[ Skill Building Workshop ]

1. [Skill Building Workshop ]

2. [ Introduction and Overview ]

3. “I think, therefore I am.” René Descartes

4. 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

5. Emotional and Social Intelligence “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

6. Workshop Objectives Discover Recognize Identify Evaluate Generate

7. [ What Is Emotional Intelligence and Why Is It Important at Work? ]

8. Emotion and Performance E[mot]ion [Mot]ivation Root Latin verb motere “to move”

9. Four-Step Process Be aware of emotions as they arise Recognize that emotions affect our thinking by directing our attention Ask yourself insight questions Consider and take an action step

10. [ The Five Factors of Emotional Intelligence ]

11. The Five Factors of Emotional Intelligence

12. 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

13. 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.

14. Perceiving High/Low [Low] [High] Those who are less skilled at Perceiving Those who are very skilled at Perceiving • Have difficulty discriminating between emotions • Exhibit less positive emotion • May be emotionally unpredictable • Discriminate between emotions • Gauge intensity of feelings • Are empathic • Tend to be emotionally predictable

15. 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

16. Managing High/Low [Low] [High] Those who are less skilled at Managing emotions Those who are very skilled at Managing emotions • 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

17. 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

18. Decision Making High/Low [Low] [High] Those who are less skilled at Decision Making tend to Those who are very skilled at Decision Making are • 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

19. 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

20. Achieving High/Low [Low] [High] Those who are less skilled at Achieving Those who are very skilled at Achieving • 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

21. 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

22. Influencing High/Low [Low] [High] Those who are less skilled at Influencing Those who are very skilled at Influencing • 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

23. The Five Factors of Emotional Intelligence

24. [ Perceiving]

25. Perceiving High/Low [Low] [High] Those who are less skilled at Perceiving Those who are very skilled at Perceiving • Have difficulty discriminating between emotions • Exhibit less positive emotion • May be emotionally unpredictable • Discriminate between emotions • Gauge intensity of feelings • Are empathic • Tend to be emotionally predictable

26. Perceiving and Interpreting Scenarios The Clock Is Ticking Collaboration Feedback

27. Reflective Listening What are some other ways we can check in on what we are perceiving during a conversation?

28. [ Managing]

29. Managing a Reaction Event Result Interpretations Response

30. ABCs of Emotions [A] ctivating Event elief(s) onsequences isputing Your Beliefs ffective Beliefs ocus [B] [C] [D] [E] [F]

31. Managing High/Low [Low] [High] Those who are less skilled at Managing emotions Those who are very skilled at Managing emotions • 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

32. [ Decision Making ]

33. Decision Making High/Low [Low] [High] Those who are less skilled at Decision Making tend to Those who are very skilled at Decision Making are • 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

34. Processing Decisions Problem Identification Solution Process Emotion Outcomes Feel and See Success

35. [ Achieving]

36. Achieving High/Low [Low] [High] Those who are less skilled at Achieving Those who are very skilled at Achieving • 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

37. Goal Setting Group Debriefing Was this goal perceived as a threat or a challenge by your group? What was the mood of your group? What emotional reactions did your group members have to that goal? How did these reactions impact the creativity of your problem solving?

38. 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.

39. [ Influencing]

40. Influencing High/Low [Low] [High] Those who are less skilled at Influencing Those who are very skilled at Influencing • 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

41. Leadership Qualities Best Boss Worst Boss

42. [ Understanding Your Results ]

43. What the EISA Graphs Mean [Perceiving ] 4.51 Self 3.60 EISA Norm [Managing ] 3.25 Self 3.39 EISA Norm [Decision Making ] 3.90 Self 3.79 EISA Norm 4.25 Self [Achieving ] 3.16 EISA Norm 3.39 Self [Influencing ] 3.20 EISA Norm 012345

44. EISA: 360 Questions to Ask Yourself • Are there score differences between you and your observers? • Are your observers’ scores much higher than your own? • Are your scores much higher than those ofyour observers? • Is there a major score difference between your observer groups?

45. Sample Graph 1: Differences Between Self and Observers [Perceiving ] Self 4.60 Others 3.56 Managers 2.43 Peers 2.76 Direct Reports 4.67 012345

46. Sample Graph 2: Higher Observer Scores [Perceiving ] Self 1.29 Others 3.56 Managers 3.15 Peers 2.76 Direct Reports 3.27 012345

47. Sample Graph 3: Higher Self Scores [Perceiving ] Self 4.60 Others 1.67 Managers 2.49 Peers 2.87 Direct Reports 2.21 012345

48. Sample Graph 4: Differences Among Observer Groups [Achieving ] Self 1.29 Others 3.56 Managers 4.67 Peers 2.76 Direct Reports 1.19 012345

49. [ Developing Your Emotional and Social Skills ]

50. Six Steps for Improving EI • Identify one or two EISA factors that you would like to work on • Set goals • Identify and address obstacles • Seek out resources • Continue practicing new behaviors • Review and reassess your goals