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Self-Awareness and Emotional Intelligence

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what professional coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the coach is governed by ethical principles and is continually improving his or her skills.

See the original article in this Link.

Self-awareness is the basis of learning, development, and change. It is a foundation of emotional intelligence, and what allows us to build better relationships, achieve better results, with a higher level of well-being.

in his book Insight, Tasha Eurich tells us that 95% of people believe they are self-aware, but that in reality this number is much lower, on the order of 12% to 15%. The author understands self-awareness as “the willingness or ability to understand who we are, including aspects such as our values and patterns (internal self-awareness), and how others perceive us (external self-awareness).”

The process of developing self-awareness involves spaces for reflection, openness to introspection, but also a willingness to observe and listen to the perceptions of others, to request feedback.

In the coaching processes we verify that when we begin to explore with our clients their values, talents, passions, strengths, patterns, triggers, among others, they identify that it is not so simple and is even more challenging than what they would initially consider. That it is not as obvious as we might think to identify what moves us, makes us unique and differentiates us, nor to identify our behavioural patterns.

It is necessary to dedicate time and reflection to becoming aware of what distinguishes us, of our reaction patterns, of the beliefs and assumptions that live behind our actions. We all have blind spots, at the level of knowledge, emotions and reactions of which we are not aware, and which are difficult for us to access without feedback from others.

The coaching process provides the reflective and creative space, which we often do not have on a daily basis, of moments dedicated to connecting with who we are, what we want, why we want it and to explore action options that enhance better results and well-being.

When we connect with our purpose, with our values, with the essence of who we are and what we value, we access a source of energy and motivation that focuses our actions and supports us to develop the flexibility and resilience necessary to achieve our goals and well-being.

In the process of awareness we access and can leverage our internal resources, and from there also identify the external resources that we need.

The authors Travis Bradberry & Jean Greaves, in their book Emotional Intelligence 2.0, They explore some strategies to develop personal self-awareness, including learning to identify emotions cognitively and physically, not to classify them as good or bad, not to ignore them, even when they make them uncomfortable, and to recognise them and let them go.

Other strategies identified are the periodic practice of journaling and obtaining feedback as a way of observing ourselves from a distance, identifying behavioural patterns and triggers in stressful situations.

The practice of periodic reflection or meditation are strategies to connect with our essence, with our values, and to do a regular mental and physical check-up, to maintain our mental health and prevent burnout situations.

In our interactions with others we can also develop our social self-awareness, through the practice of mindfulness, presence, active listening, and empathy.

From curiosity we can observe the other, or others from their world, ask and try to understand others from their life experience, beliefs, assumptions or culture.

A professional coach recognizes that self-awareness is the basis for his client to achieve his goals, and works with him from that basis in defining specific strategies for each case.

Self-awareness is also important in working with teams and in organisational development, in identifying interaction dynamics and behavioural patterns.

Personal and social self-awareness is a learning process, a search for personal mastery.

My favourite strategies are emotional checking and journaling, putting my reflections on paper or recording them, so I can return to them and observe them from a distance.

Dear reader, how do you make sure you develop your self-awareness? What are your favourite strategies?

Author: Fátima Ribeiro

The author is PCC (ICF Professional Certified Coach), Coach in professional development, leadership and teams processes, and member of ICF Panama.

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Advancing Women’s Leadership through Coaching

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what Professional Coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the Coach is governed by ethical principles and is continually improving his or her skills.

See the original article in this Link.

Advancing Women’s Leadership through Coaching

The 12 habits that hinder female leadership

Leadership culture, organisational practices and individual behaviours are three dimensions identified as important in international studies to achieve change in the development of female leadership internationally.

In this article we focus on the individual behaviours, mentality and behaviours that distinguish executives who have progressed to leadership positions in organisations.

Some of the most distinctive behaviours and beliefs of these professionals are the ability to advocate for themselves, the development of support and influence networks at different levels of the organisation, taking risks and developing new competencies, and a high degree of self-confidence.

In the book “How Women Rise”, Sally Helgesen and Marshall Goldsmith identify the following 12 habits or behaviours that hinder the development of women in organisations:

  1. Reluctance to claim achievements.
  2. Expect others to spontaneously notice and reward your contributions.
  3. Overvaluation of experience.
  4. Just build, rather than build and leverage relationships.
  5. Do not recruit allies (peers, mentors and sponsors) from day one.
  6. Put work before your career.
  7. The trap of perfection.
  8. The desire to please.
  9. Minimization (in words and body language).
  10. Too much (too much emotion, words, information).
  11. Rumination.
  12. Let your radar distract you.

These habits frequently appear together. For example, the habit 1. reluctance to claim achievements often appears accompanied by 2. expecting others to spontaneously notice or praise and reward their contributions, leading to women not developing and assuming the importance of advocating for themselves.

Other behaviours that can be found together are habits 3. overvaluing experience, 6. putting work before your career and 7. the perfection trap, which together can limit the professional’s ability to take risks, open up to strategic projects and develop the competencies and skills necessary to progress in leadership roles.

To still refer to the behaviours 4. only build instead of building and leveraging relationships and 5. not enrolling allies from day one, which when given inhibit the development of support and influence networks at different levels of the organisation.

The behaviours 9. minimization, 10. too much and 12. letting your radar distract you, with absorption of too much information and/or decreased focus, hinder the development of influence in the organisation and for professionals to be perceived as having an executive presence.

In the coaching process, the coach supports the executive to:

  • Clarify your purpose and vision of the desired future.
  • Recognise your personal power and authenticity, your competencies, experiences and knowledge, that is, what you bring to the table.
  • Evaluate how you present and act in different situations, how you empathize and create rapport and relationships of trust, how you communicate with others, how you respond in crisis situations, what are the triggers that can arise and that must be taken care of.
  • Map your people of interest and identify potential allies, mentors and sponsors.
  • Define what value and impact you want to create, what new perspectives or emotional changes you can provide to enhance solutions in critical situations.

The coach accompanies the professional in her actions to:

  • Develop a learning and growth strategy with clear purpose and objectives.
  • Structure an active network of relationships and support.
  • Simultaneously manage work, career, and personal and family life.
  • Create greater impact and value in your communications and interactions.
  • Develop self-confidence and assume your personal power.

A professional coach supports the client in their development process, stimulating reflection and creativity, acting as a mirror for the client, encouraging the discovery and implementation of new lines of action. Sometimes, he supports the client with experimentation or role-playing techniques that allow him to visualize different perspectives, actions, and experiment in a safe environment, in a continuous process of reflection, action and learning.

Author: Fatima Ribeiro

The author is a PCC Coach, Coach in professional development, leadership and teams processes, and member of the Board of Directors of ICF Panama.

Tigo Business invitation to Fátima Ribeiro's conference on team management

Coaching Tools in Team Management

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On September 9, 2021, I collaborated with TIGO Business with the conference “Coaching Tools in Team Management” for the SME segment with transmission for 9 markets (Bolivia, Colombia, Costa Rica, Guatemala, Honduras, Nicaragua, Panama, Paraguay and El Salvador).

Coaching is a creative process and the focus is on the future, on developing solutions.

Key coaching competencies such as establishing trust, being present, developing effective communication and facilitating learning and results are very important in the current hyperconnected context, with greater volatility, complexity and uncertainty.

In this conference we explore how leaders can use coaching tools in managing their teams, exploring tools that contribute to enhancing results and taking care of the well-being of teams, supporting leaders and entrepreneurs to face the challenges of today and the future.

Thanks to TIGO Business for the opportunity and to all the participants who joined us!

Invitation to the conversation Exploring the Contribution of Systemic Coaching

Exploring the Contribution of Systemic Coaching

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On August 4, 2021, I participated in a discussion organized by ICF Chapter Panama whose main objectives were:

  • Explore the contribution of systemic coaching, from two different perspectives.
  • Analyse/reflect how systemic coaching can impact people, processes and results in organisations.

It was an opening of perspectives from the field of systemic coaching, which allowed participants to learn about two different views of systemic coaching, and interact in a collaborative learning space.

Thanks to the participants who joined us!

Professionals meeting in an informal workspace

The leadership revolution

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what Professional Coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the Coach is governed by ethical principles and is continually improving his or her skills.

See the original article in this link.

 

The way we think about leadership must change. We think there is a “leadership crisis”, but in reality we do not know what the leadership of the future should be like.  The global study “Tomorrow’s Leadership and the necessary revolution in the development of today’s Leadership” sought to explore this question and summarize some findings.

This study published by Henley Business School, United Kingdom, led by Professor Peter Hawkins, researcher, author and developer of a systemic team coaching methodology, reflects on four key questions:

  1. How will the leadership needed in the organisations of tomorrow be different versus the leadership of today?
  2. What needs to be developed for the leadership of tomorrow?
  3. How appropriate is today’s best practice for developing tomorrow’s leadership?
  4. What else needs to be done?

Some of the main challenges that leaders consider will impact them in the next 20 years are:

  1. A relentless and accelerated transformation of organisations
  2. A technological and digital evolution
  3. Change in business models, disintermediation and “uberization”
  4. Fewer collaborators in organisations and increasing stakeholder complexity
  5. Globalization
  6. Climate change and
  7. The need to learn and adapt faster.

These challenges are interconnected, each driving and being driven by the others.

In a context of incessant transformation, change is no longer just an event, but a constant worldwide, impacting organisations at an accelerated pace, affecting not only the individual but also the organisation itself. The global trends identified are: changing demographics, change in the workforce and ways of working, political instability, economic unpredictability, market volatility, globalization, climate change and migration.

The impact of digitalization, robotics and outsourcing contribute to “hollowing out” the organisation. Tomorrow’s leaders will have fewer people to manage and a growing, diverse and complex number of groups and organisations with which they will need to partner to succeed. Leadership changes from vertical to horizontal, leading not only the organisation, but also creating partnerships and synergies with different interest groups to be successful. Developing alliances and working through networks is an essential leadership competency.

Thinking and being alert globally, understanding global trends and adapting agilely to the unexpected is another leadership competency. The learning capacity of leaders and organisations must consider the speed at which the environment is changing to prevent extinction.

The study identifies the following changes in leadership as necessary:

  1. From ‘leading my people’ to ‘orchestrating business ecosystems’
  2. From “heroic individual leaders” to “collective and collaborative leadership”
  3. Leadership driven by purpose and value creation for all stakeholders.
  4. From serial and fragmented innovation to working simultaneously in three time frames (today, tomorrow and the future).
  5. Embracing multiple individual diversity and also systemic diversity
  6. The leader must be a developer of others.
  7. Leadership must be able to maintain a high level of motivation in diverse generations of collaborators.
  8. The ethical maturity necessary to live in a transparent world.
  9. The importance of creating successful alliances and networks

The study highlights the need to evolve towards greater leadership maturity and ethical maturity, the importance of creating value for all stakeholders, developing greater awareness of the organisation’s diversity, and the importance of collective and collaborative leadership.

This change can be facilitated through systemic coaching, which brings the perspectives of different stakeholders to teams, supporting them to work connected with purpose and a vision of success, promoting the development of trust to increase the quality of engagement, the development of relationships, alliances and connections, and the co-creation of solutions that promote organisational learning.
Fatima Ribeiro

The author is ACC (ICF Associated Certified Coach), Coach in professional development, leadership and teams processes and member of the Board of Directors of ICF Panama.

A team taking part in a video meeting

Team Coaching: The Whole Is Greater Than the Sum of Its Parts

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what Professional Coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the Coach is governed by ethical principles and is continually improving his or her skills.

See the original article in this link.

 

The team, as a work unit, is today a critical element for the success of almost any organisational effort.  This is an assertion that very little can be questioned.

In the 2016 Deloitte Human Capital Trends study, the #1 concern among more than 7,000 companies (in more than 130 countries) was how to redesign the organisational structure for current conditions.  The bottom line was to move to what Deloitte calls a “network of teams.”  The pandemic has caused an amplification of this effect, making the effectiveness of work teams even more key to the success of the organisation.

This is why Team Coaching is an increasingly important modality in organisations to consistently and lastingly achieve a high level of performance, aligning teams around a collective purpose and objectives.

It is necessary for the whole to create more value than the sum of the parts, for each team member to take responsibility for their contribution (individual leadership), as well as for the functioning of the entire team (collective leadership). The team must be a learning team, where members, together, develop and adapt to the increasing speed of change and increasing complexity, uncertainty and ambiguity.

The Team Coach works with teams in real time, with a systemic perspective of the needs and challenges of stakeholders, to expand self-awareness, deepen capabilities and broaden abilities.  In this way, the levels of effectiveness, cohesion, learning and performance can be transformed.

Other intervention modalities at the team level include: Facilitation, Training, “Team Building”, and Consulting. We will explore these and how they differ from Team Coaching.  Each of these professional practices has value, and each is appropriate in certain circumstances. The important thing is to be clear at any given moment about what need we are trying to satisfy.

Team Facilitation: It serves to manage teamwork, in real time, in the implementation of a process or a tool, to achieve a goal.  The facilitator promotes dialogue and clarity. Generally it is for a short period and the focus should be on the team collaborating to obtain the intended result.

Team Training: It is learning through reading, classes or exercises.  The time is also short and increases knowledge in a specific area.  It is, in essence, acquisition of new knowledge or development of skills.

“Team Building”: It works through games, simulations and other experiences organized during special events.  It results in greater enthusiasm, cohesion, trust and respect among participants.  The duration is even shorter and so is its impact.

Team Consulting: Led by an expert in the field, focused on proposing solutions and recommendations for implementation.  The time is variable and is based on a work map that needs to be achieved to reach the desired goal.

Team Coaching: It is a medium to long-term process, in which the focus is on the team as a system, in which sustainable changes are promoted over time. The Coach works with the team in alliance, with regular interventions and/or work sessions.  The Coach challenges the team to observe and reflect on how they are operating, and how these interaction patterns are affecting their performance. The Coach helps the team meet the needs of its “stakeholders” or interested parties, and accompanies it to expand the common purpose and vision. In response, the team makes specific adjustments to increase its strengths and develop areas of opportunity for improvement, integrating lessons learned. Team Coaching is different from Group Coaching, due to its deeper and more systemic intervention with the team as a whole.

Team Coaching, with increasing use worldwide for the development of teams and organisations, is thus a collective learning process, with the potential to have a transformative impact at the individual, intrapersonal, performance and results levels, and relationships and connections with interested parties, in integration with the organisational and global environment.

 

Authors:

Alberto Navarro and Fatima Ribeiro

 

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Emotional Intelligence as a Coaching Tool

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what Professional Coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the Coach is governed by ethical principles and is continually improving his or her skills.

See the original article in this link.

 

In the coaching process, various concepts and tools are used to support the coachees, according to the approach of the process and the training and toolbox of the coaches.

The concept of emotional intelligence is one of the tools we can use.

Yuval Noah Harari, historian and philosopher, author of books such as “21 lessons for the 21st century,” considers emotional intelligence and mental balance as two essential skills for the rest of our lives.

Daniel Goleman, one of the pioneers of emotional intelligence, published an article in 1996 that is still considered essential reading in Harvard Business Review on leadership issues, called “What does a leader do?”

This article focuses the concept of an emotionally intelligent leader on five elements: self-awareness, self-discipline, motivation, empathy and social skill.

To the self-knowledge The main characteristics are associated with: self-confidence, a realistic self-evaluation and a self-critical sense of humor.

The main characteristics of the self-discipline They are reliability and integrity, being comfortable with ambiguity and openness to change.

Passion to meet objectives, optimism, even in situations of failure, and commitment to the organisation are the three main characteristics in motivation.

The ability to build and retain talent, sensitivity to different cultures and being focused on customer service are the characteristics of the empathy.

In the social skill The author refers to effectiveness in leadership of change, the power of persuasion and the ability to build and lead teams.

Looking at the characteristics described, these still constitute a valid model more than twenty years after its original expression. What changes is our mental map and the form or order of importance in different contexts.

The concept of emotional intelligence was developed more recently, with a very practical approach, by Travis Bradberry & Jean Greaves, who define two major competencies, personal and social. In the personal competence, it is important self-awareness -recognise one’s own emotions and tolerate discomfort- and self-management – tolerate uncertainty and pursue objectives, not needs. In the social competence, it is important social consciousness -recognise emotions in others, listen and observe- and relationship management -manage interactions successfully and strengthen connections.

Particularly, I consider the model, developed by Dr. Reuven Bar-On and Jonathan and Leight Bowman-Perks, to be quite useful as a tool in coaching, which considers factors of emotional intelligence, intrapersonal factors, connected to self-awareness and self-expression, factors interpersonal of social awareness and interaction, factors of stress management associated with emotional management and control, factors of adaptability and change management and factors general like self-motivation.

In coaching, these models can be worked on, for example, considering the areas or factors in which the coachee has opportunities for improvement, the areas in which they already function effectively, and the areas in which they have superior performance.

The concept of emotional intelligence significantly impacts behaviours and relationships and can thus be worked on using any of these theoretical frameworks. The most important thing in the coaching process is the use of methodologies appropriate to each client, the objectives of the process and the specific objectives of each session.

The coachee can use their own reflection and/or incorporate the perception of their stakeholders or people of interest, such as family, friends, co-workers, peers, bosses and members of their team, benefiting the coachee from a systemic perspective. Humility, courage and discipline with the process strongly impact the results.

The process in general is enriched when the coachee opens up to feedback from his or her stakeholders, in a positive circle of reflection, integration of learning, listening to suggestions for improvement, evaluation and action.

Fatima Ribeiro, ACC

The author is ACC (ICF Associated Certified Coach), Coach in professional development, leadership and teams processes and member of the Board of Directors of ICF Panama.

 

 

Poster for the Habits and Triggers conversation with Fátima Ribeiro and Danny Bertel

Habits and Triggers

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On September 17 in a Linkedin Live we talked about habits and triggers that impact our leadership.

On this topic I invite you to listen to the recording and read the article “Becoming aware of our triggers” reproduced on the blog.

 

On September 3 we also spoke with Priscilla Solano on the Anexión TV programme in Costa Rica, about “Behaviours that serve us.”

 

Invitation to Conversing with Priscilla, with the participation of Fátima Ribeiro

 

 

Illustration of a person carrying an explosive load with a clock

Becoming aware of our triggers

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what Professional Coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the Coach is governed by ethical principles and is continually improving his or her skills.

See the original article in this Link

Today’s world is increasingly uncertain, complex and hyperconnected and the stimuli we receive daily are also growing in volume and complexity.

Our daily life is full of stimuli that we receive from the people with whom we interact in person or virtually, from the events around us that attract or require our attention in a more passive or active way, from the quantity and diversity of information, from distracting elements that exist on social networks, on television and on the internet.

The impulses received generate behaviours, which are not always the ones that best suit us, since they do not serve either the results we seek or our well-being.

What then are the triggers?

Triggers are thus any stimulus that can affect our behaviour, regardless of the origin or form of the stimulus.

Triggers can be direct or indirect, external or internal, conscious or unconscious, anticipated or unexpected, encouraging or discouraging, productive or counterproductive.

Between impulse and behaviour we seek to develop self-awareness about how these stimuli impact us to make a more conscious choice of our behaviours, according to what best serves us in terms of our objectives and/or well-being.

As Victor E. Frankl tells us “when we are unable to change a situation, we are challenged to change ourselves.”

In a coaching process, whether executive, professional or personal, the coach who works with these tools can support his client or coachee in the awareness process, to explicitly identify their main triggers and how these are impacting their behaviours.

Tasha Eurich in her research tells us that 95% of people consider themselves self-aware, but that the real number is 12% to 15%.

The coach helps raise awareness, facilitating the client’s understanding and learning through the use of different methodologies from their toolbox.

Marshall Goldsmith is one of the authors who works on the topic of triggers in his methodology for changing leaders’ behaviours and changing stakeholders’ perceptions of leaders’ behaviours. From its methodology, I highlight the classification of triggers into four quadrants, in which the axes are: “I want them and I don’t want them” and “I need them and I don’t need them.” The triggers that I want and need empower me, the ones I want and don’t need distract me, the ones I don’t want and need I have to look for, and the ones I don’t want or need I have to isolate.

Knowledge or self-awareness of our triggers is not enough to stop responding to them. We need support to make changes in our behaviours, even if I think they only affect me. Most of us need to have a structure, establish rules, implement a routine in a continuous process of change and adaptation of the behaviours that serve us most at all times. For example, to improve our physical fitness, it is not enough to know the stimuli that lead me in a different direction and to be aware of the need to do exercises. Strategies must be developed to establish a new routine, associate it with another activity, create a dedicated space in the weekly agenda, provide rewards in the process and recruit support from a friend or a coach.

Humility and courage support us in the process of self-awareness and commitment, discipline supports the implementation of actions, in achieving more constant changes in our behaviours.

In his process, the coach encourages his client to implement actions, evaluate the results of the actions, define and implement successful strategies, accompanying the client in his process of progress towards his objectives and his well-being. Coaching is thus a process of learning and growth, which facilitates the Client’s self-awareness and growth in the process of transforming knowledge and learning into actions, promoting the autonomy of the coachee in the process.

Fátima Ribeiro

The author is ACC (ICF Associated Certified Coach), Coach in professional development, leadership and teams processes and member of the Board of Directors of ICF Panama. The article was originally published in the ICF Panama Chapter column in the newspaper “La Estrella”.

Feet balancing on a rope, representing uncertainty

Coaching in times of uncertainty

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This article was originally published in the newspaper “La Estrella” and is part of a biweekly column from the ICF Panama Chapter to disseminate what Professional Coaching is. It seeks to inform, create more awareness and differentiate professional coaching, in which the Coach is governed by ethical principles and is continually improving his or her skills.

The International Coaching Federation (ICF), founded in 1995, is committed to advancing the coaching profession, which is why it has defined a model of key competencies with high ethical standards.

See the original article in this link.

 

Coaching in times of Uncertainty

To define the role and how Professional Coaching can support in times of uncertainty, instability and change, such as what COVID19 brings us, we need to keep in mind the definition of Coaching, according to the ICF – International Coaching Federation.

Coaching is a process of alliance with clients in which it is promoted through a reflective process. the stimulation of thought and creativity, seeking the maximization of personal and professional potential.

In the coaching process the focus is on the FUTURE, it is focused on developing SOLUTIONS for the future, with how questions. It supports the client in defining and focusing on their purpose, in building their vision, in evaluating current resources and those that need to be developed, in taking actions in accordance with their objectives.

We listen to what the Client is or is not saying, promoting support for the client’s self-expression; that evokes or awakens consciousness, facilitating the client’s understanding and learning through the use of tools and techniques such as powerful questions, silence, metaphor or analogy.

In the coaching process we recognise the emotions present at each moment without negative or positive connotations, we promote reflection on the areas or dimensions in which they are in the client’s control, jointly co-creating the state of mind that makes it possible to create solutions for the future.

Coaching is not Psychotherapy As mentioned in our article published in this column on March 1, 2020, in accordance with the ICF code of ethics, we refer clients to health professionals when we see warning indicators. We do not work in the space of panic, anxiety or depression, but we do work in the space of discomfort which is also a space of creativity and learning.

It is a process that can be carried out VIRTUALLY with effectiveness in results and well-being. Trust can be generated in the same way, and in some virtual processes the reflective process and communication can enhance the coachee’s learning.

Professional coaches work from SERVICE and CURIOSITY and are comfortable with Not KNOWING, which prepares them to support in situations of change and uncertainty. Discover more about the Coach Mentality in the article published in this column on March 15.

From the international and local ICF we work creating spaces for the development of the skills of our members, providing them with tools that allow them to be better Coaches in different contexts. We work locally with the support of an entire international structure to develop ourselves as professionals for the benefit of our clients.

The coaching process being a process of stimulating thought and creativity, from the vision of the desired future to the implementation of actions in the present that create solutions for that future, it can support, in this time of COVID19, among others:

  • People who need to develop new solutions for this changing, uncertain and ambiguous reality. We suggest reading in addition the article published in this column on February 20 “When to go to a certified personal coach?
  • Leaders who require support in dealing with ambiguity, making difficult decisions, communicating in this time of crisis, creating alliances with all stakeholders and cultivating a strategic leadership vision of today, tomorrow and the future.
  • Teams that require developing connections and relationships and evolving into high-performance teams.

The coaching process is not mentoring, it does not indicate what actions or decisions the client should take, it facilitates growth, to transform learning, knowledge and vision into action, promoting the client’s autonomy.

 

The author is ACC (ICF Associated Certified Coach), Coach in professional development, leadership and teams processes and member of the Board of Directors of ICF Panama.