Managing emotional intelligence


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From Learning Tree International's workshop at Showcase Ontario 2011.
This presentation will introduce you to Emotional Intelligence & cover these 3 objectives:
Identify five emotional intelligences.
Leverage emotional intelligence to augment your personal leadership style.
Apply emotional intelligence in a management role.

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  • Give a quick introduction to MagnaLearn and AnyWare. One of the goals of this slide is to highlight MagnaLearn and AnyWare and perform a quick demo of AnyWare to ensure attendees understand and know how to use the key features of AnyWare (set status, chime in, chat, etc.).Have the attendees actually use the Chime In and Chat features at this point to make them feel more engaged.Mention that while we won’t be using the full functionality of AnyWare today, in a typical AnyWare class, on-line participants are able to do everything an in-class participant does:  Participate in classroom discussions Perform all hands-on exercises on the same equipment as in-class participantsParticipate in break-out sessionsGet individual help and advice from the instructor—immediately as needed—just as in the classroomLearning Tree AnyWare Program DescriptionLearning Tree AnyWare, our newest training delivery option, connects you to a classroom from your home or office.Using a Flash enabled Web browser and a high-speed internet connection, Learning Tree AnyWare enables you to: Participate and interact with your Instructor and peers via voice, video and chat features See these two presentation screens with annotations and highlighting See a live video image of the instructor presenting the course material Perform all the same hands-on exercises using internet access to remote control into one of the in-class workstationsLearning Tree AnyWare provides an innovative new way to participate online in our classes. For the demo point out the following items and quickly explain how they work:The two MagnaLearn Screens with real time annotationThe attendee list – mention the different status options and explain how to set the status. Ask all on-line attendees to set their status to Agree. Mention you can clear the status and then clear everyone's status. Chime in pod – ask an online attendee to press it to demonstrate the "chime"Ask the attendee to hold down the talk button and tell you something (i.e. where are they taking the class from) to demo we can hear them tooThe Chat pod – may want to ask participants to reserve that for offline help as you will not always see it when lecturingThe video pod provides some kinesthetic feedback of the instructor referring to a screen(if applicable) Mention instructor demos and switch into Demo mode to show how the Demo PC can be projected(if applicable) mention hands-on exercises using remote control of in-class workstations (links will be provided shortly)Tech support pod. If you’d like more information, please visit
  • Jogger text: Recognizing and Affirming Your EmotionsDirection: RightInstructor notes:Duration: 20 minutesPresentation Style: PresentationPresent:Have you ever arrived at work and cannot remember anything much about the journey?Do you sometimes forget whether you turned off the stove?Can you remember the details of the last conversation you had with your loved ones?Without actually introducing it as an activity go through this quick mindfulness exercise – using an set up suggesting you ‘just want to make sure they all appreciate the point about focusing the here and now.’ (the reason for not raising it to ‘formal’ activity status is that some people are resistant to this kind of mindfulness activity if it is introduced as such – it sounds a bit 70’s and hippyish to many people today)InstructionsSay to the class: Just let’s stop for a moment. Pay attention to the room we are in. Notice the temperature. What is the air like? Is it still or moving? How does it smell?Notice the chair you’re sitting onIs it hard or soft? Comfortable or not?What about its height? Notice your bodyDo you have any aches or pains? What about itches? Are your muscles relaxed or tight?Are you hungry or thirsty?Do you need the bathroom?Then remind them that these are things that go on all the time but we just don’t focus on themYet they do have an influence on how we experience the world – even though we are not paying attentionThen highlight that many aspects of our emotional lives are not attended to either - the first step toward mastery is to become aware
  • Jogger text: The Importance of InterpretationDirection: RightInstructor notes:Duration:Presentation Style:Present:Introduce the concept that how we think is a major determinant of our emotional experienceThe left “flash” called “reaction” is about how previous learning and experience causes us to automatically interpret situations and respond to them emotionally – this usually happens without our awarenessNOTE: IT IS CRUCIAL STUDENTS RECOGNIZE THAT EVEN WHEN OUR REACTIONS ARE THE RESULT OF PAST EXPERIENCE (E.G. ,THEY ARE LOST TO CONSCIOUSNESS) IT IS HOW WE THINK ABOUT THAT EXPERIENCE THAT IS IMPORTANT NOT THE EXPERIENCE ITSELF. THEREFORE SELF AWARENESS IN THE MOMENT IS AT THE HEART OF EMOTIONAL INTELLIGENCE!The right hand “flash” called “response” is about how we interpret the current situation consciously once we have experienced the emotion – and decide how to respond and what to do. How we think about the situation enables us to choose how to RESPOND in a way that is more usefulTHEREFORE SELF-MANAGEMENT—HAVING CONSCIOUS CONTROL OVER HOW WE RESPOND—IS ANOTHER KEY EMOTIONAL COMPETENCE
  • Jogger text: Taking Care of YourselfDirection: BothInstructor notes:Duration: 3 minutesPresentation Style: GeneralPresent:Run through the centering exercise – it’s a useful mindfulness technique too as well as buying time to allow the emotion to blow throughThere are so many stress/anxiety reduction techniques out there we don’t have space to do them here and different people find different techniques helpfulIf time permits run through this quick breathing technique that can be adopted in any situation to reduce emotional reactionAdjust your posture (standing or sitting) so you are comfortableClose your mouthPlace one hand flat over your navelBreath in slowly through you nose counting to 8Take the breath down deep so the hand flat on your navel moves outwardsHold the breath for a count of 3Breath out slowly and steadily for a count of 8Repeat this 5 times
  • After this slide, Polls 7 and 8 should be displayed.Poll 7 (to be displayed with Poll 8):What is your overall impression of the Learning Tree AnyWare online delivery system?ExcellentGoodNeutralPoorNo Vote Poll 8:What is your overall impression of your Learning Tree instructor?ExcellentGoodNeutralPoorNo Vote
  • Managing emotional intelligence

    1. 1. Managing Emotional Intelligence<br />
    2. 2. Session Objectives<br />Introduce you to Learning Tree International<br />Introduce you to Emotional Intelligence<br />Identify five emotional intelligences<br />Leverage emotional intelligence to augment your personal leadership style<br />Apply emotional intelligence in a management role<br />
    3. 3. About Learning Tree International<br />Learning Tree International was founded in 1974 <br />More than 2.1 million technology professionals and managers from more than 65,000 organizations trained to date<br />In-depth course curriculum—more than 225 titles and growing<br />Includes more than 90 management titles<br />Courses are developed and taught by technology and business professionals actively working in the field<br />
    4. 4. About Learning Tree International(continued)<br />Philadelphia<br />Ottawa<br />Paris<br />Edinburgh<br />Stockholm<br />Toronto<br />London<br />Boston<br />New York<br />Chicago<br />Washington, D.C.<br />Tokyo<br />Atlanta<br />Los Angeles<br />Dallas<br />Public and on-site courses are available at Learning Tree and client locations worldwide<br />Ch00US/C.3/101/C.2<br />
    5. 5. Course Delivery<br />All courses are presented using MagnaLearn®, our proprietary, patented* instructional enhancement technology<br />We also provide courses via our Learning Tree AnyWare™ platform<br />Our (patent pending) training delivery solution that connects online participants to a live, instructor-led classroom<br />With AnyWare, you can do everything the in-class participants do<br />Participate in classroom discussions<br />Perform hands-on exercises on the same equipment as in-class participants<br />Participate in breakout sessions<br />Get individual help and advice from the instructor—immediately as needed—just as in the classroom<br />*Covered by one or more of the following patents: United States 7,058,891, 7,131,068, 7,134,079, and 7,454,708; South Africa 2005/09799; India 222822; and Australia 2002310120 and 2005266901. Other patents pending in EU, Israel, India, and Australia.<br />
    6. 6. About Your Instructor<br />Background and education<br />Current position<br />Experience<br />
    7. 7. Emotional Intelligence in Action<br />Emotional Intelligence at Work<br />Developing Emotional Intelligence<br />
    8. 8. Your Role in Building Great Performance<br />In management, it’s imperative to<br />Be clear about what’s expected of you as a manager<br />Build purpose for your team<br />Be clear about the specific things that managers do<br />How you do these things will have a direct impact on<br />Whether or not you can evoke great performance in the people you are managing<br />Emotional Intelligence is the essential skillset that helps ordinary managers do extraordinary things<br />
    9. 9. Causing Great Performance: Leadership and Emotional Intelligence<br />Effective leaders leverage their EI skills to do some basic things right<br />Delegating<br />Negotiating<br />Facilitating <br />Team building<br />Managing performance<br />Coaching & mentoring<br />Redirecting poor behaviour<br />
    10. 10. The Connection Between EI and Bottom-Line Results<br />EI-skilled managers are more in touch with feelings, emotions, and thought processes <br />Their own<br />In control of their emotional responses<br />Able to adapt how they react in interpersonal situations<br />Other people’s<br />Empathetic to others<br />Better able to read and interpret body language<br />Cognizant of personality types<br />
    11. 11. Additional Benefits<br />Better able to bring out the best in individuals and deal with people problems<br />This leads to:<br />Higher productivity <br />Better communication<br />Shared success across the entire organization<br />Lower staff turnover<br />Higher morale <br />Greater cost savings<br />Higher profits<br />Less need for controls<br />
    12. 12. Emotional Intelligence<br />The term emotional intelligence was popularized by Daniel Goleman* to describe the cluster of skills that effective leaders use to manage themselves and the people they work with<br />He found that managers with good EI skills produced better bottom-line results<br />These skills are the foundation on which your management success will be built<br />Goleman has identified five components of emotional intelligence<br />Three concerned with self-management, two with working with others<br />*Goleman’s books are Emotional Intelligence (Bantam, 1995) and Working with Emotional Intelligence (Bantam, 1998). For information on applying EI, and papers on the background of EI development, see<br />
    13. 13. The Five Components of Emotional Intelligence:The Three Self-Management Skills<br />Self-awareness: The ability to recognize and understand one’s moods, emotions, and drives, and their effect on others<br />Characterized by self-confidence, realistic self-assessment, clarity about personal goals, candidness about personal feelings<br />Self-regulation: The ability to control or redirect disruptive moods and impulses and to suspend judgment; to think before acting<br />All managers work in situations involving strong emotions (their own and others’)<br />Dealing with mistakes<br />Handling tensions and conflicts with and between others<br />The temptation to make a hasty response<br />The ability to mentally step back andrespond thoughtfully under pressureis likely to build a climate of confidenceand respect in the team<br />Are you aware of your emotions?<br />
    14. 14. The Five Components of Emotional Intelligence:The Three Self-Management Skills (continued)<br />Self Motivation: A desire and drive to achieve, seek out challenges, and learn from both success and failure<br />Characterized by commitment and persistence<br />
    15. 15. The Five Components of Emotional Intelligence: Two Skills for Working With Others<br />Empathy: The ability to understand the emotional situations of others and treat them according to their reactions to a situation<br />A crucial skill for managers, since so much of a manager’s work is about working with others in situations of tension and pressure<br />Empathy skills enable managers to relate to the feelings and situations of others<br />In mentoring and coaching<br />In working and building managerial relationships with talented people <br />In listening to the emotions expressed in difficult situations and responding in a way that acknowledges and deals with those emotions in a productive way<br />
    16. 16. The Five Components of Emotional Intelligence: Two Skills for Working With Others (continued)<br />Social skill: The skill of applying the four preceding skills to build and maintain relationships with a wide range of people<br />Skilled in persuasion, using different approaches according to the situation<br />Good at building networks<br />Comfortable with and interested in a wide range of people, whether or not they are directly involved with the manager’s work <br />
    17. 17. Emotional Intelligence in Action<br />Emotional Intelligence at Work<br />Developing Emotional Intelligence<br />
    18. 18. The Value of Personal Emotional Honesty<br />To be emotionally honest, we must first be emotionally aware <br />Expressing your true feelings also takes<br />Self-confidence<br />Courage<br />Being honest with ourselves helps us<br />Be more self-accepting<br />Decide how to spend our time, and whom to spend it with<br />Being honest with others<br />Encourages honesty in them<br />Reduces the tendency of others to pressure us<br />Helps us find out who respects our feelings<br />
    19. 19. Self-Awareness and Personal Honesty<br />Patterns of disclosure and honesty<br />Unintended repression<br />Complete disclosure<br />Intentional manipulation<br />Emotional fraud<br />Self-awareness and self-disclosure<br />When being emotionally honest is in our interests<br />When it is not healthy or safe to be emotionally honest<br />Therefore achieving discretionary disclosure<br />Dishonesty<br />Takes more effort!<br />Creates tension, distrust, and stress<br />
    20. 20. Recognizing and Affirming Your Emotions<br />In our daily life, we don’t pay much attention to what’s happening now<br />Looking without seeing<br />Eating without tasting<br />Hearing without listening<br />Talking without focusing on what we are really saying<br />We spend much of our time focusing on <br />What has happened<br />Or what will or might happen<br />For emotional competency, it’s important to remember that there are many things going on for you right now<br />“Emotions are only temporary… they always pass on like clouds in the sky.”<br />—The 14th Dalai Lama<br />
    21. 21. Mindfulness<br />This is an active process<br />It means paying attention to what is real for you right here and now<br />Without thinking that it’s good or bad, important or not, right or wrong<br />The simple goal is to become more aware of both internal and external environments<br />You can choose to become “mindful” with any experience<br />Choosing to become mindful of your emotional experiences<br />“The awareness that emerges through paying attention on purpose, in the present moment, and non-judgmentally to the unfolding of experience moment by moment.”<br />— Jon Kabat-Zinn, Professor of Medicine Emeritus, University of Massachusetts Medical School<br />Kabat-Zinn, Jon. “Mindfulness-based Interventions in Context: Past, Present, and Future.” Clinical Psychology, Vol. 10 (May, 2003), pp. 144–156.<br />
    22. 22. Mindfulness and Emotions<br />Job<br />Aid<br />It is important to disengage from the “story” of the emotion<br />What or who caused it, whether we like it, whether it’s justified<br />All this focuses on the past or the future<br />We spend too little time paying attention to what is happening now!<br />Paying attention to the “story” of the emotion tends to fuel the emotion, and we become consumed by it. We need to learn to pay attention to the emotion and the experience, not the story.<br />
    23. 23. Mindfulness and Emotions(continued)<br />Job<br />Aid<br />Four steps to mindfulness<br />Recognize<br />Name<br />Accept<br />Explore<br />Our goal is to experience the emotion<br />Not to repress or deny it<br />Nor to express or act it out<br />
    24. 24. Dealing with Conflict: Fight or Flight<br />Many people have difficulty with workplace conflict <br />The typical response is “fight or flight”<br />We learn to respond to conflict long before we realize it is present<br />Examples of how this causes “flight” behavior include<br />Avoiding difficult situations and meetings<br />Not speaking up when we disagree with what is being said<br />Examples of how this causes “fight” behavior include<br />Reacting defensively to an innocent request for more information<br />Deliberately providing the wrong information<br />
    25. 25. Discretionary Disclosure and Boundary Management<br />Knowing your emotions vs. revealing your emotions<br />There are times when it is not healthy or safe to be emotionally honest<br />It is important to make conscious choices about when to disclose how you feel and be emotionally honest<br />Consider both what is in your interest and what is in the interest of others<br />Weigh the advantages of disclosure against any disadvantage<br />
    26. 26. Authenticity<br />As the ancient Greeks said, “Be true to oneself”<br />Owning your own thoughts, emotions, needs, preferences, beliefs, and values<br />Behaving according to them<br />Inauthentic leadership is not being true to yourself<br />This involves leadership by<br />Manipulation<br />Coercion<br />Deception<br />“This above all: to thine own self be true, and it must follow, as the day the night, thou canst not then be false to any man.”<br /> —William Shakespeare, Hamlet<br />
    27. 27. Authenticity and Congruence<br />Authentic leader behaviors<br />Understand yourself, not just the organization<br />Practice your own values; don’t borrow from others <br />Lead with your heart, not just your head<br /><ul><li>From an EI viewpoint, being open and authentic requires us to
    28. 28. Be aware of our emotions and feelings
    29. 29. Decide whether and how to disclose them
    30. 30. Let people know how we feel</li></ul>Congruence is judged by the match between<br />What we say<br />Our nonverbal behavior<br />The decisions and actions we take<br />
    31. 31. Benefits of Authenticity<br />Credibility<br />Being real and genuine creates buy-in<br />People feel meaningfully connected to the leader<br />They will offer support under difficult circumstances<br />It encourages others to be emotionally honest<br />And promotes an emotionally intelligent organization<br />
    32. 32. Basics of Self-Management<br />Having the ability to determine how we feel, think, and act<br />In contrast to being a slave to our impulses <br />Routine patterns we have learned<br />Impulsive or automatic reactions<br />Remember: management, not control<br />Control implies willpower<br />Management involves becoming aware of what is affecting us and then deciding how to respond<br />Becoming more strategic in how we respond<br />Allowing long-term benefits to overcome short-term gratification<br />Gaining mastery over how we respond<br />All the while remaining true to our values in the longer term<br />
    33. 33. Self-Management and the Emotional Response Triad<br />Why care?<br />To be truly effective, we have to manage how we respond<br />Apply the emotional triad:<br />We experience an event<br />We interpret the situation<br />Then we react<br />You can unlearn what you have learned<br />Behavioral self-control training<br />Cognitive self-regulation<br />Self-management techniques<br />Reaction<br />Response<br />Feeling<br />Physiology<br />Event<br />Action tendency<br />Emotional<br />Response<br />Expression<br />
    34. 34. The Emotional Triad<br />Reaction(based on past experience)<br />Response (choosing how to respond)<br />Feeling<br />Physiology<br />Action tendency<br />Emotional<br />response<br />Event<br />Expression<br />
    35. 35. The Marshmallow Experiment<br />A well-known experiment conducted at Stanford University in the 1960s<br />A group of four-year-olds was given a marshmallow and told they could have another only if they could wait 20 minutes before eating the first one<br />Some waited; others did not<br />Following their progress into adolescence<br />Those who could wait were better adjusted and more dependable<br />They scored on average 210 points higher on the Scholastic Aptitude Test (SAT)<br />Deferred gratification is an example of an emotional competence<br />Source: Shoda, Yuichi, Walter Mischel, and Philip K. Peake. “Predicting Adolescent Cognitive and Self-Regulatory Competencies From Preschool Delay of Gratification: Identifying Diagnostic Conditions.” Developmental Psychology, Vol. 26 (November, 1990), pp. 978–986.<br />
    36. 36. Five Steps for Self-Management Preparation<br />Job<br />Aid<br />Recognize the emotion you are experiencing<br />Acknowledge any impulsive reactions you want to make<br />Anticipate the possible negative consequences of the action<br />Trade any immediate pleasure for long-term strategic advantage<br />Decide whether and how to respond<br />
    37. 37. Additional Self-Management Techniques<br />Reframing<br />Self-monitoring<br />Affirmations<br />Working with your emotions<br />Apply IDEDA<br />Taking care of yourself<br />
    38. 38. 1. The Reframing Process: ABCDEF<br />Activating event<br />“Sue doesn’t like me”<br />Belief (irrational)<br />“Sue must like me”<br />Consequence<br />“I am angry and feel foolish”<br />Dispute<br />“Why must she like me? What evidence is there?”<br />Effective belief<br />“I’d prefer Sue to like me, but I’ll survive if she doesn’t”<br />“I think it’s wrong of Sue not to like me”<br />“That’s just the way of the world, and nothing dreadful is going to happen”<br />Feeling (new)<br />“I’m disappointed that Sue doesn’t like me”<br />
    39. 39. 2. Self-Monitoring: ABC<br />Job<br />Aid<br />Good for impulsive reactions<br />For example, used extensively in smoking cessation and weight control<br />Keep a diary of your emotional-change episodes<br />Use the following columns:<br />Activity: What happened that led to my change in emotions?<br />Beliefs: What beliefs led to the change in my emotions?<br />Consequences: How big was the emotional change on a scale of 1–10?<br />
    40. 40. 2. Self-Monitoring: ABC(continued)<br />Job<br />Aid<br />Use the diary data to challenge your beliefs and interpretations<br />Pessimism and perfectionism<br />Challenge your beliefs<br />Look for evidence of alternative ways to make sense of the situation<br />Worrying<br />Challenge your beliefs about what is threatening<br />Look for less threatening interpretations of the situation<br />Experience the worry and let is subside<br />Prepare well<br />Practice relaxation<br />Anger<br />Identify what is triggering the anger<br />Stand back<br />Focus on other aspects of the situation<br />If necessary—assert yourself<br />
    41. 41. 3. Affirmations<br />Job<br />Aid<br />Turning negative self-talk into something more useful<br />Counters a lifetime of putting ourselves down, so no quick wins!<br />Take the output from your reframing process<br />Create reframed statements about you in relation to the situation<br />Use a positive phrasing, make it personal, and start with “I”<br />Say, “I am confident making this suggestion to the meeting”<br />Don’t say, “I am not as scared as I used to be when making this suggestion” <br />Keep it in present tense—use “I am”<br />Avoid “should,” “must,” “could,” “can”<br />Make sure it is possible and believable to you<br />Write it down<br />Repeat it to yourself every day while imagining the outcome<br />
    42. 42. 4. Working With Your Emotions<br />Job<br />Aid<br />Find ways to work through the emotion<br />Experience the emotion rather than shying away or avoiding it<br />Focus on the emotion, not the story<br />Notice the feeling—use the mindfulness technique<br />Silently describe the feeling to yourself<br />Allow it to blow itself out naturally<br />Only then do you consider options and actions<br />Talk through with a non-involved party<br />Allow yourself time out<br />Write the letter/e-mail, but do not send it!<br />
    43. 43. 5. IDEDA: A Rational Process Model<br />Job<br />Aid<br />Identify the emotion<br />Take time to experience it<br />Think about the wheel of emotion and emotional vocabulary<br />Determine the real cause<br />Take time to assess and reassess the situation<br />Check your interpretation<br />Evaluate options for action<br />Doing nothing may be a suitable action<br />Decide<br />Consciously commit to an action<br />Act: take action<br />Remember that changing the way we think is an action<br />
    44. 44. 6. Taking Care of Yourself<br />Job<br />Aid<br />Take care of yourself in order to care for others in your leadership role<br />Centering yourself in your environment<br />Pause for a moment<br />Look around and notice five things you can see<br />Listen and notice five things you can hear<br />Notice five things you can feel in contact with your body<br />Reduce your levels of stress and anxiety<br />Many different methods exist<br />Find one that suits you<br />Breathing and relaxation techniques<br />
    45. 45. If All Else Fails…<br />Job<br />Aid<br />Rubber band snap!<br />Put a rubber band around your wrist<br />Snap it every time you notice negative self-talk<br />Over time, the negative stimulus (pain) is paired with that thinking<br />
    46. 46. Can Emotional Intelligence Be Learned?<br />Learning the skills of emotional intelligence is not simply a matter of reading a book<br />Emotion is not an intellectual mental process<br />Uses different parts of the brain than intellect<br />Proficient use of emotional intelligence is not as simple as learning a new applied skill set like riding a bike, or using Oracle <br />It is best learned through practice<br />Identify areas where your emotional intelligence can be enhanced<br />Through your own or others’ observations of your behavior<br />Request feedback and coaching from others about your behavior and how it could be more effective<br />Put the new behavior into practice and get more feedback<br />Hands-on coaching is the most effective way to learn or teach EI<br />
    47. 47. Session Objectives Revisited<br />Introduced you to Learning Tree International <br />Provided you with information on Emotional Intelligence<br />Identified five emotional intelligences<br />Leveraged emotional intelligence to become more self aware<br />Applied emotional intelligence to gain greater control over your emotions<br /><ul><li>To learn more, Learning Tree offers the following courses:
    48. 48. Course 3411, Emotional Intelligence: Achieving Leadership Success
    49. 49. Course 222, Leadership Skills: Success through Teamwork
    50. 50. Course 290, Management Skills
    51. 51. Course 906, Management Skills for an IT Environment
    52. 52. Course 3405, Developing your Leadership Voice</li></li></ul><li>Your Guarantee of Satisfaction<br />Unless you feel 100% satisfied that Learning Tree delivered even more than you expected, there is no fee for your course attendance. Our Guarantee of Quality lets you experience the value of the course—and then pay only if you feel the course was well worth the tuition.<br />
    53. 53. Thank You for Your Participation<br />Any questions?<br />Visit us at<br />Call us at 1-800-THE-TREE<br />We wish you every success in the future<br />We hope to see you in class soon!<br />
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