Learning to challenge what is not working can help us to improve the efficiency and effectiveness of our work.
Posts by John Stoker:
If you go looking for facts or data and you cannot find any, then recognize you don’t have complete information.
Here are 10 things to avoid if you want to be successful in discussing differences in opinion and resolving conflict.
Understanding the basis for your defensiveness will allow you to gain control of your feelings and make a choice about how you want to respond.
Working in well-functioning teams has distinct advantages, not only in the quality of work produced, but also in the positive effect that teamwork has for those on the team.
Taking a moment to identify individual and group needs and then deliberately making the effort to address those needs will greatly enhance your leadership and the effectiveness of your team.
A while back I wrote an article detailing ideas for connecting with various generations. As Generation Z is now starting to enter the workforce, I thought it was important to provide some tips for interacting with them as well. Last summer, my two Zs came home from college, and I experienced them in a different way.
Studies show that it takes five positive acts to counterbalance one negative. Knowing how to receive critical feedback is an art well worth learning, particularly if you want to be able to improve and continue to receive the kind of information that will help you grow and develop. Here are ten tips for making the feedback you receive work for you.
I recently spoke at a multi-day educational conference on different aspects of emotional intelligence. At the end of each presentation, people came up asking for some advice or coaching in situations where people are bullied. Some people asked, “What can I do if I am being bullied?” Others asked, “What can I do if I see others being bullied?” It appeared as if these people were overwhelmed and suffocating in the emotions that accompanied their experience. Listening to people’s experiences prompted a fair amount of introspection and a desire to address the issue of bullying whenever it occurs.
After a recent presentation, someone approached me and asked, “I noticed that when you share your learning with us, you often give us things to do rather than telling us what not to do. Why do you do that?” I responded by stating that when someone tells you what not to do, your brain focuses on that, often leading you to do what you are told specifically not to do. For example, if you were teaching someone to ski, you would not tell them, “If you lose control, don’t look at the trees!” Making this statement would lead people to look at the trees. Rather you would say, “If you lose control, remember to look down the hill in the direction you want to go.”