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[ Skill Building Workshop ]
[ Introduction and Overview ]
“I think, therefore I am.”
René Descartes
Emotions AND Intelligence
“I view emotions as organizing
processes that enable individuals to think and behave adaptively.”
Peter Salovey, Ph.D. Researcher in emotional and social intelligence at Yale University’s Department of Psychology
“Emotional and social intelligence is
the ability to accurately assess, interpret,
manage, and express emotions and solve
problems of a personal and interpersonal nature
along the path toward realizing the pursuit of realistic and meaningful objectives.”Derek Mann and Peter Papadogiannis
Emotional and Social Intelligence
Workshop Objectives
1.Discover
2.Recognize
3. Identify
4.Evaluate
5.Generate
[ What Is Emotional Intelligence and Why Is It
Important at Work? ]
Emotion and Performance
E[mot]ion
Root Latin verb motere “to move”
[Mot]ivation
Four-Step Process
1.Be aware of emotions as they arise
2.Recognize that emotions affect our thinking by directing our attention
3.Ask yourself insight questions
4.Consider and take an action step
[ The Five Factors
of Emotional Intelligence ]
The Five Factors of Emotional Intelligence
Perceiving
“The ability to accurately recognize,
attend to, and understand emotion.”This EISA factor measures your ability to: > Understand your own emotions
> Stay attuned to the emotions of others
> Demonstrate empathy
> Differentiate between emotions
Verbal and Non-Verbal Communication
Percentage of the information we take in:
> Words: 7 percent
> Tone of voice: 38 percent
> Body language: 55 percent
Source: Mehrabian, A. (1971). Silent messages. Belmont, CA: Wadsworth.
Perceiving High/Low
Those who are less skilled at Perceiving
[ Low ] [ High ]
> Discriminate between emotions
> Gauge intensity of feelings
> Are empathic
> Tend to be emotionally predictable
> Have difficulty discriminating between emotions
> Exhibit less positive emotion
> May be emotionally unpredictable
Those who are very skilled at Perceiving
Managing
“The ability to effectively manage,
control, and express emotions.”This EISA factor measures your ability to: > Effectively manage emotions
> Effectively control emotion
> Appropriately express emotions
Managing High/Low
Those who are less skilled at Managing emotions
Those who are very skilled at Managing emotions
[ Low ] [ High ]
> Mismatch emotions
> Cope less effectively with stress
> Have difficulty building rapport and emotional networks
> Show appropriate expressions
> Have enhanced coping skills
> Have more meaningfulinterpersonal relationships
Decision Making
“The appropriate application of emotion to
manage change and solve problems.”This EISA factor measures your ability to: > Use positive emotions
> Use negative emotions
> Manage change and emotions to solve problems
Decision Making High/Low
Those who are less skilled at Decision Making tend to
Those who are very skilled at Decision Making are
[ Low ] [ High ]
> Generate emotions that are less appropriate for the task at hand
> Be impulsive or become paralyzed
> Make untimely decisions
> Make inaccurate decisions
> Able to generate an emotion that is most appropriate for the task at hand
> Flexible
> Pragmatic
> Perceptive
Achieving
“The ability to generate the necessary
emotions to self-motivate in the pursuit of realistic and meaningful objectives.”
This EISA factor measures your ability to: > Self-motivate
> Generate requisite emotions
> Realize the pursuit of realistic and meaningful objectives
Achieving High/Low
Those who are less skilled at Achieving
Those who are very skilled at Achieving
[ Low ] [ High ]
> Avoid risk
> Are outcome-oriented
> Avoid emotions associated with failure
> Have little task ownership
> Are intrinsically motivated
> Take pleasure in success
> Take responsibility
> Tend to be in a good mood
> Enjoy moderate risk
Influencing
“The ability to recognize, manage, and
evoke emotion within oneself and others to promote change.”
This EISA factor measures your ability to: > Appraise a situation
> Interpret emotional tone
> Evoke emotions
> Promote change
Influencing High/Low
Those who are less skilled at Influencing
Those who are very skilled at Influencing
[ Low ] [ High ]
> Are rarely assertive or are ineffectively assertive
> Prefer one-on-one communication
> Have difficulty managing others
> Tend to be instructive
> Are effectively assertive
> Have a confident demeanor
> Are optimistic
> Inspire others
The Five Factors of Emotional Intelligence
[ Perceiving ]
Perceiving High/Low
Those who are less skilled at Perceiving
[ Low ] [ High ]
> Discriminate between emotions
> Gauge intensity of feelings
> Are empathic
> Tend to be emotionally predictable
> Have difficulty discriminating between emotions
> Exhibit less positive emotion
> May be emotionally unpredictable
Those who are very skilled at Perceiving
Perceiving and Interpreting Scenarios
1.The Clock Is Ticking
2.Collaboration
3.Feedback
What are some other ways we
can check in on what we are
perceiving during a conversation?
Reflective Listening
[ Managing ]
Managing a Reaction
Event
Result
Response
Interpretations
ABCs of Emotions
ctivating Event
elief(s)
onsequences
isputing Your Beliefs
ffective Beliefs
ocus
[A] [B] [C] [D] [E] [F]
Managing High/Low
Those who are less skilled at Managing emotions
Those who are very skilled at Managing emotions
[ Low ] [ High ]
> Mismatch emotions
> Cope less effectively with stress
> Have difficulty building rapport and emotional networks
> Show appropriate expressions
> Have enhanced coping skills
> Have more meaningfulinterpersonal relationships
[ Decision Making ]
Decision Making High/Low
Those who are less skilled at Decision Making tend to
Those who are very skilled at Decision Making are
[ Low ] [ High ]
> Generate emotions that are less appropriate for the task at hand
> Be impulsive or become paralyzed
> Make untimely decisions
> Make inaccurate decisions
> Able to generate an emotion that is most appropriate for the task at hand
> Flexible
> Pragmatic
> Perceptive
Processing Decisions
1.Problem Identification
2.Solution Process
3.Emotion
4.Outcomes
5.Feel and See Success
[ Achieving ]
Achieving High/Low
Those who are less skilled at Achieving
Those who are very skilled at Achieving
[ Low ] [ High ]
> Avoid risk
> Are outcome-oriented
> Avoid emotions associated with failure
> Have little task ownership
> Are intrinsically motivated
> Take pleasure in success
> Take responsibility
> Tend to be in a good mood
> Enjoy moderate risk
Goal Setting Group Debriefing
1.Was this goal perceived as a threat or a challenge by your group?
2.What was the mood of your group?
3.What emotional reactions did your group members have to that goal?
4.How did these reactions impact the creativity of your problem solving?
Getting Emotionally Ready
For example:
Goal: Receive a promotion Positive [Negative] 1 2 3 4 5 6 7 [8] 9 10
Goal AppraisalNegative feelings about my boss. Frustration over a co-worker who was just promoted. Doubt that I will be recognized.
Positive RestructuringHopeful about new department alignment. Enjoy my job and taking on more responsibility. Committed to working hard and have faith that my contribution will be noticed.
Ideal EmotionsHopeful, inspired, determined, resolved, energetic, excited, motivated, vigorous, confident.
[ Influencing ]
Influencing High/Low
Those who are less skilled at Influencing
Those who are very skilled at Influencing
[ Low ] [ High ]
> Are rarely assertive or are ineffectively assertive
> Prefer one-on-one communication
> Have difficulty managing others
> Tend to be instructive
> Are effectively assertive
> Have a confident demeanor
> Are optimistic
> Inspire others
Leadership Qualities
Best Boss Worst Boss
[ Understanding Your Results ]
What the EISA Graphs Mean
[ Perceiving ]
[ Managing ]
[ Decision Making ]
[ Achieving ]
[ Influencing ]012345
3.20 EISA Norm
3.39 Self
3.16 EISA Norm
4.25 Self
3.79 EISA Norm
3.90 Self
3.39 EISA Norm
3.25 Self
3.60 EISA Norm
4.51 Self
EISA: 360 Questions to Ask Yourself
1.Are there score differences between you and your observers?
2.Are your observers’ scores much higher than your own?
3.Are your scores much higher than those ofyour observers?
4. Is there a major score difference between your observer groups?
Sample Graph 1: Differences Between Self and Observers
Self
Others
Managers
Peers
Direct Reports
[ Perceiving ]
4.60
012345
3.56
2.43
2.76
4.67
Sample Graph 2: Higher Observer Scores
1.29
012345
3.56
3.15
2.76
3.27
[ Perceiving ]
Self
Others
Managers
Peers
Direct Reports
Sample Graph 3: Higher Self Scores
4.60
012345
1.67
2.49
2.87
2.21
[ Perceiving ]
Self
Others
Managers
Peers
Direct Reports
Sample Graph 4: Differences Among Observer Groups
1.29
012345
3.56
4.67
2.76
1.19
[ Achieving ]
Self
Others
Managers
Peers
Direct Reports
[ Developing Your Emotional
and Social Skills ]
Six Steps for Improving EI
1. Identify one or two EISA factors that you would like to work on
2.Set goals
3. Identify and address obstacles
4.Seek out resources
5.Continue practicing new behaviors
6.Review and reassess your goals
SMARTEST Goal Setting
pecific
easurable
ction-Oriented
ealistic
imely
nergizing
igned
ested
[S] [M] [A] [R] [T] [E] [S] [T]
“In order to improve ____________,
I will ____________ by ____________ [time]. ”
Your EISA Goals
Next Steps
> Using your workbook
> Practicing with others
> Involving your supervisor
> Obtaining more information
> Contacting the facilitator
Share one thing you learned from the
workshop and how you intend to apply
what you learned to strengthen your
emotional and social intelligence.
Take-Aways
[ …and best wishes with your
emotional development ]