Unproductive behaviors
We all have counterproductive behaviors (inclure un hyperlien vers la page comportements improductifs en anglais), the important thing is to detect them. The purpose of the training is to get our work done with a minimum of wasted time and energy and do it with pleasure, elegance, ease and confidence. This will result in greater personal and professional growth.
Here are two examples of the 83 unproductive behaviors CogniVers has identified:
“Delegate, doesn’t mean assign a task and forget about it”
Situation:
A manager gives a task to an employee and the work is not completed in the desired way. This indicates that the task was poorly divided between the two persons in question. The person who assigned the task did not break it down appropriately and did not follow up thoroughly enough with the employee. The person receiving the information does not understand it or misinterprets it. They perform the task, but not according to the requirements.
Consequences:
The manager is exasperated by the situation, and the employee feels discouraged. The result is a deterioration of the work environment. Inefficiencies then generate stress and demotivate both of them.
“Too much is like not enough”
Situation:
People in an organization who do more than required are costly because of the extra time they take. They have good intentions, which is very commendable, but they have trouble distinguishing what is essential.
Consequences:
This situation often leads to missed deadlines and overtime pay.
«Pour venir à bout d’une difficulté il faut d’abord venir à bout de soi-même»
Le goal of the training is to discover what are the improductive patterns in our ways of thinking and behaving in the day-to-day. Thus we become better able to achieve our personal goals in relation with those of the business. Here are some excerpts from a coaching session:
Coaching for authenticity
A young manager accepts a position where he did an internship during his studies. He expends a lot of energy in order to be successful in his role as manager. He does not feel listened to by the employees, whose average age is 40-60. He gives orders, but the employees don’t follow them. They do not achieve the goals he sets for them. In short, he is not happy, and the work environment is unhealthy.
With the help of the self-development tools learned through his CogniVers training and personalized coaching, the young manager realizes that he had unintentionally taken on the mantle of his predecessor. Being younger, and with a lack of self-confidence, he had felt the need to be authoritarian to gain respect.
His Comments:
“Since my training, my employees hardly recognize me. They wonder what happened. I’m in a good mood, I’m happy to say “hello” when I arrive in the morning… I am myself, without a mask and I am not afraid of being ignored. I no longer judge them, nor do they judge me. The negative energy is gone because I allow myself to be who I really am.”
Coaching to understand the need for change
Situation
Louise is a talented programmer and analyst, the “brain” behind the company’s software development. However, Louise has serious shortcomings in physical organization. Her employer says they paid for several courses on organization for Louise, but she didn’t change.
In the coaching session, Louise is very receptive. She gets a better understanding of the purpose of the training, and she really works on reaching her objectives to become more efficient in her software work. But the need to get better organized doesn’t seem to be a priority for her.
During the coaching in her office, we are able to free up a space between stacks of papers to be able to see each other. Together we review her objectives by going over each tool learned during the training sessions.
During the personal self-development session, the phone rings, she looks for a paper in one pile, then another, but doesn’t find it. She gives me a look that says a lot… She hangs up the phone without having found what she was looking for. I continue the coaching without saying a word about this obviously unproductive state of affairs.
The next day, I was coaching in one of her colleague’s offices. Louise had rented a dolly to remove the boxes of papers from her office.
Her comments:
Louise finally understood the “meaning” of getting oneself organized and the impact that disorganization was having in her daily life. As long as it doesn’t click in the brain of the learner, the latter does not undertake change. This helps us to understand the specific role of the trainer which is to give “meaning” to what is not obvious to the participant.
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