Working with teaching emotions presents many challenges for coaches.
Working with teaching emotions presents many challenges for coaches. In this regard, authors Duffell and Lawton-Smith formulated four questions to help coaches adapt their practice to reflect strong emotions to their clients:
- How can I help my client see emotions as valuable information?
- How can I create with my client a common understanding of the emotional experience?
- What investigative strategies can be useful to gain the best possible understanding of the emotional experience while alleviating memory problems?
- To what extent does my own language influence our interactions?
Through their actions, organizations have a great influence on the lives of the people who work there. Managers have a duty to help “paid” employees deal with the anger, fear and frustration of customers and users. It is up to them to identify the professions involved, their location in the company, agree to hear their complaints, allow them to share the emotions that are truly felt, teach them to separate role and person, and then to develop fit. support methods (organizational and relational), so that everyone is paid for work without unnecessary suffering.
This is why some companies encourage their senior executives to be coached. What does this kind of association reveal? Have senior executives failed in their symbolic function, can they not become the foundations of a collective that is inspiring and compassionate? The crisis has only strengthened performance requirements and put pressure on managers with more important and interrelated responsibilities. Faults and weaknesses are revealed, and with them comes the end of power. However, in the unique encounter between a coach and a coachee, new questions are born where meaning, desire takes place in human history and in his choices. The coaching partner is to go for a “better self” instead of running after the illusion of always being more … On the one hand, the “coachees” will instead carry this more “person “which they encountered on their way. and that they will extend into their professional lives. On the other hand, teaching requires a return on investment in terms of performance … How is “savoir-être” acquired and passed on?
Our society suffers from a lack of emotional education, there is little more emotional education in the classroom, even if the experiments are done in kindergarten or elementary. It is always the same in families, sometimes the emotions come from the child-parent relationship and are therefore difficult to express, when they are disturbed; sometimes parents are uncomfortable in the emotional context (the loving relationship with the children, the relationship with the teachers, the knowledge). Emotions are a complex area of people’s lives, due to lack of knowledge, acquisition of skills and positive experimentation. This is also true of organizations.
In work contexts, in group life, emotions are sometimes skillfully managed, used to resolve tensions, address topics appropriately, express one’s needs; but often they can be controlled, restrained, hidden, used to manipulate, watched with suspicion, matter of beliefs. Institutions can be intimidated by emotions and are likely to control them, reduce them, suppress them. This lack of emotional education can cause some of us to feel guilty when they show an emotion, put it in perspective or diminish its importance.
Working within a collective can be enriching and motivating if the level of the relationship favors listening, exchange and consultation. Everyone needs to feel valued and recognized for their ability to thrive and fulfill themselves in their environment. The nature of inter-individual relationships in which the coach is in charge helps to promote group spirit and cohesion or, conversely, to deteriorate the work climate. Communication difficulties can be a source of stress and misunderstandings can lead to misunderstandings or even conflicts. The coach will be able to use active listening and constructive confrontation to encourage a step back in professional practices. Analysis grids and theoretical contributions can be suggested as needed.
However, changing the culture of a company takes time and requires a lot of resources. Of course, coaching is one of the important parameters to allow organizations to grow positively in a workplace benefit but not, in my opinion, be the one and only player in this process.
The capacity for emotion-possessed contagion can be a huge lever for communication and imitation. Through the unity it can magnify, it can enhance performance by imitating group and cooperation, spontaneity and trust. Group emotion, relying on emotional connection, influences group dynamics and performance. Moreover, emotions are a factor in relationship trust and, if they are experienced and not hypocritical, promote the relationship. This is why particular attention should be paid to collective emotion, a concept that has been studied, in particular, in the study of organizational characteristics, such as group social cohesion, the sharing of values and culture in organization. .
Reducing stress and suffering means investing in people and restoring an ethical sense of company and the value of work, which in part builds social dynamics. Moving towards the benefit of the company requires having a long-term vision, re-establishing real communication processes, taking into account the needs of individuals and groups, changing the definition and commitment of mission, to consider the richness of the emotional creature, to balance the professional and private sphere, to consider the overall health of employees. It covers in-depth company change processes and management practices.