Let Emotional Intelligence Skills Help You In Your Profession

1. Let Emotional Intelligence Skills Help You In Your Profession

2. My Mission:High Performance Government“Delivering on Democracy” Transforming government organizations through Effective Leadership and by Practicing Democracy’s values and principles in public administration every day

3. Today’s Agenda: 1. Emotional Intelligence: Key to Your Professional Success 2. What is it? How Does It Work? 3. EQ Specifics: Four Skill Domains 4. Good News: How to Improve Your Own Emotional Intelligence. √ What it takes √ How to get started

4. What percent of the knowledge needed to do your own job do you have by yourself? 1979? ____ percent 2000? ____percent Nature of Work - Collaboration

5. What is Emotional Intelligence? “The capacity for recognizing our own feelings and those of others, for motivating ourselves and for managing emotions in ourselves and others.” Daniel Goleman, Emotional Intelligence(New York: Bantam Books, 1995)

6. Emotional Intelligence The best of what makes us uniquely human

7. Practical Relevance? • These performance competencies together explain from 65% to 90% of “Star Performer” success in your professional field • EQ (also called EI) is a logical “frame” to understand the puzzle of life success

8. What isEmotional Intelligence? • Shown in Four Ways: • Understanding Yourself • Governing Yourself • Understanding Others • Managing Your Relationships with Others

9. What isEmotional Intelligence? • Developed via specific Emotional Competencies(like adaptability, self control, influence, conflict management,communication) that lead to effective performance at work, outstanding leadership, and deeply satisfying relationships in life.

10. Key Person in Your Career • Center your thoughts on a key person who made an impact on your interest in public service and government (ex. a mentor or a leader). • Reflect on what were the capabilities and the qualitiesof the person that most impressed you. Please write down key words to share with the full group. • KEY WORDS:

11. The Competency Framework Self- Awareness Social Awareness • Empathy • Leveraging Diversity* • Organizational Awareness • Stewardship • Emotional Self-Awareness • Accurate Self-Assessment • Self-Confidence Self- Management Social Skills • Developing Others • Leadership • Influence • Communication • Change Catalyst • Conflict Management • Networking, Building Bonds • Teamwork & Collaboration • Self-Control • Trustworthiness • Conscientiousness • Adaptability • Achievement Orientation • Initiative & optimism

12. Four Foundation Skills Self- Awareness Social Awareness • Emotional Self-Awareness • Empathy Self- Management Social Skills • Influence • Self-Control

13. The Conceptual Model How Emotional Intelligence Drives Performance Self Others Self-Awareness SocialAwareness Awareness Self-Management Social Skills Actions

14. What is a Competency? Any measurable characteristic of a person that differentiates level of performance in a given job, role, organization or culture. Necessary for top performance but not sufficient Skill Knowledge Social Role, Values Self-Image Trait Motive Characteristics that lead to longer-term success

15. Intellectual Capabilities Intellectual capability (IQ), knowledge, and technical expertise are threshold: they get you in the door. The Case for EQ: Why Do Smart People Fail?

16. Emotional Intelligence Emotional Intelligence (EQ) is the differentiating factor in success. EQ is two times as important as IQ and technical expertise combined. Why Do Smart People Fail?

17. The Case for EQ: What Leads to Success? “181 different positions from 121 organizations worldwide…67% of the abilities deemed essential for effective performance were emotional competencies.” (cf. Rosier, 1994)

18. Importance of EQ Skills “Every job description should include the emotional intelligence competencies critical to getting the work done.” Claudio Fernandez-Araoz, “Hiring Without Firing” Harvard Business Review July/August 1999

19. Different Brain Skill Centers • IQ tracks cognitive abilities and is centered in the neocortex. • Emotional Intelligence (EI or EQ) is centered in the more ancient brain memory center, the Limbic system.

20. Different Brain Skill Centers • Emotional Intelligence skills are distinct from, but synergistic with cognitive abilities. You need both IQ and EQ to succeed. • To achieve Emotional Intelligence, we need to use our whole brain, in an integrated, thoughtful response.

21. The Human Brain Neocortex The part of the brain most recent in evolution is associated with complex thought. PrefrontalLobes The brain’s executive center: integrates information from all parts of the brain and makes decisions to act. Thalamus Processes sensory messages (e.g., eyes and ears) then routes them mainly to the neocortex. Amygdala Triggers emotional responses. Typically gets signals from the neocortex, but a quicker and fuzzier signal comes directly from the thalamus. Can hijack the brain when it perceives an emergency. Brain Stem The most primitive part of the brain. Is associated predominantly with automatic reflexes, as well as memory and learning.

23. “When to Trust Your Gut”, Alden Hayashi,Harvard Business Review, February 2001 • Often called “gut feelings, business instincts, savvy, professional judgment, or intuition,” it is an uncanny ability to detect patterns, perhaps subconsciously, that other people either overlook or mistake for random noise. Executives use it to solve complex problems when logical methods simply won’t do.

24. “When to Trust Your Gut”, Alden Hayashi,Harvard Business Review, February 2001 • “Our emotions and feelings play a critical role by helping us filter various possibilities quickly, • even though our conscious mind might not be aware of the screening ….guid(ing) our decision making to the point at which our conscious mind is able to make good choices.”.

25. “When to Trust Your Gut”, Alden Hayashi,Harvard Business Review, February 2001 • But our first, quick, gut instincts are often wrong. • So we need to have powerful self-checking mechanisms, self reflection, and sound feedback -- the EQ competencies.

26. II. Self-Management Self-Management • 4th Competency: Self-Control: keeping disruptive emotions and impulses under control • 5th Competency: Trustworthiness: maintaining standards of honesty and integrity • 6th Competency: Conscientiousness: demonstrating responsibility in managing oneself • 7th Competency: Adaptability: flexibility in adapting to changing situations or obstacles Self-Governing

27. An Amygdala Hijacking 1. In duos discuss a recent episode in which you experienced an amygdala hijacking -- you were not acting like your ‘normal’ self. 2. What set it off? Triggers or catalysts? 3. What behavior would have been more effective? TRIGGERS CONSEQUENCES BETTER STRATEGY

28. Emotional Hijackings Consequences • Out-of-control emotions deprive us of our cognitive abilities. During a hijacking, when we are suddenly flooded with sensations, even smart people “become dumb.” • Consequences are negative and lasting, often keeping us from realizing our deepest values in positive action (these values are often our emotional triggers). • Ripple Effects. Interpersonal ineptitude in leaders lowers everyone’s performance.

29. “How Old are You in the Tough Moment? Emotional Triggers Take You Back to Childhood Experience

30. Better Strategy? All the Competencies Will Help You Self- Awareness Social Awareness • Empathy • Leveraging Diversity* • Organizational Awareness • Stewardship • Emotional Self-Awareness • Accurate Self-Assessment • Self-Confidence Self- Management Social Skills • Developing Others • Leadership • Influence • Communication • Change Catalyst • Conflict Management • Networking, Building Bonds • Teamwork & Collaboration • Self-Control • Trustworthiness • Conscientiousness • Adaptability • Achievement Orientation • Initiative & optimism

31. The Marshmallow Kids: Impulse Resisters Stanford University study. Tracked four-year-old children through high school. Results for the “Resisters:” • More socially competent, personally effective, self-assertive and better able to cope with life frustrations • Less likely to freeze, regress or become disorganized when under pressure • Embraced and pursued challenges in the face of difficulties……….

32. The Marshmallow Kids: Impulse Resisters • Self reliant and confident, trustworthy, dependable, initiative • Still able to delay gratification in pursuit of their goals • More academically competent, better able to put their ideas into words, to use and respond to reason, to concentrate, and to make plans and follow through. Eager to learn. • Dramatically higher SAT scores (210 points on 1600 scale)

33. II. Self-Management Self-Management • 8th Competency: Achievement Orientation: the guiding drive to meet an internal standard of excellence • 9th Competency: Initiative and Optimism:readiness to act Motivation

34. Self Managing Exercise If I took responsibility for every every feeling I experience and for every word I utter, ________ ______________________________ Fill in Your answer. (ex. “I’d make fewer snap judgments that end up being wrong.”

35. III. Social Awareness SocialAwareness • 10th Competency -- Empathy: understanding others and taking an active interest in their concerns • 11th Competency -- Leveraging Diversity: Cultivating opportunities through many kinds of people* • 12th Competency -- Organizational Awareness: ‘Savvy,’ understanding and empathizing (issues, dynamics and politics) at the organizational level • 13th Competency -- Stewardship Orientation: recognizing and meeting citizens and customer needs *Not included in the 360 degree feedback Emotional Competencies Inventory

36. Emotional Awareness of Others “I think about how others might feel before I give my opinion.” “I can sense someone’s feelings even when it is unspoken.” “I can get new people I meet to talk about themselves.” “Iam good at “reading between the lines” when someone is talking.”

37. PARADIGM Maps through which we see the world; Assumptions that are usually not questioned; A mental frame of reference -- a representation.

38. PARADIGM Our behavior flows from our paradigms, or the assumptions we make about the world.

39. When Lack Empathy — Sense of “Alien”

40. IV. Social Skills SocialCapability Leading Others • 14th Competency --Developing Others: sensing others’ development needs and bolstering their abilities • 15th Competency -- Leadership: inspiring and guiding groups and people • 16th Competency -- Influence: wielding interpersonal influence tactics • 17th Competency -- Communication: sending clear and convincing messages • 18th Competency --Change Catalyst: initiating or managing change

41. IV. Social Skills SocialCapability • 19th Competency -- Conflict Management: resolving disagreements • 20th Competency -- Networking & Building Bonds : cultivating and nurturing a web of relationships, seeking partnerships • 21st Competency -- Teamwork and Collaboration: working with others toward shared goals Working With Others

42. I. Self-Awareness Self-Awareness • First Competency: Emotional Self-Awareness:recognizing our emotions and their effects. The goal is for the individual to truly have a guiding awareness of his or her values and goals that directs action. The Core of Emotional Intelligence

43. In-the-Moment Self Awareness Exercise Right nowMy Level of: ENERGY _____________ OPENNESS _____________ FOCUS _____________ Rate yourself on a scale of 1 (lowest) to 10 (highest) (Source: Robert Cooper)

44. I. Self-Awareness Self-Awareness • 2nd Competency: Accurate Self-Assessment:knowing our strengths and limits • 3rd Competency: Self-Confidence:astrong sense of our self-worth and capabilities The Core of Emotional Intelligence

45. High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick. Far Side

46. Contending with Emotional Baggage -- Ours and Others

47. Developing Emotional Intelligence To Develop Emotional Intelligence, We MustEngage Our Heads and Our Hearts. We have to truly want to change. It can be done, but it isnot easyand takes time. The changes we seek must be linked to our dreams for the future, our deepest interests in life, our values, and our beliefs. As Victor Frankel says, Man’s Search for Meaning. We need to see a vision of our future “self” and know how that vision is different from our current state. Determination Passion Vision

48. PLUSES +++ “My EQ Skill Strengths (Ex.. Consistent competencies you show at work and in life, what others rely upon you for.) DELTAS ∆∆∆ MY EQ Skills that I need to Improve and Develop (Ex: Where you rate yourself “low”. “Blind Spots” on which others have given you feedback.) Top priorities that you want to commit to developing and would make the most difference in your work & personal life. EMOTIONAL INTELLIGENCEINDIVIDUAL DEVELOPMENT AGENDA

49. EQ Competency Action Plan • Select a specific EQ competency as your development priority ______________________ • Self Awareness: Self insight as to why and what in your life experiences has shaped your approach to this performance competency? • Learning Stretch: Devise a specific action that would 1) give you the experiential learning to improve on this skill, 2) the results would be of value to others, as well as yourself, and 3) it is a reasonable risk,”safe” strategy, with likely successful outcomes. • Asset Bridging: Brainstorm on ways to use your specific strengths as a bridge to achieving mastery of your development priority.

50. EQ Competency Action Plan • EQ competency development priority:_______________________ • Self Awareness: Self insight as to why and what in your life experiences has shaped your approach to this performance competency? Key events, key people? For you, what emotions and values are tied to this competency? • Within this competency, what is it that you can do well, what specifically do you need to target for improvement?