for improving organizational performance.[4] A 2008 meta-analysis found that team-development activities,
including team building and team training, improve both a team's objective performance and that team's subjective
supervisory ratings.[1]
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FOUR APPROACHES
Setting Goals

This emphasizes the importance of clear objectives and individual and team goals. Team members become
involved in action planning to identify ways to define success and failure and achieve goals. This is intended to
strengthen motivation and foster a sense of ownership. By identifying specific outcomes and tests of
incremental success, teams can measure their progress. Many organizations negotiate a team charter with the
team and (union leaders)

Role clarification

This emphasizes improving team members' understanding of their own and others' respective roles and duties.
This is intended to reduce ambiguity and foster understanding of the importance of structure by activities
aimed at defining and adjusting roles. It emphasizes the members' interdependence and the value of having
each member focus on their own role in the team's success.
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Problem solving

This emphasizes identifying major problems within the team and working
together to find solutions. This can have the added benefit of enhancing critical-
thinking.

Interpersonal-relations

This emphasizes increasing teamwork skills such as giving and receiving support,
communication and sharing. Teams with fewer interpersonal conflicts generally
function more effectively than others. A facilitator guides the conversations to
develop mutual trust and open communication between team members.
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EFFECTIVENESS
The effectiveness of team building differs substantially from one organization to another.[7] The most effective efforts occur when
team members are interdependent, knowledgeable and experienced and when organizational leadership actively establishes and
supports the team.

Effective team building incorporates an awareness of team objectives. Teams must work to develop goals, roles and procedures.
As a result, team building is usually associated with increasing task accomplishment, goal meeting, and achievement of results
within teams. [8]

Team building has been scientifically shown to positively affect team effectiveness.[10] Goal setting and role clarification were
shown to have impact on cognitive, affective, process and performance outcomes. They had the most powerful impact on affective
and process outcomes, which implies that team building can help benefit teams experiencing issues with negative affect, such as
lack of cohesion or trust. It could also improve teams suffering from process issues, such as lack of clarification in roles.[3]
Goal setting and role clarification have the greatest impact because they enhance
motivation, reduce conflict[11] and help to set individual purposes, goals and
motivation.

Teams with 10 or more members appear to benefit the most from team building.
This is attributed to larger teams having – generally speaking – a greater reservoir
of cognitive resources and capabilities than smaller teams.[12]
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CHALLENGES TO TEAM BUILDING
The term 'team building' is often used as a dodge when organizations are looking for a 'quick fix' to poor communication systems or unclear leadership directives,

leading to unproductive teams with no clear vision of how to be successful. Team work is the best work.

Teams are then assembled to address specific problems, while the underlying causes are not ignored.

Dyer highlighted three challenges for future team builders:[13]

• Lack of teamwork skills: One of the challenges facing leaders is to find team-oriented employees. Most organizations rely on educational institutions to have

inculcated these skills into students. Dyer believed however, that students are encouraged to work individually and succeed without having to collaborate. This works

against the kinds of behavior needed for teamwork. Another study found that team training improved cognitive, affective, process and performance outcomes.[9]

• Virtual workplaces and across organizational boundaries: according to Dyer, organizations individuals who are not in the same physical space increasingly work

together. Members are typically unable to build concrete relationships with other team members. Another study found that face-to-face communication is very

important in building an effective team environment.[14] Face-to-face contact was key to developing trust. Formal team building sessions with a facilitator led the

members to "agree to the relationship" and define how the teams were work. Informal contact was also mentioned.

• Globalization and virtualisation: Teams increasingly include members who have dissimilar languages, cultures, values and problem-solving approaches problems.

One-to-one meetings has been successful in some organizations.[14]

APPLICATION OF TEAM BUILDING

 Schools
 Organizations
 Sports
Here’s a list of the top six reasons for Click icon to add picture
team building that clients get from
teambonding programs:
6. Networking, socializing, and getting to know each other better.

Socializing and making friends in the workplace is one of the best ways to increase productivity in the office. Not only does
it increase morale in the office, it also allows for the office to work better solving everyday workplace issues.

5. Teamwork and boosting team performance.

Team bonding activities also improve workplace projects that involve teamwork. After completing team building activities
together, employees better understand each other’s strengths, weaknesses, and interests. This understanding helps them
work even better together on future progress vital to a company.

4. Competition and bragging rights.

Competition has been shown to increase production. So, by channeling that increased production into a fun, inclusive team
building activity, employees can bond in a way impossible by other means.
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3. Celebration, team spirit, fun, and motivation.

After any sports team wins a major championship, they celebrate and have fun. This motivates them to want to win even more. This extreme example

shows that the celebration, cheering, and fun that come with every TeamBonding event can motivate employees to bring their job to the next level.

2. Collaboration and the fostering of innovation and creativity.

People tend to have a larger imagination when they are around people they are comfortable with. So, successful team building events not only bring

people closer together but they also lead to more successful and creative workplace ideas. Also, everyday workplace collaboration is key to a

successful business. For example, a coach always has assistants to help out when needed.

1. Communication and working better together.

To no surprise, communication and working better together is the top reason why people choose team building. Everybody wants a friendly work

environment, where people are comfortable and happy to talk to and work with anyone.

Of of the best reasons for team building is that the activities actually work to accomplish improved communication. Testimonialsall over the

TeamBonding website will attest to this fact. A successful team building activity will surely mean a more comfortable, successful workplace

environment for any company, large or small.

COACHING
- is a form of development in which a person called a coach supports a learner or
client in achieving a specific personal or professional goal by providing training
and guidance.[1] The learner is sometimes called a coachee. Occasionally,
coaching may mean an informal relationship between two people, of whom one
has more experience and expertise than the other and offers advice and guidance
as the latter learns; but coaching differs from mentoring in focusing on specific
tasks or objectives, as opposed to more general goals or overall development.[1]
[2][3]
Origins
The first use of the term "coach" in connection with an instructor or trainer arose
around 1830 in Oxford University slang for a tutor who "carried" a student
through an exam.[4] The word "coaching" thus identified a process used to
transport people from where they are to where they want to be. The first use of the
term in relation to sports came in 1861.[4]Historically the development of
coaching has been influenced by many fields of activity, including adult
education, the Human Potential Movement, large-group awareness
training(LGAT) groups such as "est", leadership studies, personal development,
and psychology.[5][6]
 APPLICATIONS
Professional coaching uses a range of communication skills (such as targeted
restatements, listening, questioning, clarifying etc.) To help clients shift their
perspectives and thereby discover different approaches to achieve their goals.[7] these
skills can be used in almost all types of coaching. In this sense, coaching is a form of
"meta-profession" that can apply to supporting clients in any human endeavor, ranging
from their concerns in health, personal, professional, sport, social, family, political,
spiritual dimensions, etc. There may be some overlap between certain types of coaching
activities.
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ADHD
The concept of ADHD coaching was first introduced in 1994 by psychiatrists Edward M. Hallowell and John J. Ratey in their

book Driven to Distraction.[8] ADHD coaching is a specialized type of life coaching that uses specific techniques designed to

assist individuals with attention-deficit hyperactivity disorder. The goal of ADHD coaching is to mitigate the effects of executive

function deficit, which is a typical impairment for people with ADHD.[9] Coaches work with clients to help them better manage

time, organize, set goals and complete projects.[10] In addition to helping clients understand the impact ADHD has had on their

lives, coaches can help clients develop "work-around" strategies to deal with specific challenges, and determine and use individual

strengths. Coaches also help clients get a better grasp of what reasonable expectations are for them as individuals, since people

with ADHD "brain wiring" often seem to need external mirrors for accurate self-awareness about their potential despite their

impairment.[11]
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Unlike psychologists or psychotherapists, ADHD coaches do not provide any
therapy or treatment: their focus is only on daily functioning and behaviour
aspects of the disorder.[12]The ultimate goal of ADHD coaching is to help clients
develop an "inner coach", a set of self-regulation and reflective planning skills to
deal with daily life challenges.[13] A 2010 study from Wayne State University
evaluated the effectiveness of ADHD coaching on 110 students with ADHD. The
research team concluded that the coaching "was highly effective in helping
students improve executive functioning and related skills as measured by the
Learning and Study Strategies Inventory (LASSI)."[14] Yet, not every ADHD
person needs a coach and not everyone can benefit from using a coach.[15]
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Business and executive

Business coaching is a type of human resource development for business leaders. It provides positive support, feedback

and advice on an individual or group basis to improve personal effectiveness in the business setting, many a time

focusing on behavioural changes through psychometrics or 360-degree feedback. Business coaching is also called

executive coaching,[16] corporate coaching or leadership coaching. Coaches help their clients advance towards specific

professional goals. These include career transition, interpersonal and professional communication, performance

management, organizational effectiveness, managing career and personal changes, developing executive presence,

enhancing strategic thinking, dealing effectively with conflict, and building an effective team within an organization.

An industrial organizational psychologist is one example of executive coach. Business coaching is not restricted to

external experts or providers. Many organizations expect their senior leaders and middle managers to coach their team

members to reach higher levels of performance, increased job satisfaction, personal growth, and career development.

Research studies suggest that executive coaching has a positive impact on workplace performance.[17]
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In some countries, there is no certification or licensing required to be a business

or executive coach, and membership of a coaching organization is optional.
Further, standards and methods of training coaches can vary widely between
coaching organizations. Many business coaches refer to themselves as
consultants, a broader business relationship than one which exclusively involves
coaching.[18]
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Career

Career coaching focuses on work and career and is similar to career counseling. Career coaching is not to

be confused with life coaching, which concentrates on personal development. Another common term for a

career coach is career guide.

Christian

A Christian coach is not a pastor or counselor (although the coach may also be qualified in those

disciplines), but rather someone who has been professionally trained to address specific coaching goals

from a distinctively Christian or biblical perspective.[19]

Co-coaching

Co-coaching is a structured practice of coaching between peers with the goal of learning improved

coaching techniques.
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Dating

Dating coaches offer coaching and related products and services to improve their clients' success in dating
and relationships.

Financial

Financial coaching is a relatively new form of coaching that focuses on helping clients overcome their
struggle to attain specific financial goals and aspirations they have set for themselves. Financial coaching is
a one-on-one relationship in which the coach works to provide encouragement and support aimed at
facilitating attainment of the client's financial plans. A financial coach, also called money coach, typically
focuses on helping clients to restructure and reduce debt, reduce spending, develop saving habits, and
develop financial discipline. In contrast, the term financial adviser refers to a wider range of professionals
who typically provide clients with financial products and services. Although early research links financial
coaching to improvements in client outcomes, much more rigorous analysis is necessary before any causal
linkages can be established.[20]
Homework
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Homework coaching focuses on equipping a student with the study skills required to succeed academically. This approach is different from regular tutoring which typically

seeks to improve a student's performance in a specific subject.[23]

In education

Coaching in education is seen as a useful intervention to support students, faculty and administrators in educational organizations.[24] For students, opportunities for

coaching include collaborating with fellow students to improve grades and skills, both academic and social; for teachers and administrators, coaching can help with

transitions into new roles.[24]

Life

Life coaching is the process of helping people identify and achieve personal goals. Although life coaches may have studied counseling psychology or related subjects, a life

coach does not act as a therapist, counselor, or health care provider, and psychological intervention lies outside the scope of life coaching.

Relationship

Relationship coaching is the application of coaching to personal and business relationships.[25]

Sports coaching

In sports, a coach is an individual that provides supervision and training to the sports team or individual players. Sports coaches are involved in administration, athletic

training, competition coaching, and representation of the team and the players.
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Health and wellness

Health coaching is becoming recognized as a new way to help individuals "manage"

their illnesses and conditions, especially those of a chronic nature.[21] The coach
will use special techniques, personal experience, expertise and encouragement to
assist the coachee in bringing his/her behavioral changes about, while aiming for
lowered health risks and decreased healthcare costs.[22] The National Society of
Health Coaches (NSHC) has differentiated the term health coach from wellness
coach.[22] According to the NSHC, health coaches are qualified "to guide those
with acute or chronic conditions and/or moderate to high health risk", and wellness
coaches provide guidance and inspiration "to otherwise 'healthy' individuals who
desire to maintain or improve their overall general health status".[22]
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Ethics and standards
Since the mid-1990s, coaching professional associations such as the Association for Coaching (AC), the European Mentoring
and Coaching Council (EMCC), the International Association of Coaching (IAC), and the International Coach Federation (ICF)
have worked towards developing training standards.[1]:287–312[26] Psychologist Jonathan Passmore noted in 2016:[1]:3

While coaching has become a recognized intervention, sadly there are still no standards or licensing arrangements which are
widely recognized. Professional bodies have continued to develop their own standards, but the lack of regulation means anyone
can call themselves a coach. [...] Whether coaching is a profession which requires regulation, or is professional and requires
standards, remains a matter of debate.

One of the challenges in the field of coaching is upholding levels of professionalism, standards and ethics.[26] To this end,
coaching bodies and organizations have codes of ethics and member standards.[1]:287–312[27] However, because these bodies
are not regulated, and because coaches do not need to belong to such a body, ethics and standards are variable in the field.[26]
[28] In February 2016, the AC and the EMCC launched a "Global Code of Ethics" for the entire industry; individuals,
associations, and organizations are invited to become signatories to it.[29][30]:1
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With the growing popularity of coaching, many colleges and universities now offer coach training programs that are accredited by a
professional association.[31] Some courses offer a life coach certificate after just a few days of training,[32] but such courses, if they
are accredited at all, are considered "à la carte" training programs, "which may or may not offer start to finish coach training,"
according to the ICF.[33] Some "all-inclusive" training programs accredited by the ICF require a minimum of 125 student contact
hours, 10 hours of mentor coaching and a performance evaluation process.[34][35] This is very little training in comparison to the
training requirements of some other helping professions: for example, licensureas a counseling psychologist in the State of California
requires 3,000 hours of supervised professional experience.[36] However, the ICF, for example, offers a "Master Certified Coach"
credential that requires demonstration of "2,500 hours (2,250 paid) of coaching experience with at least 35 clients"[37] and a
"Professional Certified Coach" credential with fewer requirements.[38] Other professional bodies similarly offer entry-level,
intermediate, and advanced coach accreditation options.[39] Some coaches are both certified coaches and licensed counseling
psychologists, integrating coaching and counseling.[40]

Critics see life coaching as akin to psychotherapy but without the legal restrictions and state regulation of psychologists.[26][41][42]
[43] There are no state regulation/licensing requirements for coaches. Due to lack of regulation, people who have no formal training or
certification can legally call themselves life or wellness coaches.[44]
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Thank You!