Self-Assessment Paper (100 points): Report student’s current skill-set (strengths and weaknesses) within the four EI domains. It is recommended to use your Emotional Intelligence TalentSmart evaluation as the basis for your strengths and weaknesses in each domain. (7 page paper of synthesized work with at least 3 references).
APA format is required.
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Self-Assessment Paper Rubric.pdf
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https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
Here is the grading rubric.
APA Quick guide link: https://www2.cmich.edu/colleges/ehs/msa/Documents/APA%207th%20Edition%20Updates.pptx?web=1
MSA 501 – The Emotionally Intelligent Organization Evaluation Rubric
Assignment: Self-Assessment (100 points)
Student Name:
Comments: Grade:
1 Emotional Intelligence Self-Assessment Central Michigan University MSA 501: The Emotionally Intelligent Organization
2 Abstract This paper provides an overview of the results of the Emotional Intelligence (EI) self-assessment taken by the student and outlines a plan of action for the future. For the purpose of this EI self-assessment paper, the student who took the self- assessment will be referred to as Student L. Student L has taken multiple self-assessments over the course of the last several years, but according to Bradberry and Greaves (2009), this assessment is different and has proven strategies to help someone improve in each of the four domains they have identified. The four domains are: Self-Awareness, Self-Management, Social Awareness, and Relationship Management (Bradberry & Greaves, 2009. p. 24). The information that follows is the report results of Student L, the analyzation of those results, and a potential course of action that Student L can follow to improve in each of the four areas.
3 Emotional Intelligence Introduction What is Emotional Intelligence and why are people talking about it? In The EQ Leader, Stein (2017) defines Emotional Intelligence as “The ability to perceive emotions, to assess and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to regulate emotions as to promote emotional and intellectual growth” (p.32). Emotional Intelligence is broken up into two competencies: personal competence and social competence (Bradberry & Greaves, 2009, p. 23). Personal competence includes Self-awareness and Self-management. These domains focus on the individual’s own awareness of his or her emotions and how those emotions are managed (p.23). Social competence includes Social Awareness and Relationship Management. This competency is focused on understanding the moods and behaviors of others (p.24). Organizations are looking for individuals with higher emotional intelligence over IQ. In fact, Stein (2017) suggests that the importance of emotional intelligence is increasing in the workplace. Because this skill is so important, every point increase in EQ adds up to an extra $1,300 dollars a year in salary (Bradberry & Greaves, 2009, p. 22). Let us examine Student L’s test report, analyze the results, and explore how she can use the results of the Emotional Intelligence test to her advantage, and apply it in her professional life. Self-awareness Self-awareness is the first domain that falls under personal competence. It is defined as one’s “ability to accurately perceive [his] own emotions in the moment and understand [his] tendencies across situations” (Bradberry & Greaves, 2009, p. 24). The most important part of self-awareness is knowing it is the ability to recognize an emotion as it is happening and be tuned in to what is going on as the emotion is occurring. It is actively working to observe any physical changes in the body. Has your pulse increased? Has your breathing gotten faster or
4 slower? These are all part of the bodily responses that one might experience. Do you get hot or cold as a result of the emotion? Does the tone of your voice change when you experience this feeling? Being aware of what happens as you experience a certain emotion allows you to anticipate when it might happen and helps you to manage the emotion appropriately in each situation. Successful leaders are those who not only understand how they feel about other people and situations, but also know themselves inside and out (p.59). The results of Student L’s assessment indicates that she can improve in her Self-awareness. Her score on the EI assessment was 72, which falls into the 70-79 Score Range. According to the Emotional Intelligence Results Report, a 72 indicates this could be a strength with a little improvement (Talent Smart EQ). Now that Student L is aware that this is an area she can improve on, she is able to employ some strategies to get better in this area. Some possible strategies that Student L can implement include: Observe the Ripple Effect from Your emotions (Strategy #2), Know Who and What Pushes Your Buttons (Strategy #5), and Seek Feedback (Strategy #14) (Bradberry & Greaves, 2009, p.63). Student L is a full-time employee in the corporate world and has recently received feedback that she could be more aware of how her emotions are affecting others in the workplace. Since receiving the feedback, Student L is making a conscious effort to recognize her emotions in the workplace and actively working to have a better understanding of who and what sets her off. Self-management A leader strong in self-management is one “who stays calm and clear-headed under high stress” (Goleman, Boyatzkis, & McKee, p. 254) and can set his or her emotions aside to manage the situation appropriately. Some areas that fall under self-management are self-control, transparency, adaptability, achievement, initiative, and optimism (p. 254). Self-control is
5 probably the most crucial of all for a leader to be successful. The ability to keep one’s emotions in check and not allow them to cloud judgement on a situation is particularly important. If a leader is only focused on their own emotions and not focused on the present situation and the people involved, the result they were hoping for will likely not come to fruition. Student L’s EI appraisal indicates that Self-Management is a major weakness for her. Her score on this part of the assessment was 55. This falls into the 59 and below range and is the lowest of the score ranges. According to the EI Appraisal, ME Edition (2020), this score indicates there is a clear problem that needs to be addressed. It also indicates the score is a result of the person not valuing this domain or thinking it is an important enough area to improve in (EI Appraisal, 2020). Student L’s score was as expected. Out of the four domains, she expected to score the lowest in this area, as she is a middle-aged adult who is quite aware of who she is and how she operates. Self-control is her weakness and falls into this category (Goleman, Boyatzis, & McKee, 2016). For years, Student L has struggled to understand why her passion and willingness to speak up when others will not, have been misconstrued as a negative and used against her in the professional work environment. While Student L has recognized for years she lacks self-control and better self-management skills, she has also come to accept this is who she is. The fire and passion behind her emotions is motivated by her love for her family, taking care of those who do not have a voice, and sticking up for others when no one else will. This applies both at work and outside of work. Student L has never actively worked to manage her emotions until the results of the most recent Emotional Intelligence Test. What is different this time around? The key difference is that Student L is now at a point in her life that she realizes how she responds in certain situations directly impacts those around her. She is now also aware that how she is perceived by others is a
6 reality. Managing those perceptions is key to becoming more successful at work. Being able to manage stress is also key to being a successful leader (Stein, 2017, p.158) Student L admits coping with stress is not a strength she possesses, and she will have to constantly work on this in order to better manage her emotions. She tends to get overwhelmed with the amount of work on her plate, the busy schedule she has with her family, and her schoolwork. According to Stein (2017), the ability to manage stress enables a leader to remain grounded and confident and is one of the signs of a successful leader (p. 162). Social Awareness Social Awareness is about being attuned to how others feel in the moment (Goleman, Boyatzis, & McKee, 2013, p. 30). Student L’s score on this part of the assessment was 87, which is in the 80-89 score range and considered “A Skill to Build On” (EI Assessment, 2021). She expected to receive the highest score in this domain since Student L knows she excels in this area. She credits being a military brat and traveling throughout the US and to other countries as part of the reason she is so attuned to the feelings of others and their physical reactions. Her strength in this area is her ability to read body language and to hear the change in a person’s tone that might indicate there is something amiss. Part of this strength is not only recognizing the physical changes but caring enough to understand what is going on from that person’s perspective. Student L is often told she should be a manger because of her understanding of people. A potential weakness that Student L has discovered is that she can sometimes become so focused on her own agenda that she does not always pay attention to what matters to those around her.
7 Relationship Management Relationships are a necessary part of life. Having and maintaining good working relationships are essential (Bradberry & Greaves, 2009, p.178). Student L scored lower than she expected in relationship management. The Emotional Intelligence Appraisal gave her a score of 79, which falls into the 70-79 score range (TalentSmart, 2021). According to the Emotional Intelligence Appraisal, this score indicates this could become a strength if the student worked harder in this area (TalentSmart). Student L also credits being a military brat and serving in the U.S. Air Force as the primary reason she has better relationships with people of diverse backgrounds than some of her co-workers do. She can make connections with others much quicker than most because she places an emphasis on people and getting to know them. She asks questions to understand their mindset not only to build a relationship with them, but also to understand what motivates them. Relationships matter. Student L has learned that if you show empathy for others and genuine concern for them, they will go above and beyond to support the end goal at work. Despite her ability to connect with others and develop a rapport rather quickly, she finds where she needs the most improvement in this area is with people who are in positions of authority. This would be the managers or directors of a department or VPs of a division. Her concern for the people who do the work often drives her behavior in meetings and when bringing important topics to the leadership team. Her desire to protect others often gets in the way. Her lack of self-management also negatively impacts her working relationships at times. When she is frustrated or challenged, Student L tends to let the emotions win and reacts poorly to the situation.
8 Action Plan Student L plans to focus on the Self-management domain as a first step towards improving her emotional intelligence score. She intends to make her goal public with her peers at work. It is also the student’s intention to seek out a mentor at work who displays a high level of self-management discipline. Recommended Strategies for better Self-management based on Student L’s test scores include: Breathe Right (Strategy #1), Count to 10 (Strategy #4), and Put a Mental Recharge into your schedule (Strategy #16) (Bradberry & Greaves, 2009, p. 100). Student L does not buy into the 10 second breathing strategy. It is just not enough time for a person who is hot headed and a high stress person to recover, especially in a workplace setting. This tactic does not work for Student L. It might work for the moment to allow a snippy remark to pass, but if Student L remains in the situation and the person or situation continues to push her buttons, the likelihood of explosion is high. Student L has found that the best strategy for her is to not say anything at all and address the situation later, after she has had the chance to cool down. It is for this reason that Student L has chosen to implement the following strategies instead: Make Your Goals Public (Strategy #3), Sleep on it (Strategy #5), Smile and Laugh More ( Strategy #7) and Put a Mental Recharge into your Schedule (Strategy #16) (p.100). Student L believes that Strategy #16 will have the greatest impact on her ability to manage stress and her emotions better. Two suggestions on what to incorporate as part of a mental recharge are: 1. Get outside and see nature and 2. Aromatherapy. There is research to suggest that inhaling essential oils is beneficial for managing stress and anxiety and leads to better sleepy quality (Beyer, 2020). Student L intends to employ those two specific suggestions as part of her mental recharge plan. She realizes recharging when she is mentally drained is important and has neglected to include
9 this in her busy lifestyle. Student L will also set a calendar reminder to retake the EI Assessment in 6 months to determine if she has made any progress. At that time, Student L will also determine if she wishes to continue focusing on Self-Management or if she would like to move on to another domain and work on improving herself in that area next. Conclusion The results of the Emotional Intelligence Assessment do not come as a surprise to Student L. Student L is aware of her strengths and weaknesses and has taken multiple assessments that simply re-emphasize this. The difference Student L finds with the Emotional Intelligence Assessment is that it provides strategies to improve in each of the domains mentioned above and allows Student L to actively engage in her own personal growth. The Emotional Intelligence Appraisal is also forthcoming that change will not happen overnight. It will take work and dedication on the part of Student L to achieve improvement. The recommendation is that Student L focuses on one domain at a time and retest six months from now. This gives Student L the time necessary to implement a few of the recommended strategies and make progress towards improving in a specific area. Student L is encouraged by this realistic timeframe to implement action and see active improvements, rather than an expectation that behaviors can simply be changed overnight.
10 References Beyer, A. L. (2020, August 21). Feeling Drained? Here are 16 Ways to Build a Recharge into Your Day. Greatist. https://greatist.com/live/how-to-recharge#16-ways-to-get-a-charge. Bradberry, T., & Greaves, J. (2009). Emotional Intelligence 2.0 (1st Edition). TalentSmart. Emotional intelligence appraisal: ME edition. Results for Student L. (2021). TalentSmart. Goleman, D., Boyatzis, R.E., & McKee, A. (2016). Primal Leadership: Unleashing the Power of Emotional Intelligence. Harvard Business Review Press. Stein, S.J. (2017). The EQ Leader: Instilling passion, creating shared goals, and building meaningful organizations through emotional intelligence (First edition). Wiley.
1 Emotional Intelligence Self-Assessment Central Michigan University MSA 501: The Emotionally Intelligent Organization
2 Abstract This paper provides an overview of the results of the Emotional Intelligence (EI) self-assessment taken by the student and outlines a plan of action for the future. For the purpose of this EI self-assessment paper, the student who took the self- assessment will be referred to as Student L. Student L has taken multiple self-assessments over the course of the last several years, but according to Bradberry and Greaves (2009), this assessment is different and has proven strategies to help someone improve in each of the four domains they have identified. The four domains are: Self-Awareness, Self-Management, Social Awareness, and Relationship Management (Bradberry & Greaves, 2009. p. 24). The information that follows is the report results of Student L, the analyzation of those results, and a potential course of action that Student L can follow to improve in each of the four areas.
3 Emotional Intelligence Introduction What is Emotional Intelligence and why are people talking about it? In The EQ Leader, Stein (2017) defines Emotional Intelligence as “The ability to perceive emotions, to assess and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to regulate emotions as to promote emotional and intellectual growth” (p.32). Emotional Intelligence is broken up into two competencies: personal competence and social competence (Bradberry & Greaves, 2009, p. 23). Personal competence includes Self-awareness and Self-management. These domains focus on the individual’s own awareness of his or her emotions and how those emotions are managed (p.23). Social competence includes Social Awareness and Relationship Management. This competency is focused on understanding the moods and behaviors of others (p.24). Organizations are looking for individuals with higher emotional intelligence over IQ. In fact, Stein (2017) suggests that the importance of emotional intelligence is increasing in the workplace. Because this skill is so important, every point increase in EQ adds up to an extra $1,300 dollars a year in salary (Bradberry & Greaves, 2009, p. 22). Let us examine Student L’s test report, analyze the results, and explore how she can use the results of the Emotional Intelligence test to her advantage, and apply it in her professional life. Self-awareness Self-awareness is the first domain that falls under personal competence. It is defined as one’s “ability to accurately perceive [his] own emotions in the moment and understand [his] tendencies across situations” (Bradberry & Greaves, 2009, p. 24). The most important part of self-awareness is knowing it is the ability to recognize an emotion as it is happening and be tuned in to what is going on as the emotion is occurring. It is actively working to observe any physical changes in the body. Has your pulse increased? Has your breathing gotten faster or
4 slower? These are all part of the bodily responses that one might experience. Do you get hot or cold as a result of the emotion? Does the tone of your voice change when you experience this feeling? Being aware of what happens as you experience a certain emotion allows you to anticipate when it might happen and helps you to manage the emotion appropriately in each situation. Successful leaders are those who not only understand how they feel about other people and situations, but also know themselves inside and out (p.59). The results of Student L’s assessment indicates that she can improve in her Self-awareness. Her score on the EI assessment was 72, which falls into the 70-79 Score Range. According to the Emotional Intelligence Results Report, a 72 indicates this could be a strength with a little improvement (Talent Smart EQ). Now that Student L is aware that this is an area she can improve on, she is able to employ some strategies to get better in this area. Some possible strategies that Student L can implement include: Observe the Ripple Effect from Your emotions (Strategy #2), Know Who and What Pushes Your Buttons (Strategy #5), and Seek Feedback (Strategy #14) (Bradberry & Greaves, 2009, p.63). Student L is a full-time employee in the corporate world and has recently received feedback that she could be more aware of how her emotions are affecting others in the workplace. Since receiving the feedback, Student L is making a conscious effort to recognize her emotions in the workplace and actively working to have a better understanding of who and what sets her off. Self-management A leader strong in self-management is one “who stays calm and clear-headed under high stress” (Goleman, Boyatzkis, & McKee, p. 254) and can set his or her emotions aside to manage the situation appropriately. Some areas that fall under self-management are self-control, transparency, adaptability, achievement, initiative, and optimism (p. 254). Self-control is
5 probably the most crucial of all for a leader to be successful. The ability to keep one’s emotions in check and not allow them to cloud judgement on a situation is particularly important. If a leader is only focused on their own emotions and not focused on the present situation and the people involved, the result they were hoping for will likely not come to fruition. Student L’s EI appraisal indicates that Self-Management is a major weakness for her. Her score on this part of the assessment was 55. This falls into the 59 and below range and is the lowest of the score ranges. According to the EI Appraisal, ME Edition (2020), this score indicates there is a clear problem that needs to be addressed. It also indicates the score is a result of the person not valuing this domain or thinking it is an important enough area to improve in (EI Appraisal, 2020). Student L’s score was as expected. Out of the four domains, she expected to score the lowest in this area, as she is a middle-aged adult who is quite aware of who she is and how she operates. Self-control is her weakness and falls into this category (Goleman, Boyatzis, & McKee, 2016). For years, Student L has struggled to understand why her passion and willingness to speak up when others will not, have been misconstrued as a negative and used against her in the professional work environment. While Student L has recognized for years she lacks self-control and better self-management skills, she has also come to accept this is who she is. The fire and passion behind her emotions is motivated by her love for her family, taking care of those who do not have a voice, and sticking up for others when no one else will. This applies both at work and outside of work. Student L has never actively worked to manage her emotions until the results of the most recent Emotional Intelligence Test. What is different this time around? The key difference is that Student L is now at a point in her life that she realizes how she responds in certain situations directly impacts those around her. She is now also aware that how she is perceived by others is a
6 reality. Managing those perceptions is key to becoming more successful at work. Being able to manage stress is also key to being a successful leader (Stein, 2017, p.158) Student L admits coping with stress is not a strength she possesses, and she will have to constantly work on this in order to better manage her emotions. She tends to get overwhelmed with the amount of work on her plate, the busy schedule she has with her family, and her schoolwork. According to Stein (2017), the ability to manage stress enables a leader to remain grounded and confident and is one of the signs of a successful leader (p. 162). Social Awareness Social Awareness is about being attuned to how others feel in the moment (Goleman, Boyatzis, & McKee, 2013, p. 30). Student L’s score on this part of the assessment was 87, which is in the 80-89 score range and considered “A Skill to Build On” (EI Assessment, 2021). She expected to receive the highest score in this domain since Student L knows she excels in this area. She credits being a military brat and traveling throughout the US and to other countries as part of the reason she is so attuned to the feelings of others and their physical reactions. Her strength in this area is her ability to read body language and to hear the change in a person’s tone that might indicate there is something amiss. Part of this strength is not only recognizing the physical changes but caring enough to understand what is going on from that person’s perspective. Student L is often told she should be a manger because of her understanding of people. A potential weakness that Student L has discovered is that she can sometimes become so focused on her own agenda that she does not always pay attention to what matters to those around her.
7 Relationship Management Relationships are a necessary part of life. Having and maintaining good working relationships are essential (Bradberry & Greaves, 2009, p.178). Student L scored lower than she expected in relationship management. The Emotional Intelligence Appraisal gave her a score of 79, which falls into the 70-79 score range (TalentSmart, 2021). According to the Emotional Intelligence Appraisal, this score indicates this could become a strength if the student worked harder in this area (TalentSmart). Student L also credits being a military brat and serving in the U.S. Air Force as the primary reason she has better relationships with people of diverse backgrounds than some of her co-workers do. She can make connections with others much quicker than most because she places an emphasis on people and getting to know them. She asks questions to understand their mindset not only to build a relationship with them, but also to understand what motivates them. Relationships matter. Student L has learned that if you show empathy for others and genuine concern for them, they will go above and beyond to support the end goal at work. Despite her ability to connect with others and develop a rapport rather quickly, she finds where she needs the most improvement in this area is with people who are in positions of authority. This would be the managers or directors of a department or VPs of a division. Her concern for the people who do the work often drives her behavior in meetings and when bringing important topics to the leadership team. Her desire to protect others often gets in the way. Her lack of self-management also negatively impacts her working relationships at times. When she is frustrated or challenged, Student L tends to let the emotions win and reacts poorly to the situation.
8 Action Plan Student L plans to focus on the Self-management domain as a first step towards improving her emotional intelligence score. She intends to make her goal public with her peers at work. It is also the student’s intention to seek out a mentor at work who displays a high level of self-management discipline. Recommended Strategies for better Self-management based on Student L’s test scores include: Breathe Right (Strategy #1), Count to 10 (Strategy #4), and Put a Mental Recharge into your schedule (Strategy #16) (Bradberry & Greaves, 2009, p. 100). Student L does not buy into the 10 second breathing strategy. It is just not enough time for a person who is hot headed and a high stress person to recover, especially in a workplace setting. This tactic does not work for Student L. It might work for the moment to allow a snippy remark to pass, but if Student L remains in the situation and the person or situation continues to push her buttons, the likelihood of explosion is high. Student L has found that the best strategy for her is to not say anything at all and address the situation later, after she has had the chance to cool down. It is for this reason that Student L has chosen to implement the following strategies instead: Make Your Goals Public (Strategy #3), Sleep on it (Strategy #5), Smile and Laugh More ( Strategy #7) and Put a Mental Recharge into your Schedule (Strategy #16) (p.100). Student L believes that Strategy #16 will have the greatest impact on her ability to manage stress and her emotions better. Two suggestions on what to incorporate as part of a mental recharge are: 1. Get outside and see nature and 2. Aromatherapy. There is research to suggest that inhaling essential oils is beneficial for managing stress and anxiety and leads to better sleepy quality (Beyer, 2020). Student L intends to employ those two specific suggestions as part of her mental recharge plan. She realizes recharging when she is mentally drained is important and has neglected to include
9 this in her busy lifestyle. Student L will also set a calendar reminder to retake the EI Assessment in 6 months to determine if she has made any progress. At that time, Student L will also determine if she wishes to continue focusing on Self-Management or if she would like to move on to another domain and work on improving herself in that area next. Conclusion The results of the Emotional Intelligence Assessment do not come as a surprise to Student L. Student L is aware of her strengths and weaknesses and has taken multiple assessments that simply re-emphasize this. The difference Student L finds with the Emotional Intelligence Assessment is that it provides strategies to improve in each of the domains mentioned above and allows Student L to actively engage in her own personal growth. The Emotional Intelligence Appraisal is also forthcoming that change will not happen overnight. It will take work and dedication on the part of Student L to achieve improvement. The recommendation is that Student L focuses on one domain at a time and retest six months from now. This gives Student L the time necessary to implement a few of the recommended strategies and make progress towards improving in a specific area. Student L is encouraged by this realistic timeframe to implement action and see active improvements, rather than an expectation that behaviors can simply be changed overnight.
10 References Beyer, A. L. (2020, August 21). Feeling Drained? Here are 16 Ways to Build a Recharge into Your Day. Greatist. https://greatist.com/live/how-to-recharge#16-ways-to-get-a-charge. Bradberry, T., & Greaves, J. (2009). Emotional Intelligence 2.0 (1st Edition). TalentSmart. Emotional intelligence appraisal: ME edition. Results for Student L. (2021). TalentSmart. Goleman, D., Boyatzis, R.E., & McKee, A. (2016). Primal Leadership: Unleashing the Power of Emotional Intelligence. Harvard Business Review Press. Stein, S.J. (2017). The EQ Leader: Instilling passion, creating shared goals, and building meaningful organizations through emotional intelligence (First edition). Wiley.
The Emotionally Intelligent OrganizationWeek 2
Emotional IntelligencePersonal Competencies•Self Awareness•Self Management
Emotional IntelligenceSelf Awareness Strategies1. Quit Treating Your Feelings as Good or Bad2. Observe the Ripple Effect from Your Emotions3. Lean into Your Discomfort4. Feel Your Emotions Physically
Emotional IntelligenceSelf Awareness Strategies5. Know Who and What Pushes Your Buttons6. Watch Yourself Like a Hawk7. Keep a Journal about Your Emotions8. Don’t Be Fooled by a Bad Mood
Emotional IntelligenceSelf Awareness Strategies9.Don’t Be Fooled by a Good Mood, Either10.Stop and Ask Yourself WhyYou Do the Things You Do11.Visit Your Values12.Check Yourself
Emotional IntelligenceSelf Awareness Strategies13.Spot Your Emotions in Books, Movies, and Music14.Seek Feedback15.Get to Know Yourself under Stress
Emotional IntelligenceSelf Management Strategies1.Breath Right2.Create an Emotion vs. Reason List3.Make Your Goals Public4.Count to Ten5.Sleep On It
Emotional IntelligenceSelf Management Strategies6.Talk To a Skilled Self-Manager7.Smile and Laugh More8.Set Aside Some Time in Your Day for Problem Solving9.Take Control of Your Self-Talk10.Visualize Yourself Succeeding
Emotional IntelligenceSelf Management Strategies11.Clean Up Your Sleep Hygiene12.Focus Your Attention on Your Freedoms, Rather than Your Limitations13.Stay Synchronized14.Speak to Someone Who is Not Emotionally Invested in Your Problem
Emotional IntelligenceSelf Management Strategies15.Learn a Valuable Lesson from Everyone You Encounter16.Put a Mental Recharge into Your Schedule17.Accept That Change is Just around the Corner
Self-Regard and LeadershipAsk yourself this question:Do leaders tend to over their own abilities?Bratton’s and her colleagues studies found that they could place leaders into one of four areas based on the comparison of their self and follower-ratings of transformation leadership.•Two areas showed reliable self-analysis and approximately 33% of leaders overestimate their abilities.•Two other areas showed subordinates were more ctiticalof their supervisors leadership abilities.
What emotions motivate your staff?Emotions That Work•Hope:“I know we can accomplish this, you’ve been doing so well. You’re almost there.”•Pride:“You’ve done great work before. I know you can produce the high quality of work that we pride ourselves on here.”•Excitement:“Completing this report will be a great achievement for all of us. It will take us to the next level.”Emotions Not to Use•Anger:“I’ve been waiting two weeks for this report! What is the matter with you! @##.”•Shame:“You are the only one on your team that has failed to produce results.”•Boredom:“I’m not giving you any more assignments until you get this one finished. Don’t even bother leaving your desk for any breaks until it’s done.”•Anxiety:“You’re going to lose your job if your work doesn’t improve.”•Hopelessness:“I’ve given you everything you could possibly need to succeed in this job. You will never amount to anything. You’re just a failure.”
Becoming More IndependentA big part of the decisional/action competency involves the emotional intelligence skill of Independence. Taking action, making things happen, and following up go beyond assertiveness (your verbal and nonverbal expression) and includes independent behaviors. Leaders need to be able to act independently. Smart leaders will seek out advice, do the necessary research, but then will act on their decisions.(Stein, 2018)
The Emotionally Intelligent OrganizationWeek 3
Influence Style Indicator ModelMusselwhiteand Plouffe(2011) reported that no leader can be successful without the ability to influence others.Their model aids in the understanding of an individuals methods of influencing others which can create higher levels of emotional intelligence within organizations.Two orientations (Uniting and Advocating) which mirror social awareness and relationship management.
Influence Style Indicator ModelFive distinct styles include:1.Rationalizing2.Asserting3.Negotiating4.Inspiring5.BridgingMost of us tend to lean toward one or two different styles.How does this relate to the social competencies in social awareness and relationship management?
Emotional IntelligenceSocial CompetenciesSocial AwarenessRelationship Management
Emotional Intelligence Social Awareness Strategies1.Greet People by Name2.Watch Body Language3.Make Timing Everything4.Develop a Back-pocket Question
Emotional Intelligence Social Awareness Strategies5.Don’t Take Notes at Meetings6.Plan Ahead for Social Gatherings7.Clear Away the Clutter8.Live in the Moment
Emotional Intelligence Social Awareness Strategies9.Go on a 15-minute tour10.Watch EQ at the movies11.Practice the Art of Listening12.Go People Watching13.Understand the Rules of the Culture Game
Emotional Intelligence Social Awareness Strategies14.Test for Accuracy15.Step into Their Shoes16.Seek the Whole Picture17.Catch the Mood of the Room
Emotional Intelligence Relationship Management Strategies1.Be Open and Be Curious2.Enhance Your Natural Communication Style3.Avoid Giving Mixed Signals4.Remember the Little Things That Pack a Punch
Emotional Intelligence Relationship Management Strategies5.Take Feedback Well6.Build Trust7.Have an “Open-door” Policy8.Only Get Mad on Purpose
Emotional Intelligence Relationship Management Strategies9.Don’t Avoid the Inevitable10.Acknowledge the Other Person’s Feelings11.Complement the Person’s Emotions or Situation
Emotional Intelligence Relationship Management Strategies12.When You Care, Show It13.Explain Your Decisions, Don’t Just Make Them14.Make Your Feedback Direct and Constructive
Emotional Intelligence Relationship Management Strategies15.Align Your Intentionwith Your Impact16.Offer a “Fix-It” Statement during a Broken Conversation17.Tackle a Tough Conversation
The Emotionally Intelligent OrganizationWeek 4
Emotional Intelligence A look at the latest discoveries in emotional intelligence
Emotional Intelligence Emotional Intelligence Appraisal•Ability to strengthen relationships•Make better decisions•Be stronger leaders•Ultimately more successful organizations
Making better DecisionsDevelop a problem solving behavior –we use it every day! Do you make “gut” decisions? This is using your emotions or do you rationalize based on facts?Do you make decisions based on your current mood?Positive emotions can help you with proper decision-making and influence others.The “Hot and Now” effect!Making Strategic Decisions is a developed skill using all the bodies senses.
Things to keep mind when making decisions:1.Pay attention to your emotions, and practice determining whether they are positive or negative.2.Once you know whether you are getting positive or negative vibes in a situation, focus on those feelings. Let your mind follow the emotion and see what thoughts are triggered. Try not to fight the emotion, do your best to try and understand it.3.Once you have a sense of the thinking “attached” to the emotion, come back to the decision at hand. Then ask yourself questions about your thoughts:•Was my emotional response reasonable based on my thoughts?•How important are those thoughts in this decision?•Am I overblowing the importance of some fears from some past, perhaps similar situation(s)?•Are there more pieces of information I need to consider for this decision?•Basically, overall, am I getting a good or bad feel about the decision I’m about to make.An self-appraisal can strengthen the decision-making process.
Emotional Intelligence Emotional Intelligence Appraisal•From 2003-2007 9 million person increase in EI understanding•Same period a 25 million person decrease in those oblivious to EI•The point is that EI is contagious
Emotional Intelligence Emotional Intelligence Appraisal•EQ then and now•The recent reversal in 2008 is based on current economic woes•Hard times of any kind for extended periods lead to stress•Under stress … when we need EI the most
Emotional Intelligence Emotional Intelligence Appraisal•EQ and gender•It’s lonely at the top•EQ and age•EQ and culture•EQ and the future
Emotional Intelligence: The impact of COVID-19.
Week 1 Live Session OutcomesIntroduce and emphasize Emotional Intelligence conceptsMeasure your Emotional Intelligence (EQ) competencyIndividual strategies to promote EQ
The Ground Rules!≫Agree on assumptions≫Safe environment≫Resonate (bits and pieces you can embrace, analyze, work up and make your own)≫Prepare for upcoming evaluations in class
How do you experience and practice EQ?IndividualDepartmentOrganization
Emotional Intelligence required two essential ingredientsAttitudeAbility
ATTITUDEThe willingnessto establish and maintain healthy positive relationships.Have you heard–“My attitude is based on how you treat me!”Have you thought–“I have no interest in this conversation”Have you experienced feelings like—Mood swings, stress, anger, depression, emotional and physical exhaustion?
What about my Intellectual Quotient (IQ)? Does not necessarily mean you can manage your emotions.ABILITYThe individual skill set necessary to establish and maintain positive relationships. This is the foundation of Emotional Intelligence (EQ).Your Emotional Intelligence Quotient (EIQ), based on research, highlights that humans are better equipped and prepared to manage emotions that increase health and prosperity.
What is Emotional Intelligence?(Goleman, 1995)EQ is……“the level of your ability to understand other people, what motivates them and how to work cooperatively with them.”REFLECTION QUESTIONS1.Do you know who and what pushes your buttons? 2.Do you keep a journal of your emotions?3.Do you seek feedback?4.Do you lean into discomfort?
Four Domains of Emotional Intelligence
Emotional IntelligenceEQ FACTS1.83% of people high in self awareness are top performers.2.CEO’s have, on average, the lowest EQ ratings.3.Only 36% of people recognize instantly their emotional state and its influence on their behavior.4.EQ accounts for 58% of your daily success.5.Every point increase in EQ levels equates to $1,300 to an annual salary.6.Higher levels of EQ in an organization increases morale, high retention, more productivity, less sick days, and less stress at work due to healthier employee relationships.
EQ Personal AssessmentMaterials needed: Paper and PenEmotional Intelligence Assessment
Emotional Intelligence Assessment Question #1Select one responseYou’ve taken a group of your child’s friends, who are all five years old, to the park and one of them starts crying because the others won’t play with her. What do you do?A.Let the kids deal with the issue on their own so they can build self-esteem?B.Talk to her and help her figure out ways to get the other kids to play with her.C.Tell her in a kind voice not to cry.D.Try to distract her by showing her some other things she could do.
Emotional Intelligence Assessment Question #2Select one responseYou and your friend have gotten into an heated discussion that has escalated into a shouting match; you’re both upset, and, in the heat of anger, begin making personal attacks which you don’t really mean. What ‘s the best thing to do?A.Take a 20-minute break and then continue the discussion.B.Just stop the argument –go silent, no matter what the other person says.C.Say you’re sorry and ask the other person to apologize too.D.Stop for a moment, collect your thoughts, then state your side of the case as precisely as you can.
Emotional Intelligence Assessment Question #3Select one responseYou’ve been assigned to head a work committee to develop a creative solution for a consistent problem. What’s the first thing you do?A.Draw up an agenda and allot time for each item to make the best use of your time together.B.Have people take the time to get to know each other better.C.Begin by asking each person for ideas about how to solve the problems, while ideas are fresh.D.Start out with a brainstorming session, encouraging everyone to say whatever comes to mind, no matter how wild.
Emotional Intelligence Assessment Question #4Select one responseFor years you’ve been wanting to get back to learning to play the piano which you tried in childhood, and now, just for fun, you’ve finally gotten back around to the activity. You want to make the most effective use of your time. What do you do?A.Hold yourself to a practice time each day.B.Choose pieces that stretch your abilities a bit.C.Practice only when you’re really in the mood so you don’t get frustrated.D.Pick pieces that are far beyond your ability, but that you can master with diligent effort.
Emotional Intelligence Assessment Question #5Select one responseYou are the leader of the sales staff and you’re calling new clients about a service which provides a significant ROI for everyone. Fifteen people in a row have not purchased the service and you’re getting discouraged. What do you do?A.Take a 10 minute break between client calls so you do not get stressed.B.Assess qualities in yourself that may be undermining your ability to make the “pitch”.C.Try something new in the next call and keep plugging away.D.Ask the clients if there is a better time to call.
Emotional Intelligence Assessment Question #6Select one responseYou’re trying to calm down a friend who has worked himself up into a fury at a driver in another car who has cut dangerously close in front of him on the freeway. What do you do?A.Tell him to forget it –he’s okay now and it’s no big deal.B.Put on one of his favorite CD’s and try to distract him.C.Join him in putting down the other driver as a show of support.D.Tell him about a time something like this happened to you and how you felt as mad as he does now and how you overcame the anger.
Emotional Intelligence Assessment Answers Question 1 –B is correct. Emotionally intelligent people use these moments of distress as opportunities to act as emotional coaches, helping children understand what made them upset, what they are feeling, and alternatives the child can try.Question 2 -A is correct. Take a break of 20 minutes or more. It takes at least that long to clear the body of the physiological arousal of anger –which distorts your perception and makes you more likely to launch damaging personal attacks. After cooling downyou’ll be more likely to have a fruitful discussion. Question 3 -B is correct. Creative groups work at their peak when rapport, harmony, and comfort levels are highest –then peopleare freer to make their best contribution.Question 4 –B is correct. By giving yourself moderate challenges, you are most likely to get into the state of flow, which is both pleasurable and where people learn and perform at their best.Questions 5 -C is correct. Optimism, a mark of emotional intelligence, leads people to see setbacks as challenges they can learn from, and to persist, trying new approaches rather than giving up, blaming themselves, or getting demoralized.Question 6 –D is correct. Data on rage and how to calm it show the effectiveness of distracting the angry person from the focus of their rage, empathizing with their feelings and perspective, and suggesting a less anger-provoking way to react.
EQ Correct Responses6 correct -Emotional Genius5 correct -Slightly Above Average 4 correct -Average3 correct –Slightly Below Average2 or less correct-Room for development!Let’s put it all together…
EQ StrategyComplete a thorough self-analysis. Identify the gaps in you and fill the void. If you supervise others, ask them to do the same. Post-COVID Self-Awareness Strategies include: Observe the ripple effect, personally and professionally, from your emotions.
EQ StrategyStop, Listen, and Observe.Make it intentional!Post-COVID Self-Management strategies include:Count to TenStay SynchronizedSpeak with someone who is not emotionally invested in your problem.
EQ StrategyAdvocate, develop, and evaluate EQ in your unit and organization! Surround yourself with EQ people or hire them!Post-COVID Social Awareness Strategies include:Clear away the clutterLive in the momentUnderstand the rules of the culture gamePost-COVID Relationship Management Strategies include:Build TrustTake feedback wellWhen you care, show itExplain your decisions, Don’t just make them
QUESTIONS
The Emotionally Intelligent OrganizationWeek 1
EmotionalIntelligence•The neuroscience of EI•Spinal cord (entry) to limbic system (I feel) to prefrontal lobe (I think).•The physical pathway for emotional intelligence.•The connection between the rational and emotional centers of the brain.
Emotional Intelligence •Who are the most successful employees?•Those with a high IQ?•Those with high EI?•Or is it a combination?
Emotional Intelligence •Approximately 1/3 (36%) of people can accurately identify their emotions as they happen.•Or more to the point 2/3 of people can’t identify emotions as they happen.•To be part of the 1/3 is to be a better person, employee, and ultimately a better leader.
Emotional Intelligence •The emotional hijack.•We can’t stop these emotions.•The key is to recognize and control them.
Studies on leadership and emotional intelligence Least valued leadership characteristic in an organization include:•Explosive -Do emotions impact behavior?•Always being right –Show of strength but it scare others•Results driven –but is this the only thing that matters?•Ability to minimize ethical issues –regard people for finding loopholes•Rigidity –My way or highway or is this known as assertiveness?•No emotional control –Minimize serious issues
Defining leadershipBehaviors used in any situation where you influence the thoughts, behaviors, or feelings of one or more people (Stein, 2018).A process whereby an individual influences a group of individuals to achieve a common goal (Northouse, 2018).Researchers view leadership in four different ways:(1) what causes leaders to stand out, (2) how the approval of leaders is determined, (3) what constitutes an effective leader, and (4) the performance/outcomes of teams.
Emotional Intelligence •Emotional Intelligence and leadership aids in our success in life and at work are based on three factors:•IQ•EQ•Personality•EQ is the only factor that is flexible and able to change
Emotional Intelligence To improve your ability in the four EI domains you need to better understand each skill and what it looks like.
The four domains
Emotional Intelligence Personal CompetenciesSelf AwarenessSelf Management
Emotional Intelligence Self AwarenessThe ability to accurately perceive your emotions in the moment and understand your tendencies across situations.
Emotional Intelligence Self ManagementThe ability to use your self awareness of your emotions to stay flexible and direct your behavior positively.
Emotional Intelligence Social CompetenciesSocial AwarenessRelationship Management
Emotional Intelligence Social AwarenessThe ability to accurately pick up on emotions in other people and understand what is really going on with them.
Emotional Intelligence Relationship ManagementThe ability to use your awareness of your own emotions and those of others to manage interactions successfully.
Emotional Intelligence •Take the EI Appraisal online and print your individual results report.•EI Action Plan•Plasticity: the brains ability to change. •Begin your EI Action Plan
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