Emotional Intelligence, SelfAwareness as Essential Leadership
Skills for Auction Managers
Auction Academy
Spokane, WA
2014
Objectives
1. To demonstrate that leadership skills are unique
to themselves; a unique skillset not associated
with technical acumen
– EQ and the evolution of skills
2. To demonstrate that self-awareness is a keyattribute of successful managers and leaders
3. To grow in self-awareness using a selfassessment instrument (the LSI)
GM’s new
“Car Guy”
Mary
Barra
Reflect
• Think of a leader you admire, perhaps one
that even inspires you. What are the traits or
characteristics you most admire about this
leader?
• Write these down.
Pop Quiz: True or False?
In order to be an effective manager of a
department or functional area, you must
possess an advanced level of knowledge of the
technical aspects and functions of the
department, as well as a deep understanding of
each job housed within the functional area.
EQ not IQ
Personal Competence
• Self awareness –
emotional awareness,
accurate self-assessment,
self confidence
• Self regulation –
managing impulses
• Motivation –
achievement, drive,
commitment
Social Competence
• Empathy –
understanding,
developing others
• Social skills – inducing
desirable responses in
others
Pop Quiz: True or False?
In order to be an effective manager of a
department or functional area, you must
possess an advanced level of knowledge of the
technical aspects and functions of the
department, as well as a deep understanding of
each job housed within the functional area.
Reliance on Tech Knowledge for Success
high
low
Emp.
Supervisor
Mid Mgt.
Mgt.
Sr Mgt
Exec
The Evolution of Skillsets
Line Employee:
Supervisor:
Manager:
Vehicle Inspector
Vehicle Inspection
Lot Operations
• Ability to evaluate
vehicle to detect
abnormalities,
excessive damages
• Ability to translated
observations into
quantifiable
information
• Skills: physical
capability,
knowledge of
automobile
construction,
computer skills
• Ability to plan, set
realistic goals
• Monitor output of
functional area against
stated standards
• Prioritize tasks of
employees
• Ensure workers fulfill
basic duties in
accordance with
company policies
• Skills: communication,
interpersonal,
forecasting, monitoring,
enforcing & interpreting
policy
• Plan for multiple
functions, coordinating
departmental activities
• Ensure staffing levels are
adequate
• Translate employee
issues to upper
management
• Ensure policies are
adhered to, deal with
employee issues
• Skills: EQ
8 Essential Leadership Skills
• Strategic thinking—anticipation, visioning,
planning, implementing, monitoring, adjusting
• The ability to inspire others toward a vision
• Ability to “bring the customer to the boardroom”
(customer centrism)
• Ability to communicate clearly
• Being flexible
• Ability to attract and surround yourself with
quality people
• Ability to form trusting, nurturing relationships
http://www.telegraph.co.uk/finance/jobs/9920854/Leadership-The-eight-essential-skills.html
Exercise
• Think of a specific nonproductive, damaging
or even destructive behavior you see
constantly exhibited by someone you know of
or work for in a management position
– Describe the behavior
– Describe the reaction the behavior gets from
employees
– How did this person develop this behavior
tendency or “pattern”
Johari Window
• Created in 1955 by two American
psychologists (Joseph Luft and Harrington
Ingham)
• Used to help people better understand their
relationship with self and others
• Used as a tool to enhance self-awareness and
improve communication skills
Unknown to Self
Unknown to Others
Hidden or
Shadow Self
Blind Spots
Know to others
Known to Self
Secret or Private Self
Public Self
or Façade:
Area of
Free
Activity
Unknown to Self
Unknown to Others
Know to others
Known to Self
Reduce hidden
area by growing in
self awareness and
disclosure to
others
Blind Spots
Reduced
Reduce blind spots
from feedback
from others;
increase area of
free reign
Behavioral “Patterns”
• What is a “behavioral pattern”?
– Somewhat stable and predictable action or
mannerism designed to allow individuals to
successfully interact with their environment
– Can be conscious, subconscious, overt, covert,
voluntary or involuntary
• How are these formed?
– Usually adaptive in nature…they worked in a variety of
situations and became embedded as an acceptable
response to certain stimuli
Thought is the
predecessor of
behavior.
Cognitive Shortcuts
I cdn'uolt blveiee taht I cluod aulaclty uesdnatnrd waht I was
rdanieg: the phaonmneel pweor of the hmuan mnid.
Aoccdrnig to a rseearch taem at Cmabrigde Uinervtisy, it
deosn't mttaer in waht oredr the ltteers in a wrod are, the
olny iprmoatnt tihng is taht the frist and lsat ltteer be in the
rghit pclae. The rset can be a taotl mses and you can sitll raed
it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos
not raed ervey lteter by istlef, but the wrod as a wlohe.
Amzanig huh? Yaeh and you awlyas thguoht slpeling was
ipmorantt.
Satisficing and Heuristics
“Most decisions are concerned not with searching for the
sharpest needle in the haystack, but with searching for a
needle sharp enough to sew with. Thus, administrators
who ‘satisfice’ can make decisions without a search for all
possible alternatives and can use relatively simple rules of
thumb (heuristics).
In business terms they do not look for ‘maximum profit’
but ‘adequate profit’; not ‘optimum price’ but ‘fair price.’
This makes their world much simpler.”
Pugh & Hickson, 1989
The LSI
• Built on psychological and managerial theories
• Helps you identify your beliefs, values, behaviors, and
assumptions about yourself
• Distinguishes between those that are effective and
ineffective
– Self defeating behaviors
• Distinguishes between 12 LSI “styles”
• Guide contains suggestions for addressing selfdefeating styles
• Helps you set and accomplish self-improvement goals
Thoughts
Behavior Link
• Thoughts and self-concepts drive behavior, shape
your life
• Self-concept is the image you have of yourself,
you act in a manner that is consistent with your
self-view
• You can change your thoughts and views of self,
thereby enhancing your effectiveness
Where your scores came from
• Three sections
– LSI “Style” Items
• 240 words and phrases you responded to (like you/not
like you)
– Satisfaction Items
• 13 questions (1=not satisfied; 5=completely satisfied)
– Summary Perceptions
• 11 statements with opposites
240 Statements and Phrases
Satisfaction Items
Summary Perceptions
12 Styles – 3 Clusters
3 Clusters of Different Styles
• Constructive – satisfaction
oriented
• Passive/Defensive – selfprotecting/security oriented
through people
• Aggressive/Defensive – selfprotecting/security oriented
through tasks
• http://www.humansynergistics.co
m/Files/HTML5/Circumplex/index
.html
12 Styles (Specific ways of thinking)
• Humanistic/Encouraging
• Affiliate
• Approval
• Conventional
• Dependent
• Avoidance
• Oppositional
• Power
• Competitive
• Perfectionistic
• Achievement
• Self-actualization
% Total Class as Primary or Secondary Style
Passive/Defensive
16%
Constructive
Aggressive/Defensive
14%
14%
14%
14%
12%
11%
11%
10%
8%
7%
7%
7%
6%
4%
4%
2%
0%
0%
4%
7%
Styles and
Relationships
3 Clusters
43% primary
or secondary
3 Clusters
25% primary
or secondary
3 Clusters
32% primary
or secondary
Humanistic—Encouraging
7% primary or
secondary
Affiliate
7% primary or
secondary
Approval
0% primary or
secondary
Conventional
4% primary or
secondary
Dependent
14% primary
or secondary
Avoidance
7% primary or
secondary
Oppositional
7% primary or
secondary
Power
4% primary or
secondary
Competitive
11% primary
or secondary
Perfectionistic
11% primary
or secondary
Achievement
14% primary
or secondary
Self-Actualizing
14% primary
or secondary
Percentiles:
What do
these
indicate?
90th
75th
50th
25th
10th
Looking at a Profile
•
•
•
•
See profile as “snapshot” of yourself right now
Confirms and enlightens
Thought starters, not final declarations
Think why you’ve developed a pattern, what
was going on at the time the pattern was
adopted
• Expect change over time, and as situations
change (i.e., a new job or position)
Group Observations
• Review your primary style in light of the table
on page 61
• Reflect on your observations
– Did anything you read strike you?
– Do you see the need for self-development in any
area? If so, describe.
Behavior Change
• Must be aware of strengths and weaknesses
(self-awareness)
• Accept self as you are now
• Understand how your thinking and behavior
affects others (self-awareness)
• Deciding to improve
• Committing to a plan of action
Changing Behavior
• Can be difficult, must be motivated to change such that
incentive outweighs the inertia of the status quo
•
•
•
•
•
Follow these steps:
Clearly articulate the issue
Clearly articulate the desired behavior
Develop a pathway forward
Get professional help when needed (more ingrained and
dysfunctional patterns are usually rooted in early childhood
trauma and often require therapy to resolve)
• Get a partner, friend, colleague to work with you
Being Perfect
1.
2.
3.
Where I am now: I plan things to death, and allow little ownership
by others in the planning process
Where I want to go: I want to engage others in the planning
process so that they are motivated to own the outcomes to the
degree that I am, yet ensure we deliver quality results
How I plan to get there:
a.
Discuss my LSI results with a trusted co-worker and employee (I
don’t trust my boss, and am afraid he’ll use my results against me in
my performance review)
• I’ll improve over a period of six months, and even more in one year
b.
c.
d.
4.
Ask co-workers and employee to point out my overly perfectionistic
behaviors when they observe them
Read the book titled “Overcoming Perfectionism: The Key to
Balanced Recover” and journal on my reflections as I read the book
Ask my best friend to help keep me accountable to reading the book
and doing the work of letting go of my perfectionist tendencies
How I will know I’ve arrived: I will receive feedback from my coworker, employee, and friend that they’ve observed change in me