Tag Archives: Daniel Goleman

How to increase our emotional self-awareness


By Elisabeth Goodman, 29th September 2018

Emotional self-awareness is at the root of emotional intelligence, and it is a skill.  I am increasingly realising, as I work with managers and individual team members, that emotional self-awareness is a skill in which people have varying levels of proficiency.

I’ve gone back to the very first of Daniel Goleman et al’s “Building Blocks of Emotional Intelligence” to learn more about what emotional self-awareness is, why it’s important, and how to go about developing it. [See the notes at the end for links to my blogs on some of the other booklets.]

Emotional self-awareness_Goleman et al

1. Emotional Self-Awareness in Building Blocks of Emotional Intelligence.  Daniel Goleman et al, Key Step Media, 2017

What is emotional self-awareness?

Daniel Goleman defines emotional self-awareness on pages 5 and 34 of the booklet as:

“the ability to understand your own emotions and their effects on your performance.  You know what you are feeling and why – and how it helps or hurts what you are trying to do.  You sense how others see you and so align your self-image with a larger reality.  You have an accurate sense of your strengths and limitations, which gives you a realistic self-confidence.  It also gives you clarity on your values and sense of purpose, so you can be more decisive when you set a course of action.  As a leader, you can be candid and authentic, speaking with conviction about your vision.”

Why is emotional self-awareness so important?

As Goleman explains, if our self-awareness is strong, it makes us better equipped for the three other core components of emotional intelligence: self-management, social awareness, and relationship management.

As with so many aspects of emotional intelligence, being self-aware helps us to get better results out of the situations that we find ourselves in.  Because we experience emotions both physically and intellectually, being more in touch with our emotions will have beneficial effects on our mental health, our physical health, and our intellect. And we will interact more effectively with others.

For leaders in a business environment, the positive effects will spread to our colleagues, teams, and to the organisation as a whole.  Goleman quotes results from the Korn Ferry Hay Group that quantify the benefits:

  • Where leaders had multiple strengths in emotional self-awareness, 92% had teams with high energy and high performance
  • Where leaders were low in emotional self-awareness, they created negative climates 78% of the time

How can we improve our emotional self-awareness?

Daniel Goleman and his co-authors have three or four suggestions for us.

  1. Interoception. The first way to improve our emotional self-awareness (according to Richard Davidson) is to tune in to what is happening in our bodies: our internal signals.  The technical term for this is “interoception”.  Basically, our heart rate, our muscle tension and our breathing are all affected by our emotions – and our awareness of this is controlled by the part of the brain called the insula.  Apparently, MRI scans can pick up increased activity in the insula when we are actively interrogating how our body feels.  So, we can learn to pay more attention to what is going on in our bodies.
  2. Reflection.  We can also increase our emotional self-awareness by taking the time to think about how we are feeling.  How this is connected to whatever might be going on.  How we’ve reacted to a particular situation.  And how we could behave differently.  Keeping a daily journal is one way to do do this.
  3. 360 degree feedback.  This is a popular tool for management and leadership development.  We can use it to get feedback on how others perceive us: our strengths and our opportunities for development.  And we can compare that feedback to our self-perception, and discover gaps or mis-matches between the two.
  4. On-going feedback.  We can also ask supportive colleagues to alert us to situations where it might be helpful for us to be more aware of how we and others are feeling, and where our behaviour may be more or less helpful to others.  George Kohlrieser suggests that we have colleagues help us, or that we have a mentor or a coach to support us in this way.

A couple of additional tips

  1. Team self-assessment.  Vanessa Druskat writes a chapter in each of the series’ booklets about the topic’s relevance to teams.  Here she reminds us that teams can also demonstrate emotional self-awareness by taking the time to actively monitor how they are doing, from an emotional and relationship perspective.  Vanessa Druskat also suggests that it takes a courageous team leader to do this: to not worry about what the findings might indicate about their effect on the team, or about bringing any conflicts into the open.
  2. Checking-in as a regular practice.  Daniel Goleman tells an effective anecdote in the booklet’s conclusion about a nurse who takes a moment, before visiting each of her patients, to tune into her feelings, and to remind herself to give her full attention to the next patient.  We could do the same before we initiate any conversation at work with direct reports, colleagues, managers, customers or suppliers!

Notes

My blogs on other booklets in the series:

About the author. Elisabeth Goodman is the Owner and Principal Consultant at RiverRhee Consulting., a consultancy that specialises in “creating exceptional managers and teams”, with a focus on the Life Sciences. (We support our clients through courses, workshops and personal one-to-one coaching.)  Elisabeth founded RiverRhee Consulting in 2009, and prior to that had 25+ years’ experience in the Pharmaceutical Industry in line management and internal training and consultancy roles supporting Information Management and other business teams on a global basis.  RiverRhee is a support supplier for One Nucleus and a CPD provider for CILIP (Chartered Institute for Library and Information Professionals). Elisabeth is accredited in Change Management, in Lean Sigma, in Belbin Team Roles, MBTI (Myers Briggs Type Indicator) and is an NLP (NeuroLinguistic Programming) Practitioner. She is a member of CILIP and of APM (Association for Project Management) in which she was a founding member of the Enabling Change SIG.

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Organisational awareness – combining intellectual and emotional intelligence


By Elisabeth Goodman, 5th September 2018

Booklet number 7 in Daniel Goleman et al’s “Building Blocks of Emotional Intelligence” is entitled ‘Organizational Awareness”.

As with the previous booklets that I have documented:

I have found it helpful to summarise the key points from the various contributors in the book.

Here is my summary in the form of the ‘why’, the ‘what’, the ‘how’

Why is organisational awareness so important?

Key points from 7: Organizational Awareness in Daniel Goleman et al’s Building Blocks of Emotional Intelligence

What is organisational awareness?

A system that involves the awareness, development and use of both intellectual and emotional intelligence in the context of:

Informal and social networks (within and outside the organisation).  Knowing who are the opinion leaders, decision makers, influencers.  Who are the people that people defer to?  Who are the people who make things happen (or block them from happening)?  What is the nature of the interactions with external partners, suppliers, customers?

The engagement of every employee: the demonstrated connectedness between the organisation’s mission, values, goals and day-to-day behavioural norms.  How people are focusing their attention and their energy.

External forces affecting the organisation e.g. through PESTLE analyses (Politics, Economics, Social, Technical, Legal, Environmental) to understand the external landscape and how this might affect the organisation; how it should be adapted.

Extension of personal emotional intelligence to the wider organisation: applying all the skills we have for understanding and controlling our own emotions to the wider context in which we operate.  Using these skills to understand the emotional undercurrents in the organisation and, in a leadership situation, to influence and channel them towards a positive outcome.

How to practise organisational awareness

  1. Listen to and observe conversations within and outside meetings (applying your emotional intelligence skills)
  2. Ask yourself and others about what is going on when decisions are being made and change is taking place.
  3. Find out who are the ‘go to’ people: the ‘movers and shakers”.
  4. Carry out analytical research, or commission external consultants to help you with this.
  5. Make use of established tools such as stakeholder analysis when planning to implement change; and team temperature / health checks or diagnostics

Now… how will you approach organisational awareness?

For my part, these are again extremely useful insights to weave into RiverRhee’s courses for managers and teams.

NOTEs

About the author. Elisabeth Goodman is the Owner and Principal Consultant at RiverRhee Consulting., a consultancy that specialises in “creating exceptional managers and teams”, with a focus on the Life Sciences. (We support our clients through courses, workshops and personal one-to-one coaching.)  Elisabeth founded RiverRhee Consulting in 2009, and prior to that had 25+ years’ experience in the Pharmaceutical Industry in line management and internal training and consultancy roles supporting Information Management and other business teams on a global basis.  RiverRhee is a support supplier for One Nucleus and a CPD provider for CILIP (Chartered Institute for Library and Information Professionals). Elisabeth is accredited in Change Management, in Lean Sigma, in Belbin Team Roles, MBTI (Myers Briggs Type Indicator) and is an NLP (NeuroLinguistic Programming) Practitioner. She is a member of CILIP and of APM (Association for Project Management) in which she was a founding member of the Enabling Change SIG.

Defining team norms for high performance teams


By Elisabeth Goodman, 3rd June 2018

I’ve written a few blogs on the characteristics of high performance teams and how to evaluate them and summarised them in this one on my RiverRhee website (http://riverrhee.com/blog/temperature-checks-or-diagnostics-high-performance-teams).

Daniel Goleman et al’s “Teamwork: a primer”, number 11, in his “Building blocks of emotional intelligence” series, provides some additional helpful insights.

Every member of a team can positively influence its effectiveness

The first premise, which I absolutely endorse, is that “everyone who is part of a group can positively influence the team’s effectiveness through how they handle their participation in the group”.

Teamwork - a primer

In fact I would say that it is every team member’s responsibility to positively influence the team’s effectiveness.  As Goleman says, if other team members, or indeed the team leader, are not also doing this, then just one person’s positive behaviour may influence the others’.

The various co-authors of the primer stress how important it is for everyone on the team to have emotional intelligence.  And, that this is as important as technical and cognitive ability for the success of a team.

This combination of capabilities applies to the work within a team, as well as to collaborative work with stakeholders or with people outside of a team

The team leader sets the tone for teamwork

The team leader has a key role to play to set the tone for the team.  What they say and do will act as an example or role model, and absolutely influence what happens.  As Matthew Lippicott says, it is down to the leader to “clearly communicate, develop trust and provide performance-oriented feedback”.

As Vanessa Druskat says, a leader’s skill in setting the right tone is a feature of how well they balance their cognitive and emotional intelligence competencies.

There is lots more that a leader can do, as described in the next section.

Team norms for high performance teams

Vanessa Druskat describes team norms as “the habits, expectations and behaviours” of a team).

The following illustration is my summary of the five norms that I’ve picked out from “Teamwork: a primer”.

Team norms

The illustration shows how the leader can influence and support the team’s behaviour, as well as the part that each team member can play.

The authors of the primer have done a great job at identifying all of these aspects.  Their conclusions comes from studies of teamwork amongst MBA students, sports teams, a global engineering and construction firm, and other studies and findings in the literature.

To describe the norms in more detail:

  • Interpersonal understanding and caring (as described by Vanessa Druskat and Daniel Goleman) happens when the team members take time to understand each others’ strengths, weaknesses and attitudes. The leader sets the tone by demonstrating empathy and interest in each individual as opposed to being solely focused on the team’s efficiency.  People are alert to their colleagues feeling upset, left out, overwhelmed and take supportive action.
  • Diversity and inclusivity is described by Richard Boyatzis and Ann Flanagan Petry.  Team members help each other to participate fully for example by creating verbal space for others to express their views.  Individuals feel welcome and acknowledged by their colleagues.
  • Addressing counterproductive behaviour is described by Vanessa Druskat and Matthew Lippicott.  Here the leader needs to be able to moderate or control their empathy so that it does not get in the way of their being able to give tough feedback.  They also need to be able to address conflict. (See also my blog on the Conflict Management booklet in Daniel Goleman’s et al series: Conflict is the “lifeblood of high performing organisations”)
  • Effective accountabilities (also described by Vanessa Druskat and Matthew Lippicott) relies on the leader being able to clearly communicate their expectations, and everyone taking a proactive role to fulfill their accountabilities.  This norm will be enhanced by people being acknowledged and appreciated for their hard work.
  • Team self-evaluation (described by Vanessa Druskat) requires a leader to be open to suggestions for improvement (demonstrating vulnerability vs control).  Team members also need to have the opportunity and take the time to reflect on the team’s performance and how it could be improved.

Conclusion

Altogether, these ‘norms’ go across many of the 14 good team working practices that I’ve described elsewhere.

They form an excellent basis for evaluating and improving a team’s performance, and I will be adding them to the mix in RiverRhee’s work on building and developing teams!

NOTES

About the author. Elisabeth Goodman is the Owner and Principal Consultant at RiverRhee Consulting., a consultancy that specialises in “creating exceptional managers and teams”, with a focus on the Life Sciences. (We support our clients through courses, workshops and personal one-to-one coaching.)  Elisabeth founded RiverRhee Consulting in 2009, and prior to that had 25+ years’ experience in the Pharmaceutical Industry in line management and internal training and consultancy roles supporting Information Management and other business teams on a global basis.  RiverRhee is a support supplier for One Nucleus and a CPD provider for CILIP (Chartered Institute for Library and Information Professionals). Elisabeth is accredited in Change Management, in Lean Sigma, in Belbin Team Roles, MBTI (Myers Briggs Type Indicator) and is an NLP (NeuroLinguistic Programming) Practitioner. She is a member of CILIP and of APM (Association for Project Management) in which she was a founding member of the Enabling Change SIG.

Conflict is “the lifeblood of high performing organisations”


By Elisabeth Goodman, 28th April 2018

I’ve just been reading booklet number 10: Conflict Management, in the “Building Blocks of Emotional Intelligence” by Daniel Goleman et al.

The authors have some powerful insights on the benefits of conflict and how to address or facilitate it constructively, both as an individual participant, and as a team leader.

The benefits of conflict

George Kolrieser is the originator of the quote in the title of this blog: conflict is the “lifeblood of high performing organisations”.

He and Amy Gallo give a great overview of the benefits that conflict can bring to groups as well as to individuals.  Their views are a confirmation of why “storming” is such a vital step in the stages of team development.

Stages of team development_Elisabeth Goodman

Stages of team development, adapted from Tuckman

Conflict is the result of the discussions and disagreements that arise from diverse points of view.

For a group, when conflict is handled effectively, people will have the courage to speak up, take risks and listen to and consider other’s perspectives.  In such a climate, conflict will generate energy, creativity, change, improved performance, innovation and a more strongly bonded team.

For individuals who accept conflict as something positive, it will give them:

  • better results – because they are considering others’ viewpoints
  • learning and development – through self-reflection on their reactions to conflict as well as understanding of others’
  • improved relationships – through being open to conflict, and the strength they gain each time they respond positively to it
  • job satisfaction – through not feeling worried or stressed about conflict at work

“Put the fish on the table”

This metaphor is also supplied by George Kolrieser.  It comes from Sicily, where fishermen will lay their catch out on a table and deal with all the messy preparation of it together. (The opposite metaphor would be to let the fish rot under the table.)

catania160

“Put the fish on the table” – photo from http://galenf.com/Sicily/catania160.jpg

In this situation, as George Kolrieser describes, the people involved are openly raising and discussing the issues involved.  They are seeking a win:win resolution, without aggression or hostility.

This approach to conflict resolution is founded on achieving a common goal, or, as Richard Boyatzis puts it, an “overarching objective”.

The people involved are able to feel and demonstrate respect for each other – although they don’t have to like each other!

How individuals can address conflict

The following approach is my take on those described in the booklet by Amy Gallo, George Pitagorsky and Matthew Lippincott.

Addressing conflict

  1. Be self-aware.  This is about taking time to assess how you are feeling: your emotional response to the situation; stepping-back.
  2. Adjust your mindset. Considering the conflict as an opportunity rather than a problem; one where you can help others as well as yourself.
  3. Consider the other’s perspectives.  Show your interest in what they have to say; ask diplomatic questions; empathise; treat it as a learning opportunity.  Be aware that the organisational context may have some bearing on their perspective.
  4. Prepare your response.  Think about what the common goal might be.  Choose an appropriate time and place to have the discussion.
  5. Achieve closure.  Make sure that both parties reach agreement on a decision and on the resultant action, and that they follow-through.

Amy Gallo has some additional useful tips on how an individual can help themselves by unloading their emotions before having a discussion – perhaps with a ‘neutral’ third party.  They can also practise the discussion with a third party.  And of course it’s important to know when to take time out to deal with your emotions and calm down.

How leaders can facilitate conflict resolution

George Kolrieser’s “secure base leadership” concept is about providing individuals with both a safe and challenging environment to work within.  This applies to how they help their team members deal with conflict, as well as to day-to-day management.

Leaders can create a climate for positive conflict by:

  1. Positively promoting the differences within the team
  2. Helping people to get to know each other in a deeper way (which is why face-to-face team building activities are so valuable)
  3. Encouraging and supporting people to speak up
  4. Personally accepting conflict, risk-taking and failure as promoters of growth

They can facilitate discussions to deal with conflict by:

  1. Recognising when conflict is happening, and acting on it early
  2. Learning to put their own emotions aside (keeping their emotions “under wraps”)
  3. Tuning in to what the individuals are experiencing emotionally, their ideas and perspectives
  4. Facilitating the conversation – using all the strategies described for the individual in the section above

Conclusion

Dealing with conflict is not easy!  So much of it is learning to separate automatic emotional responses from the issues involved.  Those issues may be to do with the relationship of the ‘protagonists’ and/or with a particular topic.

However, like just about anything in life, the more we learn to deal with conflict, the more we will learn about ourselves and others, and the better we will get at reaping the associated benefits!

And sometimes… it may just be about choosing the battles we want to fight, as well as when and how to do so…

Notes

About the author. Elisabeth Goodman is the Owner and Principal Consultant at RiverRhee Consulting., a consultancy that specialises in “creating exceptional managers and teams”, with a focus on the Life Sciences. (We support our clients through courses, workshops and personal one-to-one coaching.)  Elisabeth founded RiverRhee Consulting in 2009, and prior to that had 25+ years’ experience in the Pharmaceutical Industry in line management and internal training and consultancy roles supporting Information Management and other business teams on a global basis.  RiverRhee is a support supplier for One Nucleus and a CPD provider for CILIP (Chartered Institute for Library and Information Professionals). Elisabeth is accredited in Change Management, in Lean Sigma, in Belbin Team Roles, MBTI (Myers Briggs Type Indicator) and is an NLP (NeuroLinguistic Programming) Practitioner. She is a member of CILIP and of APM (Association for Project Management) in which she was a founding member of the Enabling Change SIG.

Coaching and mentoring – an interpretation


By Elisabeth Goodman, 22nd March 2018

The 9th ‘building block’ or ‘primer’, in Daniel Goleman et al’s series for Emotional Intelligence is all about the coach and mentor role of leaders.  The style of these primers is very discursive, with chapters from several experts in the field.

I mapped out the key points that emerged for me as I was reading the primer, and then re-produced them in slide form.  I hope that readers will find this visual guide helpful.

(By the way, there are many more interesting points in this seemingly small book.  So I would definitely recommend those who would like to discover more about this topic to read the booklet for themselves.)

An interpretation of Daniel Goleman et al’s primer 9. “Coach and Mentor”, Key Step Media, 2017

 

Coaching and  mentoring is about focusing on the individual’s goals.  The key themes in the primer seem to centre on these four main points..

1. The goal of coaching and mentoring

2. What coaching and mentoring are not!

3. The qualities that a coachee needs to be successful

4. Qualities of a good coach

What a coach or mentor does first: create a safe and trusting space

Examples of good questions to ask in a coaching session (there are lots more possibilities!)

How to dare and support an individual to change as the result of coaching and mentoring. (Again, there are lots of tools and frameworks available.)

Some final tips for the coach and mentor on developing their competency…

TO CONCLUDE

This seems like an excellent little guide for aspiring coaches and mentors.

The RiverRhee team not only provides one-to-one personal coaching for individual contributors and managers, but also develops manager’s competencies in this area, with a course “Coaching Skills for Managers“.

So a great resource to add into the mix…

NOTES

About the author. Elisabeth Goodman is the Owner and Principal Consultant at RiverRhee Consulting., a consultancy that specialises in “creating exceptional managers and teams”, with a focus on the Life Sciences. (We support our clients through courses, workshops and personal one-to-one coaching.)  Elisabeth founded RiverRhee Consulting in 2009, and prior to that had 25+ years’ experience in the Pharmaceutical Industry in line management and internal training and consultancy roles supporting Information Management and other business teams on a global basis.  RiverRhee is a support supplier for One Nucleus and a CPD provider for CILIP (Chartered Institute for Library and Information Professionals). Elisabeth is accredited in Change Management, in Lean Sigma, in Belbin Team Roles, MBTI (Myers Briggs Type Indicator) and is an NLP (NeuroLinguistic Programming) Practitioner. She is a member of CILIP and of APM (Association for Project Management) in which she was a founding member of the Enabling Change SIG.

On leadership, emotional intelligence and influencing skills


By Elisabeth Goodman, 9th March 2018

My colleague, Liz Mercer, and I recently bought the whole set of  Daniel Goleman et al’s twelve”Building Blocks of Emotional Intelligence” between us.

The 70+ page booklet on “Influence” caught my attention as we have a course on Effective Influencing and Communication Skills with RiverRhee.  We also have a section on Influence in our Transition to Leadership course.  And how to influence others is also a topic that comes up in our one-to-one personal coaching for individual contributors and managers. I wanted to see what I could learn to pass onto our delegates.

8. Influence in “Building blocks of emotional intelligence”, More than Sound, LLC, 2017

We all need to influence, whether formal leaders or not

As Daniel Goleman reminds us, we all find ourselves in situations where we need to influence others to do something.

In a home situation it could be encouraging a friend or a member of our family to join us on an outing or to stop doing something that annoys us!

In a work situation it could be asking a colleague or a direct report to carry out a piece of work, or get involved in a new initiative.

We are all potential leaders for any given activity, whether we have a formal leadership job title or not!

The relevance of emotional intelligence for influencing strategies

Our influencing strategies will have more long-lasting effect if we achieve buy-in and engagement from those concerned in a positive way, than if we coerce them to do something against their will.

In RiverRhee’s course and module on influencing strategies we help delegates to appreciate potential differences in their own and others’ communication and influencing styles and preferences.  They explore how they can use this understanding to adapt their approach so as to build greater rapport and interact more effectively with those that they seek to influence.

We use the MBTI (Myers Briggs Type Indicator) to help build this form of emotional intelligence.  But indeed use of any personality tool could help with this.

Daniel Goleman researched the competencies of about 100 organisations.  He found that emotional intelligence was, on average, twice as important as cognitive ability for jobs at all levels of an organisation.  For top leadership positions, 80-90% or even 100% of the competencies for star performers were based on emotional intelligence.

Leaders with these competencies are the ones who tend to produce a “positive work climate” that is more conducive to employee engagement.  They are the ones who are more likely to achieve long-lasting influencing strategies.

Leadership styles conducive to effective influencing strategies

Goleman lists four leadership styles which will result in greater engagement and commitment from their teams.  They echo some of the ideas we’ve picked up previously on inspirational leaders.

The four styles that are more likely to be conducive to effective influence are:

  1. The “visionary” leader – who shares a clear and compelling log-term vision
  2. The “participative” leader – who involves the team in generating ideas and agreeing the way forward
  3. The “coaching” leader – who takes time and provides resources for their team’s personal and professional development
  4. The “affiliative” leader – who builds positive relationships within the team

Goleman contrasts these styles with purely directive, or even coercive styles.  He also cites “pacesetting” styles which are focused on meeting targets, often accompanied by negative rather than positive feedback.  Leaders with these styles are apparently characterised by having strengths in only three or less of the 12 Emotional and Social Intelligence (EI / SI) competencies.  Whereas leaders with the more positive styles are likely to have strengths in at least six to ten of the EI / SI competencies.

Additional tips for enhanced influencing strategies

Peter Senge has an excellent chapter in the “Influence” booklet entitled “3 Companies, 3 Paths to Influence”.  I picked out the following tips (some of which the author likened to a salesperson’s skills) in my interpretation of  these case studies:

  1. Listen – to really understand the other’s perspective
  2. Go where the energy is – also known as the “open door” approach.  There is no point in trying to push an idea for which there is no energy.  But when the energy is there..
  3. Have a vision and talk about what it will do for the other person
  4. Find where your interests and the other’s interests converge
  5. Use the language of your decision makers
  6. Understand the other person’s values and how you can help them in that context.  (We sometimes also talk about this in terms of the other person’s motivations.)

Being a “warm-demanding” leader

Matthew Taylor’s chapter in the “Influence” booklet describes the concept of “warm-demanding” leadership.  It’s about deeply believing in others, demonstrating that deep belief, and at the same time “holding them to high expectations”.

A “warm-demanding” leader will use their strong emotional intelligence competencies to build strong rapport with the person they are seeking to influence.  The individual will understand that they are valued and believed in.  They will also have the support, encouragement, challenge even that appeals to their own motivation and values to go beyond what they are doing today.

To conclude

There is a rich mine of lessons available to us, whether individual contributors, managers or leaders, about effective influencing strategies that we could use.

The “Influence” booklet in “The Building Blocks of Emotional Intelligence”, whilst not the final word on the topic, has some very useful insights to add to these.

As always, I would love to hear about other thoughts and experiences from readers of this blog.

Notes

About the author. Elisabeth Goodman is the Owner and Principal Consultant at RiverRhee Consulting., a consultancy that specialises in “creating exceptional managers and teams”, with a focus on the Life Sciences. (We support our clients through courses, workshops and personal one-to-one coaching.)  Elisabeth founded RiverRhee Consulting in 2009, and prior to that had 25+ years’ experience in the Pharmaceutical Industry in line management and internal training and consultancy roles supporting Information Management and other business teams on a global basis.  RiverRhee is a support supplier for One Nucleus and a CPD provider for CILIP (Chartered Institute for Library and Information Professionals). Elisabeth is accredited in Change Management, in Lean Sigma, in Belbin Team Roles, MBTI (Myers Briggs Type Indicator) and is an NLP (NeuroLinguistic Programming) Practitioner. She is a member of CILIP and of APM (Association for Project Management) in which she was a founding member of the Enabling Change SIG.