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By performance in the context of our work we mean the effective application of the inherent abilities, skills and experiences in everyday life. This is obviously linked to academic achievement and emotional well-being, but is often also strongly influenced by forces that may not be that obvious to the individual. Consciously we may know that a particular line of action is not very useful, but still feel compelled to do it. Impulsive reactions seem to be even harder to control or change.
Although it may feel that it is impossible to change ‘a habit of a lifetime’, by recognising typical behaviours, by understanding what may be lying behind them, and by taking appropriate action to tackle these underlying causes, it is possible to make dramatic improvements in performance at any stage or age. This can make a huge difference in someone’s personal and professional life and can transform a life-path from one that has to be endured without choices to one with a multitude of exciting and rewarding choices. You can change and be in control of your own life!
Performance is strongly influenced by subconscious forces
In the first instance you often can get a reasonable evaluation of what may be lying behind deficiencies in performance by simple observations you can make yourself. These can play a key role in uncovering what may lie behind learning, sensory, developmental or emotional difficulties.
Here we outline some typical observations related to performance:
- Misses promotions at work
- Suffers from procrastination
- Has irrational fears
- Continues to make the wrong choices in life
- Repeats old patterns
- Seems out of step / out of synch
- Lives an unhealthy lifestyle
- Is controlled by strong drives
- Has a single focus in life to the detriment of other objectives
- Has a high level of self-criticism
- Feels held-back in life
- Finds it difficult to hold on to relationships
- Is emotionally unstable
- Feels uncontrollable frustration or anger
- Has un-useful impulsive reactions
Typical observations on their own may not be meaningful. However, where there is a cluster of indicators, possibly across a number of senses, and the person has learning, sensory, developmental or emotional difficulties, these can indicate that one or more of the senses are out of balance.