Hi Jacob,
Please see my earlier email about adult learning and the implications for starting adult educational seminars. When one genuinely asks people what their biggest problems are-after sharing briefly one's own to model-one gets an immediately deeper discussion-what I call a Level Three Discussion. For a seminar on stress this would seem to be even more important. I would then use a case like John Wolford (a stressed out manager) opening with "how many of you 'know' this person?" "How many of you have worked for this person?" and "how many of you when you look in the mirror SEE this person?" Then, with a 3 part class, a) what do you SEE? b) how do you EXPLAIN his behavior and c) if you were his boss what would you DO about it?
I'd gently invite them to a deeper understanding of where stress comes from by introducing different lenses of understanding including: self-awareness, career concepts (critical for this group), Ellis/Schein VABE analysis (what are his apparent core VABEs?), Inside-out/outside-in, Brain chemistry and early childhood development and my Balance Wheel. All of that would take the morning and leave people with a) a connection to their own issues,b) a framework for assessing themselves and their stress sources, and c) the action-oriented arm's length experience of role playing John's boss with him in the DO phase of the class.
Each of the lenses above is critical to understanding where stress comes from.
In the first class after lunch, we bring the arm's length (safer) analysis home to roost. I'd ask them to assess themselves on each of those lenses so they have a detailed picture of who they are and what they are about. That could be done with a trusted "dyad partner."
Finally, in the fourth class, I'd ask them to write down their objectives on each of the lenses in a letter to themselves and then share those in a group first and finally each to declare publicly one thing from their list to the group as a whole. Then I'd have them seal the letters in self-addressed envelopes and I'd hold them and mail them to them in 90 days as a "self-check" on their progress. Then follow up in 120 days with an hour long webinar to remind them and listen to their efforts to overcome their stressful habits.
I say "stressful habits" given Glasser's work (Choice Theory), Ellis's work (Guide to Rational Living), Schein's work (Leadership and Organizational behavior. Or as Scott McNealy of Sunsystems says, "if you can do something about it, do it. If you can't, don't worry about it." Yes, there are outside stressors-but we decide how to respond to them. So our habits, especially our habitual beliefs about the way the world should be (VABEs) determine whether we feel stressed or not. Except for brain chemistry. DON'T ignore that. My son's schizophrenic and I mention that up front as one of my biggest problems and it tees up the brain chemistry issue in the second class/case discussion.
I have teaching notes and slide decks for the John Wolford case if you are interested.
Perhaps something here will be of interest/or help to you. Best wishes. I hope your seminar will make a deep difference in their lives.
From: Management Education and Development Discussion [mailto:MG-ED-DV@AOMLISTS.AOM.ORG] On Behalf Of Jacob Eisenberg
Sent: Wednesday, April 18, 2018 10:59 AM
To: MG-ED-DV@AOMLISTS.AOM.ORG
Subject: Advice sought on creating a Stress Management training day
Hello MED colleagues,
I was asked to submit a proposal for a one-day training programme that is aimed at educating recruiters (those working in various personnel recruitment companies) on how to better manage and reduce stress. This is a response to a worry in the industry that many recruiters don't manage well the multiple pressures and stress experienced in the job.
I am very attracted to designing such a day and would love to have a chance to have such impact on professionals. It is the first time I am designing such a program so I would like to avail of your collective experience and wisdom. My general aim is to create an experiential program that is based on evidence-based stress-management elements, with relatively little in the way of theory and concepts, while emphasising experiential learning. I expect to have a group around 30-40 people attending.
Any and all suggestions are welcomed and, of course they needn't be focused on the recruitment industry. I am especially interested in specific interactive activities that I can run with the class, including break-out exercises they can do with each other. If you can email me documents related to programs you delivered or know of, this would be very helpful. Many thanks in advance for your generosity and I can aggregate and post the responses, if it's of interest to others.
Warm regards,
Jacob
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Dr Jacob Eisenberg, Associate Professor
Tel: +353-1-716 4774
Email: Jacob.eisenberg@ucd.ie