THE MINDFUL LEADER

PROGRAM WORKBOOK
Paul Example
1 July 2018
ABOUT GENOS
We help professionals improve emotional intelligence in order to enhance their impact, influence, and resilience.
To learn more about our unique approach, and the improvements we are generating in terms of productivity,
profitability, and customer loyalty, visit our website:

www.genosinternational.com

COPYRIGHT
Copyright © 2018 Genos International Pty Ltd

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopying, recording, or use of any information storage or retrieval system, for any
purpose without the express permission of Genos International Pty Ltd.
ABOUT THIS PROGRAM
Leadership is fundamentally about facilitating high performance, thereby motivating others to do
things effectively and efficiently. Emotional intelligence is a key attribute that helps leaders achieve
this function. There is a wealth of literature detailing the impact emotion has on individuals’
performance. This research has shown, for example, that people perform their best at work when
they feel involved in purposeful work that develops who they are, and when they feel valued, cared
for, consulted, respected, informed and understood. This research has also shown that leaders who
practise mindfulness, and apply mindfulness techniques to their leadership of others, are better
equipped to cope with everyday leadership challenges and create high performance in others.

During this program, you will improve your understanding of emotions and emotional intelligence.
You will also explore and practise tools and techniques for applying mindfulness as a means to
improve the quality of your leadership.

IN THIS PROGRAM WE WILL:

o explore the science of emotions and emotional intelligence,

o examine the Genos model of emotional intelligence,

o review feedback about our emotionally intelligent leadership behaviour, and

o explore and practise a set of mindfulness techniques as the gateway to enhancing your
emotional intelligence and leadership effectiveness.

GETTING THE MOST OUT OF THIS PROGRAM

To achieve the most out of this program, participate openly and freely, be respectful of others’
opinions and feelings, and be open to the new ideas and concepts being explored. After the
program, practise applying the tools, techniques and concepts as quickly and as often as possible in
your workplace. We hope you find the program an enjoyable and valuable experience.

The Mindful Leader Program Workbook - Paul Example 2

 STACK #1 – SIX BREATHS

Six Breaths

KEY POINTS:
o Inhale smoothly for a count of 2.

o Exhale gently and smoothly for a count of 4.

o If 2:4 feels too short, try 4 in and 6 out… or 6 in and 8 out.

o Repeat for 6 breaths.

o Don’t push yourself.

o Target breathing rate is about 5 per minute.
o Avoid becoming goal obsessed – the key is that the exhale is longer than the inhale (ideally
2:1).

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STACK #2 – “SEAT & FEET”

SEAT & FEET

KEY POINTS:
o “Drop your attention” to your feet.
o Simply notice any sensations in the toes or feet – hot, cold, tingling – just notice.
o Feel the feet in contact with the ground.
o Now bring your attention to your “seat”.
o Notice where your behind is in contact with the chair.
o Be aware of your clothing in contact with your thighs and legs.
o Notice how gravity is holding you to the chair.
o Let go!
o Don’t visualise – notice!

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The Mindful Leader Program Workbook - Paul Example 4

 STACK #3 – BASIC ATTENTION TRAINING

Attention to Breath

KEY POINTS:
o Follow your breath in and out.
o Find where you notice it most (tip of nose, abdomen, etc.).
o When you lose attention, simply note it and return to the breath.
o Be kind and non-judgemental – EVERYONE loses focus.
o Noticing you’ve lost focus IS the practice!

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EMOTIONAL INTELLIGENCE – ‘A DEFINITION’
“Emotional Intelligence is about making intelligent responses to negative emotions and using the
competencies of the Genos model to generate positive emotions in self and others through being
present, empathetic, genuine, resilient and empowering in our behaviour as often as possible.”
- Dr. Ben Palmer, Chief Executive Officer, Genos International

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The Mindful Leader Program Workbook - Paul Example 6

 EMOTIONALLY INTELLIGENT LEADERSHIP
So what does emotional intelligence look like when applied to leadership? Emotionally intelligent
leadership competencies reflect what leaders do with their emotional intelligence in the leadership
of people. The Genos model of emotionally intelligent leadership competencies is shown below.

The competencies, in blue on the model above, help leaders “be” the productive being states on the
outside ring of the model, as opposed to the unproductive being states, that we can all be at times,
on the inside ring of the model.

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SELF-AWARENESS = THE AWARE LEADER
Self-awareness is about being aware of the behaviour you demonstrate, your strengths and
limitations, and the impact you have on others. Leaders high in this skill are often said to be present
rather than disconnected with who they are.

Self-awareness is important in leadership because of the following:

o A leader’s behaviour can positively or negatively impact the performance and engagement of
colleagues.
o Leaders need to know their strengths and limitations so as to continuously improve and
maintain success.
o A leader’s interpretation of events at work is both made by, and limited by, their intelligence,
personality, values, and beliefs. To objectively evaluate events, leaders must know how they
interpret the world and how this can help or limit them.

AWARE LEADERS:
o understand the impact their behaviour has on others,

o are aware of their strengths and limitations,

o ask others for feedback on their leadership,

o respond effectively to feedback provided to them,

o are consistent in what they say and do,

o behave in a way that is consistent with how they expect others to behave, and
o demonstrate awareness of their mood and emotions.

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The Mindful Leader Program Workbook - Paul Example 8

 AWARENESS OF OTHERS = THE EMPATHETIC LEADER
Awareness of others is about noticing and acknowledging others, ensuring others feel valued, and
adjusting your leadership style to best fit with others. Leaders high in this skill are often described as
empathetic rather than insensitive to others and their feelings.

Awareness of others is important in leadership because of the following:

o Leadership is fundamentally about facilitating performance, and the way others feel is directly
linked to the way they perform.
o Awareness of others is necessary to take effective steps to influence and facilitate others’
performance.
o To get the best out of people, leaders need to adjust their leadership style to best fit with the
people and situation they are leading.

EMPATHETIC LEADERS:

o make others feel appreciated,

o adjust their style so that it fits well with others,

o notice when someone needs support and respond effectively,

o accurately view situations from the perspective of others,

o acknowledge the views and opinions of others,

o accurately anticipate responses or reactions from others, and

o balance achieving results with others' needs.

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AUTHENTICITY = THE GENUINE LEADER
Authenticity is about openly and effectively expressing oneself, honouring commitments and
encouraging this behaviour in others. It involves appropriately expressing specific feelings at work,
such as happiness and frustration, providing feedback to colleagues about the way you feel, and
expressing emotions at the right time, to the right degree and to the right people. Leaders high in
this skill are often described as genuine, whereas leaders low in this skill are often described as
untrustworthy.

Authenticity is important in leadership because of the following:

o Authenticity helps leaders create understanding, openness, and feelings of trust in others.
o Leaders who are guarded, avoid conflict, or are inappropriately blunt about the way they feel,
can create mistrust, artificial harmony, and misunderstandings with those around them.

o Leaders need their people to be open with them. If, as a leader, you do not role-model this
behaviour, your direct reports will be guarded with you.

GENUINE LEADERS:

o are open about their thoughts, feelings, and opinions,

o express thoughts and feelings in a way that is sensitive to those of others,

o facilitate robust, open debate,

o are open and honest about mistakes,

o honour commitments and keep promises,

o encourage others to put forward their thoughts, feelings, and opinions, and

o respond effectively when challenged.

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The Mindful Leader Program Workbook - Paul Example 10

 EMOTIONAL REASONING = THE EXPANSIVE LEADER
Emotional reasoning is the skill of using emotional information (from yourself and others) and
combining it with other facts and information when decision-making. Leaders high in this skill make
expansive decisions, whereas leaders who are low in this skill often make more limited decisions
based on facts and technical data only.

Emotional reasoning is important in leadership because of the following:

o Feelings and emotions contain important information. For example, if a colleague is

demonstrating frustration or stress, these feelings provide insight that they are going to be less
open and supportive of new ideas and information.
o The workplace is becoming more complex and fast-paced. This requires quick, good decision-
making where all the facts and technical data might not be available. Gut feel and intuition are
important in these environments.

o People are influenced by emotion. If you fail to consider how people are likely to feel and react
to decisions that are made, you may not achieve the appropriate buy-in or support for your
decisions.

EXPANSIVE LEADERS:
o consult others in decision-making,

o explain the rationale behind decisions made,

o involve team members in decisions that affect your work,

o consider issues from multiple perspectives,
o take the bigger picture into account when decision-making,

o reflect on feelings when decision-making, and

o make ethical decisions.

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SELF-MANAGEMENT = THE RESILIENT LEADER
Self-management is about managing one’s own mood and emotions; time and behaviour; and
continuously improving oneself. This emotionally intelligent leadership competency is particularly
important. Leaders high in this skill are often described as resilient rather than temperamental in
the workplace. The modern workplace is one of high work demands and stress, which can cause
negative emotions and outcomes.

Self-management is important in leadership because of the following:

o A leader’s mood can be very infectious and can therefore be a powerful force in the workplace;
one that can be either productive or unproductive.

o Self-management helps leaders be resilient and manage high work demands and stress.
o To achieve, maintain, and enhance success, leaders need to pay conscious attention to the way
they manage time, how they behave, and to continuously improve how they lead others.

RESILIENT LEADERS:
o manage their emotions effectively in difficult situations,

o demonstrate a positive, energising demeanour,

o manage their time effectively,

o learn from mistakes,

o keep up to date with industry trends and market conditions,

o strive to improve their own performance, and

o quickly adapt to new circumstances.

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The Mindful Leader Program Workbook - Paul Example 12

 INSPIRING PERFORMANCE = THE EMPOWERING LEADER
Inspiring performance is about facilitating high performance in others through problem solving,
promoting, recognising and supporting others’ work. An individual’s performance can be managed
with key performance indicators; however, research has shown that this ‘compliance’ style often
fails to drive discretionary effort and high performance. Leaders who adopt a more inspiring style
often empower others to perform above and beyond what is expected of them.

Inspiring performance is important in leadership because of the following:

o Leadership is fundamentally about facilitating the performance of others.
o Managing performance with rules and key performance indicators usually produces an
‘expected’ result, rather than an ‘unexpected’ high-performance result.
o People often learn and develop more with this type of leadership style, resulting in continuous
enhancements to performance year on year.

EMPOWERING LEADERS:
o provide useful support and guidance,

o provide constructive feedback on behaviour and performance,

o help team members understand their purpose and contribution to the organisation,
o notice inappropriate behaviour in others and respond effectively,

o maintain a positive work environment,

o help facilitate team member development and career advancement, and

o recognise others' hard work and achievements.

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THREE COMMON FEEDBACK EXPERIENCES
The model below is an adaptation of the Johari Window model, first developed in the 1950s by
American psychologists Joseph Luft and Harry Ingham. It is a useful metaphor for understanding the
different experiences people commonly have with feedback and the importance of it.

1 2
EXPECTED: SURPRISED:

This that are clear and Things you didn’t expect

don’t surprise you. but are clear.

3
UNCLEAR: QUESTIONS
&
Things that surprise you and ACTIONS
aren’t clear.

As the model shows, the first common experience people have with feedback is the expected
experience; seeing results you expected to get and readily identify with. In the original Johari
Window model, this was referred to as the “open area”; things we know about ourselves that others
also know of us. The second common experience people have with feedback is the surprised
experience; seeing results that surprise you. In the original Johari Window model, this was referred
to as the “blind area”. Everyone has blind spots and people aren’t always good at giving us feedback
on them. As a result, when we get feedback sometimes we get surprises. The final common
experience people have with feedback is the unclear experience; seeing results that don’t just
surprise us – it’s hard for us to understand where the feedback is coming from, what it means and
what should be done with it. For this type of result, you often have to conceptualise questions to ask
“raters” so as to help become clear and understand what to do to address the feedback. The original
Johari Window model has a fourth quadrant called “unknown”. Here we’ve replaced it with the
words “questions & actions”, and encourage you to conceptualise actions you can take to address
clear feedback, as well as questions you can ask to become clear about results that aren’t clear.

The Mindful Leader Program Workbook - Paul Example 14

 INSIGHT FROM YOUR RESULTS
Your Genos emotional intelligence assessment report has been designed to provide insight into how
well you currently demonstrate emotionally intelligent leadership behaviours, as aligned to the six
competencies of the Genos model. Several variables influence how well you demonstrate such
behaviours, including the following:
o YOUR PERSONAL CONTEXT – extenuating circumstances, such as the sickness or loss of a loved
one, low physical or mental health, or other difficult circumstances that place significant stress
on us. These types of circumstances can impact on our capacity to demonstrate emotionally
intelligent leadership behaviour.
o CULTURE – the extent to which the culture of the organisation you work in supports and
promotes the demonstration of emotionally intelligent leadership behaviour.

o NATURE – your underlying innate level of emotional intelligence.

o NURTURE – the extent to which you have either implicitly or explicitly been taught or shown to
demonstrate emotionally intelligent leadership behaviour.
o MOTIVATION – whether you value and are self-motivated to demonstrate emotionally intelligent
leadership behaviour.

o RELATIONSHIPS – the quality of your relationships with your raters. It can be harder to be
emotionally intelligent with people we find “difficult”.

You should take account of, and explore, these so-called “influencing” variables when interpreting
your results.

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INSIGHT FROM YOUR RESULTS
INSIGHTS

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QUESTIONS

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The Mindful Leader Program Workbook - Paul Example 16

 STACK #4 – ATTENTION TRAINING USING MIND
& BODY

Attention to Breath

With an intention, there is no required

result—we are simply connecting to our
chosen course. “I’m just going to
Set an Intention practise, and see what happens.”

Seat & Feet

Six Breaths

KEY POINTS:
o Core focus/attention practice.
o Promotes calm and settles thoughts.
o Can be done sitting, standing or walking.
o Can be done with eyes open or closed.
o Intention prevents goal orientation from derailing the practice.

17 The Mindful Leader Program Workbook - Paul Example

THE 24-HOUR EMOTIONS ACTIVITY
In the space below, write down as many Using the feelings words list prompt, write
feelings you can recall experiencing during the down as many feelings you can recall
last 24 hours. experiencing during the last 24 hours.

Total number recalled: Total number recalled:

Total number productive:

Total number unproductive:

The Mindful Leader Program Workbook - Paul Example 18

 THE SCIENCE OF EMOTIONS
Neuroscience, the study of the biological mechanisms of the brain, has shown that whenever an
event around us occurs (such as the way someone is talking to us in a meeting), the first thing that
happens is our so-called Emotional Brain, which involves structures such as the amygdala, tags that
event as either a reward or a threat; or friend or foe. The job of the Emotional Brain is to make very
quick, unconscious determinations about whether something or someone is safe or not. The tag,
which is in fact an emotion, is communicated to the so-called Thinking Brain, which involves
structures such as the prefrontal cortex. The prefrontal cortex is involved in helping us determine
good from bad and better from best. It helps us anticipate behaviour and determine the best
behavioural response to make to events.

Neuroscience has also shown us that positive emotions tend to enhance the functioning of our
prefrontal cortex having, what social psychologist Barbara Fredrickson termed, a “broaden and build”
effect. That is, positive emotions help us think more openly, creatively and laterally. With positive
emotions we tend to be more open to new ideas. We also tend to think more deeply about issues
and see more options. Positive emotions also increase dopamine levels, which are important for
interest in things and learning. Conversely, negative emotions limit the functioning of our prefrontal
cortex, narrowing our thinking and limiting our interpretation of events. Negative emotions tend to
diminish our cognitive resources. Thus, we can become biased in our views, lose our capacity to
objectively evaluate situations and conceptualise our best responses to them. You may have
experienced this in a verbal conflict with someone where you felt threatened and thought about all
the best or “smartest” things to say once you’d walked away from it.

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While the effects of emotions are obvious when we are consciously experiencing them (e.g., we do
our best thinking when we feel relaxed and commonly do things we later regret when angry),
emotions are constantly and powerfully affecting our decisions, behaviour and performance
unconsciously as well. As previously stated, the job of the Emotional Brain is to make very quick,
unconscious determinations about whether something or someone is safe or not. This automatic,
unconscious decision-making is what psychologist Joseph LeDoux calls our ‘danger detector’.
We are, in fact, hard-wired to evaluate the world and make unconscious decisions about events and
the people in them, based upon what feels safe, likable, valuable, comfortable, meaningful, just,
correct, and so on.

This process is very important, particularly from a survival point of view. It’s the reason the axiom
“it’s better to be safe than sorry,” came into being. However, in the modern workplace, it can also
cause us to think and behave in ways that are counterproductive to our performance and
relationships. Consider how differently you think, behave, and interact with others at work when you
feel overly stressed or worried, juxtaposed to when you feel relaxed and happy.

EMOTIONS, DECISIONS, BEHAVIOUR AND PERFORMANCE

Effects of negative emotions Effects of positive emotions

o Narrow our thinking o More rational creative problem solving

o Limit our interpretation of events o More open to new ideas

o Reduce linear conscious processing o More willing to try difficult things and
develop new solutions
o Cause reactionary behaviour (fight or flight)
o Cause engagement behaviour (interest and
o Shrink from opportunities
input)
o Demonstrate disengagement behaviours
o Take more risks
o More easily triggered
o Cause us to think more deeply about issues
o More lasting effects
o See more options
o Reduce performance
o Increase dopamine levels, which are
important for interest and learning

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 APPLICATION DISCUSSION
Reflecting on your responses to the 24-hour emotions activity, how emotionally aware would you
say you have been during this time?

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Was the ratio of positive to negative emotional experiences over the last 24 hours typical?

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What might the average ratio of positive to negative emotional experiences be across your team?
What outcomes could this ratio be causing?

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STACK #5 – “THE PURPOSEFUL PAUSE”

Six Breaths

“…co-opt those in-between moments to

just focus on what’s happening or focus
on your breath… a great way to boost
Seat & Feet the muscle of focus” - Dan Harris,
Author of ‘10% Happier’

KEY POINTS:
o To re-establish presence and focus.
o To calm before/after a key event, such as a:
- presentation,
- critical call, or
- tough meeting.
o Use it every time you think “what next?”

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The Mindful Leader Program Workbook - Paul Example 22

 STACK #6 – RELAXING THE BODY TO OBSERVE
EMOTIONS

Body Scan

Attention to Breath

Set an Intention

Seat & Feet

Six Breaths

KEY POINTS:
o Great for relaxation, but that’s a side benefit.

o Develops emotional awareness.

o Get in touch with emotions physically.
o Let go of feelings associated with having to “get stuff done”.
o Releases pent-up emotions.
o Trains attention… from narrow (big toe) to wide (whole body).

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DEFINING PERSONAL RESILIENCE
Resilience is defined as an individual’s ability to adapt to stress and adversity. Your level of resilience
is defined as your capacity to bounce back from a negative experience to your normal state of
functioning. Resilience is not a trait or ability you either have or don’t have. Although levels of
resilience differ from person to person, everyone is resilient and can improve their level of resilience.
Resilience is typically enhanced by systematically engaging in activities or techniques that help
facilitate good physical and mental health. Highly resilient people do experience negative emotions
and thoughts and aren’t always optimistic. However, they are able to effectively balance negative
emotions with positive ones, and make effective responses to emotions.

1. What stands out to you from this definition?

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2. What things impact individuals’ resilience in your workplace?

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3. What things can impact your personal resilience at work?

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The Mindful Leader Program Workbook - Paul Example 24

 STACK #7 – DEALING WITH TRIGGERS

Respond Under Control

Six Breaths

Seat & Feet

STOP!

KEY POINTS:
o Re-purposed “purposeful pause”.
o Key objective: slow everything down.

o Create Frankl’s gap.

o Allow time for the frontal cortex to catch up.

o Respond versus react.

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STACK #8 – “STOP & DROP” TO MANAGE
EMOTIONS

‘Sit with’ Difficult Emotions

Short Body Scan

Set an Intention

Attention to Breath

Seat & Feet

Six Breaths

KEY POINTS:

o Powerful intervention in difficult times.

o Identifying physiological markers of particular emotions.
o Learning to label and “be with” difficult emotions.

o “Normalising” not feeling good all the time.

o Reducing anxiety.

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The Mindful Leader Program Workbook - Paul Example 26

 RESPONDING TO YOUR FEEDBACK
It is not recommended that you show your report to your raters. The feedback was given with the
understanding that it was to be private and confidential, and this should always be respected.

Responding to your feedback is best done in one-on-one meetings with your raters. Having seen
some, or all of them, you can then respond to your raters as a group if you feel that would be a good
final step. The intention and feel of these one-on-one meetings should be one of validation and to
“seek further input” on actions to take to address your feedback. If the person is not familiar with
the model of emotional intelligence in this program, you may want to go over Module 1 with them.

To respond to your feedback, please consider following these steps (you might need to adapt them
to fit within your specific context):

1. Thank your raters for completing the assessment.

2. Outline the insights you gained and the actions you are intending to take.
3. Ask for their feedback and input on these actions. It is validation and/or refinement you are
hoping to achieve from the dialogue.

4. Ask questions about any parts of your results that weren’t clear or require further
input/explanation.
5. Ask the person to be specific, where possible, and to provide examples to support their
comments.

6. Ask open, probing questions so as to clarify responses that are unclear. Sometimes in these
types of meetings people make ambiguous statements like, “You could be better at dealing with
people.” If you hear similar statements, ask probing questions like, “When you say I could be
better at dealing with people, what are some specific things I could be doing?” Or, “Could you
please give me a specific example when I have not managed a situation as well as I might
otherwise have done?”
7. Be careful not to justify or attempt to put things into context by saying things like, “Yes, but,
because…” Putting things into context can sound defensive and hinder the conversation.
Remember, their perception is their truth. It is not about whether it is right or wrong, it is about
understanding how others perceive you. Therefore, you need to be empathetic and willing to
listen.

8. Where necessary, ask for their support in implementing the actions you decide to adopt.
9. Be authentic about what you will and will not address. It is important to hear all feedback and
not to justify. Equally, you may not agree with everything said, or think all things are relevant or
possible. Just remember to be authentic about what you will do and what you will not do.
Whether you provide rationales for your decisions/intentions should be considered within the
specific context of the relationship with the person providing the feedback.

10. Set follow-ups to establish progress and review actions taken. Meeting again with the person
two to three months later is usually a good timeframe to do this.

27 The Mindful Leader Program Workbook - Paul Example

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The Mindful Leader Program Workbook - Paul Example 28

 PRACTICE “RESPONSE SESSION” CONVERSATION

Attention to Colleague

Set an Intention

Seat & Feet

Six Breaths

KEY POINTS:
o Focus attention on your colleague.
o Set an intention to be open and curious about what you hear.

o Ask questions.

o Explore ideas.
o If appropriate ask for support.

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29 The Mindful Leader Program Workbook - Paul Example

PRACTICE INSIGHTS
What worked well?

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What was challenging?

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The Mindful Leader Program Workbook - Paul Example 30

 RESULTS SUMMARY

Self-Awareness S D
1. Understands the impact their behaviour has on others. 4 3.5

2. Is aware of their strengths and limitations. 5 3.4

3. Ask others for feedback on their leadership. 3 3.1

4. Responds effectively to feedback provided to them. 3 3.3

5. Is consistent in what they say and do. 4 3.9

6. Behaves in a way that is consistent with how they expect others to behave. 5 4.0

7. Demonstrates awareness of their mood and emotions. 4 3.5

Awareness Of Others S D
1. Makes others feel appreciated. 4 3.1

2. Adjusts their style so that it fits well with others. 4 3.1

3. Notices when someone needs support and responds effectively. 5 3.1

4. Accurately views situations from the perspective of others. 4 3.3

5. Acknowledges the views and opinions of others. 4 4.0

6. Accurately anticipates responses or reactions from others. 5 3.1

7. Balances achieving results with others’ needs. 4 3.1

Authenticity S D
1. Is open about their thoughts, feelings and opinions. 4 3.3

2. Expresses thoughts and feelings in a way that is sensitive to those of others. 4 3.1

3. Facilitates robust, open debate. 3 3.3

4. Is open and honest about mistakes. 3 3.6

5. Honours commitments and keeps promises. 5 3.9

6. Encourages others to put forward their thoughts, feelings and opinions. 3 3.9

7. Responds effectively when challenged. 2 3.2

KEY: S = Self D = Direct Report (5)

31 The Mindful Leader Program Workbook - Paul Example

RESULTS SUMMARY

Emotional Reasoning S D
1. Consults others in decision-making. 3 3.5

2. Explains the rationale behind decisions made. 3 3.4

3. Involves you in decisions that affect your work. 3 3.4

4. Considers issues from multiple perspectives. 3 3.5

5. Takes the bigger picture into account when decision-making. 4 3.4

6. Reflects on feelings when decision-making. 4 3.0

7. Makes ethical decisions. 5 3.5

Self-Management S D
1. Manages their emotions effectively in difficult situations. 2 3.4

2. Demonstrates a positive, energising demeanour. 3 2.8

3. Manages their time effectively. 4 3.4

4. Learns from mistakes. 4 3.3

5. Keeps up to date with industry trends and market conditions. 3 3.4

6. Strives to improve their own performance. 3 3.9

7. Quickly adapts to new circumstances. 3 3.7

Inspiring Performance S D
1. Provides useful support and guidance. 4 3.0

2. Provides constructive feedback on behaviour and performance. 3 3.0

3. Helps you understand your purpose and contribution to the organisation. 4 3.3

4. Notices inappropriate behaviour in others and responds effectively. 4 3.2

5. Maintains a positive work environment. 3 3.1

6. Helps facilitate your development and advance your career. 3 2.8

7. Recognises others’ hard work and achievements. 4 3.4

KEY: S = Self D = Direct Report (5)

The Mindful Leader Program Workbook - Paul Example 32

 RECOMMENDED READING

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33 The Mindful Leader Program Workbook - Paul Example

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