The document discusses the importance of behavioural emotional intelligence (EQ). It states that EQ involves skills like self-awareness, social awareness, self-management, and relationship management. Research shows that EQ can be developed and predicts job performance, with high EQ individuals tending to be star performers. EQ is distinct from IQ in that it focuses on managing emotions rather than cognitive abilities. The document then provides examples of EQ competencies and models.

1. Why is
Behavioural EQ
Important?
EI & Leadership EI Competence
Workshop 1: Self-
awareness
7 ways to boost
your leadership
EQ
Build trust and
demonstrate
trustworthiness
Closing games
EI Competence Workshop 1
: Self-awareness

2. EQ and Business Scenario
At the end of this course students will
be able to
have high self awareness
have high emotional literacy
feel and understand the emotions of others
strike balance between Emotion and reason
take responsibility of your own emotions

3. Name
Business/ Dept.
Role
Introduce yourself!
Write down 3 facts about
yourself
One must be a lie
Present yourself to the others
Others have to spot the lie

4. 6. Pass out completed index cards & read your new
card out loud & then try to guess who wrote it.
7. The person that was guessed will say "yes" or
"no" depending on if it was their card or not.
8. Who wrote the note card can briefly explain their
story
9. Only gets one guess. Everyone can reveal which
card was theirs.
1. Pass out an index card & don”t do
anything with them until given
instructions.
2. Write down an interesting thing they
have done. Don’t share your answers
with anyone.
4. Examples: "I ate bugs before", "I once
drank a gallon of milk", "I lived in seven
different states". Something that not
everyone would already know about
them.
5. Pass your index card to me.
Whodunit allows participants to learn
interesting facts about each other

5. Icebreaker
Individual Exercise (15 mins)
There are 4 flipcharts around the room
1. What are you leaving behind to be here today?
2. What do you want to take away from today?
3. What are you offering to the group today?
4. How would we like to work together today?
Visit each in turn & add your comments
15 minutes
End

6. Ground rule games
Listen to others
Don’t put other people down
Respect Confidentiality & Trust
Show Respect
Don’t Interrupt others
Try to accept others views
Classroom Procedures and General
Information
The Bathrooms are where
The Break Refreshments include:
The Room for Lunch is where
Lunch menu
A vegetarian option is offered
Cell phones on off
Please don’t email or text during
course

7. 76%
24%
Percentage
peopla/relational side
Technical/financial side
 Have unrealistic goals and blind ambition
 Highly concerned about public Image
 Unable to tolerate failure
 Tendency to blame others for their own mistakes
 Working hard in a compulsive manner
 Has high self awareness
 Has high emotional literacy
 Ability to feel and understand the emotions of others
 Able to strike a balance between Emotion and reason
 Takes responsibility of their own emotions
7
Persons with High EI
Persons with Low EI

8. Adapted from: The Cannon Emotional Competence Model
Kate Cannon, Author
Self Awareness
 Emotional Self-
Awareness
 Self-Regard
 Reality Testing
Coping Skills
 Impulse Control
 Stress Tolerance
 Problem Solving
 Flexibility
 Optimism
Effective
Relationships
 Interpersonal
Relationships
 Independence
Interpersonal Skills
 Empathy
 Social Responsibility
 Assertiveness
Personal &
Interpersonal
Effectiveness
 Self-Actualization
 Happiness
plus
is related to
which
predicts
and results
in
The Foundation
Frances Clendenen – beBetter Networks, Inc.
8

9. How does EQ differ from IQ?
EQ IQ
Focus: developing an
understanding of and an
ability to manage emotions
Focus: developing one’s
cognitive abilities; more
academically oriented
Can be enhanced
throughout one’s life
Generally thought to be largely
established at birth and cannot
be enhanced
Recently understood to be an
important predictor of one’s
potential for success
Has been traditionally used to
predict potential for one’s
success
Fosters understanding and
management of own emotions
Allows development of needed
knowledge base
Promotes positive relationships
Enables development of
technical skills and abilities
Increases self-motivation and drive Enables conceptual thinking
9

10. What is the connection?
EI Training Programme
Workshop 1 Self-awareness
Workshop 2 Emotion
Management
Workshop 3 Relationship
Building
10

11. 12
At the end of the workshop, you will be able to:
 define emotional intelligence
 be aware of the different models of emotional intelligence.
 describe the relationship between EI and job performance
 use emotions to achieve your objectives

12. 13
Research shows:
It distinguishes between star and average performers.
It applies across cultures and occupations.
Good managers are adept at controlling emotions, accepting feedback and adjusting behavior.
Manager Emotional Intelligence predicts employee engagement and performance.
Stocks of companies whose employees have high self-awareness outperform those whose employees have low self-
awareness.
It can be learned and developed!
Why is Behavioural EQ
Important?

13. 14
Brain Systems
Our brains have 2 “operating systems.”
1. One is fast and looks for quick and easy
solutions. It is often irrational. It is often
wrong. This
is our default operating system.
2. The other is logical, slow, effortful, and
cautious.
What brought you here today?
What led you to participate in today’s seminar?
Why is EQ of interest to you?

14. What emotions have you
experienced in the past 24 hours?
Compare situations in which you
react to those in which you respond
What emotions do you experience most
often and how do you express them? 15

15. Self-awareness & developing a positive sense of
self-worth
Problem-solving
Emotional management / Impulse control
Decision-making
Relationship-building / Empathy / Social Skills
Taking responsibility for one’s actions
What is Emotional Intelligence?
What is the connection?16

16. 18

17. Forces that shape us on our
journey
Forces that Shape Us:
Our
Degree of Personal
Control
Genetics None
Experiences Some
Actions, including our
-Beliefs
-Interpretations
-Choices
-Moods
-Behaviours
All
Source: Adapted from Lazar (2006a)
Coaching and its Focus
Coaching is “an informed dialogue whose
purpose is the facilitation of new skills,
possibilities, and insights in the interest of
individual learning and organizational
advancement.”
Coaching may focus on:
Behaviour
Decision-making
Fundamental beliefs, values and purposes
Overall business performance
19

18. A Personal Model for Learning &
Development – Where to Focus?
Actions
Results
(including
Errors)
Observer
Small, Incremental Change/Improvement
Large, Discontinuous Change/Improvement
Identity
and
Context
Sources: Adapted from Hargrove (1995, p. 28); Sieler (2003)
Coaching distinctions
Non-judgmental listening is the key.
There’s value when another person is a stand for you to be your
word.
There’s leverage when one can distinguish experience from
explanation.
Coaching unconceals our blind spots and makes choice
possible.
Moods are contagious. Noticing them is essential.
Being able to shift them is a precondition for personal power.
Humor (especially not taking oneself too seriously) lightens the
mood and enables learning.
20

19. Where Coaching Fits with
Types of Root Causes
TYPES OF CAUSES: Absence of or insufficient
C
L
A
S
S
E
S
O
F
S
O
L
U
T
I
O
N
S
Skill/Knowledge Motivation
Incentives or improper
incentives
Environmental
support
Training
Additional or
fewer
responsibilities
Process, output or
outcome feedback or
evaluation
Simplify work
Job aids
Role or goal
clarification
Reward Change process
Modeling
Motivational
feedback
Praise
Improve
tools/equipment
Documentation
Values
clarification
Punishment Change policy
Coaching Coaching
Contingency
management
Change work
conditions
Mentoring Task variation
Removal of
reinforcement
Replace
performer
Source: Adapted from Lazar (1991)
Coaching Challenges Can Occur at 3 Levels
1. Individual performer
2. Department/Unit/Program
3. Organization-wide
21

20. Where coaching contributes
If Role is Then Coaching can be used to
Supervisor
• Increase self-awareness, self-management &
others-related awareness S/K
• Develop interpersonal & communications S/K
• Sustain learning of technical and functional S/K.
Managers
Above plus
• Development of effective management
practices.
Directors;
Project
Mgrs.
Above plus
• Effective project management practices.
C-level;
Vice
Presidents;
General
Managers
Above plus
• Increase ability to manage and lead change
• Shift old habits—then develop new habits & S/K
• Provide reflection and thought partnership.
Source: Lazar (2006c)
An opinion about
the value of coaching
“Coaching is the single most
important part of expanding others’
capabilities… (Coaching) is the
difference between giving orders and
teaching people how to get things
done. Good leaders regard every
encounter as an opportunity to
coach.”
22

21. Goleman’s competencies model
23
1. emotional awareness
2. accurate self assessment
3. self-confidence
The inability to notice our true feelings leaves us at
their mercy.
People with greater certainty about their feelings
are better pilots of their lives
Have a surer sense about how they feel about
personal decisions.
With self-awareness, person has 50-50 chance
(49%) of demonstrating self-management; without it,
person has virtually no chance (4%).
With self-awareness, person has 38% chance of
having social awareness; without it, person has 83%
chance of lacking social awareness.
The power of Self-Awareness
Self-Awareness
 Emotional self-awareness
 Accurate self-assessment
 Self-confidence
Social Awareness
 Empathy
 Organisational awareness
 Service
Self-
Management
 Self-control
 Transparency
 Adaptability
 Achievement
 Initiative
 Optimism
Relationship
Management
 Influence
 Inspirational leadership
 Developing others
 Change catalyst
 Conflict management
 Teamwork and collaboration
Self Others
RecognitionRegulation
Positive impact
on others
© 2000 Hay Group. All rights reserved.
Motivation

22. 3. Anticipates impact of actions or words
4. Develops behind the scenes support
Target
Level
3. Uses indirect influence
2. Anticipates impact of actions or words
1. Engages audience
Influence
DegreeofDifficulty
Example of Scaled Competency
Competency levels increase by degree
of difficulty.
© 2000, HayGroup. Reprinted with permission.
24

23. Understand emotions
Recognizes what events are likely to trigger different
emotions
Knows that emotions can combine to form complex
blends of feelings
Realizes that emotions can progress over time and
transition from one to another
Provides a rich emotional vocabulary for greater
precision in describing feelings and blends of feelings
What does “use emotion”
25

24. 26
Manage emotions
A. Immediately confront the colleague saying
that you did the research?
B. After the meeting, take the colleague aside
& tell him/her that in the future you would
appreciate credit for the work you did.
C. Nothing. It’s best not to embarrass
colleagues in public.
D. After the colleague speaks, publicly thank
him/her for referencing your work &
provide additional details about the work.
Research findings:
Significant relationship between managing
emotions ability and burnout and mental
health
Teams with higher scores for managing
emotions received higher performance
rankings
You are in a meeting when a colleague takes credit
for the work you have done. What do you do?

25. Suppose you are brilliant in a particular domain of study.
Or suppose you happen to have a great idea for a project (or both).
What kinds of emotional and cognitive intelligence are needed to see the project
through to completion?
Illustrative Example of EQ and
IQ
“All I Need to Know I
Learned in Kindergarten”27

26. 29

27. 30
5 groups
Pick one of the following elements of
EI
1. Self-Awareness
2. Self-Regulation
3. Motivation
4. Empathy
5. Social Skills
Write one example of each
competence
EI Competence Workshop 1
EI vs. IQ
 An intelligence quotient or IQ is a score derived fro
one of several different standardized tests attemptin
to measure intelligence.
 First used in 1918 by American Army recruits.
 Reasons of high IQ
– Better nutrition
– More children completing more schooling
– Computer games and puzzles
– Smaller family size
 More IQ results in lower EI in children
– More emotionally disturbed than the last
– More lonely and depress
– More angry and unruly
– More nervous and prone to worry
– More impulsive and aggressive

28. 1. How the brain works
2. Identification of emotions
3. Emotional triggers
4. Positive self-regard
5. Application of personal awareness
31

29. Cerebral Cortex:
Complex Thought
Limbic System: Emotions
Hippocampus: emotions &
memory
Amygdala: emotional control &
fear control
Hypothalamus: regulates fear &
aggression
32

30. 33
Emotional Hijacking
Withstanding the Hijack
In order to think rationally and respond
rather than react emotionally, we need to
allow the information to reach the rest of
the brain.
We can do this by becoming aware of our
emotional triggers and learning to take a
moment before reacting.
These skills are key components of
Emotional Intelligence.
We feel before we think; everything that
we sense has already been filtered
through our emotional brain.
When danger is sensed, we react
emotionally first before the information
has reached any part of the cerebral
cortex that allows us to process and think
rationally
When what we sense reminds us of a past
threat, we react with the same intense
emotions; we may not even be aware of
the memory that has been triggered.

31. 34
Coping with Emotions
We typically deal with emotions one of four ways:
1) exaggerating the emotion so that we are overwhelmed by them and lose control;
2) accepting the emotion and not try to regain control;
3) substituting the emotion with something more comfortable like distractions; or
4) managing the emotion through self-awareness.
7 basic emotions

32. Which emotions do you feel most
often ?
% of the day why?
Anger
Happiness
Fear
Disgust
Surprise
Love
Sadness
35

33. Anger
Blood rushes to our hands so we can fight.
It can be an expression of frustration, stress,
anxiety, loss, confusion, embarrassment,
jealousy, rejection, threat, etc.
It is one of the most dangerous emotions
because it is energizing, and the more often we
are angry, the less arousal we need to stay in
this state. Anger builds momentum.
36

34. Fear
Blood rushes to our arms and legs so we can
run or fight.
It immobilizes us and forces us into fright, flight
or freeze.
It is connected to worry, anxiety, stress,
nervousness, panic, paranoia, and phobias.
It is sometimes expressed as anger.
37

35. Sadness
Metabolism slows, giving us time to mourn.
It comes from not getting what you want or a fear of what
might happen.
When sad, many people try to isolate themselves, but this
cuts us off from resources to get over the sadness.
It is connected to depression, shame, disappointment,
regret, guilt, embarrassment, and insecurity.
38

36. 40

37. 41
1. Control Behaviour by
Understanding Emotions

38. 42
2. Mentally rehearse
situations that set off emotional triggers

39. 43
3. Force your brain into action
by solving a problem

40. 44
4. Engage in healthy escapism

41. 45
5. The send button is not your
friend

42. 46
6. Walk away from tense
situations

43. 47
7. Speak clearly and with decorum
in emotionally charged situations

44. Recognizing emotions is hard
People don’t understand the impact of emotions on
others
We overestimate that our feelings are known by
others
Emotions are contagious – for good or bad
By changing behavior, we influence our attitudes and
beliefs through neural rewiring
“Ah Ha” Concepts
Genetic disposition or opportunity
for development?
Research clearly shows it can be
learned
Need for practice and
reinforcement vs. EQ vaccination
EQ can be developed, but only with
a sincere desire to do so
Can Be Developed48

45. 50

46. Trustworthiness
Trustworthiness
Personal and Organizational
Character
•Integrity
•Maturity
•Abundance
Mentality
Competence
•Technical
•Conceptual
•Interdependency
Stephen Covey
Judgment
•Wisdom
51

47. (Emotional Bank Account)
Seek First to Understand
Keeping Promises
Honesty, Openness
Kindnesses, Courtesies
Win-Win or No Deal Thinking
Clarifying Expectations
Loyalty to the Absent
Apologies
Receiving Feedback and
Giving “I” Messages
Seek First To Be Understood
Breaking Promises
Smooth Manipulation
Unkindnesses, Discourtesies
Win-Lose or Lose-Win Thinking
Violating Expectations
Disloyalty, Duplicity
Pride, Conceit, Arrogance
Not Receiving Feedback and
Giving “You” Messages
DEPOSITS WITHDRAWALS
52

48. Competency Specific Behaviours to Change Specific Activities to Improve
Developing your emotional competencies
53

49. Emotional Contagion and Team
Performance
The affect (emotional behaviour) of the leaders plays a major role in team performance. You can see this clearly in the way
“everyone just knows” when boss is having a bad day.
The way feelings spread from one person to another is called “emotional contagion.”
Emotional Contagion
Higher EQ
Leaders
Effect Mood of Group Leader
Much Better
Decisions
Right Mood for
Job
Engage and
Influence
effectively
54

50. EQ and Development Programs
A study of 30 retired National Football League players shows that the benefits of emotional intelligence go far beyond financial performance. In
fact, over 60% in the variation of these “life success” factors is predicted by emotional intelligence. Keeping that in mind many organizations
started various programs.
Management training, Performance reviews
Leadership
Development
Sales Hiring
Human Capital Strategy & Leadership Development
Stress Management Training
Leadership
Development
Leadership
Training and Team
Development
Leadership Development in
Express
55

51. Each participant is handed pieces of paper
Each paper has the name of other participants
Each participant has to write “ I am glad I met XXX because…….”
The pieces of paper are distributed to the appropriate people & read when they get home
57
Why is
Behavioural EQ
Important?
EI & Leadership EI Competence
Workshop 1: Self-
awareness
7 ways to boost
your leadership
EQ
Build trust and
demonstrate
trustworthiness
Closing games

52. 3 things you have learnt today
2 things you are not sure about
1 way you can link what you have done today to your work place
58
Wrap up
Write Down

53. Learn Unlearn Relearn Evaluation
59
Please rate the following aspects of the course
excellent good not good poor
1. Organisation & domestics
2. Content
3. Notes
4. Presentation
5. Overall enjoyment
Other topics of interest
Course Date Name