The influence of the Emotional Intelligence questionnaires and the Coaching sessions in our lives
During the Leadership and Emotional Intelligence course, which is a part of the Ad & Pr Lab of the department of Communicatio, Media and Culture of Panteion Univeristy, all the students had the opportunity to present ourselves and our abilities as persons and as future professionals. Afterwards, we were asked to answer individually a questionnaire about Neuroleadership and Emotional Intelligence, in order to comprehend basic terms which represent a personality such as extroversion, diligence, geniality, receptiveness to experiences, sentimental stability.
After completing the questionnaire, through the discussions about the content, we ascertained that most of the members have given the same answers as of the others. so, we came to the conclusion that, despite the fact that we have never cooperated as a team in the past , we have many things in common and a similar way of thinking. Our conclusion was confirmed by the publication of the results, where the average of each member is on a scale of 17% to 22%, that is they have a small deviation between them.
As for the average of the team in general, we gathered the biggest percentage of 43.83%, as expected, at geniality because we thought that only through the cooperation and the consideration for the whole team we wil manage to effectively face all the challenges. As for the second biggest percentage which refers to “receptiveness to experiences” 40.33%, unanimously, we agreed that through new experiences we will gain spherical opinion and knowledge for a variety of issues. In addition, the team has gathered high percentage at “extroversion”, which we believe that is a characteristic that represents to a great degree all the members and it is confirmed through long discussions we made before and after the publication of the results since all the members have expressed their thoughts and feelings from their experience until now.
In general, the questionnaire was the cause of discussion but as well the root of acquaintance amongst team members. Taking into consideration that not only none of us have worked together in the past, some of us have not even met in person. Consequently, after numerous conversations a spire of familiarity was created and facilitated the team members to express their thoughts and ideas without any reservations. This was established after the completion of the second questionnaire, where each team member answered individually in order to establish their role in the group. In light of that, the roles of each team member were assigned with their results in order to achieve the best possible outcome for the successful completion of the project. In other words, the two questionnaires made it possible to understand basic concepts individually and also correct assignment of corresponding roles to team members.
When this assignment was handed to us we were reluctant, at first, as it was difficult to believe that a valid result could be produced due to a narrow timeframe. As the debate progressed, we found out that the process was very interesting and challenging as it gave us all a chance to get to know each other. Consequently, building a solid bond amongst the team members and furthering our comfort levels. The goals were common problems that each of us face during our normal life: lack of time, stress management, hygiene and exercise. Undoubtedly, these goals form vital aspects of our everyday lives. We treated our work with respect to our fellow students and devoted our energy to produce a fine result.
The obstacle the team faced during the first attempt was the following: The Observer detected that the Coach was exhibiting mentoring characteristics towards the Coachee. It is vital, during the coaching process, that the Coach avoids council or emotionally charged dialogue. The detection of this flaw gave us the means to achieve the most optimal end. The experience of coaching was a very pleasant surprise. The team members enjoyed rotating through positions and strengthened the notion of responsibility towards the coachee in every stage. The biggest challenge was that the Coachee should feel comfortable enough to share his thoughts, as this was the only way to win his trust. As a result, the encouragement and the guidance offered to the Coachee led to the satisfaction of team members undertaking the role of the Coach. The role of the Coachee made the team members feel awkward at first. In retrospect, through the guidance of the Coach we managed to relax, respond honestly and complete the exercise. The reward was the sense of gratification we achieved as we were able, through this process, to collect and organize our thoughts. When this assignment was handed to us we were reluctant, at first, as it was difficult to believe that a valid result could be produced due to a narrow timeframe.
As the debate progressed, we found out that the process was very interesting and challenging as it gave us all a chance to get to know each other. Consequently, building a solid bond amongst the team members and furthering our comfort levels. The goals were common problems that each of us face during our normal life: lack of time, stress management, hygiene and exercise. Undoubtedly, these goals form vital aspects of our everyday lives. We treated our work with respect to our fellow students and devoted our energy to produce a fine result. The obstacle the team faced during the first attempt was the following: The Observer detected that the Coach was exhibiting mentoring characteristics towards the Coachee. It is vital, during the coaching process, that the Coach avoids council or emotionally charged dialogue. The detection of this flaw gave us the means to achieve the most optimal end. The experience of coaching was a very pleasant surprise. The team members enjoyed rotating through positions and strengthened the notion of responsibility towards the coachee in every stage. The biggest challenge was that the Coachee should feel comfortable enough to share his thoughts, as this was the only way to win his trust. As a result, the encouragement and the guidance offered to the Coachee led to the satisfaction of team members undertaking the role of the Coach. The role of the Coachee made the team members feel awkward at first. In retrospect, through the guidance of the Coach we managed to relax, respond honestly and complete the exercise. The reward was the sense of gratification we achieved as we were able, through this process, to collect and organize our thoughts.
Team members undertaking the role of the Observer learned to understand and pay attention to the discussion. As a result, the Observer could optimize the effectiveness of the Coach but in the same time empathize with the Coachee as the problems mentioned were a common denominator to each team members’ everyday life. When reflecting upon this processthe team members, unanimously, agree that the process of self-improvement is applicable to each individual. The application of this process leads to mental clarity as it organizes thoughts, prioritizes problems and pushes the individual to seek esoteric answers without exogenous interventions. As consequence, the Coachee can be more effective and efficient in all the aspects of his everyday life Team members undertaking therole of the Observer learned to understand and pay attention to the discussion. As a result, the Observer could optimize the effectiveness of the Coach but in the same time empathize with the Coachee as the problems mentioned were a common denominator to each team members’ everyday life. When reflecting upon this process the team members, unanimously, agree that the process of self-improvement is applicable to each individual. The application of this process leads to mental clarity as it organizes thoughts, prioritizes problems and pushes the individual to seek esoteric answers without exogenous interventions. As consequence, the Coachee can be more effective and efficient in all the aspects of his everyday life
Our Team did not find any trouble adapting to the team Coaching experience as we had already been through the coaching process. As a newly formed team, the Team Coaching exercise made us revisit and adapt our cooperation assumptions to create new strategies in order to achieve our goals. Through repetition the team was more efficient in managing collective resources and collective consciousness through the entire duration of this dynamic process.
Throughout the group guidance process, the team, adopted techniques that will help in the completion of each project. Through the Smart method, we set targeted, measurable, realistic but ambitious goals aligned with the desires of team members and we set the corresponding time frames to achieve them. By applying the G.R.O.W model, the team recognized that the main targets are the efficient coordination and co-operation amongst team members that will lead to the effective completion of any project assigned. It was agreed that the main aspect of completing our assignment was throughout dedication, consistency and appetite for progress.
Every team comes with inherent problems. The problems that we managed to identify are the following: varying time schedules of members, attention distraction in our group meetings which furthered us from our target. As far as our team’s development is concerned, we agreed to be at the Norming Stadium. To be more precise we made small advancements according to our grades which led to comfort, trust and support amongst team members. Consequently, the above statement places us on the Norming Stadium. In addition, the completion of questionnaires helped us to understand our roles within the team and try to collectively enhance the roles that are missing out, for example, that of the leader.
The main goal is the top grades at the end of the semester. The team is improving day by day and hope that through these practices we learn, evolve and reach the desired goal. On a final note, through the process of understanding coaching techniques, even at an early stage, the team members enriched their arsenals for their subsequent professional careers.
professor : Dimitra Iordanoglou
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