Emotional Intelligence Dr Sonal Shree Reference material • Article: What Makes a Leader (uploaded on Teams) Definitions • Salovey and Mayer (1997) defined emotional intelligence as “the ability to perceive emotions, integrate emotions to facilitate thought, understand emotions and to regulate emotions to promote personal growth.” • Goleman (1998) defined Emotional intelligence as ‘the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.” • • Reuven Bar-on (1997) described EQ as “an array of personal, emotional and social abilities and skills that influence one’s ability to succeed in coping with environmental demands and pressures”. • The term was first coined in 1990 by researchers John Mayer and Peter Salovey, but was later popularized by psychologist Daniel Goleman. • Career, social life, happiness and better quality of life • Psychometric Tests • Johari Window • Wheel of Change Framework • Reframing Technique • GAPS Framework • Reflective Practice • Personal Learning Journal • Developing EI in daily life Highest Degree of Empathy Mirroring Brain https://joeclementi.com/2022/01/02/five-tools-for-managing-the-amygdala-hijack-coachjoe/ Reference Material: https://www.6seconds.org/2022/07/15/emotion-feeling-mood/ Johari Window Exercise 1 The GAPS Framework • facilitates a conversation about: • individual current state abilities • individual goals/values • organizational goals and values • other’s perception of the person in their role • success factors Uses and Benefits can be used to: • support recently promoted/hired employees to quickly get up to speed in new role and understand success factors (transitional) • understand relevant information for development (developmental) Benefits: • facilitate productive coaching and development conversations • quickly determine areas of focus which lead to success • highlight areas for development • create development plans D.B. Peterson (2006) https://jillwhitfieldwooley.wordpress.com/the-gaps-grid/ Reflective Practice Encourages the use of critical reflection • First, ask the person you're coaching to describe the situation in detail. At this stage, you simply want to know what happened – you'll draw conclusions later. • Consider asking questions like these to help him/her describe the situation: • When and where did this happen? • Why were you there? • Who else was there? • What happened? • What did you do? • What did other people do? • What was the result of this situation? Next, encourage him/her to talk about what he thought and felt during the experience. At this stage, avoid commenting on his/her emotions. • Use questions like these to guide the discussion: • What did you feel before this situation took place? • What did you feel while this situation took place? • What do you think other people felt during this situation? • What did you feel after the situation? • What do you think about the situation now? • What do you think other people feel about the situation now? Now you need to encourage the person you're coaching to look objectively at what approaches worked, and which ones didn't. Ask him/her: • What was positive about this situation? • What was negative? • What went well? • What didn't go so well? • What did you and other people do to contribute to the situation (either positively or negatively)? • Once you've evaluated the situation, you can help your team member draw conclusions about what happened. • Encourage him/her to think about the situation again, using the information that you've collected so far. Then ask questions like these: • How could this have been a more positive experience for everyone involved? • If you were faced with the same situation again, what would you do differently? • What skills do you need to develop, so that you can handle this type of situation better? You should now have some possible actions that your team member can take to deal with similar situations more effectively in the future. In this last stage, you need to come up with a plan so that s/he can make these changes. Once you've identified the areas s/he will work on, get him/her to commit to taking action, and agree a date on which you will both review progress. Caselet 1 • A project the company is working on has suddenly been delayed. It is clear that the project cannot easily be completed by the required deadline. • You are the incharge here. What will be your initial reaction? • How would you handle this? • Should you insist that the employees work harder and longer hours to meet the deadline? • Should you move the deadline back to give the team more time to work on the project? • If you change the deadline, should you frame it as a positive, negative, or neutral change? • Should you discipline the team for missing the deadline or motivate them to move forward? • Your first reaction mostly will be to panic and make everyone rush to fulfill an impossible deadline. But this will only frustrate the whole team and possibly bring a negative opinion from the public. Instead, one option is to go to the public relations department to work with them to create a campaign explaining why the deadline has been moved back. • Use re-framing to bring out the positive aspects of the change. • Reassure the team to give them the emotional and psychological boost they need to continue working. Personal Learning Record Journal https://penzu.com/five-year-journal PLRs • a notebook where employees can capture their thoughts and feelings about a situation using the Gibbs model. • The ideal time to journal is in the aftermath of a workplace event so that each employee's feelings are still top of mind. • Later, the employee can return to his or her writing and reflect on the situation and how it made them feel so that future outcomes can be altered in a positive way. • Later on, other steps can be added that help facilitate conversations between co-workers, strengthen teams, and improve business environments. How to Assess EI? Self Awareness • Think about a time you faced an ethical dilemma, how did you feel about it, what did you do about it, and what was the result? • Have you ever done a task that you've never done before? How did you feel, what did you do, and how did it turn out? • What things at work make you angry and how do you handle it? • Have you ever received a performance review? If so, did you agree or disagree with it? Why or why not? • What do you picture yourself doing at the company? • What are your strengths and why? • How do you handle problems that arise at work? Its the ability to recognize yourself in a given situation. You know what is going on, how you feel about it, and what you need to do about it. These questions explore emotional self-awareness, accurate self-assessment, and self-confidence. Social Awareness • You are speaking with a customer and your customer begins to tell you about what worries him or her about the product or company. How do you respond? • How do you feel about what the company is doing in the community? • What do think about how the company is structured? • What's more important to you? People or results? Why? • What are your thoughts on the current market and the future of this company? These questions help you figure out how socially aware you or your potential employee is. You get to figure out how empathetic you are, how aware you are of the organization, and how service oriented you are. Self Management • Someone has just written a bad review about your service. How do you feel about it and what do you do? • A customer walks in and begins complaining to you about how your service is awful. How do you handle this? • How do you motivate yourself to do work? • You have just made a mistake on your project? How do you feel and what do you do about it? • How do you keep yourself on schedule? • How do you keep yourself accountable? • How do you deal with setbacks in a project? Relationship Management • You see two of your colleagues arguing. It is disrupting the work of the whole office. You decide to step in. What do you do? • You are working on a project with a team. You find your team lacking inspiration and energy for the project. What do you do to inspire your team? • Is it important to motivate others? • How do you motivate others? • Is it more important to work well independently than it is to work well with a team to create synergy? • How do you get to know the people on your team so you end up working well with everyone? • A fellow colleague isn't acting himself or herself. What do you do? Sample Training Programme 1st Session: Introduction. The objectives and methodology of the training were explained to participants. 5th Session: General mood and selfexpression. Trainees worked on expressing their emotions and improving their skills to effectively control their mood. 2nd Session: Intrapersonal EI and selfperception. Trainees learned to identify their own emotions. 3rd Session: Interpersonal EI. Participants learned to identify others’ emotions. 4th Session: Adaptability and decision making. The objective was to improve trainees’ ability to identify and understand the impact that their own feelings can have on thoughts, decisions, behavior, and work performance resulting in better decisions and workplace adaptability. 6th Session: Stress management. Participants learned EI skills to manage stress effectively. 7th Session: Emotional understanding and emotion management. Trainees learned skills to effectively manage their emotions as well as skills that influence the moods and emotions of others. In addition, access to the virtual environment (Moodle platform) was required after each face-to-face session. The time spent in the platform was registered, with a minimum of five hours required per week. The virtual environment allowed the researcher to review all the content completed in each face-to-face session. 1st Session: Participants were informed that elearning would be part of the training in order to consolidate EI knowledge. 2nd Session: Participants explored the skills of Intrapersonal EI & self-perception in the virtual environment through discussion forums. 3rd Session: Participants learned the skills of identifying others’ emotions and utilizing this emotional information for decision-making. This information was summarized in the virtual environment through discussion forums. 4th Session: Participants sharpened their skills of adaptability and decision-making through the production of innovative ideas and the utilization of critical thinking skills in assessing the impact that their own feelings can have on others’ work performance. trainees utilized the forum to reflect on why their own emotional regulation is important for ensuring long-term workplace adaptability. 5th Session: Verbal quiz, discussion, and forum contribution. Trainees participated in an online debate about key emotional skills in order to understand how to apply them in a real work environment. In particular, the debate focused on regulating the selfexpression skill and equilibrating the general mood when there are difficult situations within the company. A discussion about common stressful situations at work was carried out in the virtual environment, and strategies for regulating the mood during critical work situations were shared. 6th Session: Discussion of ideas related to EI. Trainees participated in an online debate about key emotional skills in order to understand how to apply stress management skills to the real work environment. It was necessary to share previous work experiences where stress was a significant challenge and reevaluate the emotionally intelligent way to deter stress and maintain a balanced senior manager life. 7th Session: Participants concluded the training on target strategies to effectively manage their emotions as well as skills that influence the moods and emotions of others. This session, therefore, was a period for feedback where brief answers to specific doubts were provided. In addition, the outcomes of the training were established by the participants. Finally, senior managers were encouraged to stay connected through the Moodle platform in order to resolve future challenges together using the EI skills learned and internalized during the training period MY FAIR LADY • The difference between a flower girl and a lady is not in the way she acts, but in the ways she is treated. ― Eliza Doolittle, My Fair Lady
