The advantages of coaching for young people

It is more powerful and enriching to listen to people than to tell them what to do!

Stephan Doukhopelnikoff Coach

Will banks get out of their Megalomania in Africa? Young entrepreneurs left behind!

Everything that is created needs air to prosper.

For a business or entrepreneur it is brains, courage and money!

Finally banks start to see the importance of financing SMEs in Africa, I read in an article of TheAfricaReport (link). Really?

Will they get out of their megalomania? Fintech solutions can also be provided by other players! Personally I am convinced that banks will be outplayed in the future unless they make money roll again.

The situation for SMEs is unbearable by interest rates.

Here in #Burundi the rates go from 18 to 24 %.

Which responsible entrepreneur is crazy enough to loan at those rates.

If you do, your #business is already underminded from the beginning.

It is again another vicious circle in Africa blocking #development.
Banks will refer to the high risks but what do they do from their side to help (young) entrepreneurs to be responsible?

Why it is the humanitarian sector always that has to come with donations?
This is not sustainable and irresponsible.

It is not the core of humanitarian organisations to contribute to entrepreneurship.
Reality is that young entrepreneurs are depending of humanitarian aid to start their business. This is a shame. Also because it contributes to a wrong mindset. 

Banks need competition to. Even micro-finance is expensive for entrepreneurs but already more reasonable.

It seems that crowdfunding, partnerships and new future fintech solutions are the best ways to go for Africa. 

For now I don’t see the banks get out of their megalomania!

Read the article in TheAfricaReport: link

 

L’utilisation inconsciente de PowerPoint sape la confiance de votre public.

“Interagissez avec votre public en premier lieu. PowerPoint n’est qu’un support, comme beaucoup d’autres outils. »
C’est fantaisiste quand, au pays des aveugles, vous pouvez utiliser powerpoint. PowerPoint est considéré comme faisant partie de la «nouvelle» technologie dans certaines parties du monde.
Pour moi, cela devrait être déconseillé si les gens ne l’utilisent pas comme support et uniquement pour lire des textes.
Lorsque vous lisez vos diapositives PowerPoint, cela signifie que vous ne maîtrisez pas ce que vous dites.
En plus de cela et pire encore: Comment votre public peut-il lire et vous écouter en même temps?
Quel genre d’esprit est capable de le faire?
Cela ne perturbe pas la comprehension du public du contenu? L’essentiel: la comprehension de ce que vous voulez communiquer?
Comment pouvez-vous comprendre et apprendre lorsque votre concentration est perturbée parce que vous devez choisir entre écouter et lire?
Pouvez-vous lire et écouter en même temps?
L’éducation est bonne, mais que se passe-t-il si les techniques utilisées ne contribue pas à votre éducation?
Partout où je participe à des conférences et des ateliers, les gens lisent les diapositives qu’ils présentent.
Beaucoup d’enseignants et coachs utilisent la même approche.
La durée d’attention de votre public est très faible lorsqu’il s’agit d’une présentation passive. Imaginez une mauvaise utilisation des techniques.
Mon conseil. Placez PowerPoint sur le côté.
Communiquez avec votre public.
Cela signifie écouter votre public.
Interagissez avec votre public.
N’est-ce pas le but de se réunir: communiquer?
Utilisez PowerPoint comme support ou sauvegarde, un fil en cas de doute ou de manque de maîtrise complète.
Utilisez PowerPoint au début et de préférence à la fin comme aperçu de ce qui a été communiqué et de ce qui n’a pas été traité.
Powerpoint est un outil et non un objectif en soi.
Utilisez des images et quelques mots qui collent.
Les textes intégraux ne collent pas.
Envoyez ces textes à l’avance ou après pour que de plus amples informations soient traitées à la maison. Un endroit où chacun peut «à son gré» traiter les informations.
Une conférence ou un atelier rassemble des gens dont les gens sont la cible principale. La technologie n’est pas la cible mais un outil.
Un outil est inutile si vous n’apprenez pas à l’utiliser correctement.
Oui, vous êtes l’enseignant. Et quoi des savoirs de votre audience.
Si votre audience est bloqué par la presentation. Comment ils vont participer.
Comment vous allez savoir ce que votre publique sait?
Comment vous allez apprendre l’un de l’autre?
Où vous avez la prétention que vous savez tout et votre publique rien du tout?
Une présentation est beaucoup utilisé aussi pour montrer son savoir comme un pouvoir. Alors une presentation est le moment de rester humble.
C’est un moment de partage de connaissances, un moment de s’enrichir l’un, l’autre.
Même si vous êtes considéré comme ‘le’ spécialiste dans la matière.
J’écris ce texte après quelques jours de cours de médiation à quelques avocats du barreau.
Ils ont apprécié l’approche participative consistant à poser des questions (par eux et moi) et à interagir avec eux.  Aussi l’utilisation d’exemples et de jeux de rôle.
Dans l’évaluation du cours, ils ont apprécié d’être traités comme des pairs et non comme des étudiants assis sur un banc (qui sont obligés d’être là, inconscient). Ils ont apprécié l’approche collaborative et participative avec PowerPoint comme aperçu à la fin du cours.
Pendant 2 jours, je n’ai utilisé aucun guide ni support pour obtenir des informations. Pas de diapositives, pas de livre, pas de papier.
Peut-être 3 diapositives au total de 60 diapositives que j’ai faites comme support au cas où …
Nous avons simplement utilisé le paperboard pour écrire en mots courts ce qui est sorti du groupe comme réponses aux questions que nous avons tous posées.
Je leur ai dit que nous travaillions sur un puzzle. Nous rassemblons des réflexions de tout le monde sur le sujet des conflits et de la médiation.
ceci leur a donné aussi la possibilité de partager leur point de vue culturel sur les conflits et la médiation.
Et à la fin du cours, tous les participants ont vu le puzzle holistique de la médiation que nous avons créé ensemble. 
Si vous ne ressentez pas ce qui vous est enseigné, vous ne pouvez pas apprendre. Pour maîtriser, vous devez ressentir ce que vous apprenez. Un maître utilise tous ses sens et est pleinement conscient.
Les participants reconnaissent ce que vous enseignez fait partie de vous et eux-mêmes, et pas seulement à l’extérieur de vous, sur les diapositives.
Ils vous considèrent comme authentique afin de générer plus de confiance.
La confiance est l’essence de toute interaction entre les êtres humains.
Lorsque powerpoint «domine» votre cours, vos étudiants se fatiguent après quelques diapositives. Ils commencent également à douter que vous maîtrisiez ce qui est écrit sur les diapositives. Cela sape leur confiance.
Le but d’un cours est l’interaction avec vos étudiants. Le timing est essentiel. Mieux vaut aborder quelques points d’une manière participative courte.
Faites-le collez! Élaborez le reste un autre jour.
“Interagissez avec votre public en premier lieu. Laissez-les participer à ce que vous souhaitez communiquer. En tant que maître, votre compétence est en vous, pas sur une diapositive. PowerPoint n’est qu’un support, comme beaucoup d’autres outils qui sont en vous-mêmes. »

The unconscious use of PowerPoint undermines the trust of your audience.

“Interact with your audience in the first place. PowerPoint is only a support, as many other tools.”
It is fancy when, in the land of the blind, you can use powerpoint. It is considered part of ‘new’ technology in some parts of the world. But is it effective?
To me it should be banned if people don’t use it as a support and use it only to read the texts in front of their audience.
When you read from your power point slides it means you don’t master what you are saying.
On top of that and worse: How can your audience read and listen to you at the same time?
What kind of mind is capable of doing that?
Doesn’t it disturb the focus of the audience on the content?
How can you understand and learn when your focus is disturbed because you have to choose between listening and reading?
Can you read and listen at the same time?
Education is good but what if the techniques don’t contribute to your education? Maybe those techniques even block to understand what is presented to you?
Everywhere I come in Burundi, conferences and workshops, people read from the slides they present.
Teachers and even coaches use the same approach.
The attention span of your audience is very low when it comes to passive presenting.  Imagine the wrong use of techniques.
My advice. Place PowerPoint to the side.
Communicate with your audience. This means listen to your audience.
Interact with your audience.
Yes your are the teacher.
But what do you do with what your audience knows?
Is it not the goal of coming together: to communicate?
Use powerpoint as a support or backup, a thread when in doubt or lack of mastering.
Use powerpoint in the beginning and preferably at the end as an overview for what has been communicated about and what not.
Powerpoint is a tool not a goal by it self.
Use images and a few words that stick. Full texts don’t stick. Send those texts upfront or after for further information to be processed at home. Where everybody process the information in his or her own time and space.
A conference or workshop is a gathering of people. People are the target. Technology is not the target but a tool.
A tool is useless if you don’t learn to use it in a proper way.
I write this text after leading a two days course in mediation to a few lawyers at the bar.
They appreciated the approach of asking questions and interacting with them.
The use of exemples and role play. In the evaluation of the course they appreciated to be treated as peers and not as students sitting on a bench (read: that are forced to be there).
They appreciated the collaborative and participative approach with the use of powerpoint as an overview at the end of the course. They expected PowerPoint from the start of course. But they understood I did it for a purpose. their attention was on the content not to the board!
During 2 days I didn’t use any guide or support for information.
No slides, no book, no paper.
Maybe 3 slides in total of 60 slides that I made as a support in case…
We just used the Flipchart to write down in short words what came out of te group as answers to the questions we all asked.
I told them we work on a puzzle. We would gather pieces of thoughts of everybody on the subject of conflict and mediation. They were able to share the views of their culture on conflict and mediation… Something I was incapable of doing with PowerPoint. The presented information would block their minds. Now they had to open their minds and share their own knowledge.
At the end of the course all the participants understood the holistic approach on mediation we created together.
If you don’t feel what is taught to you, you can not learn. To master you need to feel what you learn. A master uses all his senses and is fully conscious.
They understand that what you teach is part of you, and not only outside of you on the slides. They consider you as authentic.
So you generate more trust.
Trust is the essence of every interaction between human beings.
When powerpoint is ‘dominating’ your course, your students get tired after a few slides. They start also to doubt if you master what is written on the slides. It undermines their trust.
The goal of a course is the interaction with your students. Timing is essential. Better address a few points in a short participative way. Make it stick and elaborate the rest another day.
“Interact with your audience in the first place. Let them participate in what you want to communicate. As a master your competence is inside you, not on a slide. PowerPoint is only a support, as many other tools that are part of yourself.”

Doutti. Growth, Coaching Model

Doutti. Growth. Coaching Model.

G. Goals. What do I want? Are my goals ‘smart’?

R. Reality.  What is my situation now?

O. Opportunity. What can I do now?

W. Way to go. What are the steps, I Will take?

T. Timeframe. When do I take what step?

H. Help.  Who can help me?

I use this model not only in one on one coaching but also for companies and organisations. In the end every organisation is composed of individuals…

 

“The creative mind has no timetables! Live the reason why you are created” by Doutti. Coaching with compassion.

We are all unique and different.
Does this mean that, if you are different, you think different, you live different?

My strength is my conviction that I am created to be me. To live my path.

The more when it comes to inspiration and creativity.

Routines create routine behaviours.
Routine is mindless repetition.
I don’t expect routined minds, embedded in comfort zones, to understand.

To think and act creatively, you can not live by timetables.

When your are creating, it is good to lose all sense of time.

If you are deeply involved in your creation, hours feel like minutes.

When you are fascinated with what you are doing, you become lost in the moment and you are the best of you! That’s where your energy is! That’s your passion.

In creativity, you don’t let time control you! You don’t let anything control you.

When you are in the moment, you fully focus.
No distractions.

A painter when he is painting, a musician playing cello, a soccer player kicking that ball, a writer writing that story, a lawyer pleading, a nurse caring, a coach deeply listening, a beauty therapist giving a massage … They are in the moment.. in NO TIME…

Yes all those different ‘waaaaw’ moments of different people living their moment!
People that discovered their moments and giving their all…

It is a blessing, to know who you are and to live who you are!

My self, I respect the early morning hours for my mind to be creative.
Each day I reserve a few hours to let my mind be free in the moment.
That discipline, I build it. Yes, discipline is not lack of freedom, freedom needs discipline.
To respect my ‘self’, I understand I need to discipline my mind! My all being, deserves it.

Also, when energy or inspiration are there (not planned) and I feel I am in the moment, then too, I will stop and give priority to that inspiration whatever I am doing. Of course not when I am sailing on Lake Tanganyika surrounded by hippos.

Why? Because that is the moment I am fully me.
That moment, I am living the reason why I was created.
I made it my life’s mission to give those moments priority because those are the moments I am aligned with the Universe.
And in those moments, time doesn’t matter and I won’t allow anything to distract me from being my creation.

Les 10 compétences entrepreneuriales, l’essentiel pour un entrepreneur.

Les 10 compétences entrepreneuriales.

Au lancement du #Lightaward2019 les étudiants des universités à Bujumbura m’ont demandé ce qui est important pour un entrepreneur. Je les ai répondu qu’il y dix compétences nécessaires. La radio de Hope University y à aussi dédié une emission.

1. La première competence c’est la curiosité pour apprendre par soi-même.
Pour apprendre il faut écouter,
écouter pour comprendre, pas pour répéter.
Découvrir et comprendre les besoins, les intérêts des autres?

2. Il faut devenir pro-actif et pas réactif.
Ne pas être dépendant de ce qui se passe autour ou en dehors de soi.
Rester en contrôle de soi-même, n’ importe se qui se passe a l’extérieur.
Développer une force et confiance en soi-même.

3. Gestion de temps. Il faut être conscient du temps pour planifier.

4. Développer une réflexion stratégique. Pour résoudre, analyser des problèmes et trouver des solutions. Pour décider et agir.

5. Efficacité.  Il faut être efficace pour arriver à des résultats.

6. Résistance. On n’apprend que par l’expertise. On ne réussit pas tout le temps.
Il faut accepter aussi d’échouer et d’apprendre de ces experiences.

7. Un entrepreneur est précis et concis dans la communication.
La clarté contribue à l’efficacité et la confiance.

8. Apprendre à développer son réseau. Trouver des opportunités, des partenaires, des clients…

9. Savoir gérer de l’argent. Maîtrise de l’argent et le profit n’est pas la compétence la plus importante. Entreprendre, c’est beaucoup plus que se focaliser sur l’argent.

10. Développer une attitude de serviteur. Et  savoir (se) vendre.

Succès!

At DOUTTI we focus on skills!

DOUTTI Skills

1. Cognitive skills are the basic abilities we use to think, study, and learn. That is why they are also referred to as subject based skills. This category includes literacy and numeracy skills, and the abilities to understand and solve abstract problems through reasoning. Cognitive skills are usually learned at primary and secondary school levels. Reading, writing, comprehension and basic language skills.

2. Non-cognitive skills are personality traits and characteristics that manifest across social, emotional, behavioural, attitudinal, and other domains. This category covers work habits like effort, discipline, and motivation; behavioural/personal traits like leadership, communication, confidence, and teamwork; and physical characteristics like strength, dexterity, and endurance. Behavioural traits are sometimes referred to as “soft skills.” Non-cognitive skills are most often acquired from parents, communities, and on-the-job training.

3. Technical or trade skills are amalgams of specific knowledge and the relevant cognitive and non-cognitive skills that combine to help workers accomplish job-specific tasks. This category includes skills like equipment use and repair, product design, production techniques, computer skills, marketing, budgeting, market research, and business management. Technical and trade skills are primarily learned through tertiary education, formal technical and vocational education, and training programs and apprenticeships.

Stephan Doukhopelnikoff Doutti. Training Skills

Cognitive, non-cognitive, and technical skills can all be developed through either in-school or non- school educational and training models. Or a combination of the two?

In-school models are programs taught in a school environment. In-school models are considered formal education and training because they follow systematic and structured curricula with precise learning objectives. In-school models are often provided by governments as well as for-profit private education and training providers.
Non-school models are programs taught outside of schools. These programs include lecture- based trainings (for example, short-term technical trainings offered by non-profit organisations or private training providers); on-the-job trainings like formal internships; and non-formal training structures such as apprenticeships. Non-formal training refers to learning skills through the experiences of others, and is not usually associated with official certification. Non-formal training is often provided by employers, family members, or NGOs in collaboration with communities or other organisations.
Mix IN/OUT school models