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Building and Modeling Resilience in the Workplace

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Building and Modeling Resilience in the Workplace Building and Modeling Resilience in the Workplace California Department of Human Resources Statewide Training www.calhr.ca.gov WORKSHOP PRESENTED BY The Los Rios Community College District’s Government Training Center Bruce Winner 916.563.3232 [email protected] Building and Modeling Resilience in the Workplace Course Description: Being a true leader in today’s fast-paced world is challenging, especially now in this time unprecedented pandemic. Clearly this generation’s defining moment. And, if we listen to the feedback in the vast majority of private and public organizations, not very commonplace. Effective leaders have been described as having a quality called leadership presence, “…the ability to connect authentically with the thoughts and feelings of others in order to motivate and inspire them to achieve a desired outcome.”* To achieve and maintain this form of presence requires personal and professional resilience. Now more than ever…an essential quality. This course offers an understanding of the elements of leadership resilience and provides practical tools to enable the participant to serve as an example of leadership presence in his/her personal and professional life. * Source: Leadership Presence by Kathy Lubar and Belle Linda Halpern Course Objectives: Upon completion of this course, participants will be able to: • Support successful Personal Resilience for sheltering and working from home in uncertain times • Relate the latest research on the effects of workload and expectations to your current work situation • Articulate and model the concepts of resilience and presence • Utilize mindfulness practices to increase your focus and resilience • Leverage your understanding of stress to increase your professional and personal effectiveness • Build and sustain resilience by leveraging practical tips for body, mind, relationships and spirit 1-Your WHY for being in class today: what do you want to take away? What do you want to know or be able to do? 2-Your COMMITMENT to yourself and other participants? How will you support this learning environment? 2 How am I Showing Up? We manage ourselves to lead others… Sit quietly, take 3 even slow deep breaths and identify your “one-word” condition: what is my “present condition”, my mood, the best description of how I feel overall in this moment? Am I cranky, tired, excited, sad, curious, happy etc.? 1) __________________ (one-word) Time: (When you begin your day) What do I notice about how this affects my participation? (Self) What do I notice about how this affects those with whom I am interacting? (Others) 2) __________________ (one-word) Time: What do I notice about how this affects my participation? What do I notice about how this affects those with whom I am interacting? 3) __________________ (one-word) Time: What do I notice about how this affects my participation? What do I notice about how this affects those with whom I am interacting? 4) __________________ (one-word) Time: (When you end your day) What do I notice about how this affects my participation? What do I notice about how this affects those with whom I am interacting? At the end of the day: What have I learned today about managing myself to lead others? At the end of the week: What have I learned about developing presence? 3 Setting the Stage… (Some food for thought) Directions: Fill in the blanks in each of the statement below. 1. Our mind typically wanders _____% of the time while reading. 2. Typical office worker gets interrupted every _____ minutes. 3. It takes an average of _____ minutes to refocus on original task after an interruption. 4. ____% of Americans surveyed feel “extreme stress”. 5. ____% of Americans feel their stress levels have increased in the past five years. 6. ________ was the number one reason (for #5). 7. Only _____% of Americans surveyed think they do a good job of managing stress. 8. _____% of Americans surveyed think it affects their health. 4 Some Resilience Practice Technique #1: STOP S___________ … what you’re doing T___________ … a few breathes O___________ …what’s going on within you and around you P___________ …to respond (rather than react) Additional Notes: Resistant Anxious Curious ADAPTABLE & RESILIENT Additional Sheltering for Success Ideas… 5 Defining Words We Are Using in this Session Characteristics of Resilience (Source: Conner, K.M. (2006) Assessment of Resilience in the Aftermath of Trauma J Clin Psychiatry 67 (suppl2) 46-49) Internal locus of control Strong self-esteem, self-efficiency Clear personal goals Sense of meaningfulness Use past successes to confront current challenges View stress as a challenge/way to get stronger Utilize humor, patience, tolerance and optimism Adaptable to change Take an action-oriented approach Build and utilizes strong relationships and able to ask for help Have faith 6 At Your “At Best” Stories Think back over your life when you were at your best in every way! Life was good. You felt good, comfortable, productive. You might call this your “preferred state of being.” You were “in the zone”. A time when time just flew by and you were fully absorbed in what you were doing. Work, home, community were humming. Use the following questions to guide what you include in your story. Peak Story: • What did you feel like physically, emotionally? • How were your relationships? • How were you part of something that provided a greater meaning to your life? Where you felt your talents and skills were really well put to use? • What were the behaviors and characteristics or qualities that you were demonstrating that represent you at your best? • What were you doing in your life so that you were getting these results? • What was the difference maker(s) that supported you being this way? As your partner shares their peak story, record each instance of an “at best” behavior/quality and what created or supported that behavior/quality in coming out. “At Best” Qualities/Behaviors: • • • • Practices/Difference Makers supporting “At Best” Qualities/Behaviors: • • • 7 Emotional Intelligence Emotional Intelligence is using your emotions intelligently to gain the performance you wish to see within yourself and to achieve interpersonal effectiveness with others Source: Put Emotional Intelligence to Work by Jeff Feldman and Karl Mulle Emotional Intelligence…an expanded framework Listed below are the personal and social competencies of Emotional Intelligence. For a more complete understanding of these two over-riding competency, each one has been further defined by their sub-competencies. Personal Competencies determine how we manage ourselves. Self-Awareness: Your ability to accurately recognize your emotions as they happen and understand your general tendencies for responding to different people and situations, including: • Emotional awareness: Recognizing one’s emotions and their effects • Accurate self-assessment: Knowing one’s strengths and limitations • Self-confidence: Having a strong sense of one’s self-worth and capabilities Self-Management: Using your awareness of your emotions to choose what you say and do to positively direct your behavior, including: • Emotional self-control: Keeping disruptive emotions and impulses in check • Adaptability: Flexibility in the face of change and unexpected obstacles • Initiative: Readiness to act on opportunities • Optimism: Persistence in pursuing goals despite obstacles and setbacks Social Competencies determine how we handle our relationships with others Social Awareness: Recognizing and understanding the emotions and moods of other individuals and entire groups of people, including: • Empathy: Awareness of others’ feelings, needs, and concerns. • Service orientation: Anticipating, recognizing, and meeting the needs of my customers/clients/colleagues • Organizational awareness: Understanding and supporting the goals, dynamics, issues and politics within my organization and reading any group’s emotional currents and power relationships Relationship Management: Using self-awareness, self-management and social awareness as you relate to other people for specific purposes over time, including • Developing others: Sensing other’s developmental needs and bolstering their abilities • Inspirational leadership: Inspiring and guiding individuals and groups • Influence: Wielding effective tactics for persuasion • Change catalyst: Initiating or managing change • Conflict management: Acknowledging, negotiating and resolving disagreements effectively and comfortably • Teamwork and collaboration: Working with others toward shared goals Adapted from Working With Emotional Intelligence by Daniel Goleman; The Emotional Intelligence Quick Book by Travis Bradberry and Jean Greaves and Put Emotional Intelligence to Work, by Jeff Feldman and Karl Mulle 8 Adapted from EQ Learning-Discovering EQ, TalentSmart To quickly bring yourself into “coherence” in a situation instead of reactivity, first check in with yourself: identify my emotions, manage my behavior; then assess what might be happening with the other person and finally, take positive, thoughtful action to adjust your behavior for the mutually best outcome available to you in that moment. 9 Mindfulness…The Key to Emotional Intelligence Mindfulness is: the awareness that arises by paying attention…on purpose in the present moment, non-judgmentally -Jon Kabat-Zinn, Mindfulness…the most simple and direct and thorough and effective method for training and developing the mind for its daily tasks and problems. Nyanaponika Thera Mindfulness helps us see the difference
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