e iworkshop130 dec-15
TRANSCRIPT
PowerPoint Presentation
EI Competence Workshop 1
: Self-awareness
After that introduction, I just can't wait to hear what I'm going to say.
After such a warm, generous introduction, I can only say thank you & I think you must have gotten the wrong guy.
This must be a wealthy crowd. Each of you bought two or three seats!
I won't speak for long on account of my throat. (clears throat) At my last engagement I talked too long, & someone threatened to cut it.
I'll try not to talk too long. They say its best to leave your audience before your audience leaves you.
I hope my speech will keep you on the edge of your seats. Hopefully that will be because you're interested, not because you're trying to get up the nerve to leave.
I don't have a solution, but I do admire the problem.
Take my advice I'm not using it.
You have the capacity to learn from your mistakes, & you will learn a lot today.
Ever stop to think, & forget to start again?
Treat each day as your last; one day you will be right.
EQ and Business ScenarioAt the end of this course students will be able to
have high self awareness
have high emotional literacy
feel and understand the emotions of others
strike balance between Emotion and reason
take responsibility of your own emotions
Since the publication of the initial research in 1990, innovative organizations have begun testing how to integrate EQ into training and hiring to gain competitive advantage.These skills are foundation of many HPOs like LOreal , PepsiCo as part of Human Capital StrategyTop issues we face at work : Copyright Precise Software Solutions 20092
Name Business/ Dept. RoleIntroduce yourself!Write down 3 facts about yourself
One must be a lie
Present yourself to the others
Others have to spot the lie
3Two Truths & A Lie1. Tell participants that they must introduce themselves to the group, coming up with two truestatements/facts about themselves & one lie.2. Ask for a volunteer to start with their two truths & a lie have them share all three with thegroup.3. Whoever guesses the correct lie, will go next.4. Some participants may want to expand on their truth statements, depending upon howelaborate they are!
To allow participants to get to know & appreciate one another better, through discovering bothcommon & unique interests & experiences. To help level the playing field within a groupthrough making human connections that arent related to either organizational or power structures.
To help people begin to be more comfortable talking & listening with one another.
Group Size: This activity can be done with a group of any sizeTime Required: Each person will take about 3-5 minutesMaterials: NonePhysical Setting/Location: This activity can be done either inside or outside standing up or sittingdown.
Pass out completed index cards & read your new card out loud & then try to guess who wrote it.
The person that was guessed will say "yes" or "no" depending on if it was their card or not.
Who wrote the note card can briefly explain their story
Only gets one guess. Everyone can reveal which card was theirs.Pass out an index card & dont do anything with them until given instructions.
Write down an interesting thing they have done. Dont share your answers with anyone.
Examples: "I ate bugs before", "I once drank a gallon of milk", "I lived in seven different states". Something that not everyone would already know about them.
Pass your index card to me.Whodunit allows participants to learn interesting facts about each other
This is a simple get to know you game in which Participants guess what facts correspond to what Participants in the class.
It may be helpful to present instructions visually on the board with both written instructions as well as picture cues to accommodate different levels of reading & ability to follow multistep directions.
Facilitator may want to write examples on the board & emphasize that the examples should not be copied. Facilitator can ask comprehension questions after explaining the directions to both assess Participant abilities & make sure that the game will run smoothly.
If there is only a few Participants who havent been guessed, this can be a good opportunity to encourage critical thinking & the ability to inference. Participants can try & problem solve who could be attributed to each fact.4
IcebreakerIndividual Exercise (15 mins)
There are 4 flipcharts around the room
1. What are you leaving behind to be here today?
2. What do you want to take away from today?
3. What are you offering to the group today?
4. How would we like to work together today? Visit each in turn & add your comments
15 minutesEnd
A different way of establishing Ground rules!
Its a really good exercise to enable learners to not only get focused on the days training but also to get everyone moving from the start & meeting each other as they do so.
This icebreaker helps you, the trainer, to identify the motivation of the learners.
Flipchart 1. What are you leaving behind to be here today? Can help individuals park their outside concerns.
Flipchart 2. What do you want to take away from today? Helps you, the trainer, establish a group consensus about what the focus of your training will be (e.g. how much time/emphasis to give each topic).
Flipchart 3. What are you offering to the group today? Helps to establish the idea that the training day will be one of sharing ideas & experience.
Flipchart 4. How would we like to work together today? Helps the learners to establish ground rules.5
Ground rule gamesListen to others
Dont put other people down
Respect Confidentiality & Trust
Show Respect
Dont Interrupt others
Try to accept others viewsClassroom Procedures and General Information
The Bathrooms are where
The Break Refreshments include:
The Room for Lunch is whereLunch menuA vegetarian option is offered
Cell phones on off
Please dont email or text during course
6Try to accept others views.or at least understand them!ExampleAfter introductions, ask participants to lay down some ground rules that will prevent the occurrence of problems they have experienced in the past.
Course Designer should: add notes here regarding anything pertinent like all participants should have signed NDA etc.
If the course is presented in a distance learning environment then information pertinent to the environment should be presented on this slide. For instance, if there are urls to supporting materials or if there is VPN information for accessing test/lab exercise platforms then that should be delineated here. Additionally, if there are special security concerns relevant to s distantance learning environment then those would be discussed here
You may be tempted to skip developing this part of the course. However, it is very important that students be free of as many distractions as possible when they are engaged in the true instructional portion of a course. Consider that participating in training is far from the daily routine of most students. They may have traveled some distance to participate and are in a different building, at a different company, among different people and maybe in a a different country or time zone. Once instruction begins students need to be free from concerns about when they will eat, contact their business associates or family and even whether they are in the right training. When these issues are addressed at the beginning of instruction students are far more likely to give the pertinent training material their full attention.
Have unrealistic goals and blind ambitionHighly concerned about public ImageUnable to tolerate failureTendency to blame others for their own mistakesWorking hard in a compulsive mannerHas high self awarenessHas high emotional literacyAbility to feel and understand the emotions of othersAble to strike a balance between Emotion and reasonTakes responsibility of their own emotions7Persons with High EIPersons with Low EI
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Adapted from: The Cannon Emotional Competence ModelKate Cannon, AuthorSelf AwarenessEmotional Self-AwarenessSelf-RegardReality Testing
Coping SkillsImpulse ControlStress ToleranceProblem SolvingFlexibility Optimism
Effective RelationshipsInterpersonal Relationships Independence
Interpersonal SkillsEmpathySocial Responsibility AssertivenessPersonal & Interpersonal EffectivenessSelf-Actualization Happinessplus is related towhich predictsand results inThe FoundationFrances Clendenen beBetter Networks, Inc.8
8Some recent Findings Examining the Impact of EQ on Student SuccessHigher achieving students demonstrated higher Total EQ, Intrapersonal Skills, Stress Tolerance and Adaptability
Students who are anxious or depressed get lower grades/lower achievement scores
Students who can delay gratification earn better grades and have an average of 210 more points on their SAT tests
Students who respond to setbacks with hope and resilience vs. anger and hopelessness achieve higher academic and social success
Low levels of empathy are associated with poor achievement
Resiliency training can improve the resiliency of students
EQ skills can be enhanced in a college transition course
How does EQ differ from IQ?EQIQ Focus: developing an understanding of and an ability to manage emotions Focus: developing ones cognitive abilities; more academically oriented Can be enhanced throughout ones life Generally thought to be largely established at birth and cannot be enhanced Recently understood to be an important predictor of ones potential for success Has been traditionally used to predict potential for ones success Fosters understanding and management of own emotions Allows development of needed knowledge base Promotes positive relationships Enables development of technical skills and abilitiesIncreases self-motivation and drive Enables conceptual thinking
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What is the connection?EI Training ProgrammeWorkshop 1Self-awareness
Workshop 2Emotion Management
Workshop 3Relationship Building10
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FOLLOW THE LEADER
Objective Useful during a session on body language or communication skills, where you want to highlight how people communicate.
InstructionsOne person is asked to leave the room. While they are gone the rest of the group identify a leader. This leader must perform a subtle action that everyone has to follow i.e.. rubbing their nose, licking their lips, scratching their ear, winking, crossing legs etc..Ask the person to return to the room & explain that they must identify the leader of the group. The leader should alter the action every few minutes with everyone following suit. In review, discuss what was noticed & how we interpret & spot body language in [email protected]
Why is Behavioural EQ Important?12At the end of the workshop, you will be able to: define emotional intelligence be aware of the different models of emotional intelligence. describe the relationship between EI and job performance use emotions to achieve your objectives
How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them.Presenters level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.
Course Designer should: enter the goals developed in compliance with the instructions in Stage 1 of the Precise Instructional Design Guide. supply notes here that explain how instructor should summarize these goals based on a step by step reiteration of the information from each moduleFacilitate a discussion of topics that may not have been covered in the course but that might be relevant to how a student may meet the objectives within their own circumstances or environment.
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13Research shows:It distinguishes between star and average performers.
It applies across cultures and occupations.
Good managers are adept at controlling emotions, accepting feedback and adjusting behavior.
Manager Emotional Intelligence predicts employee engagement and performance.
Stocks of companies whose employees have high self-awareness outperform those whose employees have low self-awareness.
It can be learned and developed!Why is Behavioural EQ Important?
Casey Speaking 30 seconds
So those are examples of EQ having a measurable impact in sales, recruiting and leadership. There is a growing body of research documenting EQ and well send you a summary of these studies. Here are a few other benefits from developing Behavioural EQ.
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14Brain SystemsOur brains have 2 operating systems.One is fast and looks for quick and easy solutions. It is often irrational. It is often wrong. This is our default operating system.The other is logical, slow, effortful, and cautious.
What brought you here today?What led you to participate in todays seminar? Why is EQ of interest to you?
This program is about understanding the two systems of the brain and how they both affect you.
They affect your outlook, your mood, beliefs, and behavior.
You will learn strategies to control the automatic, default part of your brain. This is the part that causes you to react with too much emotion when its inappropriate. Its the part of the brain that causes you to interpret events in negative ways instead of finding opportunities.
You will learn how to develop new, more productive habits.
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What emotions have you experienced in the past 24 hours? Compare situations in which you react to those in which you respondWhat emotions do you experience most often and how do you express them? 15
What triggers your emotional [email protected]
Self-awareness & developing a positive sense of self-worth
Problem-solving
Emotional management / Impulse control
Decision-making
Relationship-building / Empathy / Social Skills
Taking responsibility for ones actionsWhat is Emotional Intelligence?What is the connection?16
At-risk youthLow EIUnsuccessful in schoolDisengagedDisconnected from teachers & peersPoorly developed sense of identityStruggle with relationshipsNegative attitudesInexpressive
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WHATS IN MY POCKET?
Objective: To emphasise the value of open vs. closed questions.
InstructionsThe team are allowed ten closed questions to guess what is in the trainers pocket (choose an unusual object here if you can). It is very unusual that they will work it out.Next, they play the game again & have to guess a different item using ten open questions. The only rule is that they cannot ask, What is the item? They will usually guess this in less than four tries. This is a short exercise. However, it really emphasises the value of open questions in drawing out information.
EI & Leadership18
Emotional Intelligence (EI) and Emotional Competence (EC)Different definitionsEI underlying capability to recognize and use emotionEC personal and social skills that lead to superior performance in work worldDifferent theoretical basesPersonality theoryPerformance theoryCombination of above, plus [email protected]
Forces that shape us on our journeyForces that Shape Us: OurDegree of Personal ControlGeneticsNoneExperiencesSomeActions, including ourBeliefsInterpretationsChoicesMoodsBehavioursAll
Source: Adapted from Lazar (2006a)Coaching and its FocusCoaching is an informed dialogue whose purpose is the facilitation of new skills, possibilities, and insights in the interest of individual learning and organizational advancement.
Coaching may focus on:BehaviourDecision-makingFundamental beliefs, values and purposesOverall business performance 19
A Personal Model for Learning & Development Where to Focus?
ActionsResults(includingErrors)Observer
Small, Incremental Change/Improvement Large, Discontinuous Change/ImprovementIdentityandContext
Sources: Adapted from Hargrove (1995, p. 28); Sieler (2003)Coaching distinctionsNon-judgmental listening is the key.
Theres value when another person is a stand for you to be your word.
Theres leverage when one can distinguish experience from explanation.
Coaching unconceals our blind spots and makes choice possible.
Moods are contagious. Noticing them is essential.
Being able to shift them is a precondition for personal power.
Humor (especially not taking oneself too seriously) lightens the mood and enables learning.20
Where Coaching Fits with Types of Root Causes TYPES OF CAUSES: Absence of or insufficientCLASSES OFSOLUTIONS Skill/KnowledgeMotivationIncentives or improper incentivesEnvironmental supportTrainingAdditional or fewer responsibilitiesProcess, output or outcome feedback or evaluationSimplify workJob aidsRole or goal clarificationRewardChange processModelingMotivational feedbackPraiseImprove tools/equipmentDocumentationValues clarificationPunishmentChange policyCoachingCoachingContingency managementChange work conditionsMentoringTask variationRemoval of reinforcementReplace performer
Source: Adapted from Lazar (1991)Coaching Challenges Can Occur at 3 LevelsIndividual performer
Department/Unit/Program
Organization-wide21
Where coaching contributesIf Role isThen Coaching can be used toSupervisor Increase self-awareness, self-management & others-related awareness S/K Develop interpersonal & communications S/K Sustain learning of technical and functional S/K.ManagersAbove plus Development of effective management practices. Directors; Project Mgrs.Above plus Effective project management practices.C-level; Vice Presidents;General ManagersAbove plus Increase ability to manage and lead change Shift old habitsthen develop new habits & S/K Provide reflection and thought partnership.
Source: Lazar (2006c)An opinion about the value of coaching Coaching is the single most important part of expanding others capabilities (Coaching) is the difference between giving orders and teaching people how to get things done. Good leaders regard every encounter as an opportunity to coach.22
Golemans competencies model23emotional awarenessaccurate self assessmentself-confidence
The inability to notice our true feelings leaves us at their mercy.
People with greater certainty about their feelings are better pilots of their lives
Have a surer sense about how they feel about personal decisions.
With self-awareness, person has 50-50 chance (49%) of demonstrating self-management; without it, person has virtually no chance (4%).
With self-awareness, person has 38% chance of having social awareness; without it, person has 83% chance of lacking social awareness.The power of Self-AwarenessSelf-Awareness Emotional self-awareness Accurate self-assessment Self-confidenceSocial Awareness Empathy Organisational awareness ServiceSelf-Management Self-control Transparency Adaptability Achievement Initiative OptimismRelationship Management Influence Inspirational leadership Developing others Change catalyst Conflict management Teamwork and collaboration
SelfOthersRecognitionRegulation
Positive impacton others 2000 Hay Group. All rights reserved.Motivation
23The more complex the job, the more EQ (EI) matters!!About Competencies & ECIDefinition: Any measurable characteristic of a person that differentiates level of performance in a given job, role, organisation, or culture.A competency builds upon ones:SkillsKnowledgeValuesSelf-ImageTraitsMotives
3. Anticipates impact of actions or words4. Develops behind the scenes support TargetLevel
3. Uses indirect influence 2. Anticipates impact of actions or words 1. Engages audience Influence
Degree of DifficultyExample of Scaled CompetencyCompetency levels increase by degree of difficulty. 2000, HayGroup. Reprinted with permission.24
24Competencies consist of behaviors that are developmentally scaled (from easy to difficult).
For each competency, there is a target level of behavior that, when met or exceeded, positively and differentially impacts performance.
Understand emotionsRecognizes what events are likely to trigger different emotions
Knows that emotions can combine to form complex blends of feelings
Realizes that emotions can progress over time and transition from one to another
Provides a rich emotional vocabulary for greater precision in describing feelings and blends of feelingsWhat does use emotion entail?25
25The capacity to generate and feel an emotion in order to focus attention, reason, and communicate.
The capacity to use emotion to influence cognitive processes such as decision making, deductive reasoning, creativity, and problem solving.
26Manage emotionsA. Immediately confront the colleague saying that you did the research?B. After the meeting, take the colleague aside & tell him/her that in the future you would appreciate credit for the work you did.C. Nothing. Its best not to embarrass colleagues in public.D. After the colleague speaks, publicly thank him/her for referencing your work & provide additional details about the work.Research findings:
Significant relationship between managing emotions ability and burnout and mental health
Teams with higher scores for managing emotions received higher performance rankingsYou are in a meeting when a colleague takes credit for the work you have done. What do you do?
26Stay open to feelingsBlend emotions with thinkingReflectively monitor emotions
Why do people with high IQs not always succeed?
Suppose you are brilliant in a particular domain of study.
Or suppose you happen to have a great idea for a project (or both).
What kinds of emotional and cognitive intelligence are needed to see the project through to completion?Illustrative Example of EQ and IQAll I Need to Know I Learned in Kindergarten27
27Four of the five skills educators (NRC, 2000) emphasize for school readiness are socio-emotional:- mastery of educational building blocks- motivation to succeed in school- ability to get along & make friends- ability to function in a group- capacity to manage emotions
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PLAYING WITH MY EMOTIONS
Objective: A great game to help participants develop empathy skills & identify emotions in others.InstructionsPlace several sheets of paper with different emotions written on them in a bowl e.g.. Happy, Sad, Angry, Indifferent, Scared etc.. Two participants each pick out a piece of paper & then have to act out a scene relevant to their job role in the emotion they picked.The other participants must identify which emotion is being used by each & once identified the scene can [email protected]
EI Competence Workshop 1: Self-awareness29
Who is emotionally intelligent - and how does it matter?They're particularly good at understanding psychologically healthy living and avoiding such problems as drugs and drug abuse. It seems likely that such individuals, by providing coaching advice to others, and by directly involving themselves in certain situations, assist other individuals and groups of people to live together with greater harmony and [email protected]
305 groups
Pick one of the following elements of EISelf-AwarenessSelf-RegulationMotivationEmpathySocial Skills
Write one example of each competenceEI Competence Workshop 1EI vs. IQAn intelligence quotient or IQ is a score derived from one of several different standardized tests attempting to measure intelligence. First used in 1918 by American Army recruits.Reasons of high IQBetter nutritionMore children completing more schoolingComputer games and puzzlesSmaller family sizeMore IQ results in lower EI in childrenMore emotionally disturbed than the lastMore lonely and depressMore angry and unrulyMore nervous and prone to worryMore impulsive and aggressive
In a recent meta-analysis examining the correlation and predictive validity of EI when compared to IQ or general mental ability, Van Rooy and Viswesvaran (2004) found IQ to be a better predictor of work and academic performance than EI. However, when it comes to the question of whether a person will become a "star performer" (in the top ten percent, however such performance is appropriately assessed) within that role, or be an outstanding leader, IQ may be a less powerful predictor than emotional intelligence (Goleman 1998, 2001, 2002).
How the brain works
2. Identification of emotions
3. Emotional triggers
4. Positive self-regard
5. Application of personal awareness31
Cerebral Cortex:Complex Thought
Limbic System: Emotions
Hippocampus: emotions & memory
Amygdala: emotional control & fear control
Hypothalamus: regulates fear & aggression
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The AmygdalaReptilian brain Fight or flight responses.Gate keeper of the brain, judging each new sensation to be a threat or safe.When senses danger, sends out an alarm putting the entire body on [email protected]
33Emotional HijackingWithstanding the HijackIn order to think rationally and respond rather than react emotionally, we need to allow the information to reach the rest of the brain.
We can do this by becoming aware of our emotional triggers and learning to take a moment before reacting.
These skills are key components of Emotional Intelligence.We feel before we think; everything that we sense has already been filtered through our emotional brain.
When danger is sensed, we react emotionally first before the information has reached any part of the cerebral cortex that allows us to process and think rationally
When what we sense reminds us of a past threat, we react with the same intense emotions; we may not even be aware of the memory that has been triggered.
EmotionsSession [email protected]
34Coping with EmotionsWe typically deal with emotions one of four ways:
1) exaggerating the emotion so that we are overwhelmed by them and lose control;
2) accepting the emotion and not try to regain control;
3) substituting the emotion with something more comfortable like distractions; or
4) managing the emotion through self-awareness.
7 basic emotions
Which emotions do you feel most often ?% of the daywhy?Anger
Happiness
Fear
Disgust
Surprise
Love
Sadness35
AngerBlood rushes to our hands so we can fight.
It can be an expression of frustration, stress, anxiety, loss, confusion, embarrassment, jealousy, rejection, threat, etc.
It is one of the most dangerous emotions because it is energizing, and the more often we are angry, the less arousal we need to stay in this state. Anger builds momentum.36
FearBlood rushes to our arms and legs so we can run or fight.
It immobilizes us and forces us into fright, flight or freeze.
It is connected to worry, anxiety, stress, nervousness, panic, paranoia, and phobias.
It is sometimes expressed as anger.37
SadnessMetabolism slows, giving us time to mourn.
It comes from not getting what you want or a fear of what might happen.
When sad, many people try to isolate themselves, but this cuts us off from resources to get over the sadness.
It is connected to depression, shame, disappointment, regret, guilt, embarrassment, and insecurity.38
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DONT FALL INTO THE SEALay out an appropriate number of chairs in a circle (according to your group size). Get everyone to stand on the chairs. The chairs are safety points floating in a sea which is full of sharks. The task....the group has to arrange themselves in birth date order (day & month only....exclude the year). BUT they must not fall into the sea!
Can be used at any timePurpose :to wake participants & get the blood moving again!Keep the concentration of participants focussed during periods of sedentary listening!Sometimes to reduce tensions within the [email protected]
7 ways to boost your leadership EQ40
Well that brings us to our strategies for building your EQ. Please remember to submit any questions using the on-screen tools.
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1. Control Behaviour by Understanding Emotions
Natalie Speaking 15 minutes total41
422. Mentally rehearse situations that set off emotional triggers
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433.Force your brain into action by solving a problem
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444. Engage in healthy escapism
Love this one.
Distinguishes star vs. average and applies across cultures: from www.eiconsortium.org.
Good managers: from Employment Today (Feb, 2012). Data collected by a New Zealand firm.
Engagement & performance: Furnham, A. (2013). From Engaging Leaders to Enthusiastic Employees: The Role of EQ, University College London.
Stock price: Korn Kerry Institute (2013, August).
Can be learned and developed: research evidence available at www.eiconsortium.org.
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455. The send button is not your friend
Distinguishes star vs. average and applies across cultures: from www.eiconsortium.org.
Good managers: from Employment Today (Feb, 2012). Data collected by a New Zealand firm.
Engagement & performance: Furnham, A. (2013). From Engaging Leaders to Enthusiastic Employees: The Role of EQ, University College London.
Stock price: Korn Kerry Institute (2013, August).
Can be learned and developed: research evidence available at www.eiconsortium.org.
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6. Walk away from tense situations
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477. Speak clearly and with decorum in emotionally charged situations
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Recognizing emotions is hard
People dont understand the impact of emotions on others
We overestimate that our feelings are known by others
Emotions are contagious for good or bad
By changing behavior, we influence our attitudes and beliefs through neural rewiringAh Ha ConceptsGenetic disposition or opportunity for development?
Research clearly shows it can be learned
Need for practice and reinforcement vs. EQ vaccination
EQ can be developed, but only with a sincere desire to do soCan Be Developed48
48Casey Speaking 2 minutes48
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ARE YOU LISTENING?
Objective: To emphasis how important listening skills are & how hard it can be to take in too much information at one time. A useful game to help leaders understand that they have to provide clear instructions.
InstructionsAsk one person to leave the room while the rest of the participants come up with a well known phrase, slogan or rhyme. Each participant must take one word from the phrase. They call the person back into the room, shout 1, 2, 3 & then all at the same time shout out their word from the phrase. The listener must make sense of the words & identify the phrase.Of course the listener will find this very hard to do. They may ask for it to be repeated twice & after that they must guess. If they dont identify the phrase, they [email protected]
Build trust and demonstrate trustworthiness 50
Dr. R. F. Harshberger - 10/30-31/0750
Trustworthiness
TrustworthinessPersonal and OrganizationalCharacterIntegrityMaturityAbundance MentalityCompetenceTechnicalConceptualInterdependencyStephen Covey
JudgmentWisdom51
Dr. R. F. Harshberger - 10/30-31/0751
(Emotional Bank Account)Seek First to UnderstandKeeping PromisesHonesty, OpennessKindnesses, CourtesiesWin-Win or No Deal ThinkingClarifying ExpectationsLoyalty to the AbsentApologiesReceiving Feedback and Giving I MessagesSeek First To Be UnderstoodBreaking PromisesSmooth ManipulationUnkindnesses, DiscourtesiesWin-Lose or Lose-Win ThinkingViolating ExpectationsDisloyalty, DuplicityPride, Conceit, ArroganceNot Receiving Feedback and Giving You MessagesDEPOSITS
WITHDRAWALS
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Dr. R. F. Harshberger - 10/30-31/0752SO!If youre a high level professional, you probably needed an IQ of 120 or so simply to get educated and get your job. But now it is more important to be able to persist in the face of difficulty and to get along well with colleagues and subordinates (Emotional Intelligence) than it is to have an extra 10 or 15 points of IQ. This holds true in most professional occupations.
CompetencySpecific Behaviours to ChangeSpecific Activities to Improve
Developing your emotional competencies53
For the Competencies you selected review the selected Developmental Tips in the booklet.For each competency:Define what specific behaviors you would like to change to enhance these competencies.Identify three methods for changing.Share your plan with the groupShare your goals and plan for the group.Choose one competency develop plan to discuss with [email protected]
Emotional Contagion and Team PerformanceThe affect (emotional behaviour) of the leaders plays a major role in team performance. You can see this clearly in the way everyone just knows when boss is having a bad day.
The way feelings spread from one person to another is called emotional contagion.
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EQ and Development Programs A study of 30 retired National Football League players shows that the benefits of emotional intelligence go far beyond financial performance. In fact, over 60% in the variation of these life success factors is predicted by emotional intelligence. Keeping that in mind many organizations started various programs.
Management training, Performance reviews
Leadership Development
Sales Hiring
Human Capital Strategy & Leadership Development
Stress Management Training
Leadership Development
Leadership Training and Team Development
Leadership Development in Express
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Impacts and ConclusionAs per Doug Lennick, VP of American Express Financial Advisors (now Ameriprise) EQ is a Blue Chip Investment :
"Emotional competence is the single most important personal quality that each of us must develop and access to experience a breakthrough."
And the good part is very little investment of resources producing high results : ROI exceeds the investment
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HANGMAN
Objective: To help consolidate key learning points from a learning & development event.This variation of the classic game is a great way for finishing a training event on a high. It is also useful to consolidate learning or to check recall. One advantage of this session is that the participants need to review the session fully in order to develop questions for the other team, as well as being tested themselves.
InstructionsArrange participants into two teams (ideally with 4 to 6 players per team) & provide each team with a few sheets of paper & a flipchart & pens.Ask each team to develop a series of questions based on the learning throughout the training session. These can be as easy or as difficult as they like. However, they must be relevant to the session. They should keep these questions secret from the other team for the time being. Once the teams have both completed their questions & written them down on the paper provided, it is time to start the game of hangman!Each team must take it in turns to pose a question to the other team. If the team get the answer right, then it is their turn to ask a question. Should they answer incorrectly, a piece of the hangman is drawn on the flipchart & they are challenged to answer the next question.The game ends when the first hangman is completed & the unfortunate team [email protected]
ClosinggamesEach participant is handed pieces of paper
Each paper has the name of other participants
Each participant has to write I am glad I met XXX because.
The pieces of paper are distributed to the appropriate people & read when they get home57
57As time goes by, we tend to forget what we have learnt. Things that are most easily remembered at those things at the beginning or at the end. That is why closing games are so important..they make the session more memorable.
Closing games also tend to be of a positive note which in turn leaves the participant departing with a feel good factor. In this particular example, every participant leaves with positive feedback.
3 things you have learnt today
2 things you are not sure about
1 way you can link what you have done today to your work place58Wrap upWrite Down
WHAT IS THE BEST IDEA YOU GAINED TODAY THAT YOU WILL TAKE ACTION ON IN THE NEXT 30 DAYS?
What I have learnt
What I will [email protected]
Learn Unlearn Relearn Evaluation59Please rate the following aspects of the course excellent good not good poor
Organisation & domestics
Content
Notes
Presentation
Overall enjoyment
Other topics of interest
Course Date Name
Use human bar charts?
Lay out 5 chairsInform participants which is 1 and which is 5 (1 meaning bad, 5 good)Ask a question Participants have to stand behind the appropriate chairRepeat with more questions
Can be problems re: confidentiality, but they do give you a good gist about things. Always give the option of not participating.Participants must be fed back the results [email protected]