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<h2>Understanding the Importance of Inclusive Education Workshops</h2><span style="font-family: inherit; font-size: calc(18px * var(--body-fontSize, 1)); font-weight: inherit; font-style: var(--body-fontStyle, normal); background-color: rgba(249,250,251,var(--tw-bg-opacity));" data-mce-style="font-family: inherit; font-size: calc(18px * var(--body-fontSize, 1)); font-weight: inherit; font-style: var(--body-fontStyle, normal); background-color: rgba(249,250,251,var(--tw-bg-opacity));">Inclusive education is an essential approach that ensures all students, regardless of their abilities, age or backgrounds, have equal access to learning opportunities. <span style="font-family: inherit; font-size: calc(18px * var(--body-fontSize, 1)); font-weight: inherit; font-style: var(--body-fontStyle, normal); background-color: rgba(249,250,251,var(--tw-bg-opacity));" data-mce-style="font-family: inherit; font-size: calc(18px * var(--body-fontSize, 1)); font-weight: inherit; font-style: var(--body-fontStyle, normal); background-color: rgba(249,250,251,var(--tw-bg-opacity));">In the UK, designing workshops that foster this inclusivity is a vital task for facilitators. These workshops not only promote diversity but also contribute to building a more equitable educational landscape. <span style="font-family: inherit; font-size: calc(18px * var(--body-fontSize, 1)); font-weight: inherit; font-style: var(--body-fontStyle, normal); background-color: rgba(249,250,251,var(--tw-bg-opacity));" data-mce-style="font-family: inherit; font-size: calc(18px * var(--body-fontSize, 1)); font-weight: inherit; font-style: var(--body-fontStyle, normal); background-color: rgba(249,250,251,var(--tw-bg-opacity));">Understanding the core principles of inclusive education is the first step towards creating effective workshops.<span style="font-family: inherit; font-size: calc(18px * var(--body-fontSize, 1)); font-weight: inherit; font-style: var(--body-fontStyle, normal); background-color: rgba(249,250,251,var(--tw-bg-opacity));" data-mce-style="font-family: inherit; font-size: calc(18px * var(--body-fontSize, 1)); font-weight: inherit; font-style: var(--body-fontStyle, normal); background-color: rgba(249,250,251,var(--tw-bg-opacity));">A shoutout to my friend Claire N and Angela G; they are all about this.<figure id="figure-dsyqr1axpm7t6n5g4" class=""><img id="dsyqr1axpm7t6n5g4" src="https://media.gettyimages.com/id/637874086/photo/we-have-everything-we-need-to-pass.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=6m5NlY9LrxrNBMLr3CE1MjQhE5idzuVFFKMM1fuuuvE=" alt="inclusive education" class="object-cover bg-gray-100" style="aspect-ratio: 16/9;" data-mce-src="https://media.gettyimages.com/id/637874086/photo/we-have-everything-we-need-to-pass.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=6m5NlY9LrxrNBMLr3CE1MjQhE5idzuVFFKMM1fuuuvE=" data-mce-style="aspect-ratio: 16/9;"></figure>Facilitators play a crucial role in building a welcoming environment where all participants feel valued. This involves recognising and respecting the diverse needs of learners. By adopting flexible teaching methods and offering a range of resources, facilitators can accommodate different learning styles and ensure every student is engaged.<h2>Planning an Inclusive Workshop</h2>Effective planning is at the heart of any successful workshop. Start by identifying clear objectives aligned with the principles of inclusive education. Consider the diverse needs and backgrounds of participants from the outset to ensure your workshop is relevant and accessible.Incorporate a variety of learning materials and activities, such as videos, interactive discussions and hands-on experiences. This aligns with the <a data-mce-href="https://udlguidelines.cast.org/" href="https://udlguidelines.cast.org/">Universal Design for Learning (UDL)</a> principles, which advocate for multiple means of engagement, representation, and action (Rose &amp; Meyer, 2023). A diverse approach to content delivery maintains engagement and ensures all participants benefit.<figure id="figure-7vy90vs21m7t6n5g4"><img id="7vy90vs21m7t6n5g4" src="https://media.gettyimages.com/id/1330603237/photo/defocussed-image-of-business-people-watching-a-presentation.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=Fr9j709EHS-KiFO-gp8sKBwFaQeKHZR9JpZcLQNJ35k=" alt="workshop planning" class="object-cover bg-gray-100" style="aspect-ratio: 16/9;" data-mce-src="https://media.gettyimages.com/id/1330603237/photo/defocussed-image-of-business-people-watching-a-presentation.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=Fr9j709EHS-KiFO-gp8sKBwFaQeKHZR9JpZcLQNJ35k=" data-mce-style="aspect-ratio: 16/9;"></figure>Example: During a recent workshop I led through my business, <a data-mce-href="http://www.bmbyou.com" href="http://www.bmbyou.com">BMBYou</a>, a participant with a Blue(Analytical) behavioural style suggested incorporating more data-driven insights into our activities. By adapting the content to include clear metrics and analysis, we enhanced engagement for analytical learners while maintaining an inclusive approach.<figure id="figure-b0nmcp1y6dm81st2a8"><img id="b0nmcp1y6dm81st2a8" src="https://cdn.durable.co/blocks/23MR4w6GOMFe4MJeUOMj3BXbphXqQ48JLh615DoQXWn2NRLI9vC3DCzLVKzjdamc.png" alt="" title="" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://cdn.durable.co/blocks/23MR4w6GOMFe4MJeUOMj3BXbphXqQ48JLh615DoQXWn2NRLI9vC3DCzLVKzjdamc.png" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure>The Role of the DISA Behavioural Model: The DISA Behavioural Model (Red, Yellow, Green, Blue) can be instrumental in creating inclusive workshops, here's why.Red (Dominant): Set clear and ambitious workshop goals, ensuring objectives are both challenging and achievable. Yellow (Influential): Foster a lively and engaging workshop atmosphere using interactive methods like roleplaying and group discussions. Green (Steadfast): Create a supportive environment where participants feel safe to share their thoughts and experiences. Blue (Analytical): Use structured feedback mechanisms to measure the success of the workshop and identify improvement areas.<h3>Creating an Accessible Environment</h3>Accessibility is a cornerstone of inclusivity. Ensure your workshop venue is physically accessible, including provisions for those with mobility challenges. Provide materials in various formats, such as printed handouts, digital copies and audio versions, to accommodate different needs.Technology can significantly enhance accessibility. Tools like screen readers and speech-to-text software can make learning resources more inclusive (Smith, 2022). By prioritising accessibility, facilitators create an environment where every participant feels comfortable and included.<figure id="figure-cz5a1q3nuqm7t6n5g4"><img id="cz5a1q3nuqm7t6n5g4" src="https://media.gettyimages.com/id/488830317/photo/library-bookshelf.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=goEQqhkuVcfUN0QJ1pV5MLQvUfXRfGJ3Sh0YVJjVx3Y=" alt="accessible classroom" class="object-cover bg-gray-100" style="aspect-ratio: 16/9;" data-mce-src="https://media.gettyimages.com/id/488830317/photo/library-bookshelf.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=goEQqhkuVcfUN0QJ1pV5MLQvUfXRfGJ3Sh0YVJjVx3Y=" data-mce-style="aspect-ratio: 16/9;"></figure>"If you’re thinking, ‘Ach, sure it’ll be grand,’ when planning an inclusive workshop, think again. True inclusivity requires more than a one-size-fits-all approach."<h2>Engaging Participants Effectively</h2>Active engagement is key to a successful inclusive education workshop. Create an open and supportive atmosphere that encourages participation. Interactive methods such as group activities, roleplaying and discussions help facilitate collaboration among participants.Feedback mechanisms, including surveys and informal discussions, are valuable tools. According to the <a data-mce-href="https://educationendowmentfoundation.org.uk/" href="https://educationendowmentfoundation.org.uk/">Education Endowment Foundation</a> (2024), 93% of educators believe that gathering feedback enhances workshop outcomes. Feedback not only helps facilitators refine their approach but also empowers participants by giving them a voice.<h3>Evaluating Workshop Success</h3>After the workshop, evaluate its effectiveness in promoting inclusive education. Collect feedback through surveys or discussions to gauge participants' experiences. Analyse this feedback to identify improvement areas and celebrate successes.Facilitators should also reflect on their own performance. Continuous improvement is essential for creating more impactful and inclusive educational experiences in the future (Ainscow, 2021).<figure id="figure-ywe9mr755m7t6n5g4"><img id="ywe9mr755m7t6n5g4" src="https://media.gettyimages.com/id/1315047980/photo/closeup-shot-of-an-unrecognisable-businesswoman-delivering-a-presentation-during-a-conference.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=H8JwYZ4g7k52AWw3Yx4WtGff65oPTVdb69UYxTr9WKk=" alt="workshop feedback" class="object-cover bg-gray-100" style="aspect-ratio: 16/9;" data-mce-src="https://media.gettyimages.com/id/1315047980/photo/closeup-shot-of-an-unrecognisable-businesswoman-delivering-a-presentation-during-a-conference.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=H8JwYZ4g7k52AWw3Yx4WtGff65oPTVdb69UYxTr9WKk=" data-mce-style="aspect-ratio: 16/9;"></figure>Real-World Scenario: Through BMBYou, I recently facilitated a workshop where we adapted materials for a neurodiverse audience. By offering resources in visual, auditory and interactive formats, participants engaged more effectively. This practical application of the DISA Behavioural Model's Green (Steadfast) trait, supporting a consistent and inclusive approach, demonstrated how small adjustments can make a significant impact.<h2>Call to Action </h2>Ready to make your workshops more inclusive? Share your experiences or tips in the comments! #bmbyou #InclusiveEducation<h3>References</h3><ul><li>Ainscow, M. (2021) Promoting Equity in Education. London: Routledge.</li><li>Education Endowment Foundation (2024) The Impact of Inclusive Practices in UK Schools. London: EEF.</li><li>Rose, D. H. and Meyer, A. (2023) Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST.</li><li>Smith, J. (2022) Inclusive Education in Practice. Oxford: Oxford University Press.</li></ul>

Creating Inclusive Education Workshops in the UK: A Guide for Facilitators

In education and corporate learning, we’re taught that teamwork is everything. From school to the workplace, phrases like “There’s no ‘I’ in team” are drilled into us. <blockquote>“There’s no ‘I’ in team”</blockquote>So, when it comes to interviews, shifting from “we” to “I” can feel strange, maybe even selfish. But here’s the truth, mastering this skill isn’t about arrogance. It’s about making sure the interviewer knows what you bring to the table.I’ll always be grateful to my friend and colleague Steve Blackwell for helping me realise this. His advice pushed me to get comfortable with highlighting my own impact. This is something that never felt natural to me.<figure id="figure-ihukphxpym89aqprc"><img id="ihukphxpym89aqprc" src="https://media.gettyimages.com/id/625741228/photo/exchanging-ideas-in-the-boardroom.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=UkokKnTTfw7BfM5iwH0VpuBLeAfHOqgPItFGY3iQRCM=" alt="Exchanging ideas in the boardroom" title="Exchanging ideas in the boardroom" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://media.gettyimages.com/id/625741228/photo/exchanging-ideas-in-the-boardroom.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=UkokKnTTfw7BfM5iwH0VpuBLeAfHOqgPItFGY3iQRCM=" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure>Why Does It Feel Uncomfortable to Say ‘I’? For those of us working in FE, HE, HR, or L&amp;D, success is rarely a solo effort. Whether it's running a training programme, designing a curriculum or leading a project, we’re used to team achievements. It’s no wonder we struggle to step away from “we” when talking about our work.The DISA Behavioural Model (Erikson, 2017) helps explain why this shift is tricky for different people:<figure id="figure-rmsorobbysm89au9t9"><img id="rmsorobbysm89au9t9" src="https://cdn.durable.co/blocks/236rFybfTbF0W5oNZd7Vp1WuEFJ0V3ZhRB7L2OAzTETofuh9ejJsSoubhA9kKLgz.png" alt="" title="" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://cdn.durable.co/blocks/236rFybfTbF0W5oNZd7Vp1WuEFJ0V3ZhRB7L2OAzTETofuh9ejJsSoubhA9kKLgz.png" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure>Red (Dominant): Reds take credit easily but may forget to acknowledge others. Yellow (Influential): Yellows love storytelling and tend to say we because it feels more engaging. Green (Steady): Greens avoid the spotlight and feel awkward talking about their own successes. Blue (Analytical): Blues focus on details but can struggle to make their impact sound engaging. Understanding your own primary behavioural traits can help you work through that discomfort.<figure id="figure-efpikl0gdnm89avqh5"><img id="efpikl0gdnm89avqh5" src="https://media.gettyimages.com/id/1695977139/photo/human-brain-and-question-mark-concept.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=sUtQuWEWFXriDMjTLl5C1CFsCP1yYcXh28OvhSkvWis=" alt="Human brain and question mark concept" title="Human brain and question mark concept" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://media.gettyimages.com/id/1695977139/photo/human-brain-and-question-mark-concept.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=sUtQuWEWFXriDMjTLl5C1CFsCP1yYcXh28OvhSkvWis=" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure>Why Is This Especially Hard for Neurodiverse Individuals?If you have ADHD, like myself, this becomes even more tough. Our brains thrive on <a data-mce-href="https://www.psychologytoday.com/us/blog/child-development-central/202301/making-collaboration-work-with-adhd?msockid=30bca94c730c613c1e8cbc37720260c7" href="https://www.psychologytoday.com/us/blog/child-development-central/202301/making-collaboration-work-with-adhd?msockid=30bca94c730c613c1e8cbc37720260c7">collaboration</a>. We <a data-mce-href="https://www.additudemag.com/understanding-adhd-hyperfocus/" href="https://www.additudemag.com/understanding-adhd-hyperfocus/">hyperfocus</a> on the bigger picture, which means we often see success as a team effort rather than recognising our own role.Then there’s <a data-mce-href="https://www.simplypsychology.org/rejection-sensitivity-dysphoria-adhd.html" href="https://www.simplypsychology.org/rejection-sensitivity-dysphoria-adhd.html">rejection sensitivity</a>, which makes self promotion feel risky. 'Like we’re bragging' (Dodson, 2020). And let’s not forget memory challenges. Recalling exactly what we did as an individual can be hard when our brain naturally links events together in a non linear way (Barkley, 2019).That’s why preparation is key. Using a structure like STAR (Situation, Task, Action, Result) can help us feel more confident when describing our contributions.Why Does ‘I’ Matter in Interviews? Hiring managers need to know what you did, not just what the team achieved. If you only say we, they might wonder:<ul><li>Did you lead or just participate?</li><li>What skills do you personally bring?</li><li>Can you clearly explain your impact? </li></ul>Here’s an example of how a response can change:Interviewer: Tell me about a time you improved a training programme. Candidate (Green-leaning response): Well, as a team, we redesigned our onboarding, which made it more engaging. Interviewer: And what was your role? Candidate: I helped out with some of the changes. Now, let’s refine that answer:Candidate: I redesigned the onboarding materials and introduced interactive elements, which increased engagement by 25%. See the difference? The second version clearly highlights the candidate’s personal contribution.How to Get Better at Using ‘I’ Reframe Your Thinking – Saying I isn’t about taking all the credit. It’s about showing what you bring. Be Specific – Instead of we improved the process, say I led a process change that cut admin time by 30%. Use STAR – Structure your responses around Situation, Task, Action, and Result for clarity. Record Yourself – Notice how often you say we and swap in I where appropriate. Ask for Feedback – A mentor or coach can help you refine your responses. Final Thoughts&nbsp; Talking about your achievements can feel uncomfortable, but it’s not selfish, it’s smart. If you don’t own your success, who will?If, like me, you’ve had to unlearn the habit of always saying ‘we’, know that you’re not alone. It takes practice, but it’s worth it. And I’ll always be grateful to Steve for helping me recognise that.<figure id="figure-p5zlptnmcpm89b7odp"><img id="p5zlptnmcpm89b7odp" src="https://media.gettyimages.com/id/1166155119/photo/act-now-motivation-quote.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=g--STfCGD2QLa8SJoTed-vjIRVUimrNB8lHjLCYPeyY=" alt="Act Now,motivation quote" title="Act Now,motivation quote" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://media.gettyimages.com/id/1166155119/photo/act-now-motivation-quote.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=g--STfCGD2QLa8SJoTed-vjIRVUimrNB8lHjLCYPeyY=" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure>So, what’s your take? How do you balance confidence and humility in interviews? Let’s discuss!📢 #bmbyou #CareerSuccess #LDPerspectives #FE #HE #InterviewSkills #Neurodiversity&nbsp; References Barkley, R. A. (2019) Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. New York: Guilford Publications.Dodson, W. (2020) ADHD: The Owner's Manual: How to Optimize the Brain to Improve Attention and Emotional Regulation. New York: Sterling Publishing.Erikson, T. (2017) Surrounded by Idiots: The Four Types of Human Behaviour. London: Vermilion.Salas, E., Reyes, D. L. and McDaniel, S. H. (2018) ‘The Science of Training and Development in Organizations: What Matters in Practice’, Psychological Science in the Public Interest, 13(2), pp. 74-101.

Why Saying ‘I’ Instead of ‘We’ in an Interview is a Skill You Must Master

<h2>Understanding Neurodiversity</h2>Neurodiversity refers to the natural variation in human brain functioning and behavioural traits. It encompasses conditions such as autism (ASD), ADHD, dyslexia and others (Deloitte, 2020). Recognising neurodiversity in educational settings is crucial, as it enables institutions to accommodate diverse learning needs and foster an inclusive environment that benefits all students.Traditional teaching methods may not always be effective for neurodiverse students, who often require tailored approaches to maximise their learning potential. This is where neurodiverse friendly coaching comes into play, providing personalised strategies that help these students thrive academically and socially.<figure id="figure-lwr769hkg3m7rws47p"><img id="lwr769hkg3m7rws47p" src="https://media.gettyimages.com/id/1695977139/photo/human-brain-and-question-mark-concept.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=sUtQuWEWFXriDMjTLl5C1CFsCP1yYcXh28OvhSkvWis=" alt="Human brain and question mark concept" title="Human brain and question mark concept" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://media.gettyimages.com/id/1695977139/photo/human-brain-and-question-mark-concept.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=sUtQuWEWFXriDMjTLl5C1CFsCP1yYcXh28OvhSkvWis=" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure><h3>The Importance of Neurodiverse-Friendly Coaching </h3>Neurodiverse friendly coaching acknowledges and supports the unique ways in which neurodiverse individuals learn and process information. Such coaching strategies can significantly enhance the educational experience by helping students feel understood and supported.Implementing neurodiverse friendly coaching ensures that all students have equal opportunities to succeed. This approach not only benefits neurodiverse students but also enriches the learning environment for their peers by promoting understanding and acceptance of differences. Schools that introduce neurodiversity training for staff see a 20% improvement in student wellbeing (British Journal of Special Education, 2023).<blockquote>"Neurodiversity is a competitive advantage. The world needs different kinds of minds to work together" — Dr. Temple Grandin</blockquote><figure id="figure-g5e2g35o0lm7rwsmvg"><img id="g5e2g35o0lm7rwsmvg" src="https://media.gettyimages.com/id/2155463108/photo/artificial-intelligence-machine-learning-natural-language-processing-data-technology.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=fXKyeBSxiUq0YPwYg_tkpsQlMNaX2rijYh-PYSy7dQo=" alt="Artificial Intelligence Machine Learning Natural Language Processing Data Technology" title="Artificial Intelligence Machine Learning Natural Language Processing Data Technology" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://media.gettyimages.com/id/2155463108/photo/artificial-intelligence-machine-learning-natural-language-processing-data-technology.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=fXKyeBSxiUq0YPwYg_tkpsQlMNaX2rijYh-PYSy7dQo=" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure><h3>Key Strategies for Neurodiverse-Friendly Coaching </h3>Effective neurodiverse friendly coaching involves several key strategies, including:<ul><li>Individualised Learning Plans: Tailoring strategies to accommodate the specific strengths and challenges of each student.</li><li>Flexible Teaching Methods: Using a variety of techniques to cater to different learning styles.</li><li>Emphasis on Strengths: Focusing on and leveraging the unique abilities of neurodiverse students.</li></ul>Incorporating the DISA Behavioural Model into coaching can further enhance support:Red (Dominant): Students with a dominant style thrive with clear goals and direct feedback."What is your top priority today, and how can we achieve it?" Yellow (Influential): Those with influential traits may benefit from creative and social approaches."How can we use your creativity to solve this challenge?" Green (Steadfast): Steadfast students often prefer a consistent, patient approach."What support do you need to feel comfortable moving forward?" Blue (Analytical): Analytical learners might engage best with structured, evidence-based methods."Would you like to break this task down into manageable steps?" <figure id="figure-ng5mbalw4km7rwt8jh"><img id="ng5mbalw4km7rwt8jh" src="https://media.gettyimages.com/id/875614148/photo/shes-a-great-teacher.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=oujOZiVBQnDtgwgNE0kJSxyc1r2mve2trwCR8-7aPs8=" alt="She's a great teacher" title="She's a great teacher" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://media.gettyimages.com/id/875614148/photo/shes-a-great-teacher.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=oujOZiVBQnDtgwgNE0kJSxyc1r2mve2trwCR8-7aPs8=" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure><h3>Benefits of Implementing Neurodiverse Friendly Practices</h3>The benefits of implementing neurodiverse friendly practices in educational institutions are significant:Reduced Stress and Anxiety: Tailored support helps neurodiverse students focus on their studies. Promotes Inclusivity: Creates a culture where all students feel valued and respected. Improved Academic Performance: When students receive the support they need, engagement and achievement increase. Higher Productivity: Organisations that adopt neurodiversity-friendly approaches can see productivity rise by up to 30% (CIPD, 2021). A real-world example of success is the University of Cambridge's Disability Resource Centre, which provides tailored support to enhance the academic journey of neurodiverse students.<h3>Training Educators for Neurodiverse-Friendly Coaching </h3>To effectively implement neurodiverse friendly coaching, educators need proper training. Programmes should focus on:Increasing Awareness: Understanding the diverse needs of neurodiverse students. Providing Tools and Resources: Equipping educators with practical strategies for effective coaching. Fostering Empathy and Patience: Ensuring educators can support students through challenges. When I worked with a young learner diagnosed with dyslexia (similar to myself), traditional teaching methods only heightened their frustration. Through neurodiverse friendly coaching, I focused on their strengths, using visual aids and storytelling techniques. Over time, not only did their grades improve, but their confidence soared. This is the power of personalised coaching.Educators who are well equipped to support neurodiverse students can make a significant difference in their academic journeys. Providing ongoing professional development ensures teachers and educators remain informed about the latest research and techniques in neurodiverse education.<h3>A Call to Action for Educational Institutions </h3>As educational institutions strive to create inclusive environments, embracing neurodiverse friendly coaching is a crucial step. By doing so, they not only support neurodiverse students but also enrich the entire educational community.It is essential for schools, colleges and universities to commit to understanding and implementing strategies that cater to the diverse needs of all learners. Through collaboration, continuous learning and dedication, educational institutions can lead the way in fostering an inclusive future for every student.How can your school or organisation become more inclusive of neurodiverse learners? Share your thoughts and strategies with us using #bmbyou!<h3>References</h3>British Journal of Special Education. (2023). Supporting Neurodiverse Learners in Education. [Online] Available at: www.britishjournalofspecialeducation.co.uk [Accessed 1 Mar. 2025]. CIPD. (2021). Neurodiversity in the Workplace: Improving Productivity and Inclusion. [Online] Available at: www.cipd.co.uk [Accessed 2 Mar. 2025]. Deloitte. (2020). Neurodiversity at Work: Embracing Different Thinkers. [Online] Available at: www.deloitte.com [Accessed 4 Feb. 2025].

Why Neurodiverse Friendly Coaching Matters (Education)

<h2>Understanding Emotional Intelligence</h2>Emotional intelligence (EI) is a critical skill for professional success, enabling individuals to recognise, understand and manage their own emotions while effectively engaging with the emotions of others (Goleman, 1995). Unlike Emotional Quotient (EQ), which is a measurable score of EI, emotional intelligence itself is a dynamic skill that can be developed and enhanced over time (Bradberry &amp; Greaves, 2009).In today's workplace, EI is a key differentiator between average and exceptional performance. Research by TalentSmart found that 90% of top performers possess high emotional intelligence, demonstrating its value in leadership, communication and collaboration (Bradberry &amp; Greaves, 2009). Harvard Business Review supports this, stating that EI accounts for nearly 90% of what sets high performers apart from peers with similar technical skills (Goleman, 1998).<figure id="figure-42fefozn4qm7gbo8a0" class=""><img id="42fefozn4qm7gbo8a0" src="https://media.gettyimages.com/id/2170090185/photo/emotional-intelligence.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=3vauOoxhdn4FbtVHkmGfobsdrrB1_2fE3wH0VaHO5kg=" alt="emotional intelligence" class="object-cover bg-gray-100" style="aspect-ratio: 16/9;" data-mce-src="https://media.gettyimages.com/id/2170090185/photo/emotional-intelligence.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=3vauOoxhdn4FbtVHkmGfobsdrrB1_2fE3wH0VaHO5kg=" data-mce-style="aspect-ratio: 16/9;"></figure><h3>The Four Components of Emotional Intelligence</h3>Emotional intelligence is composed of four primary components:&nbsp;<ol><li>Self Awareness</li><li>Self Regulation</li><li>Social Awareness</li><li>Relationship Management</li></ol>Self Awareness involves recognising your emotions and understanding their impact. Self Regulation is about managing your emotions in healthy ways. Social Awareness refers to the ability to understand the emotions of others.Relationship Management involves developing and maintaining good relationships (Goleman, 1995). Each of these elements plays a vital role in professional development and workplace success. Read on for more information.<h3>Self Awareness</h3>Self Awareness involves recognising your emotions and understanding their impact on your behaviour. According to Eurich (2018), only 10-15% of people are truly self aware, highlighting the need for regular self reflection and feedback from colleagues and mentors. Keeping a journal to track emotional patterns can also be a powerful tool in developing self awareness.<figure id="figure-fa1jxkvw5bm7gbo8a0"><img id="fa1jxkvw5bm7gbo8a0" src="https://media.gettyimages.com/id/79319861/photo/cowboy-and-horse.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=KhdL50b4XRh5Y2r74sKH1TcuiZr1nvIx0e8Am2b586o=" alt="self-awareness" class="object-cover bg-gray-100" style="aspect-ratio: 16/9;" data-mce-src="https://media.gettyimages.com/id/79319861/photo/cowboy-and-horse.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=KhdL50b4XRh5Y2r74sKH1TcuiZr1nvIx0e8Am2b586o=" data-mce-style="aspect-ratio: 16/9;"></figure>Once self awareness is established, self regulation becomes the next focus. <h3>Self Regulation</h3>Self regulation involves managing stress, staying calm under pressure, and responding thoughtfully rather than reactively. Goleman (2000) suggests that leaders with strong self regulation skills are 31% more effective in their roles. Techniques such as deep breathing, mindfulness and taking breaks during challenging situations (in Agile mindsets we avoid this, we use 'A chance to explore new solution') can significantly enhance self regulation.<h3>Social Awareness</h3>Social awareness is another critical aspect of emotional intelligence. It involves understanding the emotions of others and recognising social cues within the workplace. Empathy, active listening and being present in interactions can help improve social awareness. Research indicates that teams with high collective EI outperform low EI teams by 20%, demonstrating the organisational benefits of cultivating social awareness (Goleman, 2000).<h3>Relationship Management</h3>The final component of emotional intelligence is relationship management. Building and maintaining positive relationships in the workplace not only fosters collaboration but also enhances job satisfaction and productivity. Bradberry and Greaves (2009) emphasise that strong relationship management skills are closely linked to effective leadership and conflict resolution. By engaging in open and honest communication, showing appreciation for colleagues' efforts and addressing conflicts constructively, you can develop a strong network of professional support.<h3>The DISA Behavioural Model&nbsp;</h3>The DISA Behavioural Model aligns well with the principles of emotional intelligence. This model categorises behaviours into four primary behavioural traits: Dominant, Influencial, Steadfast and Analytical (Compliant) (Marston, 1928). Understanding your DISA style can provide valuable insights into managing your emotional responses and adapting your approach when interacting with others. For example, individuals with a primary trait of 'Influenial' can benefit from practising self regulation to avoid emotional burnout, while those with a primary trait of being 'Analytical' might focus on enhancing social awareness to connect more effectively with colleagues.Improving emotional intelligence is a continuous process. Regular self reflection, active listening and seeking feedback are essential steps in this journey. Participating in workshops or training focused on EI development and setting personal goals for emotional growth can also be highly effective. The journey to higher emotional intelligence involves consistent practice, patience and a willingness to learn from experiences.Are you ready to enhance your emotional intelligence and unlock new professional opportunities? Start today by reflecting on your EI skills, exploring your DISA behavioural style and setting concrete goals for growth. Share your experiences in the comments below. What strategies have helped you build emotional intelligence in your workplace?References Bradberry, T., &amp; Greaves, J. (2009). Emotional Intelligence 2.0. TalentSmart. Eurich, T. (2018). Insight: The Surprising Truth About How Others See Us, How We See Ourselves, and Why the Answers Matter More Than We Think. Currency. Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books. Goleman, D. (1998). What Makes a Leader? Harvard Business Review. Goleman, D. (2000). Leadership That Gets Results. Harvard Business Review. Marston, W. M. (1928). Emotions of Normal People. Kegan Paul, Trench, Trubner &amp; Co.#EmotionalIntelligence #ProfessionalGrowth #LeadershipSkills #SelfAwareness #RelationshipManagement #SocialAwareness #SelfRegulation #DISABehaviouralModel #bmbyou

How to Cultivate Emotional Intelligence for Professional Growth

<h3>Navigating NGO Collaboration Challenges</h3><h3>The Role of Behavioural Coaching </h3>Non Governmental Organisations (NGOs) play a vital role in addressing global challenges whether that be from climate change to humanitarian crises. However, effective collaboration between NGOs are often hindered by <a data-mce-href="https://www.culturemonkey.io/employee-engagement/organizational-silos/#:~:text=Organizational%20silos%20refer%20to%20the%20structural%20and%20cultural,information-sharing%20between%20different%20teams%2C%20departments%2C%20or%20functional%20areas." href="https://www.culturemonkey.io/employee-engagement/organizational-silos/#:~:text=Organizational%20silos%20refer%20to%20the%20structural%20and%20cultural,information-sharing%20between%20different%20teams%2C%20departments%2C%20or%20functional%20areas.">organisational silos</a>, differing priorities, communication barriers and resource constraints. Research highlights over 70 key challenges in NGO collaboration, categorised into structural issues, process-related inefficiencies, role ambiguities, trust deficits, and power dynamics (O’Leary &amp; Bingham, 2009).To maximise impact, NGOs are exploring innovative solutions, one of which is behavioural coaching. This approach enables teams to improve communication, align objectives and build collaborative trust, ultimately driving more effective partnerships.<figure id="figure-ewhfbhipjjm7eyrstc"><img id="ewhfbhipjjm7eyrstc" src="https://media.gettyimages.com/id/639584438/photo/mentor-and-apprentice.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=gs_QhzJoABHZUtY0RlmOBQpBRgk_8OK6RRVgOd0_dm8=" alt="Mentor and apprentice" title="Mentor and apprentice" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://media.gettyimages.com/id/639584438/photo/mentor-and-apprentice.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=gs_QhzJoABHZUtY0RlmOBQpBRgk_8OK6RRVgOd0_dm8=" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure><h3>The Role of Behavioural Coaching in NGO Collaboration </h3>Behavioural coaching helps individuals and teams identify and adjust behaviours that may be hindering collaboration. It focuses on developing self awareness, emotional intelligence and adaptive communication skills, all of which are essential in NGO environments where diverse teams work towards shared goals (Passmore, 2010).By integrating behavioural coaching into NGO operations, organisations can: ✅ Enhance communication by addressing misunderstandings and fostering active listening. ✅ Improve decision making through structured reflection and behaviour-modification strategies. ✅ Strengthen team dynamics by encouraging constructive conflict resolution and mutual trust.A meta-analysis by Theeboom et al. (2014) found that coaching interventions led to a significant increase in goal attainment and psychological wellbeing, with an effect size of 0.50–1.27, depending on whether self assessments or external evaluations were used. (see below for explanation and further understanding)<figure id="figure-tzcxgr7o1nm7eysjb3"><img id="tzcxgr7o1nm7eysjb3" src="https://media.gettyimages.com/id/1188229211/photo/new-way.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=xlGeKgGau8DdsQHHuBLhMjVJFEfJxxAyZ0aouvJo5Ck=" alt="New way" title="New way" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://media.gettyimages.com/id/1188229211/photo/new-way.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=xlGeKgGau8DdsQHHuBLhMjVJFEfJxxAyZ0aouvJo5Ck=" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure><h3>Implementing Behavioural Coaching in NGOs </h3>Integrating behavioural coaching into NGO collaboration requires a structured, evidence based approach. Key steps include:1️⃣ Assessment – Conducting an initial evaluation to identify behavioural and communication challenges within teams. 2️⃣ Goal Setting – Establishing clear, shared objectives for the coaching intervention. 3️⃣ Customised Coaching – Delivering tailored coaching programmes that address specific organisational needs. 4️⃣ Monitoring &amp; Feedback – Regularly assessing the impact of coaching, adjusting strategies where necessary.<h3>Case Study:</h3>Behavioural Coaching in Environmental NGOs A compelling example of behavioural coaching improving NGO collaboration can be seen in the Responsible Soy Project, a partnership between The Nature Conservancy (TNC) and agribusiness giant Cargill. Initially, the NGOs faced significant barriers, including conflicting priorities and a lack of trust.<figure id="figure-xy6c1dtqh7m7eyu8mr"><img id="xy6c1dtqh7m7eyu8mr" src="https://media.gettyimages.com/id/172378150/photo/soil-samples.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=nU9BCwXU8mauEuqeDfltcgsxoqn9Lv_cWNa8tyGXSjk=" alt="Soil samples" title="Soil samples" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9; object-position: center center;" data-corners="default" data-aspect="16:9" data-caption="" data-positionx="undefined" data-positiony="undefined" data-fullwidth="false" data-mce-src="https://media.gettyimages.com/id/172378150/photo/soil-samples.jpg?b=1&amp;s=2048x2048&amp;w=0&amp;k=20&amp;c=nU9BCwXU8mauEuqeDfltcgsxoqn9Lv_cWNa8tyGXSjk=" data-mce-style="aspect-ratio: 16/9; object-position: center center;"></figure>By implementing a behavioural coaching model, the organisations aligned their goals and improved communication, leading to: 🌍 A 30% increase in compliance with sustainable soy production in Brazil. 📉 A measurable reduction in deforestation rates in the Amazon (Jung &amp; Polasky, 2018).Similarly, the Kalimantan Forests and Climate Partnership (KFCP) in Indonesia, supported by NGOs and government agencies, used coaching led leadership development to enhance collaboration. This approach resulted in: 🌱 A 50% reduction in illegal logging activities. 🔄 Stronger engagement with local communities in forest conservation efforts (Rosenberg &amp; Wilkinson, 2013).<h3>The Future of NGO Collaboration</h3>As NGOs continue to tackle complex global challenges, behavioural coaching offers a proven, scalable method to enhance collaboration. Organisations that invest in coaching frameworks see higher efficiency, stronger partnerships, and improved long term impact.By embedding behavioural coaching into their collaboration strategies, NGOs can move beyond traditional barriers, foster more resilient partnerships, and drive sustainable change on a global scale.You can ask us about our behavioural coaching approaches. <a href="mailto:stephen@bmbyou.com" data-mce-href="mailto:stephen@bmbyou.com">Email us</a>References Jung, S. and Polasky, S. (2018) 'Partnerships to Prevent Deforestation in the Amazon: The Case of the Responsible Soy Project', Journal of Environmental Economics and Management, 92, pp. 498-516.O’Leary, R. and Bingham, L. B. (2009) The Collaborative Public Manager: New Ideas for the Twenty-First Century. Washington, DC: Georgetown University Press.Passmore, J. (2010) Excellence in Coaching: The Industry Guide. London: Kogan Page.Rosenberg, A. and Wilkinson, J. (2013) 'Demonstrating Approaches to REDD+: Lessons from the Kalimantan Forests and Climate Partnership', San Giorgio Group Case Study. Available at: Climate Policy Initiative.Theeboom, T., Beersma, B. and Van Vianen, A. E. (2014) 'Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context', The Journal of Positive Psychology, 9(1), pp. 1-18.<h2>Understanding Effect Size</h2>Effect size is a statistical measure used to indicate the strength of a relationship or impact in research. (I only know this from my MBA) In this case, it measures how much coaching interventions improve performance, goal attainment and psychological wellbeing.The specific effect sizes in the study are: ✅ 0.50 – When an external observer (e.g., a manager or colleague) rates improvements in the coachee. ✅ 1.27 – When individuals self assess their own improvement after coaching.Interpreting These Numbers Effect size is typically interpreted using Cohen’s d, where:0.2 = Small effect 0.5 = Medium effect 0.8+ = Large effectA 0.50 effect size means coaching has a moderate impact when assessed by others, while a 1.27 effect size suggests a very large impact when self reported. The discrepancy may indicate that coachees perceive a bigger improvement in themselves than external evaluators do. This is a common psychological effect.Why Does This Matter for NGOs? For NGOs considering behavioural coaching, this research suggests:Moderate external validation (0.50) – Meaning coaching visibly improves collaboration and performance. High self-reported impact (1.27) – Meaning participants feel significantly more capable, which can boost motivation and engagement.

Case Study: Transforming NGO Collaboration with Behavioural Coaching

Two women discussing work in modern office

The DISA model is a powerful tool for enhancing communication in both personal and professional settings. Developed by psychologist William Marston, the model focuses on four primary behavioural traits: <ul><li>Dominant</li><li>Influencial</li><li>Steadfast</li><li>Analytical</li></ul>By understanding these traits, individuals can tailor their communication strategies to engage more effectively with others.The DISA model categorises individuals based on how they respond to challenges, influence others, respond to rules and pace their activities. By identifying which trait predominantly represents someone, you can predict how they might react in various situations and communicate accordingly.<h3>Improving Interpersonal Communication</h3>One of the primary benefits of the DISA behavioural model is its ability to improve interpersonal communication. By recognising your own dominant trait and understanding others', you can adjust your approach to foster more productive conversations. For instance, if you are dealing with someone who exhibits Dominance, being direct and concise will likely be more effective than a lengthy discussion.Similarly, when interacting with individuals who have a Influencial score, it helps to be enthusiastic and open to their ideas. This approach creates a more engaging environment and can lead to more successful collaborations.<h3>Enhancing Team Dynamics</h3>In a team setting, understanding the DISA Behavioural model can significantly enhance dynamics and productivity. Teams are often composed of individuals with diverse DISA traits, and leveraging these differences can lead to stronger outcomes. For example, a team leader might rely on those with Analyticalbehaviours for detail oriented tasks and those with Steadfastness for maintaining harmony within the group.By aligning tasks with team members' traits, you not only improve efficiency but also boost morale as individuals feel their strengths are recognised and valued. This alignment can lead to a more cohesive team environment where everyone is working towards a common goal.<h3>Applying DISA in Conflict Resolution</h3>Conflicts are inevitable in any setting where diverse personalities and behaviours interact. The DISA Behavioural model can be an essential tool in resolving conflicts by helping individuals understand differing perspectives. Recognising that a colleague’s need for control stems from a primary Dominant trait can lead to more empathetic responses and effective solutions.Approaching conflict with an understanding of DISA allows for a more structured resolution process. It encourages open dialogue where each party feels heard and understood, ultimately leading to more sustainable solutions.<h3>Implementing DISA Behaviour in Leadership</h3>For leaders, applying the DISA Behavioural model in their leadership style can lead to better management practices. Understanding the primary dominant traits of team members allows leaders to adapt their communication and delegation strategies effectively. Leaders who excel in this can motivate their teams by ensuring each member's strengths are utilised.Leaders can use DISA insights to provide feedback that resonates with individual team members, fostering an environment of continuous growth and improvement. This personalised approach to leadership can significantly enhance team performance and satisfaction.<h3>Personal Development through DISA</h3>Beyond its professional applications, the DISA model is also valuable for personal development. By understanding your own DISA profile, you gain insight into areas where you might improve communication or adapt more easily to different environments. This self awareness is crucial for personal growth and achieving long term goals.Engaging with the DISA Behavioural model encourages individuals to explore their strengths and weaknesses, paving the way for more meaningful interactions and relationships. It promotes a lifelong journey of learning and adaptation in both personal and professional realms.The DISA Behavioural model offers a comprehensive framework for understanding human behaviour and enhancing communication across various settings. Whether in leadership roles, team environments, or personal interactions, applying DISC principles can lead to more effective communication and stronger relationships. Embracing this model is a step towards greater empathy, collaboration, and success in any endeavor.<figure id="figure-dagv7fr90vm77r2son"><img id="dagv7fr90vm77r2son" src="https://cdn.durable.co/getty/8Mi2Hzd996mOwTWmtCDFYnDfRE5WsMXjzFU18znkglXOTbxuxcsA3wq2FltUCA3r.jpeg" alt="professional development" class="object-cover bg-gray-100 rounded-lg md:rounded-xl lg:rounded-2xl" style="aspect-ratio: 16/9;" data-mce-src="https://cdn.durable.co/getty/8Mi2Hzd996mOwTWmtCDFYnDfRE5WsMXjzFU18znkglXOTbxuxcsA3wq2FltUCA3r.jpeg" data-mce-style="aspect-ratio: 16/9;"></figure>

Enhancing Communication with the DISA Behavioural Models

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bmbyou Ltd. is a behavioural coaching and learning facilitation business based in Craigavon, Northern Ireland. We specialise in delivering tailored workshops, coaching sessions, and assessments for educational institutions, businesses, and NGOs. Using evidence-based models like DISA (DISC), we empower individuals and teams to enhance communication, leadership, and collaboration.

Our services are inclusive and neurodiverse-friendly, designed to unlock potential and drive measurable growth. With a focus on personal and professional development, bmbyou Ltd. is committed to fostering transformation and success through innovative, customised solutions.

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Why Neurodiverse Friendly Coaching Matters (Education)

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Enhancing Communication with the DISA Behavioural Models