[ Skill Building Workshop ]

[ Introduction and Overview ]

“I think, therefore I am.”

René Descartes

Emotions AND Intelligence

“I view emotions as organizing

processes that enable individuals to think and behave adaptively.”

Peter Salovey, Ph.D. Researcher in emotional and social intelligence at Yale University’s Department of Psychology

“Emotional and social intelligence is

the ability to accurately assess, interpret,

manage, and express emotions and solve

problems of a personal and interpersonal nature

along the path toward realizing the pursuit of realistic and meaningful objectives.”Derek Mann and Peter Papadogiannis

Emotional and Social Intelligence

Workshop Objectives

1.Discover

2.Recognize

3. Identify

4.Evaluate

5.Generate

[ What Is Emotional Intelligence and Why Is It

Important at Work? ]

Emotion and Performance

E[mot]ion

Root Latin verb motere “to move”

[Mot]ivation

Four-Step Process

1.Be aware of emotions as they arise

2.Recognize that emotions affect our thinking by directing our attention

3.Ask yourself insight questions

4.Consider and take an action step

[ The Five Factors

of Emotional Intelligence ]

The Five Factors of Emotional Intelligence

Perceiving

“The ability to accurately recognize,

attend to, and understand emotion.”This EISA factor measures your ability to: > Understand your own emotions

> Stay attuned to the emotions of others

> Demonstrate empathy

> Differentiate between emotions

Verbal and Non-Verbal Communication

Percentage of the information we take in:

> Words: 7 percent

> Tone of voice: 38 percent

> Body language: 55 percent

Source: Mehrabian, A. (1971). Silent messages. Belmont, CA: Wadsworth.

Perceiving High/Low

Those who are less skilled at Perceiving

[ Low ] [ High ]

> Discriminate between emotions

> Gauge intensity of feelings

> Are empathic

> Tend to be emotionally predictable

> Have difficulty discriminating between emotions

> Exhibit less positive emotion

> May be emotionally unpredictable

Those who are very skilled at Perceiving

Managing

“The ability to effectively manage,

control, and express emotions.”This EISA factor measures your ability to: > Effectively manage emotions

> Effectively control emotion

> Appropriately express emotions

Managing High/Low

Those who are less skilled at Managing emotions

Those who are very skilled at Managing emotions

[ Low ] [ High ]

> Mismatch emotions

> Cope less effectively with stress

> Have difficulty building rapport and emotional networks

> Show appropriate expressions

> Have enhanced coping skills

> Have more meaningfulinterpersonal relationships

Decision Making

“The appropriate application of emotion to

manage change and solve problems.”This EISA factor measures your ability to: > Use positive emotions

> Use negative emotions

> Manage change and emotions to solve problems

Decision Making High/Low

Those who are less skilled at Decision Making tend to

Those who are very skilled at Decision Making are

[ Low ] [ High ]

> Generate emotions that are less appropriate for the task at hand

> Be impulsive or become paralyzed

> Make untimely decisions

> Make inaccurate decisions

> Able to generate an emotion that is most appropriate for the task at hand

> Flexible

> Pragmatic

> Perceptive

Achieving

“The ability to generate the necessary

emotions to self-motivate in the pursuit of realistic and meaningful objectives.”

This EISA factor measures your ability to: > Self-motivate

> Generate requisite emotions

> Realize the pursuit of realistic and meaningful objectives

Achieving High/Low

Those who are less skilled at Achieving

Those who are very skilled at Achieving

[ Low ] [ High ]

> Avoid risk

> Are outcome-oriented

> Avoid emotions associated with failure

> Have little task ownership

> Are intrinsically motivated

> Take pleasure in success

> Take responsibility

> Tend to be in a good mood

> Enjoy moderate risk

Influencing

“The ability to recognize, manage, and

evoke emotion within oneself and others to promote change.”

This EISA factor measures your ability to: > Appraise a situation

> Interpret emotional tone

> Evoke emotions

> Promote change

Influencing High/Low

Those who are less skilled at Influencing

Those who are very skilled at Influencing

[ Low ] [ High ]

> Are rarely assertive or are ineffectively assertive

> Prefer one-on-one communication

> Have difficulty managing others

> Tend to be instructive

> Are effectively assertive

> Have a confident demeanor

> Are optimistic

> Inspire others

The Five Factors of Emotional Intelligence

[ Perceiving ]

Perceiving High/Low

Those who are less skilled at Perceiving

[ Low ] [ High ]

> Discriminate between emotions

> Gauge intensity of feelings

> Are empathic

> Tend to be emotionally predictable

> Have difficulty discriminating between emotions

> Exhibit less positive emotion

> May be emotionally unpredictable

Those who are very skilled at Perceiving

Perceiving and Interpreting Scenarios

1.The Clock Is Ticking

2.Collaboration

3.Feedback

What are some other ways we

can check in on what we are

perceiving during a conversation?

Reflective Listening

[ Managing ]

Managing a Reaction

Event

Result

Response

Interpretations

ABCs of Emotions

ctivating Event

elief(s)

onsequences

isputing Your Beliefs

ffective Beliefs

ocus

[A] [B] [C] [D] [E] [F]

Managing High/Low

Those who are less skilled at Managing emotions

Those who are very skilled at Managing emotions

[ Low ] [ High ]

> Mismatch emotions

> Cope less effectively with stress

> Have difficulty building rapport and emotional networks

> Show appropriate expressions

> Have enhanced coping skills

> Have more meaningfulinterpersonal relationships

[ Decision Making ]

Decision Making High/Low

Those who are less skilled at Decision Making tend to

Those who are very skilled at Decision Making are

[ Low ] [ High ]

> Generate emotions that are less appropriate for the task at hand

> Be impulsive or become paralyzed

> Make untimely decisions

> Make inaccurate decisions

> Able to generate an emotion that is most appropriate for the task at hand

> Flexible

> Pragmatic

> Perceptive

Processing Decisions

1.Problem Identification

2.Solution Process

3.Emotion

4.Outcomes

5.Feel and See Success

[ Achieving ]

Achieving High/Low

Those who are less skilled at Achieving

Those who are very skilled at Achieving

[ Low ] [ High ]

> Avoid risk

> Are outcome-oriented

> Avoid emotions associated with failure

> Have little task ownership

> Are intrinsically motivated

> Take pleasure in success

> Take responsibility

> Tend to be in a good mood

> Enjoy moderate risk

Goal Setting Group Debriefing

1.Was this goal perceived as a threat or a challenge by your group?

2.What was the mood of your group?

3.What emotional reactions did your group members have to that goal?

4.How did these reactions impact the creativity of your problem solving?

Getting Emotionally Ready

For example:

Goal: Receive a promotion Positive [Negative] 1 2 3 4 5 6 7 [8] 9 10

Goal AppraisalNegative feelings about my boss. Frustration over a co-worker who was just promoted. Doubt that I will be recognized.

Positive RestructuringHopeful about new department alignment. Enjoy my job and taking on more responsibility. Committed to working hard and have faith that my contribution will be noticed.

Ideal EmotionsHopeful, inspired, determined, resolved, energetic, excited, motivated, vigorous, confident.

[ Influencing ]

Influencing High/Low

Those who are less skilled at Influencing

Those who are very skilled at Influencing

[ Low ] [ High ]

> Are rarely assertive or are ineffectively assertive

> Prefer one-on-one communication

> Have difficulty managing others

> Tend to be instructive

> Are effectively assertive

> Have a confident demeanor

> Are optimistic

> Inspire others

Leadership Qualities

Best Boss Worst Boss

[ Understanding Your Results ]

What the EISA Graphs Mean

[ Perceiving ]

[ Managing ]

[ Decision Making ]

[ Achieving ]

[ Influencing ]012345

3.20 EISA Norm

3.39 Self

3.16 EISA Norm

4.25 Self

3.79 EISA Norm

3.90 Self

3.39 EISA Norm

3.25 Self

3.60 EISA Norm

4.51 Self

EISA: 360 Questions to Ask Yourself

1.Are there score differences between you and your observers?

2.Are your observers’ scores much higher than your own?

3.Are your scores much higher than those ofyour observers?

4. Is there a major score difference between your observer groups?

Sample Graph 1: Differences Between Self and Observers

Self

Others

Managers

Peers

Direct Reports

[ Perceiving ]

4.60

012345

3.56

2.43

2.76

4.67

Sample Graph 2: Higher Observer Scores

1.29

012345

3.56

3.15

2.76

3.27

[ Perceiving ]

Self

Others

Managers

Peers

Direct Reports

Sample Graph 3: Higher Self Scores

4.60

012345

1.67

2.49

2.87

2.21

[ Perceiving ]

Self

Others

Managers

Peers

Direct Reports

Sample Graph 4: Differences Among Observer Groups

1.29

012345

3.56

4.67

2.76

1.19

[ Achieving ]

Self

Others

Managers

Peers

Direct Reports

[ Developing Your Emotional

and Social Skills ]

Six Steps for Improving EI

1. Identify one or two EISA factors that you would like to work on

2.Set goals

3. Identify and address obstacles

4.Seek out resources

5.Continue practicing new behaviors

6.Review and reassess your goals

SMARTEST Goal Setting

pecific

easurable

ction-Oriented

ealistic

imely

nergizing

igned

ested

[S] [M] [A] [R] [T] [E] [S] [T]

“In order to improve ____________,

I will ____________ by ____________ [time]. ”

Your EISA Goals

Next Steps

> Using your workbook

> Practicing with others

> Involving your supervisor

> Obtaining more information

> Contacting the facilitator

Share one thing you learned from the

workshop and how you intend to apply

what you learned to strengthen your

emotional and social intelligence.

Take-Aways

[ …and best wishes with your

emotional development ]