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2005 Just in time coaching emotional intelligence
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    2005 Just in time coaching emotional intelligence 2005 Just in time coaching emotional intelligence Presentation Transcript

    • JUST IN TIME COACHING Enio Velazco June 14, 2005 Emotional Intelligence
    • Agenda: Emotional Competence 2  Define what it is …what it isn’t  Understand the business case  Understand the individual leadership case  Consider how you rate on emotional competence  Explore ways to increase your skill  Explore ways to develop skill in others  Create an action plan
    • Emotions 3  Physical and psychological responses toward an object, person, or event that create a state of readiness.
    • Emotional Intelligence Defined 4  Ability to perceive, appraise, and express emotions  Ability to understand the impact of emotions  Ability to recognize the meanings of emotions and to reason and problem solve with and about them
    • Background of Emotional Intelligence 5  Researchers studied “social intelligence” in the 1920s.  These capabilities have also been called practical intelligence.  Mayer and Salovey were studying all the aspects of the emotional existence we draw on to help us navigate successfully through society.  It became a part of the business lexicon in 1995 when Daniel Goleman popularized the term in his book and HBR article.
    • The Case for Emotional Intelligence: Why Do Smart People Fail? 6 Some very intelligent people walk blindly through the realms of human emotion and interaction, stumbling along a path of reason without sensitivity. What happens?
    • Is Emotional Intelligence a Factor? 7
    • In a study of more than 2,000 managers from 12 large organizations, 81% of the competencies that distinguished outstanding managers were related to emotional intelligence. (Boyatzis, 1982) 8
    • “181 different positions from 121 organizations worldwide … 67% of the abilities deemed essential for effective performance were emotional competencies.” (cf. Rosier, 1994) 9
    • “Reanalyzed data from 40 different corporations … to differentiate star performers from average ones … emotional competencies were found to be twice as important in contributing to excellence as pure intellect and expertise.” Goleman, WWEI (cf. Jacobs & Chen, 1997) 10
    • The primary derailer of top executives is a lack of impulse control. Goleman, WWEI (cf. Clarke, 1996) 11
    • EMOTIONAL INTELLIGENCE IS NOT! 12 … a free and uninhibited expression of emotion. ... “being nice.”
    • The Conceptual Model: SO SMART * K.Washylyshyn 13 Self Others Awareness Self- Attunement Observation Actions Self- Relationship Management Traction Positive Impact on Others
    • Model of Emotional Intelligence 14 Advanced Relationship Managing other people’s emotions Traction Understanding and sensitivity to the Attunement feelings, thoughts, and situations of others Controlling or redirecting our internal Self-Management states, impulses, and resources Understanding our own emotions, Primary Self-Observation strengths, weaknesses, values, and motives
    • Emotional Competency Framework 15 Self- Attunement Observation • Emotional • Empathy Self-Awareness • Organizational • Accurate Awareness Self-Assessment • Service Orientation • Self-Confidence Self- Relationship Management Traction • Self-Control • Developing Others • Trustworthiness • Leadership • Conscientiousness • Influence • Adaptability • Communication • Achievement • Change Catalyst Orientation • Conflict Management • Building Bonds • Initiative • Teamwork & Collaboration
    • I. Self-Observation 16  The Core of Emotional Intelligence  EmotionalSelf-Awareness: Recognizing our emotions and their effects  Accurate Self-Assessment: Knowing our strengths and limits  Self-Confidence: A strong sense of our self-worth and capabilities
    • II. Self-Management 17  Self-Regulation  Self-Control: Keeping disruptive emotions and impulses under control  Trustworthiness: Maintaining standards of honesty and integrity  Conscientiousness: Demonstrating responsibility in managing oneself  Adaptability: Flexibility in adapting to changing situations or obstacles  Motivation  Achievement Orientation: The guiding drive to meet an internal standard of excellence  Initiative: Readiness to act
    • III. Attunement 18  Empathy: Understanding others and taking an active interest in their concerns  Organizational Awareness: Understanding and empathizing (issues, dynamics, and politics) at the organizational level  Service Orientation: Recognizing and meeting customer needs
    • IV. Relationship Traction 19  Leading Others  Developing Others: Sensing others’ developmental needs and bolstering their abilities  Leadership: Inspiring and guiding groups and people  Influence: Wielding interpersonal influence tactics  Communication: Sending clear and convincing messages  Change Catalyst: Initiating or managing change  Working With Others  Conflict Management: Resolving disagreements  Building Bonds: Building relationships with others  Teamwork and Collaboration: Working with others toward shared goals
    • The Human Brain 20 Neocortex The part of the brain most recent in evolution is associated with complex thought. Prefrontal Lobes The brain’s executive center: integrates information from all parts of the brain and makes decisions to act. Thalamus Processes sensory Amygdala messages (e.g., eyes and Triggers emotional responses. Brain Stem ears) then routes them Typically gets signals from the The most primitive part of the mainly to the neocortex. neocortex, but a quicker and brain. Is associated fuzzier signal comes directly from predominantly with automatic the thalamus. Can hijack the brain reflexes, as well as memory when it perceives an emergency. and learning.
    • An Amygdala Hijacking 21  It is sudden  Strong emotions are involved  Afterwards you feel guilty or embarrassed
    • How Can You Improve? 22  Ask: Do you want to change? Is there value for you to change? What’s the payoff? What is likely to happen if you do? What “beliefs” do you have about changing yourself?  Ask: Can you see a link with your goals, dreams, values, passions?  Ask: Can you really see the gap – the leader you are and the leader you want to become?  People change when they realize there is a discrepancy between the real and the ideal. Only then is there urgency to change!
    • Tips: Increase Self Observation 23  Listen to and ask for feedback.  Pay attention to how you physically feel, and what emotions you experience. Start to notice.  Keep a learning journal. Note your reactions to others, to situations that trigger your responses.  Note your impact on others. Watch the non-verbals, take the time to look, listen.  Ask those you trust to stay alert for behaviors you want to change.
    • Tips to Increase Self Management 24  Plan for situations when you will likely need to manage your reactions.  Be prepared for people, places, situations, and circumstances that might trigger an emotion you would want to manage well.  Keep your agreements.  Slow down, think first, then act.
    • Increase Attunement 25  Get to know others; what motivates them, what are they interested in. Listen to others.  Think about how to ask questions that will help you understand others.  Keep informed about internal politics and initiatives.  Set goals and actions plans.  Make certain you understand your customer’s needs.
    • Increase Relationship Traction 26  Leading Others  Stay involved in the development of others.  Prepare your own vision statement for your organization.  Recognize your impact and use your personal strategies to influence change when needed.  Be clear and concise in your communication.  Focus on areas of your function that could use innovation.  Working With Others  Step up to conflict and manage the differences in your group.  Connect.  Define common goals for your team and measure your progress against these.
    • What One Thing … 27  Please take the time to write in your journal ONE thing you learned about Emotional Competency and how you would like to practice building that skill during our coaching sessions.