This document discusses balanced leadership and the role of behavior styles and emotional intelligence. It begins with an exercise to determine one's behavior style based on preferences for tasks vs people, and process vs expediency. The four main styles identified are analyzer, stabilizer, controller, and persuader. Each style's contributions and limitations in a team environment are explored. The document emphasizes developing flexibility in one's style to be most effective based on situational needs. It introduces the concept of emotional intelligence and its importance relative to IQ. Key components of emotional intelligence like self-awareness and social skills are defined. The role of emotional intelligence in leadership is discussed.
This document discusses balanced leadership and the role of emotional intelligence. It begins with an exercise to determine behavioral styles. It then discusses the four main behavioral styles - Analyzers, Stabilizers, Controllers, and Persuaders - and how each style typically contributes and limits teams. The discussion covers developing self-awareness of one's own style, flexibility, and providing constructive feedback. It defines IQ as intellectual intelligence measured by tests, while EQ refers to emotional intelligence involving self-awareness and social skills. Research finds IQ and EQ originate from different brain areas and both are important for leadership. The document advocates developing personal and social competencies based on one's behavioral style for effective leadership.
The document provides an overview of the Dynamic Communication seminar which teaches behavioral styles using the DISC model. It describes the four factors of DISC - Dominance, Influence, Steadiness, Compliance - and how understanding one's own style and adapting to others' styles improves communication, understanding, and relationships. Case studies are presented to have participants practice recognizing styles based on behaviors and preferences described.
The document discusses the Platinum Rule, which states "Do for others what they want done to them" as opposed to the Golden Rule of "Do for others what you want them to do for you." It covers understanding different communication styles, including the four main styles - Analytical, Driver, Amiable, and Expressive. The goal is to communicate more effectively across different styles by understanding each style's strengths, weaknesses, and preferred communication approaches. Examples are provided to illustrate how to communicate effectively with each of the four styles.
This document discusses the concepts of strength, talent, knowledge, and skill. It defines strength as a consistent near-perfect performance in an activity. Talent refers to recurring patterns of thought, feeling, or behavior that can be productively applied. Knowledge includes factual knowledge that can be taught, as well as experiential knowledge gained through experience. Skill refers to capabilities that can be transferred between people and developed through practice. The document emphasizes that to excel, one must maximize their strengths rather than focus on fixing weaknesses.
This document discusses individualizing treatment based on temperament. It reviews two models of temperament - the Keirsey model involving extroversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. It also discusses the DISC model involving dominance, influence, steadiness, and conscientiousness. For each temperament, it provides examples of characteristics, potential goals, and tips for modifying treatment approaches to match an individual's temperament. The overall message is that understanding temperament helps counselors create supportive environments, communicate effectively, and reduce client stress by accounting for their unique preferences in processing information, decision-making, time management and relationships.
The document discusses several important concepts in management including:
1) The importance of control functions in facilitating goal achievement and providing feedback on performance.
2) The three basic types of control - feedforward, concurrent, and feedback control.
3) Key personality traits like extraversion/introversion and sensing/intuition that impact work style and relationships.
4) Factors that influence perception in relationships and how perceptions can impact judgments of others.
5) The importance of communication, including non-verbal communication, listening skills, and providing constructive feedback in management.
The document provides information on four personality types: Driver, Influencer, Steady, and Compliance based on the DiSC model. It summarizes the key characteristics, motivations, fears, ideal work environments, strengths, and areas for growth for each type. It also provides tips on how to effectively interact and communicate with each type. The personality types are assessed based on how a person prioritizes tasks vs people and prefers to handle change/conflict vs stability/harmony.
All business problems are people problems. And if you become a Jedi master of understanding and customizing your approach based on behavioral understanding, you gain an unfair advantage in your career.
This document discusses balanced leadership and the role of emotional intelligence. It begins with an exercise to determine behavioral styles. It then discusses the four main behavioral styles - Analyzers, Stabilizers, Controllers, and Persuaders - and how each style typically contributes and limits teams. The discussion covers developing self-awareness of one's own style, flexibility, and providing constructive feedback. It defines IQ as intellectual intelligence measured by tests, while EQ refers to emotional intelligence involving self-awareness and social skills. Research finds IQ and EQ originate from different brain areas and both are important for leadership. The document advocates developing personal and social competencies based on one's behavioral style for effective leadership.
The document provides an overview of the Dynamic Communication seminar which teaches behavioral styles using the DISC model. It describes the four factors of DISC - Dominance, Influence, Steadiness, Compliance - and how understanding one's own style and adapting to others' styles improves communication, understanding, and relationships. Case studies are presented to have participants practice recognizing styles based on behaviors and preferences described.
The document discusses the Platinum Rule, which states "Do for others what they want done to them" as opposed to the Golden Rule of "Do for others what you want them to do for you." It covers understanding different communication styles, including the four main styles - Analytical, Driver, Amiable, and Expressive. The goal is to communicate more effectively across different styles by understanding each style's strengths, weaknesses, and preferred communication approaches. Examples are provided to illustrate how to communicate effectively with each of the four styles.
This document discusses the concepts of strength, talent, knowledge, and skill. It defines strength as a consistent near-perfect performance in an activity. Talent refers to recurring patterns of thought, feeling, or behavior that can be productively applied. Knowledge includes factual knowledge that can be taught, as well as experiential knowledge gained through experience. Skill refers to capabilities that can be transferred between people and developed through practice. The document emphasizes that to excel, one must maximize their strengths rather than focus on fixing weaknesses.
This document discusses individualizing treatment based on temperament. It reviews two models of temperament - the Keirsey model involving extroversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. It also discusses the DISC model involving dominance, influence, steadiness, and conscientiousness. For each temperament, it provides examples of characteristics, potential goals, and tips for modifying treatment approaches to match an individual's temperament. The overall message is that understanding temperament helps counselors create supportive environments, communicate effectively, and reduce client stress by accounting for their unique preferences in processing information, decision-making, time management and relationships.
The document discusses several important concepts in management including:
1) The importance of control functions in facilitating goal achievement and providing feedback on performance.
2) The three basic types of control - feedforward, concurrent, and feedback control.
3) Key personality traits like extraversion/introversion and sensing/intuition that impact work style and relationships.
4) Factors that influence perception in relationships and how perceptions can impact judgments of others.
5) The importance of communication, including non-verbal communication, listening skills, and providing constructive feedback in management.
The document provides information on four personality types: Driver, Influencer, Steady, and Compliance based on the DiSC model. It summarizes the key characteristics, motivations, fears, ideal work environments, strengths, and areas for growth for each type. It also provides tips on how to effectively interact and communicate with each type. The personality types are assessed based on how a person prioritizes tasks vs people and prefers to handle change/conflict vs stability/harmony.
All business problems are people problems. And if you become a Jedi master of understanding and customizing your approach based on behavioral understanding, you gain an unfair advantage in your career.
In world of work, the masters of the universe are usually those who have mastered people skills.
Sometimes, these skills appear to be innate. But don’t be fooled; they can be learned.
The key to interpersonal skill mastery is understanding what makes people tick and adapting your style based on that knowledge. Once you’re able to do that, you’ll gain an upper hand for your career.
The document discusses various topics related to performance and personal development. It emphasizes that an organization exists for a purpose of performance, defined as outcomes deemed valuable by customers. Performance results from thousands of tiny decisions made each day. It also discusses key aspects like assumptions, discipline, culture, decisions, relationships and accountability. The document stresses on concepts like synchronizing efforts, identifying weakest links, embracing failures as learning opportunities, and continually revisiting assumptions to adapt to changes. Overall, it provides guidance on driving performance through focusing on purpose, decision-making, culture, accountability and continuous learning.
Improving the quality and safety of your service
Zoe Lord & Carol Marley, Improvement Managers, Patient Safety Team NHS Improving Quality
Presentation from the Annual Residential Higher Trainee Intellectual Disability Conference
6 & 7 November 2014 Thistle Hotel, Manchester
This document outlines critical coaching skills such as establishing trust, asking open-ended questions, listening, giving feedback, and providing guidance. It emphasizes asking open questions to promote different ways of thinking and ensure thoughts are fully developed. Active listening skills are also discussed, such as maintaining eye contact, paraphrasing, and not interrupting. The document provides examples of effective feedback that is specific, balanced, and focused on behavior rather than the person. It concludes with an overview of the G.R.O.W. coaching model to set goals, understand current reality, brainstorm options, and decide on next steps.
This document outlines Jenni Proctor's career clarity services. It discusses common challenges people face such as crises of confidence, stress, changes in the workplace, and fear of the unknown. It emphasizes developing a resilient mindset by accepting change, maintaining a positive outlook, and taking decisive action. The document provides tips for setting goals, improving interpersonal skills, accessing support networks, and overcoming procrastination. Jenni offers tools and coaching to help people shift their thinking and take control of their careers and life changes.
Communication is key! Do you know the difference between hearing and listening? This presentation offers information on how a little adjustment to your communication styles can have a huge impact.
1122 capacity building attitudes and behavior as rescuer 1122Tariq Rashid
The document discusses attitudes and behaviors important for instructors of Rescue 1122. It covers introducing the resource person, objectives of building positive attitudes, the importance of motivation, communication styles, and qualities of an effective instructor. Specifically, it aims to help instructors enhance team leadership, passion for growth, and contribute to the organizational vision. It discusses intrinsic and extrinsic motivation, the need for assertive communication, active listening skills, and creating empathy with trainees. The key is for instructors to constantly strive for excellence, welcome new opportunities, and serve as a role model who trainees admire.
Lect 7 personal development and oe 2013Geoff Adams
This document discusses personal development in outdoor education. It distinguishes personal development from therapy, noting that development aims to aid maturation through education, while therapy treats illnesses. It also differentiates development from recreation, which focuses on fun and skills. While outdoor leaders may facilitate development, they are not therapists. The document also discusses building resilience and happiness through identifying character strengths and regulating emotions. It notes the importance of avoiding cognitive biases when interpreting events.
In this presentation, Birgit introduces the topic of communication styles, while putting it into context of our profession. She will show how you can identify our own style and that of others and how that helps to be heard by various stakeholders during the process. She will explain the different communication and behavioral needs, and why you need to be able to flex our own style to that of others: this helps you to avoid conflicts, it increases your impact on projects, and it will also contribute to a prosperous work environment.
60 minutes session
The document provides information on time management strategies and building effective teams. It discusses identifying priorities and goals, setting deadlines, and overcoming time barriers. It also compares the characteristics of groups and teams, describing how teams have shared goals and ownership while encouraging creativity, trust and open communication. The document outlines motivational theories and different types of workplace communication channels including formal policies and informal social interactions.
This document provides a personal communication report for Stephen Heaston. It analyzes his primary and secondary communication patterns according to how he behaves at work, how he sees himself, and how others see him. Across all three perspectives, his primary pattern is Expressive and his secondary is Analytical. The report also provides details on his communication strengths and weaknesses, core values, desires and motivations. It describes how he prefers to communicate and how others perceive him based on his Expressive and Amiable patterns. Overall, the report aims to help Stephen understand his own communication style and how to interact more effectively with others.
Personality is defined as the unique qualities of an individual that affect how they see themselves and relate to others. Studies show that genetics account for about 40% of personality, while 60% is influenced by environmental and situational factors. There are several major theories that seek to understand personality, including psychoanalytic, trait, humanistic, and social-cognitive approaches. Personality is assessed using techniques like questionnaires, interviews, and projective tests.
Personality development refers to how the organized patterns of behavior that make up each person's unique personality emerge over time. Many factors go into influencing personality, including genetics, environment, parenting, and societal variables.
This document discusses creating a respectful workplace environment. It provides training on the difference between disrespectful and respectful behavior, how disrespect impacts individuals and organizations, why some people behave disrespectfully, and tools for addressing inappropriate conduct and building a respectful culture. Specific strategies are outlined for how employees, managers and organizations can respond to issues, have difficult conversations, and problem solve to improve workplace interactions and climate.
This document discusses creating a respectful workplace environment. It provides training objectives around understanding the difference between disrespectful and respectful behavior and its impacts. Disrespectful behavior can negatively impact individuals, work productivity, and the overall institution. All employees have a role and responsibility in addressing inappropriate conduct. Management must educate staff on conduct policies and address issues appropriately. When disrespect occurs, individuals should directly and respectfully communicate with the offender, report it to management, or seek help from employee assistance programs.
Dealing with Toxic People and CandidatesRahul Jain
Rahul Jain presented on dealing with toxic people. He discussed characteristics of toxic people such as being judgmental, narcissistic, blaming others, and creating unnecessary drama. When dealing with toxic people, it is important not to engage with their irrational behavior and instead focus on staying positive and distancing yourself emotionally. For toxic job candidates, the presenter advised observing their behavior towards others and asking questions about past failures and challenges to understand their character. Hiring managers should avoid rushing decisions and focus on behavior over words to avoid bringing toxic people into an organization.
This document discusses behavioral health and safety for supervisors and managers. It defines behavior and personality traits, and how understanding personalities can help manage behavior. Behavior is influenced by activators (cues), the behaviors themselves, and their consequences. Positive consequences are most effective at influencing future safe behaviors. The document provides strategies for supervisors to develop a positive safety culture, including conducting employee health and safety tours to engage workers in identifying hazards and behaviors.
Introduction to the 7 habits of highly effectiveVignesh Kumar
The document provides an overview of Stephen Covey's "Seven Habits of Highly Effective People". It discusses the development of habits and how personality is formed by character. It outlines four levels of leadership and explains the maturity continuum. Key concepts include developing an emotional bank account and maintaining trust in relationships. The seven habits are then summarized, including being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand others, and synergizing to find cooperative solutions.
Your Guide To Finding The Perfect Part-Time JobSnapJob
Part-time workers account for a significant part of the workforce, including individuals of all ages. A lot of industries hire part-time workers in different capacities, including temporary or seasonal openings, ranging from managerial to entry-level positions. However, many people still doubt taking on these roles and wonder how a temporary part-time job can help them achieve their long-term goals.
In world of work, the masters of the universe are usually those who have mastered people skills.
Sometimes, these skills appear to be innate. But don’t be fooled; they can be learned.
The key to interpersonal skill mastery is understanding what makes people tick and adapting your style based on that knowledge. Once you’re able to do that, you’ll gain an upper hand for your career.
The document discusses various topics related to performance and personal development. It emphasizes that an organization exists for a purpose of performance, defined as outcomes deemed valuable by customers. Performance results from thousands of tiny decisions made each day. It also discusses key aspects like assumptions, discipline, culture, decisions, relationships and accountability. The document stresses on concepts like synchronizing efforts, identifying weakest links, embracing failures as learning opportunities, and continually revisiting assumptions to adapt to changes. Overall, it provides guidance on driving performance through focusing on purpose, decision-making, culture, accountability and continuous learning.
Improving the quality and safety of your service
Zoe Lord & Carol Marley, Improvement Managers, Patient Safety Team NHS Improving Quality
Presentation from the Annual Residential Higher Trainee Intellectual Disability Conference
6 & 7 November 2014 Thistle Hotel, Manchester
This document outlines critical coaching skills such as establishing trust, asking open-ended questions, listening, giving feedback, and providing guidance. It emphasizes asking open questions to promote different ways of thinking and ensure thoughts are fully developed. Active listening skills are also discussed, such as maintaining eye contact, paraphrasing, and not interrupting. The document provides examples of effective feedback that is specific, balanced, and focused on behavior rather than the person. It concludes with an overview of the G.R.O.W. coaching model to set goals, understand current reality, brainstorm options, and decide on next steps.
This document outlines Jenni Proctor's career clarity services. It discusses common challenges people face such as crises of confidence, stress, changes in the workplace, and fear of the unknown. It emphasizes developing a resilient mindset by accepting change, maintaining a positive outlook, and taking decisive action. The document provides tips for setting goals, improving interpersonal skills, accessing support networks, and overcoming procrastination. Jenni offers tools and coaching to help people shift their thinking and take control of their careers and life changes.
Communication is key! Do you know the difference between hearing and listening? This presentation offers information on how a little adjustment to your communication styles can have a huge impact.
1122 capacity building attitudes and behavior as rescuer 1122Tariq Rashid
The document discusses attitudes and behaviors important for instructors of Rescue 1122. It covers introducing the resource person, objectives of building positive attitudes, the importance of motivation, communication styles, and qualities of an effective instructor. Specifically, it aims to help instructors enhance team leadership, passion for growth, and contribute to the organizational vision. It discusses intrinsic and extrinsic motivation, the need for assertive communication, active listening skills, and creating empathy with trainees. The key is for instructors to constantly strive for excellence, welcome new opportunities, and serve as a role model who trainees admire.
Lect 7 personal development and oe 2013Geoff Adams
This document discusses personal development in outdoor education. It distinguishes personal development from therapy, noting that development aims to aid maturation through education, while therapy treats illnesses. It also differentiates development from recreation, which focuses on fun and skills. While outdoor leaders may facilitate development, they are not therapists. The document also discusses building resilience and happiness through identifying character strengths and regulating emotions. It notes the importance of avoiding cognitive biases when interpreting events.
In this presentation, Birgit introduces the topic of communication styles, while putting it into context of our profession. She will show how you can identify our own style and that of others and how that helps to be heard by various stakeholders during the process. She will explain the different communication and behavioral needs, and why you need to be able to flex our own style to that of others: this helps you to avoid conflicts, it increases your impact on projects, and it will also contribute to a prosperous work environment.
60 minutes session
The document provides information on time management strategies and building effective teams. It discusses identifying priorities and goals, setting deadlines, and overcoming time barriers. It also compares the characteristics of groups and teams, describing how teams have shared goals and ownership while encouraging creativity, trust and open communication. The document outlines motivational theories and different types of workplace communication channels including formal policies and informal social interactions.
This document provides a personal communication report for Stephen Heaston. It analyzes his primary and secondary communication patterns according to how he behaves at work, how he sees himself, and how others see him. Across all three perspectives, his primary pattern is Expressive and his secondary is Analytical. The report also provides details on his communication strengths and weaknesses, core values, desires and motivations. It describes how he prefers to communicate and how others perceive him based on his Expressive and Amiable patterns. Overall, the report aims to help Stephen understand his own communication style and how to interact more effectively with others.
Personality is defined as the unique qualities of an individual that affect how they see themselves and relate to others. Studies show that genetics account for about 40% of personality, while 60% is influenced by environmental and situational factors. There are several major theories that seek to understand personality, including psychoanalytic, trait, humanistic, and social-cognitive approaches. Personality is assessed using techniques like questionnaires, interviews, and projective tests.
Personality development refers to how the organized patterns of behavior that make up each person's unique personality emerge over time. Many factors go into influencing personality, including genetics, environment, parenting, and societal variables.
This document discusses creating a respectful workplace environment. It provides training on the difference between disrespectful and respectful behavior, how disrespect impacts individuals and organizations, why some people behave disrespectfully, and tools for addressing inappropriate conduct and building a respectful culture. Specific strategies are outlined for how employees, managers and organizations can respond to issues, have difficult conversations, and problem solve to improve workplace interactions and climate.
This document discusses creating a respectful workplace environment. It provides training objectives around understanding the difference between disrespectful and respectful behavior and its impacts. Disrespectful behavior can negatively impact individuals, work productivity, and the overall institution. All employees have a role and responsibility in addressing inappropriate conduct. Management must educate staff on conduct policies and address issues appropriately. When disrespect occurs, individuals should directly and respectfully communicate with the offender, report it to management, or seek help from employee assistance programs.
Dealing with Toxic People and CandidatesRahul Jain
Rahul Jain presented on dealing with toxic people. He discussed characteristics of toxic people such as being judgmental, narcissistic, blaming others, and creating unnecessary drama. When dealing with toxic people, it is important not to engage with their irrational behavior and instead focus on staying positive and distancing yourself emotionally. For toxic job candidates, the presenter advised observing their behavior towards others and asking questions about past failures and challenges to understand their character. Hiring managers should avoid rushing decisions and focus on behavior over words to avoid bringing toxic people into an organization.
This document discusses behavioral health and safety for supervisors and managers. It defines behavior and personality traits, and how understanding personalities can help manage behavior. Behavior is influenced by activators (cues), the behaviors themselves, and their consequences. Positive consequences are most effective at influencing future safe behaviors. The document provides strategies for supervisors to develop a positive safety culture, including conducting employee health and safety tours to engage workers in identifying hazards and behaviors.
Introduction to the 7 habits of highly effectiveVignesh Kumar
The document provides an overview of Stephen Covey's "Seven Habits of Highly Effective People". It discusses the development of habits and how personality is formed by character. It outlines four levels of leadership and explains the maturity continuum. Key concepts include developing an emotional bank account and maintaining trust in relationships. The seven habits are then summarized, including being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand others, and synergizing to find cooperative solutions.
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3. Exercise: Let’s Discover
Something About Ourselves…
Complete your individual profile
Select the word that most describes
you at work
There are no right or wrong answers
No one will see your selections
4. Your Behavior Style Profile
Which “you” was your focus at the
time you completed the profile?
External conditions and situations
exist at the present time that may
impact your current response
Avoid labels
8. Creating Your Profile
Step One Tally your results
Step Two Complete page 5 (Bar Graph)
Step Three Complete page 7 (Style
Combinations)
Step Four Find your combinations (Pages
8-15 or pg. 16 for Overbalance)
Step Five Group yourselves by style
9. Discussion
• Review your style as summarized on the
Quick Reference Card and discuss with
your style group
• Do these descriptions ring true for you?
• Do they make sense to you? Do they
suggest approaches that you appreciate or
to which you respond positively?
26. Constructive Feedback
You are an expert on
– Other people’s behavior
– Your feelings
You are NOT an expert on
– Your behavior
– Other people’s feelings
27. Philosophy of a
Good Communicator
Assume 100% of the responsibility for
understanding what the other person
means.
Assume 100% of the responsibility for
making sure that the person you are
communicating with understands you.
30. Why Increase Flexibility?
• You want to understand how others see you.
• You value being more effective with others.
• You are willing to obtain a more realistic
picture of your impact.
• You pay attention – aware & pick up clues.
• You allow adequate time to learn how to
adjust.
31. Impact of Tension on Behavior
How does tension impact our behavior?
Do all styles react the same way?
What happens when we can’t get rid of
the tension?
39. Suggested Reading
• People Styles at Work: Making Bad
Relationships Good and Good Relationships
Better. Robert Bolton and Dorothy Grover Bolton
• Social Style/Management Style: Developing
Productive Work Relationships. Robert Bolton
and Dorothy Grover Bolton
• Personal Styles & Effective Performance
Make Your Style Work for You. David W. Merrill,
Ph.D., Roger H. Reid, M.A.
• How to Speak and Listen Effectively. Harvey A.
Robbins
42. Leadership
• “Leadership is one of the… least
understood phenomena on earth.”
James MacGregor Burns
• “…Leadership has been the subject of
an extraordinary amount of
dogmatically stated nonsense.”
Chester Barnard
43. Building A Leader
• Physical vitality & stamina
• Intelligence
• Practical judgment
• Vision
• Situational competence (the
knowledge a leader has of the
task at hand)
• Ambition
• Skill in understanding &
dealing with people (including
followers/ constituents)
• Organized
• Capacity to inspire others
• High ethical standards
• Willingness to take risks
• Charisma / magnetism
• Oratorical skills as a public
speaker
• Adaptability, flexibility of
approach
• Willingness to accept
responsibility
44. Making the Case for Emotional Intelligence
IQ vs. EQ
What is IQ?
What is EQ?
45. I.Q. (Intelligence Quotient)
A number that shows the rating of a person's
intelligence. It is found by dividing the mental
age, as shown in tests, by the actual age (16
is the largest age used) and multiplying it by
100.
Intelligence Test
Any test used to measure mental development.
Most intelligence tests include tasks involving
memory, reasoning, definitions, numerical ability,
and recalling facts.
47. What Then Is EI?
• E. I. (as defined by World Book) –
the ability to understand oneself and to
empathize with others.
“The phrase ‘emotional intelligence’ was
coined... to describe qualities like
understanding one's own feelings” and ‘the
regulation of emotion in a way that enhances
living.’”
Gibbs, N., Epperson, S.E., Mondi, L., Graff, J.L., Towle, L.H. (1995 Oct 2). The EQ factor. TIME.
48. Descriptions
Character; Personality; Soft skills; Socially
capable; Self-confident; Good communicator.
“IQ gets you the interview –
EQ gets you the job.”
Misconceptions
EI does not merely mean “being nice.” Nor
does it mean allowing free rein to your
feelings or “letting it all hang out.”
50. Research Findings
Neuroscience Research
Finding that intellect is based solely on the
workings of the neo-cortex (the rational brain),
the more recently evolved layers at the top of
the brain. Emotional centers – lower in the
brain, closer to the brainstem, in the more
ancient sub-cortex or limbic system (the
emotional brain). These two different parts of
the brain learn differently. Emotional centers
result in skills grounded in our evolutionary
heritage for survival and adaptation.
51. Gender Differences?
Women tend to be more aware of their
emotions, show more empathy and are adept
interpersonally.
Men tend to be more self-confident and
optimistic, adapt more easily, and handle
stress better.
However, on the whole,
men and women are generally equal
in total emotional intelligence.
52. Further Research
• Work focused around the nature and types
of emotional competencies have evolved
current thinking around expanding the
personal and social nature of emotional
intelligence.
• Emotional intelligence can be learned and
is enhanced with experiences – maturing.
53. Survey of Job Descriptions
Position* IQ EQ
Clerical
Supervisory
Managerial
President
54. Survey of Attendees Responses to
Question of “Job challenges”
IQ IQ/EQ EQ
IQ – Need cognitive skills or competencies
to address challenge.
EQ – Need emotional skills or
competencies to address challenge.
56. Your Styles : Your Competencies
• Given what you now know about your
behavior style…
… how does your behavior style inform
your personal & social competencies?
A C
S P
57. Self Awareness
Self Management Social Awareness
Relationship Management
Social
Competencies
Personal
Competencies
Four Domains of Emotional Intelligence
62. EXERCISE
• Think of a leader for whom or with whom
you worked - one that you would gladly
work with or for again.
• Think of a person in a leadership position
that you try to avoid, or left you drained, or
hoping for more.
• Describe each person? How did they make
you feel?
63. The Good - Descriptions
Good Boss
Visionary
Humorous
Kind
Appreciative
Good
communicator
Clear, precise
(communication)
Hard worker
Empathetic
Good team
builder
Positive
Ethical
Results-
oriented (vs.
process)
Good Retail Experience
Friendly
Approachable
Good Listener
Caring
Knowledgeable
Took Time
Reflective
Concerned
Responsive
Above &
Beyond
Self Confident
Took Ownership
Cheerful
Helpful
Insightful
Accommodating
Personable
64. The Bad - Descriptions
Bad Boss
Disrespectful
Belligerent
Demeaning
Moody
Negative
Unethical
Incompetent
Discouraging
Self-absorbed
Inconsistent
direction
Vindictive
Ego-maniac
Prideful
Manipulative
Paranoid
Bad Retail Experience
Rude
Headstrong
Insensitive
Closed
Unhelpful
Unprofessional
Unconcerned
Untrained
Incompetent
Unethical
Lazy / Bored
Blame others
Smarmy
Arrogant
Condescending
Non-responsive
65. The Good - Feelings
Good Boss
Empowered
Enthusiastic
Valued
Energized
Hopeful
Confident
Safe
Relaxed
Mutual admiration
Respected
Motivated to excel
Good Retail Experience
Satisfied
You were
important
Valued
Customer for life
Relieved
Pleasant
Open
Grateful
Impressed
Worthy
Validated
Happy
Equal
Encouraged
Hopeful
Special
66. The Bad - Feelings
Bad Boss
Little, small,
demeaned
Hopeless
Stupid
Drained
Very Stressed
Angry
Fearful
Depressed
Unappreciated
Incompetent
Rebellious
Withdrawn
Uncooperative
Unproductive
Eager to
sabotage
Bad Retail Experience
Angry
Ignored
Devalued
Unimportant
Vengeful
Helpless
Unsatisfied
Disrespected
Unsafe /
Vulnerable
Used &
Abused
Frustrated
Victimized
Disappointed
Discontent
Stressed
Distressed
In shock
Disbelief
Drained
Hopeless
69. Intent vs. Impact
People with highly-developed EI are aware
of their IMPACT.
They are acutely aware that the impact that
behavior has on others can be different
from what you intend or expect.
People respond to you based upon what
they perceive about your behavior, not what
you think they perceive.
71. Suggested Reading
Goleman, D., (1995). Emotional intelligence: Why it can
matter more than IQ. New York: Bantam.
Goleman, D. (1998). Working with emotional
intelligence. New York, NY: Bantam.
Goleman, D. (2000). Leadership that gets results.
Harvard Business Review March-April, 82-83.
Goleman, D., Boyatzis, R., McKee, A. (2002). Primal
leadership: Learning to lead with emotional
intelligence. Boston, MA: Harvard Business School
Press.
Sterrett, E.A. (2000). The manager’s pocket guide to
emotional intelligence. Amherst, MA: HRD Press.
74. Watch your words; they become actions.
Watch your actions; they become habits.
Watch your habits; they become character.
Watch your character; it becomes your destiny.
Frank Outlaw
Food for Thought
75. Concluding Thoughts
Here is Edward Bear,
coming downstairs now,
bump, bump, bump
on the back of his head
behind Christopher Robin.
80. Potentially Toxic Relationships
Natural tensions occur between individuals whose
orientations are dramatically different from one
another:
Analyzer and Persuader
Controller and Stabilizer
82. Behavior Styles: Trust
• For this discussion, “trust” means
I can rely on you for repeated patterns of
expected behavior.
– There is perceived authenticity; you are real, you
are genuine.
– There is a perceived pattern in behavior.
– I must believe you CARE.
83. The TRUST Continuum
T R U S T
Untrustworthy
Distrust
Skeptical
Maybe
Conditional
Trustworthy
Unconditional
84. Behavior Styles: Respect
• While trust ties to the chemistry part of a
relationship, “respect” ties to the talents
and skills a person brings to the
relationship.
– It is tied to the fact that you are good at doing
something.
– I have a high “regard for” your ability to use your
talents and skills.
85. The RESPECT Continuum
R E S P E C T
Disrespect
No
Respect
Do
not
Respect
Maybe
Due
Respect
Respectful
Admire
86. Emotional Intelligence Considerations
How can we strengthen competencies
that are currently less developed?
How does this information shape the way
we guide and interact with others?
How does our understanding of behavior
styles impact our EI?
How can we use this information to be
better leaders in our work? In the
community?
87. Developing Your Emotional Intelligence
Acting With Integrity
Difficult choices occur
Align choices with core values
Negative impact from being “out of alignment”
88. Understanding the Applicability of EI
Gifted individuals who are exceptionally bright
can also be remarkably ineffective and
unproductive
Consider your own area of expertise- which
components are intellectual and which are
emotional? (Banking, Public Administration,
Education, Service Providers, Engineering,
Community Development, etc)
Behaviors are learned and can be “unlearned”
89. Another View
Per Daniel Goleman…
EI refers to the capacity for recognizing our own feelings
and those of others, for motivating ourselves and for
managing emotions well in ourselves and in our
relationships.
and
EI is the “ability to motivate oneself and persist in the face
of frustrations, to control and delay gratification, to
regulate one’s moods, to empathize and to hope.” (p. 34)
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam.
90. The Case for Emotional Intelligence
• US Air Force Recruiter Selection
Most successful recruiters scored significantly
higher in EI competencies
Using EI to select recruiters increased USAF
ability to predict successful recruiters by nearly
three-fold
Immediate gain was a savings of $3 million
annually.
91. The Case for Emotional Intelligence
• L’Oreal sales agents selected on the
basis of EI competencies
Significantly outsold sales people selected using
old procedures.
Sold $91,370 more than other agents for a net
revenue increase of over $2.5 million.
Had 63% less turnover during their first year.
92. The Case for Emotional Intelligence
• After supervisors in a manufacturing plant
received EI training…
Lost time accidents were reduced by 50%
Formal grievances were reduced from an
average of 15 per year to 3 per year
The plant exceeded productivity goals by
$250,000
93. Self-Awareness
Knowing one’s internal states,
preferences, resources and intuitions.
Emotional Awareness
Accurate Self-assessment
Self-confidence
A C
S P
PERSONAL COMPETENCE
94. Self-Regulation
Managing one’s internal states,
preferences and resources.
Self-control
Trustworthiness
Conscientiousness
Adaptability
Innovation
Motivation
Emotional tendencies that
guide or facilitate reaching
goals.
Achievement Drive
Commitment
Initiative
Optimism
PERSONAL COMPETENCE
Self Management
A C
S P
95. Empathy
Awareness of others’ feelings,
needs and concerns.
Understanding Others
Developing Others
Service Orientation
Leveraging Diversity
Political Awareness
SOCIAL COMPETENCE
A C
S P
96. Social Skills
Adeptness at inducing desirable results from
others.
Influence
Communication
Conflict Management
Leadership
Change Catalyst
Building Bonds
SOCIAL COMPETENCE
A C
S P
97. Communication is…
• Understanding between and among
people
• An interdependent process
• Not necessarily agreement
• Constant. You cannot NOT communicate.
We constantly communicate, and we
constantly receive communication from
others.
98. Basic Principles of Communication
• 90% of interpersonal communication
takes place on the unconscious level.
• People judge you by your behavior, not
your intent.
• People are motivated by their needs, not
yours.
100. How We Communicate
• What people can see
• What people can hear
• What we actually say
Communication is in the mind of the
recipient. You’re just making noise if the
other person doesn’t hear you.
101. Effective Communicators…
• Understand how communication occurs
• Understand their own communication behavior
style
• Learn to diagnose the communication needs of
others
• Develop listening skills
• Communicate with others in a way that is
sensitive to and aware of their needs
Easier said than done, huh?
102. Wouldn’t it be great if you could…
• Understand how your preferred style of working comes
across to other people?
• “Read” other people’s behavior so you’ll know the best
way to work with them?
• Find common ground with people while maintaining
your individuality and integrity?
• Adjust your behavior in small ways that dramatically
improve results among different styles?
• Relate effectively—no matter how others react to you?
People Styles at Work: Making Bad Relationships Good and Good
Relationships Better. Robert Bolton and Dorothy Grover Bolton.
103. “Trust me Mort – no electronic-communications superhighway, no matter how vast and
sophisticated, will ever replace the art of the schmooze.”
104. Effective Communication Techniques
• Use feedback
• Choose appropriate (and perhaps multiple)
channels
– Email, phone, one-on-one?
– Amount of information and timing?
• Be sensitive to the receiver
• Be aware of observable behaviors and
symbolic meanings
• Use simple language
• Use repetition
How to Speak and Listen Effectively, Harvey A. Robbins.
105. Most Common Poor Listening Habits
• Not paying attention
• “Pseudolistening”
• Listening but not hearing
• Rehearsing
• Interrupting
• Hearing what is expected
• Feeling defensive
106. Developing Positive Listening Habits
• Paying attention
• Listening for the whole message
• Hearing before evaluating
• Paraphrasing what was heard
25 Activities for Teams, Pfeiffer & Company
107. Key points to take away
Think about your communication/behavioral style
Think about how you apply that style in dealing
with others, particularly those with other styles
Remember that communication is more than
words
Assume real responsibility for your communication
If you want to get different results, YOU have
to do things differently.
108. Active Listening
• Minimize distractions
• Reduce physical barriers
• Avoid or limit interruptions
• Detect the central idea
• Control your emotions
• Evaluate the message
• Be aware of your physical position and nonverbal behavior
• Allow silence
• Ask probing and occasional questions
• Acknowledge and respond using paraphrasing, perception
checking and summarizing
109. Giving Constructive Feedback
1. “When you . . .” Start with a “When you . . .” statement that
describes the behavior without judgment,
exaggeration, labeling, attribution, or motives. Just
state the facts as specifically as possible.
2. “I feel . . .” Tell how their behavior affects you. If you need more
than a word or two to describe the feeling, it’s
probably just some variation of joy, sorrow, anger,
concern or fear.
3. “Because I . . .” Now say why you are affected that way. Describe
the connection between the facts you observed and
the feelings they provoke in you.
110. Sholtes, Peter R., The Team Handbook, Joiner Associates (1988)
Giving Constructive Feedback
4. Pause for discussion Let the other person respond.
5. “I would like….” Describe the change you want the other
person to consider…
6. “Because….” …and why you think the change will
alleviate the problem.
7. “What do you think?…” Listen to the other person’s response. Be
prepared to discuss options and reach
consensus on a solution.
111. Example: Giving Constructive Feedback
1. “When you…” “When you are late for team meetings,
2. “I feel…” I get angry...
3. “Because I…” ... because I think it is wasting the time of all
the other team members and we are never
able to get through all of the agenda items.”
4. (Pause for discussion)
5. “I would like…” “I would like you to consider finding some way
of planning your schedule that lets you get to
these team meetings on time.”
6. “Because…” “Because that way we can be more productive
at the team meetings and we can all keep to
our tight schedules.”
7. “What do you think?”