1. Developing Personal Effectiveness
Presented
by
Eginong, Austin (MBA, Msc, CIM-UK,ANIMN, HND)
CEO

2. Right Knowledge Application + Focus
on the Right Things = Meaningful
Results
“Knowing is not enough; we must
apply.
Willing is not enough we must do.”

3. AGENDA
 Introduction
 Icebreaker
 Different Between Activities and Accomplishment,
Effectiveness and Efficiency
 Competency Vs Competence
 Concept of Competency
 80/20 Principle and Time Management
 Do it now
 Organize
 Developing Self Motivation
 Understanding Communication
 Personal Action Plan
 Course Evaluation.

4. Introduction:
 Your Name
 Academic Qualification
 Where you work
 Personal Life and Career
Goals in the next 1 years.
 Why are you here
 What is your expectation.
 And any other thing you
will like us to know about
you.

5. ICE BREAKER:
YOU DIDN’T KNOW BUT YOU SHOULD HAVE
KNOWN

6. Activity Vs Accomplishment
 Activity ...are the actions taken to produce results and are
generally describe as Verbs. Examples of activities- file
document, develop a lesson note, answer customers
questions, write report.
 Accomplishments ...are the results of employee, and are
generally described using nouns. Examples – files that are
orderly and complete, a lesson note that is accurate and
executed, accurate instruction/guidance to customers, a
report that is accurate and complete.

7. Effectiveness
Vs
Efficiency
From your experience what do you
think is the difference between this
words with particular reference to
your career as a teacher.

8. Effectiveness
Vs
Efficiency
Effectiveness ...is doing the right things
Efficiency...is doing things right.

9. COMPETENCY Vs. COMPETENCE
 Competency:
A person- related concept that refers to the dimensions of behaviour lying
behind competent performer.
 Competence:
A work- related concept that refers to areas of work at which the person is
competent
 Competencies:
Often referred as the combination of the above two.

10. CONCEPT OF COMPETENCY
 Skill:
Ability accomplish
 Talent:
Inherent ability
 Competency:
Underline characteristics that give rise to skill accomplishment
Knowledge, skill and attitude
Dr. MG Jomon, XIMB

11. DEFINITION
 First popularized by Boyatzis (1982) with Research result on clusters of
competencies:
“A capacity
that exists in a person
that leads to behaviour
that meets the job demands
within parameters of organizational environment,
and that, in turn
brings about desired results”
Dr. MG Jomon, XIMB

12. Definitions Cont.
 Competencies are generic knowledge, motive, trait, social
role or a skill of a person linked to superior performance on
the job.
 Hayes 1979
 Competencies are personal characteristics that contribute to
effective managerial performance.
 Albanese 1989

13. WHAT IS COMPETENCY?
A competency is defined
as a behavior or set of behaviors
that describes
excellent performance
in a particular work context

14. The 4 Levels of People
• The Boasters
• The Movers
• The Non Finders
• The Finishers

15. 80/20 Principle and Time Management

16. Output Input
EFFORT RESULT

17. However, the question now is... “What are
these 20% actions that produce 80% results?”
• As an example, imagine a teacher with a first period prep.
• He/She comes to school at the about of the contract day, say 8:00am and
focuses for 90 minutes through the 30 minutes of before school time and
the first hour when he/she has prep.
• He/She does not go the office to pick up mail or talk with colleagues until
after his/her prep.
• He/She does not prop open his/her door, invitingly, but rather puts a sign
out that says ‘‘Thank you for not disturbing me unnecessarily.’’
• He/she does not allow any interruptions and never takes his/her eye off
the prize that is, the highest priorities of his/her day, which could be
grading and recording an important set of papers, planning an agenda for
the afternoon’s parent committee meeting, and responding to a couple of
keys email.
• Imagine his/her sense of peaceful productivity as he/she move into the
rest of his/her day, knowing that his/her priorities have already been
accomplished.

18. Exercise
• Make a list of all your daily job activity as
a teacher in Role Model Schools
• Identify Key Activities that are critical to
your success
• Classify critically important activity that
must be accomplished each day
• Assign expected time to each.
• What can you deduce out of this exercise
• Please share your experience with
someone.

19. ICEBERG insight on organization’s potentials
ONLY 20% OF ANY
ICEBERG IS VISIBLE.
THE REMAINING 80%
IS BELOW SEA LEVEL.

20. Potential Asset in Organization
VISIBLE 20 %
ABOVE SEA LEVEL
SEA LEVEL
INVISIBLE
BELOW SEA LEVEL
80 %

21. THE ICEBERG
The Iceberg phenomena
Is
also applicable
on
human beings …

22. BECOMING EFFECTIVE
Essential
and
KNOWN
TO OTHERS Energized
SEA LEVEL
UNKNOWN
TO OTHERS
ATTITUDE

23. Essential and Energized Level of effectiveness
and competency

24. Discipline Development
KNOWN
TO OTHERS
BEHAVIOR
SEA LEVEL
UNKNOWN
TO OTHERS
Values – Standards – Judgment
ATTITUDE
Identity – Enlightenment- Awareness- Purpose – Intent- Strength

25. Analysis Discovery
to
Discipline Development

26. Steps for developing effectiveness
Assessment
Alignment
Engagement
Continuous
Improvement

27. Tea/coffee Break

28. Development of self – Motivation &
Create Balance

29. Self-Motivation!!! Why?

30. LUNCH TIME ENJOY

31. TEACHER EXERCISE
 Individually. Bring to mind a favourite teacher from your past to describe the person. Add a
note about the most important things that you learned from him or her.
 In pairs. Share your memories and reflections, comparing the two teachers and your
learning's.
 Whole group. Gather some of the adjectives used to describe these people. What do we learn
from this?
 Pair again. Discuss why you chose these people. How effective were they? What did they
model? What messages did they give.
 Individually. How do these teachers feature in your teaching, adult and child ego states?
 Concluding discussion. Focus on how those experiences with past teachers may still be
affecting your professional practice in the present.

32. Understanding
Communication
What is
Communication?
...it is the
deliberate or
accidental
transfer of
meaning.

33. Please describe this picture

34. Communication and Perception
What is Perception?
…is a process we make sense out of our
experience.
…the lens through which we see the world;
conditioning has an influence on our perceptions.

35. Paradigms of Perception
Some would describe the picture above as a
lovely, fashionable, wealthy woman in her mid twenties. Look
again….Can you see the picture of the depressed 70 year old
woman? (Perhaps you’re having difficulty visualizing the old
woman. The young woman’s necklace is the old woman’s
mouth.)
The more aware we are of our basic paradigms, maps, or
assumptions, and the extent to which we have been influenced
by our experience, the more we can take responsibility for
those paradigms, examine them, test them against reality,
listen to others and be open to their perceptions, thereby
getting a larger picture and a far more objective view.” -
Stephen Covey

36. Types of Perception
• First Impression
• Selective Perception
• Selective Exposure

37. Communication and the self
Concept- Who are you?
• What is self – Concept?
…is yourself appraisal and included within
it is everything you think and feel about
yourself. It is the entire collection of
attitude and beliefs you hold about who
and what you are.
• The Self Concept Vs the Self
…your ability to communicate effectively
with others comes by focusing on and
acknowledging ourselves.

38. Self Vs Self Concept
Known Area
Unknown Area

39. Developing Assertiveness
What is Assertiveness?
…is our ability to communicate honestly, clearly, and directly, and to
support your beliefs and ideas without either harming others or
allowing yourself to be harmed a school environment.
To be assertive means to recognize that all the people have the
fundamental rights and that neither titles nor roles alter this fact.
The focus of assertiveness is negotiation; that is trying to balance social
power to equalize the relationship they share.
How to develop assertive Skills
• Be always prepared to defend your rights and communicate your
needs.
• Be willing to attempt to find mutually solutions to interpersonal
problems and conflicts.

40. The Common 4 Assertive
Situations Quadrants
Request Refusal
Stranger
Friend/intimate
For any relationship to grow, the participants need to
demonstrate at least a minimal level of assertiveness in
their communication with each other. However while
there are no clear rules but we must learn to increase
our feelings of self – worth by learning to be more
assertive.

41. The Ethics of Listening and Listening
Levels
Interestingly there are four communications skills –
reading, speaking, writing and listening yet little is
done in schools today equipping pupils/students with
listening skill and is fundamental to our initiating and
maintaining relationship.
Are you an Excellence listener? And how prepared
are you to listen in a meeting/training? How efficient
are your listening skills? What % do you retained
when you listen to someone?

42. Message Chain in a Class Room
from the teacher to pupils
Information
is Information
Original
subtracted is added to
Message message is
from the the original
distorted
original message
message

43. Listening Vs Hearing
Listening and hearing are not the same thing.
Hearing is a process that occurs automatically and
requires no conscious effort on your part.
Listening is a deliberate process through which we
seek to understand and retain heard stimuli. Listening
depends on a complex set of skills that must acquire.

44. Listening Levels
5. Listening to help others
(critical/empathic listening)
4. Listening to analyze and
evaluate content
3. Listening to retain
content
2. Listening to
understand
content
1. hearing

45. Giving and Receiving Feedback
• Facts about feedback
• Consistently Give It
• Accept It
• See it as a Gift
• Never Criticize
• Feeding back takes a shape as follows:-
– What was good about what happened?
– What might you want to do differently next time?
• Both asked of the recipient first. Then the giver offers his or her
view on the same two questions. In that order it gives time for the
recipient to recognise the performance themselves, which is much
stronger than just 'being told'.

46. THANK YOU FOR LISTENING
Austin Eginong is a personal coach and
Leadership consultant. You can reach him via
info@brandmatrixng.org;
+234 8033503248

47. DAY 2