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I am an experienced HR professional who every day tries to help each member of my team grow professionally and personally, and become the best version of oneself. I believe in kindness, positivity, respect and team support and do my best to improve both at work and in a broader context.

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Short video from our Saint Petersburg weekend 

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Short video from our Saint Petersburg weekend 

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Reflecting on my journey through the Global HRM course at Kingston University, I recall my first module, Organizational strategy & the purpose of HR, which was my first experience auditing lectures in English, investigating Canvas, and writing assignments while reading academic literature and using Harvard referencing. I was excited about the evaluation expectations and was thrilled to receive my first grade and positive feedback, which made me almost happy.

Among the other modules, HR Analytics stood out for me as it opened up the world of HR big data and statistical methods. Despite never working in the L&D sphere, I received my highest grade in the Elective module Organizational Learning & Development. On the other hand, Managing and Leading People, where I had practical experience, gave me my worst result, proving that HR choices and decisions should be evidence-based. One of the most memorable experiences of the first year was participating in an online group simulation of climbing Everest, which taught me the value of team efficiency in increasing the effectiveness of individual team members.

The first year of study will always be remembered for the amazing teachers, challenging tasks, and huge amount of academic literature I read in English, as well as for our students' community. Our Moscow cohort decided to celebrate the successful completion of the first year by meeting for a weekend in August in Saint Petersburg, which gave us a positive charge and inspiration to continue our journey to the MSc.

During the second year of study, we took modules like Employee Experience, Organizational Development & Change Management, and Professional Development, which were more challenging for me. While I understood the expectations for the depth of study of materials and topics, I had accumulated fatigue from the challenges of the previous academic year. Moreover, I began to realize that this journey of learning and personal growth was ending and this understanding upset me as well.

Now that I am at the end of my study, I am grateful for all the knowledge, insights, challenges, and support i have received from the Kingston professors, lecturers and my coach. It was an unforgettable, delightful, and inspiring experience, which opened me new perspectives in my professional and personal development!

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If to think about action planning to achieve my career goals in future, I see the following steps:

1 year goal – to finish MSc, to strengthen my knowledge in awarding and business acumen (acording to CIPD profession map), to practice mentorship to younger colleagues gratuitously.

2 year goal – to increase my presence in LinkedIn professional social network in order to develop my personal brand.

3-4 year goal – to start PhD program in Human Resorces Management, to change company or job position according to my career aspirations.

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My Gold medal is to become HRD in an international company or in an international office of the Russian company.

My Silver medal is to become HRD on an independent company with more autonomy.

My Bronze medal in career development would be to get promotion or a new project in frames of the current holding company where I work for the present period.

And my BHAG dream is to work abroad for an international humanitarian office or mission in HR structures.

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My true vision of future success in frames of five years

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My true vision of future success in frames of five years

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My top criteria:

-       My future work is improving our planet in sustainability, inclusivity or in humanitarian areas

-       I am growing professionally, I have PhD in Human Resources

-       I am inspiring my children

-       I am travelling by work and on my own

-       I have a cozy house with French windows to a picturesque landscape

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Identifying the ideal job with my coach Richard Reid

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Identifying the ideal job with my coach Richard Reid

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This session had happened before I passed the Cappfinity Strength Profile. To my surprise, my ambitions and wishes coincide with the Cappfinity recommendations (Do more - Organizer).
It means, that my Intuition and Feeling in INFJ promt me the correct path for next career steps.

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Session with my coach Richard Reis devoted to identifying the ideal job

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The immediate reflection after the first Bootcamp

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The immediate reflection after the first Bootcamp

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"I possess one of the most important qualities for an HR partner. I love people and want to help them. During this module, I realized how important it is for someone working with people to love them. I understood that the values that fill me can make me proud. Before, I was shy and tried to show everyone that I was professional, strong, and objective. But this module showed me that I am loving, believing in kindness, forgiveness, spirituality...I began to appreciate these qualities in myself! They are in my DNA! I started to value myself."

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Future-citizen skills | McKinsey

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We know that digital and AI technologies are transforming the world of work and that today's workforce will need to learn new skills and learn to continually adapt as new occupations emerge. We also know that the COVID-19 crisis has accelerated this transformation. We are less clear, however, about the specific skills tomorrow's workers will require.

Governments are keen to help their citizens develop in these areas, but it is hard to devise curricula and the best learning strategies without being more precise about the skills needed. It is difficult to teach what is not well defined.

We, therefore, conducted research that we hope will help definitions take shape and could contribute to future-proof citizens' skills for the world of work. The research identified a set of 56 foundational skills that will benefit all citizens and showed that higher proficiency in them is already associated with a higher likelihood of employment, higher incomes, and job satisfaction.

Defining foundational skills for citizens

Some work will, of course, be specialized. But in a labor market that is more automated, digital, and dynamic, all citizens will benefit from having a set of foundational skills that help them fulfill the following three criteria, no matter the sector in which they work or their occupation:

add value beyond what can be done by automated systems and intelligent machines

operate in a digital environment

continually adapt to new ways of working and new occupations

DELTA proficiency and outcomes

From here, we conducted two further pieces of research. First, we sought to gauge the level of proficiency in the 56 DELTAs among today's workers compared with the level we believe will be required to future-proof citizens' ability to work. Second, we sought to gauge whether proficiency in these DELTAs was already associated with certain work-related outcomes.

Proficiency

To ascertain proficiency levels, we defined a desirable level of proficiency in each of the 56 DELTAs, then devised a psychometric questionnaire to assess respondents' proficiency against this bar. Eighteen thousand people from 15 countries completed the online questionnaire and were given a score on a scale of 0 to 100 for each DELTA (see the sidebar "Example: Evaluating proficiency levels for DELTAs").

The results showed respondents' proficiency was lowest in two skill groups in the digital category-software use and development and understanding digital systems. Proficiency in the skill groups for communication and planning and ways of working-both in the cognitive category-was also lower than average (Exhibit 2).

Overall, survey participants with a university degree had higher average proficiency scores across 56 distinct elements of talent, suggesting that those with higher levels of education are better prepared for changes in the workplace.

Exhibit 3 lists the DELTAs where proficiency has the highest and lowest correlation with the level of education. (Some have a negative coefficient.)

Outcomes

We went on to test whether proficiency in the DELTAs was already helping people in the world of work; the results showed that survey respondents with higher DELTA proficiencies were, on average, more likely to be those that were employed, with higher incomes, and higher job satisfaction. Different DELTAs were more strongly associated with these three work-related outcomes, however.

Notably, proficiency in two self-leadership DELTAs-"self-confidence" and "coping with uncertainty"-ranked among the top three most predictive DELTAs for two out of the three outcomes (Exhibit 5).

How DELTAs could help shape education and adult training

Our findings help define the particular skills citizens are likely to require in the future world of work and suggest how proficiency in them can influence work-related outcomes, namely employment, income, and job satisfaction. This, in turn, suggests three actions governments may wish to take.

Reform education systems

Our research suggests governments could consider reviewing and updating curricula to focus more strongly on the DELTAs. Given the weak correlation between proficiency in self-leadership and interpersonal DELTAs and higher levels of education, a strong curricula focus on these soft skills may be appropriate.

Governments could also consider leading further research. Many governments and academics have started to define the taxonomies of the skills citizens will require, but few have done so at the level described here. Moreover, few, if any, have undertaken the considerable amount of research required to identify how best to develop and assess such skills. For instance, for each DELTA within the curriculum, research would be required to define progression and proficiency levels achievable at different ages and to design and test developmental strategies and assessment models. The solutions for different DELTAs are likely to differ widely. For example, the solutions to develop and assess "self-awareness and self-management" would differ from those required for "work-plan development or "data analysis."

In addition, governments could consider setting up institutions for research and innovation in education to fund the research, facilitate researchers' access to schools to test innovative solutions, and establish which methods work for which DELTAs. They could also make the emerging data and insights available to researchers and educators in the private sector.

Reform adult-training systems

The majority of respondents we surveyed-like the majority of people in society at large-were no longer in national education systems. Raising proficiency in the DELTAs would therefore require continuous adult training. The fact that proficiency in digital DELTAs-shown to improve the chances of achieving higher incomes-was lower among older survey respondents who had left the national educational system illustrates this point.

The curricula of adult-training courses may also have to change. For example, our research has shown that self-leadership DELTAs may be particularly important for employment outcomes, yet these are not commonly covered by adult-training programs. For example, in an online scan of adult-training programs, we found that courses or modules to develop DELTAs within the skill groups of goal achievement or self-awareness and self-management were 20 times less common than those to develop communication DELTAs. That could be an urgent gap to fill to adequately respond to the wave of unemployment caused by the COVID-19 pandemic.

Specific actions that might encourage relevant adult learning include the following:

Establish an AI aggregator of training programs to attract adult learners and encourage lifelong learning. AI algorithms could guide users on whether they need to upskill or reskill for a new profession and shortlist relevant training programs. To develop accurate algorithms, governments would need to collect and organize data on market demand for jobs and skills, as well as data on training programs. Programs listed should include those that teach DELTAs correlated to work-related outcomes. Self-leadership DELTAs could be particularly important given their link to employment.

Introduce a skill-based certification system. Occupation-based qualifications risk becoming outdated rapidly as occupations requiring new skills emerge. Hence, skills-based accreditation may better suit employers' needs. Providers could develop programs that cover the practical skills and DELTAs required to perform a certain occupation, but add new components or remove old ones as those occupations evolved. Several AI start-ups have developed algorithms capable of identifying and updating the skill sets required for different occupations. Governments could adapt these to enable a dynamic, skill-based certification system.

Fund schemes that encourage a higher focus on DELTAs. Some governments award lifelong learning grants to their citizens, who can enroll in training programs within a national aggregator. To help equip citizens for the future world of work, governments could funnel funds toward programs that include the DELTAs associated with employment. For example, trainees could be offered spending vouchers for particular programs only, while funding to program providers could be conditional upon employment outcomes or the provision of training modules that include certain DELTAs.

Ensure affordability of lifelong education

Most children around the world have access to primary and secondary schooling, but not all of it is of high quality, and early education for the very young-the best age at which to develop certain mindsets and attitudes-is unaffordable for most people in most countries. In addition, very few countries have worked out a system to provide affordable access to quality adult training.

Hence, just as the Industrial Revolution in the 19th century drove an expansion of access to education, today's technological revolution should drive further expansion to ensure universal, high-quality, affordable access to education from early childhood to retirement and to ensure that curricula include the DELTAs that will future-proof citizens' skills in the world of work.

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Defining the skills citizens will need in the future world of work

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We know that digital and AI technologies are transforming the world of work and that today's workforce will need to learn new skills and learn to continually adapt as new occupations emerge. We also know that the COVID-19 crisis has accelerated this transformation. We are less clear, however, about the specific skills tomorrow's workers will require.

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The PERMA Model: Your Scientific Theory of Happiness (positivepsychology.com)

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My Career Goals of the next 5 years (padlet.org)

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The final bootcamp encouraged me to reflect on future career success and professional development. I am grateful for the knowledge and experience gained throughout the Professional Development module, which has helped me to better visualize and plan for my future post-MSc. Reflecting on my future career success and professional development was both exciting and daunting. It was exciting to visualize what I want to achieve and to set clear goals for myself. However, it was also daunting to think about the challenges that I may face along the way and the hard work that will be required to achieve my goals. In considering both objective and subjective criteria for career success, I am motivated by the desire to make a positive impact on our planet in areas of sustainability, inclusivity, and humanitarianism. I also aspire to grow professionally, obtain a PhD in Human Resources, inspire my children, travel for work and personal growth, and have a cozy home with a picturesque view.

Reflecting on my future career success and professional development by myself and with my coach has helped me to better understand my own values and aspirations. By identifying specific career opportunities and creating an action plan, I feel more confident and motivated to achieve my goals. However, I also recognize that there may be challenges and obstacles along the way, and I will need to be flexible and adaptable in order to overcome them. I am excited to see where my career will take me in the future, and I am committed to working hard to achieve my goals.

To achieve these goals, I have set specific career opportunities such as my gold, silver, and bronze medals, as well as a BHAG dream to work abroad in HR for an international humanitarian office or mission. I have also outlined a clear action plan for the next few years, including finishing my MSc, strengthening my knowledge and practicing mentorship, increasing my presence on professional social networks, obtaining a PhD, and changing companies or job positions as needed.

In conclusion, I am committed to staying focused and motivated, and I will work hard to achieve my goals. I am excited about seeing where my career will take me in the future, and I am grateful for the opportunity to reflect on my future career success and professional development. Ultimately, my personal manifesto for success centers around being happy, balanced, growing, inspiring, and developing others. I am committed to utilizing my strengths, as identified by the VIA Character Strengths Profile and other questionnaires, to achieve these goals and optimize my career success. I am sincerely grateful to the last module for helping me find a way to myself and combine my personal strengths and principles with professional and career ambitions.

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The third bootcamp aimed to help individuals understand the significance of developing and maintaining a personal brand, which can help them distinguish themselves and increase their impact and influence in their industry, at work and networking. It is essential to gain an understanding of the role of personal branding in professional success and achieve clarity around our own personal brand. The session emphasized that our brand is what other people say about us when we are not in the room, as Jeff Bezos put it.

During the session, we explored strategies for increasing personal brand visibility and considered personal barriers to creating greater impact and influence. We also developed and practiced an engaging brand positioning statement to help us feel comfortable pitching ourselves verbally or online.

The building blocks of our personal brand are our values, personality, capabilities, brand essence, etc. According to my Cappfinity strengths profile, my realized strengths are Adventure, Mission, Optimism and Gratitude, which means that I enjoy new experiences, taking risks, and exploring the unknown. I am likely to be a curious and grateful person who enjoys trying new things and taking on challenges. This strength can be valuable in the workplace as it can help me come up with innovative ideas and solutions to problems. My unrealised strengths are Organiser, Curiosity, Connector and Relationship Deepener. It means that i can look for new ways of using these abilities and practise them more often because these strengths energise me but are not enough realised. My top learned behavior is Work Ethic, Resolver,  Competitive and Equality, which means that I am committed to working hard and delivering quality work. I am likely to be a reliable and responsible person who takes pride in my work and strives to do my best for equal approaches. The learned behaviours may de-energise me, consequently their usage should be variable. To sum up, my strengths can help me to be successful in my career by allowing me to be creative, productive, and organised. By leveraging my strengths and developing them further, I can increase my impact and influence at work.

In terms of further developing my personal brand, I defined my values as Assertiveness, Big picture thinking, Cheerfulness, Collaboration, Courtesy, and Ethics. As for my Brand essence, I determined it as “I see people’s strength and sincerely like to help them grow professionally,” and my brand vision is to be recognized as an HRD-influencer who helps people grow and feel inspired.

To develop my personal brand I plan to take the following activities. First, I will showcase my adventurous spirit by taking on new challenges and trying new things in my professional life. For example, this month I have already been on a business trip to another enterprise in my holding company to help new colleagues in the period of reorganisation. Also, I will volunteer for projects that are outside of my comfort zone or take on leadership roles in new areas. Next, I will develop my organizational skills by creating to-do lists, using a planner, and breaking down larger projects into smaller tasks. I will also seek out training or resources on project management and time management. I plan to start volunteering as an HR mentor free of charge. And finally, I plan to develop my personal brand increasing visibility on social media and participating in online communities, speaking publicly at corporate events.

Overall, the session on personal brand was insightful, and it helped me understand my brand foundation and the importance of building and maintaining a personal brand. I have learned that our personal brand can influence how other people see us, talk about us, and respond to us. By developing a personal brand, we can create more impact at work, in teams, in interviews, and while networking.

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A personal brand is the combination of unique skills and experiences that make you who you are. Effective personal branding will make you stand out from everyone else in the field you are working in.

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According to the CIPD profession map, I identified my strenghts and areas to development. I had rather good practical experience in the following areas:  Valuing people, Talent management, Resourcing, Situational decision-making. And i needed to improve my understanding in: Business acumen, Evidence-based practice,

Change,  Working inclusively, Employee experience, Reward, Organisation development and design, People analytics. Most of these themes were covered during the Global HRM programme. Concequentely, I will take the non-affected areas to my further PDP plan.

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The primary objective of the initial bootcamp in the professional development module was to identify the career success criteria, a comprehensive profile of values, strengths, and skills, and the cultivation of critical self-reflection and self-awareness capabilities to provide a foundation for future decision-making and long-term career planning. Throughout the bootcamp, I experienced a range of emotions. At times, I felt vulnerable as I shared my personal and professional experiences with the group. However, I also felt a sense of relief, as I was able to reflect on these experiences and gain a deeper understanding of myself.

During this bootcamp we were engaged in discussions concerning our life and career stories, our best qualities for better well-being, underwent the VIA Strength Profile test to get deeper insight into our values and strengths, and also explored the concept of a natural cycle of change.

Through reflection on my personal and professional experiences, I understood that my best period in personal and professional life were associated with my children and the family, while their most challenging times were linked to my mother's passing and divorce. However, as we were engaged in discussions about our life and career stories, I felt a sense of camaraderie with my group mates. It was comforting to know that I was not alone in my problems and challenges.

The VIA Strengths Profile test was particularly insightful, as it helped me to recognize my positive qualities and strengths. I felt a sense of pride as I realized that I possess qualities such as hope, forgiveness, and appreciation of beauty and excellence, which denote a realistic and optimistic outlook, a willingness to forgive others, and an ability to appreciate beauty in one's surroundings.

As we explored the concept of natural cycles of change, I felt a mix of emotions. In accordance with Carol Vecchio's (2013) approach, I identified myself in the fall season, characterized by gratitude but increasing stress, and on the cusp of winter, marked by loneliness and depression. The idea of moving into the winter season was daunting. However, this awareness of the natural cycles of change allowed me to better understand and prepare for the challenges that may lie ahead.

The CIPD Profession Map was a focal point of the bootcamp, with participants identifying their professional level in three areas: specialist knowledge, core knowledge, and core behaviors and planning the development of this knowledge and skills through the HRM programme modules.

Overall, the first bootcamp was an emotional journey for me. Through this bootcamp, I have learned a lot about myself and my career aspirations. I have gained a better understanding of my values, strengths, and skills, and how they relate to my career success criteria. It was surprising to see how my personal and professional life experiences have shaped me and my career path. I have also developed critical self-reflection skills and self-awareness, which will serve as a foundation for future decision-making and long-term career planning. Moving forward, I plan to take action steps to further develop my professional skills and reach my career goals. Specifically, I aim to work towards achieving the fourth CIPD level within the following years to deliver the best strategic decisions, drive changes and perform at my peak. I will continue to build on my strengths, such as hope, forgiveness, and appreciation of beauty. Additionally, I will make sure to seek out opportunities for personal and professional growth, and to stay mindful of the natural cycles of change in my life and career.

Carol A. Vecchio (2013). The Time Between Dreams: How to Navigate Uncertainty in Your Life and Work. Amazon.com

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According to VIA Character Strengths Profile my strengths are: HOPE, FORGIVENESS, APPRECIATION of BEAUTY and EXCELLENCE. It means that i have a realistic and optimistic outlook, a willingness to forgive others, and an ability to appreciate beauty in one's surroundings. The results of the test correspond to my inner feelings but I have never thought before this module that these strengths may be usefull for my professional life as well.

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Finding Balance with my coach Richard Reid

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Finding Balance with my coach Richard Reid

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During the 2-year course i moved from my fall season to the winter period. Awareness of natural cycle of changes allowed me to accept my low energy period and to allow myself stay in a cocoon...

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Тест эмоционального интеллекта, ЭмИн (psytests.org)

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My Cambridge Mindreading video-test results

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My Cambridge Mindreading video-test results

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Participating in the Self-Leadership Bootcamp has been a transformative experience for me. Through the Bootcamp, I have gained a deeper understanding of the importance of self-leadership in today's rapidly changing and unpredictable world. As McKinsey's Future-citizen skills research (Dondi, 2021) has identified, self-leadership is one of the foundational skills necessary for success in the future. This skill set includes self-awareness, self-management, entrepreneurship, and goal achievement. Through the bootcamp, I have discovered that I excel in self-control and self-motivation, but I need to work on improving my courage, risk-taking, and self-confidence, which are elements of entrepreneurship.

To address these areas of improvement, I plan to use the strategies suggested by Neck, Manz, and Houghton (2017). According to Neck, Manz, and Houghton, attitudes such as imposter syndrome and self-doubt can hold us back from achieving our full potential. To address these areas of improvement, I plan to use the strategies suggested by Neck et al., such as self-observation, goal-setting, and avoiding self-punishment. I will also focus on managing my tendencies towards guilt and imposter syndrome to build a more positive sense of self and overall well-being. For example, writing this assignment I have already gained a new habit of patting myself for every little progress.

Additionally, I found Seligman's PERMA model (Seligman, 2011) to be a useful tool for optimizing my potential and performance. Seligman proposed flourishing as a gold standard for measuring well-being, and his model allows us to build positive emotions based on our strengths and flow job crafting through a growth mindset. By focusing on building positive emotions, leveraging my strengths, and cultivating a growth mindset, I plan to optimize my potential and performance in both my personal and professional life.

Finally, the Bootcamp discussion about addressing stress resonated with me. The last year has been challenging for my mental health due to the MSc course and my work overlap, which has drained my mental resources and even brought illnesses. To better manage stress and build resilience, I plan to prioritize taking enough rest and cultivating a positive sense of self.

In conclusion, the Self-Leadership Bootcamp has provided me with valuable insights into the importance of self-leadership and the strategies that can help me develop this critical skill set. My self-leadership plan will focus on developing self-awareness, building self-confidence, and cultivating a positive sense of self through the strategies suggested by the bootcamp and the research on self-leadership and well-being. By doing so, I am confident that I will be better equipped to navigate the challenges of today's VUCA and changing world and achieve my goals.

Dondi,  M., Klier, J., Panier, F. and Schubert, J. (2021). Defining the skills citizens will need in the future world of work. Available at: Future-citizen skills | McKinsey Accessed: (25 March, 2023)

Neck, C.P., Manz, C. Ch. and Houghton J.D. (2017)Self-Leadership: The Definitive Guide to Personal Excellence 1st Edition

Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.

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The first part of the second bootcamp was devoted to understanding and leveraging personality as a crucial aspect of personal and professional development. The session aimed to build self-awareness and general awareness of other personalities, highlighting the importance of diversity work and exploring the relationship between personality and career choices.

As an INFJ, I have a better understanding of my personality traits, including my intraverted nature, intuitive thinking, and ability to empathize with others. However, I also learned that I needed to develop my social skills and networking abilities to leverage my strengths in teamwork, planning, and problem-solving. To develop these skills, I decided to attend more networking events, practice active listening, and seek feedback from others. I also worked on building my confidence and assertiveness, which helped me communicate more effectively and advocate for myself and others.

In terms of my Big Five results, I scored high in conscientiousness and agreeableness, which means I am dependable, organized, and cooperative. However, I scored low in extraversion, similarly with MBTI results, which proves the necessity to work on my social skills. To leverage my strengths in conscientiousness and agreeableness, I decided to take action steps such as setting goals and deadlines, prioritizing tasks, and practicing effective communication and collaboration with others.

The second part of the bootcamp aimed to develop awareness and understanding of emotional intelligence and to identify the elements of emotional intelligence and related competencies that I needed to develop. I was excited to learn more about emotional intelligence and how it impacts our lives. The concept of emotional intelligence was first introduced by Peter Salovey and John Mayer in the early 1990s (Mayer, 1993) and popularized by Daniel Goleman, who wrote the best-selling book "Emotional Intelligence" in 1995 (Goleman, 1995). According to Goleman, EI is a set of skills that involves the ability to recognize, understand, and manage one's own emotions, as well as the emotions of others.

After taking the tests, I was pleased to see that I scored high in emotional intelligence, especially in motivation and empathy. However, I had some space for development in controlling my own emotions (Lusin, 2006). As for the Cambridge mindreading video test, my score was surprising to me as it was lower than average, indicating that I understood emotions better in a neutral spectrum but struggled to understand them in positive and negative spectrums (Golan, 2006).

To develop my emotional intelligence, I decided to begin with improving my ability to control my own emotions and regulate my responses to different situations. I also decided to practice mindfulness to enhance my understanding of the emotions of others. I managed to participate in a training session devoted to mindfulness in December 2022 and learned some practices, like R.A.I.N., helping to understand your own emotions in circumstances of uncertainty. To further enhance my emotional intelligence, I sought guidance from my coach, Richard Reid, in Kingston. During his consultation, we discussed my sense of equilibrium and identified the areas in my life that I could depend on. These events and my further practice will help with a better understanding of myself and the skills I need to develop to enhance my emotional intelligence.

Overall, this boot camp helped me gain a deeper understanding of my personality and emotional intelligence, and how I could leverage my strengths to achieve my career goals. By developing my social skills and leveraging my strengths in conscientiousness and agreeableness, I can build more fulfilling and meaningful relationships and make a positive impact in my personal and professional life. The key insight from the bootcamp is that emotional intelligence is a crucial skill that could affect our personal and professional lives as well as on overall well-being and success. I realized that having strong emotional intelligence could help me build better relationships with my colleagues, communicate more effectively, and manage conflicts more efficiently. I am excited to continue developing my emotional intelligence and applying what I learned to my personal and professional life. Moreover, the session emphasized the importance of diversity work and how personality differences can enrich our relationships and perspectives. To promote diversity and inclusivity, I plan to take steps in educating myself on different cultures and backgrounds, actively seeking out diverse perspectives, and challenging my own biases and assumptions.

Goleman, D., 1995. Emotional intelligence. New York: Bantam Books.

Mayer, J., Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence, 17(4), pp.433-442.

Golan, O., Baron-Cohen, S., Hill, J. (2006). The Cambridge Mindreading (CAM) Face-Voice Battery: Testing Complex Emotion Recognition in Adults with and without Asperger Syndrome // Journal of Autism and Developmental Disorders. Vol. 36, No. 2

Lusin D.V. (2006) New methodology for measurind Emotional Intelligence. Psychological diagnostics, #4