Insights into Mindfulness Lightbulb Moments Cards

"Mindfulness is paying attention on purpose, in the present moment, non-judgementally to the unfolding of experience moment by moment."  Jon Kabat-Zinn, Professor of Medicine Emeritus and creator of the Mindfulness Based Stress Reduction (MBSR) programme  at the University of Massachusetts Medical School.

Ei4Change has available Lightbulb Moments cards giving insights into various aspects of emotional intelligence.  These have been well received as a valuable resource in education, training and coaching.  

A new set of 18 Lightbulb Moments cards - Insights into Mindfulness - has just been published.

Lightbulb Moments are free to download from the Ei4Change website.  You can  access to all the Lightbulb Moments series and other free resources by clicking on the button.

Emotional Intelligence Programmes for 2016

Ei4Change – Emotional Intelligence 4 Change - are pleased to announce that we have a number of emotional intelligence training initiatives starting in 2016. 

In April 2016, we are running an Introduction to Emotional Intelligence workshop and leading into our Advanced Emotional Intelligence Programme.  Both are endorsed by the Institute of Leadership and Management who provide a Certificate on satisfactory completion of the required assessments.

These programmes cover an in depth look at the role and function of emotions and how emotional competencies can be used and applied.  They provide a complete picture of emotional intelligence how these principles enable people and organisations to improve their performance.  The tools and techniques that participants will learn can be applied immediately.

Our programmes commence on April 4th at The Woodland Grange, Leamington Spa.

Ei4Change is also running the Introduction to Emotional Intelligence Programme via webinars over 8 weeks starting on 20th April 2016.  This programme is ideal for you if you live and work outside the UK or if you are unable to commit the time to attend workshops.

Graduates from the Ei4Change Advanced Emotional Intelligence Programme can cement their learning by enrolling on the Master Practitioner in Emotional Intelligence Programme.  Again, this programme is endorsed by the Institute of Leadership and Management who provide a Certificate on satisfactory completion of the required assessments.

We are running a Master Practitioner in Emotional Intelligence Programme commencing on the 20th June 2016 at The Woodland Grange, Leamington Spa.

There is a 20% Earlybird discount on all courses at Woodland Grange up until 31st January 2016.

For more information on our emotional intelligence training, see our website www.ei4change.com or contact Robin Hills at Ei4Change via email robin@ei4change.org.uk

Introduction to DISC Personality Assessments

Everyone should be treated with care and respect. Whilst people are different, everyone has a value with special strengths and qualities. People very rarely set out to cause upset - they just behave differently. That’s because they are different.

Personality assessments are useful tools that can give some interesting insights into these differences around motivation, management style, communication, relationship building, etc.

The theories that underpin personality assessments are surprisingly easy to understand at a basic level. There are many different personality and motivational models and theories, and each one offers a different perspective.

One of the most widely used, well respected and highly developed models is based on the theories of Dr William Moulton Marston, from his book Emotions of Normal People (1928). His ideas have been developed by researchers at the University of Minnesota into a robust, validated assessment tool known as DISC.

The DISC model presents a series of four main descriptions (Dominance, Influence, Steadiness and Compliance).

Dominance = Results driven - strategic planning and action towards identified aims - tends to be outspoken.

Influence = Influence, persuasion, affability - communication and people skills - tends to be extraverted.

Steadiness = Steadiness and process - routine, dependability, reliability, credibility, trustworthy - tends to be team-orientated.

Compliance = Compliant with rules, proven principles, detail, accuracy - tends to be introverted.

Most people have a dominant or preferred main type, plus one or two supporting types in different degrees, which are dependent upon the individual and the situation.  The main characteristics of their dominant or preferred type are displayed allowing for recognition of a broad range of generalised behaviours.

DISC testing instruments assess people's strongest or preferred type and their supporting types from the four available.   The results are represented on a series of graphs and personality descriptions based upon the mixture of the types.

Once identified and recognised, each type can be seen to react differently in a given situation, to work with tasks in their own way and to engage with people in different ways.  There is no right or wrong type, the important point is that each type has differing strengths and liabilities.

The research and development over the years means that DISC can give valuable insights into predicting behaviour in the workplace and behaviour under pressure. In recruitment, DISC can provide very valuable compliment to the interview process.

This article can only give a very quick overview of the tool. To find out more you can enrol for free in my class Behavioural Styles and Teamwork on Skillshare using this link - http://skl.sh/1OVbIF2

The best way to get a clear understanding of your own profile is to take the assessment provided by a reputable, respected company. From this you can see what the assessment shows and how it can support you as part of a recruitment process or in your personal and management development. If this is of interest to you, please get in touch at robin@ei4change.org.uk

The importance of testing for clear thinking in recruitment

Neuroscience is rapidly changing our understanding of how human memory works.  For many years it was widely believed that the human brain recorded events like a video camera and that events that had been completely forgotten could be could be retrieved and played back given the right set of circumstances.

We now know that the memory does not work in that way at all.  In fact the human brain reassembles and reorders various parts of an event when retrieving a memory.  It, in effect, creates a completely new memory, often including details that seem very real but which turn out later not to have taken place.

The same process takes place when the brain remembers words and orders them together either to think analytically or attempt to express thoughts.  Rather than having a dictionary-like definition, words in the brain are stored as an ever-changing set of connections that constantly update their meanings.

When people are reading, writing, listening or speaking, their brains create new connections and hence new definitions for many of the words, statement or phrases that it is processing.  This phenomenon manifests itself in the tendency of business discussions to devolve into dialogues around semantics rather than address the actual issues in question.

The brain’s inherent plasticity when using words greatly increases the value of business communications that are clear and precise.  That clarity and precision (or lack of it) is simultaneously rewiring the word connections and definitions both in the brain of somebody who is writing and speaking as well as the person who is listening or reading.

Fuzzy wording creates fuzzy thinking

Unlike communications that are clear and precise, business communications that are fuzzy and imprecise generate connections between words that are similarly ambiguous and unclear.  In other words, a feedback loop is taking place: fuzzy thinking creates fuzzy wording which in turn creates fuzzier thinking. 

Many organisations tolerate, indeed encourage, the use of fuzzy and imprecise wording in the form of acronyms, buzzwords and jargon.  The culture created is one where fast communication can appear to occur so that anyone who uses the key words feels as if they are an integral part of the organisation. 

This has been compounded in recent years by the trend for people to express themselves using quotation marks or inverted commas in both writing and speech.  This is an expression of thought in its original form phrased by the communicator without clearly defining exactly what they mean.  Often the phrase is a metaphor and in most circumstances there is understanding.  Caution is advised as the rules around the use of quotation marks varies with language.   All too often, we know what we mean and think that we are communicating clearly but in reality this is often not the case.  As an illustration, we when we talk we think people “get it” but in reality they “switch off” when they hear something that isn’t meaningful “in their world” and so may appear to be somewhat “dumb”.

Clear thinking creates clear wording which in turn creates clearer thinking.

What this means when recruiting

From the perspective of recruitment, it is important to understand how your communication style reflects the fuzzy thinking and imprecise wording of the industry that you recruit for and the clients that you work with.  It is obviously necessary to assess your clients’ tolerance towards industry acronyms, buzzwords and jargon and imprecise wording and how ingrained it is in their culture.  How much are you contributing to this by your desire to be recognised as an experience professional?

For those organisations who recruit people who communicate in a similar way, this will contribute to the amount of ambiguous thinking, which is going to impact on the communication capabilities within the overall organisation. 

In the future, recruiters must put additional emphasis on a candidate’s ability to write and speak with precision and clarity.  As a result, the recruitment process will tend to make the overall organisation progressively better at communicating internally and externally and so appear to be “smarter”.

TetraMap - a simple, yet effective, team building tool.

Within our workshops we help people to become more aware of their behaviours and how these impact upon other people.  We are accredited to use a wide variety of assessments, including Myers Briggs Type Indicator and DISC, but one is very quick to gain the insights in training workshops and is very straightforward to use.  It is called TetraMap; a tool for assessing behaviour that looks how you typically behave at work and how this is perceived by others.

TetraMap uses the metaphor of nature around four basic elements: Earth, Air, Water and Fire.  You have these four elements inside you, but one (sometimes two) is your preferred behaviour style.  Behaviour can change; you can adapt.  But do you know how you typically behave?

TetraMap is a very effective training tool.  Each person receives a booklet which contains a self-assessment exercise that helps identify which behaviours used most – and those used least.  Examples of these might be: decisiveness, generating ideas or looking for harmony.  You are asked to rank these in order, from those that represent you the most and those that represent you the least. 

Analysing your answers gives four different numbers or values that indicate your preferred elements.
This process only takes about 5 minutes.  In the workshops, people discover their own profile and those of their colleagues by everyone mapping their profiles onto one chart.  From this, it can be seen that there may be a high tendency in the group towards one element giving an indication of how the group behaves as a whole.  For example, planning and process driven ‘Air’may be high and enthusiastic, creative ‘Fire’ quite low and there may be a few ‘Earth’ dominant individuals who stand out.  The behaviour of the group may be due to do the industry / sector that they work in and the background of the participants.  This can be an eye opener for the group and we can explore the consequences that this can have on the performance of the group and the individuals involved.  Feedback from delegates is that this is really fascinating.

Next, we split the workshop into four groups according to their highest element to explore what the typical behaviours are of this element:

• What are the do’s and don’ts?
• How do you like to be communicated with?
• How do you not want to be approached?
• Which strengths do you bring to the team?
• How do you behave under pressure?

There is always a lot of fun and laughter during this exercise as people gain a better understanding of themselves and each other.

TetraMap is a good way of helping people to open up - especially for participants who may not have been enthusiastic about attending the workshop.  They see that the workshop is about them and their colleagues, and not about the trainer at the front of the room.

The main message is that behaviour is observed and that this behaviour can be changed; it is not about putting people into a box, giving them a label or a series of meaningless letters.  The beauty of TetraMap is that it is not about personality type or traits - it is focused around behaviour.  People grow within their business and in their positions and so their elements can change.

The TetraMap tool can be linked to Myers Briggs Type Indicator, DISC and to other psychometric assessments.  TetraMap is NOT a psychometric; it is a framework for exploring behaviour and communication.  We like it because it so easy use, easy to understand and easy to remember.

TetraMap can also be used on a large scale within a company, so that it becomes a common theme throughout the organisation.  We are involved in projects using TetraMap within the National Health Service involving senior managers, doctors, radiographers, learning and development managers, nursing staff, research workers, etc.  All report major benefits from its use, its application and its understanding within their daily work interactions and, also, outside of work.


Ei4Change are experts in providing TetraMap workshops so that you can easily understand your behaviour and that of your colleagues, which in turn leads to improved performance and better satisfaction.

If you want your teams to experience a really different style of workshop then talk to us.  For a case study from Liverpool Women's NHS Foundation Trust click here

The brain is a remarkably adaptable organ capable of making changes and developing new connections.  This is called neuroplasticity and continues well into our eighties.

Every memory or thought process is made up of a set of interconnecting neurons forming a unique map.  The maps that are accessed more frequently stay with us longer.  This is a good link to learning and practising actions repeatedly.

Mirror neurons fire in our brain when we see or experience someone else’s behaviour leading to the idea that we are systematically interconnected and why our social interactions are so important.

Mindfulness is a foundation for coaching skills and knowledge using neuroscience.   Mindfulness is all about learning to live in the present moment through controlling thought processes, emotions and body sensations.  Paying attention, on purpose, by slowing down brain chatter and automatic or habitual reactions allows us to experience the present moment as it really is.  Mindfulness strengthens the left prefrontal cortex where thought processes arise and the white matter connects between the prefrontal cortex and the amygdala, which improves focus and memory.

Working memory is limited.  We can only focus on a few things at a given time so small incremental steps are best.  It takes a lot of energy to remain focused and we are easily distracted.

Attitudes, beliefs and values are hard wired.  Once a habit has become hardwired, it is difficult to overwrite.  The best method is to help people focus on something that overrides the bad habit pathway rather than to try to remove it.

Coaching requires that we encourage attention on solutions rather than the problem otherwise ineffective neural pathways get created.  Coachees who are asked to create a journal can generate good quality focus and keep these circuits active and open for longer.

Due to the interconnectedness of the brain, working out which small changes in thinking processes create big changes in behaviour is a fundamental to coaching.

Self directed neuroplasticity, is when we direct ourselves to focus on new habitual pathways and don’t allow ourselves to get distracted.  Thus, we can change our brains by conscious effort – shining a light on something new creates new neural connections.  The questions that you ask influence the results that you see.

Good coaches don’t give advice to their clients.  The best approach is to ask perceptive, penetrating questions that allow the client to work out solutions for themselves.  Often any advice may not be appropriate as it may not be relevant to them or their circumstances no matter how much it appears to be appropriate.

Human brains work in a way that matches patterns and often notice when something doesn’t quite fit with expectations.  If, a blue flashing light is expected but a red flashing light appears the more attention will be paid to it because of the difference around expectations.

When we experience this difference in our visual, auditory or any other sense occurs a signal is generated.  Activity takes place in the orbitofrontal cortex of the brain.  This is just behind the eyes.  Activity occurs in this area when we don’t trust something or someone or when something doesn’t appear to be quite right.  The ambiguity arouses the amygdala, which are responsible for filtering emotion.

The amygdala are central to the flight and fight response.  They are continually on the look out for danger and they work to move us toward what we see as rewarding and to move us away from what we perceive as dangerous.

These error detection circuits explain a number of well-known phenomena.  The reason why we focus on problems is because this energises us.  The media report bad news most of the time because it gets our attention.  People find it easier to create lists of weaknesses and things that they are not so good than find more than one or two strengths.

Find out more about neuroscience and coaching at NeuroBusiness 2015.  This is a conference being held at the University of Manchester on 24th and 25th June 2015 that will focus on enabling businesses and organisations to benefit from the power of breakthrough research in the field of neuroscience and associated disciplines.  

Watch the video below to find out more from Roger Longden (ThereBeGiants) – Conference Organiser.

More details can be found at www.neurobusiness2015.com

Coaching with “Images of Resilience”

In conjunction with RSVP Design, Ei4Change has produced a toolbox to support training, personal development and coaching around resilience.

Images of Resilience contains multiple copies of 16 carefully designed images drawn in an attractive cartoon style.  The images are metaphors, representing a range of experiences and emotions linked with the theme of RESILIENCE.  They facilitate the exploration of different facets of resilience and its connections with stress, change, challenge and learning.

Images of Resilience is an extremely powerful tool for use in one-to-one coaching.  It can also be used in small group discussions (of up to three people).  

Here is a detailed example of how you can use Images of Resilience in coaching.

1. Explain that the images represent a range of aspects of resilience: some of the skills, behaviours and attitudes that are required to develop the personal resilience and deal with challenges, pressures and stress in both personal and professional environments.

2. Explain that this process is intended to help individuals to think about the responsibilities and pressures that they are currently facing and to consider their own strategies and approaches to managing themselves.

3. Begin by giving an example.  Select the image called ‘Drive and Motivation’– the picture of migrating animals and birds.  Describe how this image represents an internal drive that motivates the animals to undertake long, demanding and potentially dangerous journeys.

Ask the questions:

“What is it that motivates you?

“What is the internal drive that makes you want to commit to something that might be difficult and stressful?”

4. Listen to the answers, then show the card called ‘Risk’ – the person entering the radioactive environment.  Describe how a challenging management role has risks attached – for both the manager and the people being managed.

Ask, “What are those risks and what do you think you can do to prevent or over come them?”

5. When you have worked with these two examples, spread the remaining cards (with supporting notes) randomly on a table and ask the coachee to choose two or three further cards.  Each of these cards should represent an aspect of resilience that the coachee feels is important to demonstrate and strengthen.

(Allow enough time for the coachee to consider the cards and hink about what they might mean – a minimum of 5 minutes of reflection time).

When the cards have been selected, ask the coachee what the cards mean to him / her.

Explore two aspects:

• Why the coachee selected this card and why it is an important skill or quality.
• The extent to which the coachee feels that they have, and can rely upon, this quality.

Can they give examples of how and when they use it?

For example, if the coachee selected the image entitled ‘Bouncing Back’ – the wobbly toys, can he / she describe situations in which he / she has taken knocks or criticism and been able to bounce back in a positive way?

6. Finally, ask the coachee to select two cards (these may include a card or cards that have already been discussed).

• The first card should represent what they feel is their own most valuable ability in relation to resilience (ie, what they think they do best and find most useful).  For example, this might be endurance – a willingness to work with uncertainty and ambiguity or an ability to find creative ways of dealing with barriers to progress.
• The second card should represent what they believe they would find most difficult.  For example, keeping focus when there are many distractions and being flexible about a process when under pressure to deliver results or overcoming their fears.

7. Explore the coachee’s choice of cards and then ask them to summarise their thoughts and discussions through effective questioning.

This process will explore various dimensions of personal resilience within the working environment leading to a depth that may have taken many hours within an ordinary coaching session.

Images of Resilience can be used in education to help students explore specific skills  valued by employers and to manage work as a part of life to find their own personal coping strategies when under pressure.

For more details click here

A video giving more details about resilience and Images of Resilience is available on YouTube.

For more information, and to order Images of Resilience, visit www.rsvpdesign.co.uk