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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.

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Balanced Leadership: The Role of Behavior Styles and Emotional Intelligence Morris W. Beverage Jr., EDM President, Lakeland Community College
Balanced Leadership: The Role of Behavior Styles
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
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
Tasks vs. People More, better, faster Capable, competent Likeable Tasks People
Process vs. Expediency Thorough, comprehensive, need to make one RIGHT decision Fast, gut, quick Process Expediency
Behavior Styles Task People Process (Ask) Expediency (Tell) ANALYZER CONTROLLER STABILIZER PERSUADER (Do) (Do with) © Effectiveness Institute
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
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?
ANALYZERS • Tendency toward perfectionism • Decisions and information provided are usually accurate and thoughtful • Deal with facts, data, logic, details • Sometimes slow to make decisions • May appear overly cautious and not good risk-takers • Feelings and emotions kept inside © Effectiveness Institute
Positives and Negatives per Style A + Industrious Persistent Serious Exacting Orderly - Critical Indecisive Stuffy Picky Moralistic C S P © Effectiveness Institute
Analyzers in Teams… Contributions • Perceived as thorough, analytical and accurate, above all else • Focus on getting things right (emphasis on “task” rather than “people”) Limitations • Can overanalyze things that don’t warrant the attention (analysis- paralysis) • Concern for getting it right can slow or freeze the team’s progress • Can be perceived as aloof and have an excessive concern with perfection that can stifle creativity in the group Fear • Unwarranted personal criticism © Effectiveness Institute
With Analyzers… DO DON’T Prepare in advance Be accurate Be direct List pros and cons Present specifics Be persistent Use timetables for actions Provide tangible, practical evidence Be disorganized or messy Be casual, informal or loud Rush decision-making Fail to follow through Waste time Leave things to chance Threaten or cajole Use opinions as evidence Be manipulative © Effectiveness Institute
STABILIZERS • “Warm and fuzzies” • People and friendships are very important • Good at juggling multiple tasks • Concerned about feelings of others • Dependable • Agreeable; less inclined to speak their mind openly • Can get hurt feelings or be offended easily © Effectiveness Institute
Positives and Negatives per Style A C S + Supportive Respectful Willing Dependable Agreeable - Conforming Unsure Pliable Dependent Awkward P © Effectiveness Institute
Stabilizers in Teams… Contributions • Often viewed by team members as a good team player • Empathetic and sensitive to the needs of others • Likes harmony in team Limitations • Can be indecisive, unwilling to confront directly, and resist change • Because of their need to maintain team harmony, their own needs may be suppressed. Over time, this can cause resentment and a degree of passive- aggressiveness • Not inclined to celebrate their accomplishments, yet they can become frustrated and perhaps resentful if their contributions go unnoticed too long Fear • Confusion, chaos, and change © Effectiveness Institute
With Stabilizers… DO DON’T Start with a personal comment Show sincere interest in them as people Listen and be responsive Be casual and non-threatening Ask “how” questions Watch for hurt feelings Provide assurances Rush into business Stick constantly to business Force them to respond quickly Be demanding Debate facts & figures Be abrupt Be patronizing Decide for them © Effectiveness Institute
CONTROLLERS • Strong, decisive and results-oriented • Provide strong guidance for others • May appear pushy at times • Demanding of both themselves and others • Highly self-critical • Efficient; resent those who “waste” time with idle chit-chat © Effectiveness Institute
Positives and Negatives per Style A + Strong-willed Independent Practical Decisive Efficient - Pushy Severe Tough Dominating Harsh C S P © Effectiveness Institute
Controllers in Teams… Contributions • Able to make decisions when no one else wants to • Is not afraid to confront tough issues • Embraces change as a personal challenge Limitations • Can be perceived as overly opinionated, combative, arrogant, impatient, and like change for change’s sake • May overextend him/herself due to competing priorities and become inefficient Fear • Losing control © Effectiveness Institute
With Controllers… DO DON’T Be specific & brief Stick to business Be prepared Present facts clearly Ask “what” questions Provide alternative solutions Take issue with facts Ramble or waste time Be disorganized or messy Leave loopholes or be unclear Ask rhetorical questions Make decisions for them Speculate Be directive © Effectiveness Institute
PERSUADERS • Like to get others involved in activities • Highly creative and enthusiastic • Operate primarily by intuition • Party people; like to have a good time • Little tolerance for those who are not expressive • Easily bored or distracted • Difficult to keep on task © Effectiveness Institute
Positives and Negatives per Style A C S + Ambitious Stimulating Enthusiastic Dramatic Friendly - Manipulative Excitable Undisciplined Reacting Egotistical P © Effectiveness Institute
Persuaders in Teams… Contributions • Has great enthusiasm for working with others • Inspires and motivates others • Always available to others • Gives positive feedback easily to others Limitations • Can be perceived as disorganized and superficial in their approach to tasks and people • Can overdo emotional expression Fear • Being blamed or disliked © Effectiveness Institute
With Persuaders… DO DON’T Be fast-moving, entertaining Leave time for socializing Talk about their goals Deal with the “big” picture Ask for their opinions & ideas Provide examples from people they believe are important Offer incentives or rewards Legislate Be cold, aloof, or tight-lipped Press for solutions Deal with details Be dogmatic Talk down to them © Effectiveness Institute
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
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.
Trust and Respect Achievement Acceptance Flight Fight Thinking Activity Intuition Relationships Respect (regard for) Trust (rely on) © Effectiveness Institute
Style Flex Flexibility: The ability to meet another person’s style needs & satisfy personal style needs as well. Being flexible means to: Situationally, purposefully & temporarily modify behavior on one or both dimensions. © Effectiveness Institute
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.
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?
Variables impacting TENSION-REACTION  Family of Origin  Cultural Norms  Personal Belief System  World View CORE SITUATIONAL  What is happening?  Who is the person involved?  Who else is present or involved?  Where is this happening?  What is my current energy level? There are two important variables that influence what you will do under tension: •The Effectiveness Institute, 2009 © Effectiveness Institute
Situational Responses - Initially WITHDRAW TAKE CONTROL VERBAL ATTACK ACQUIESCE P C S A © Effectiveness Institute
A C S P INITIAL REACTIONS TO TENSION & STRESS Results Results Emotions Emotions Controlled Responsive Process Expedient TAKE CONTROL ATTACK (VERBALLY) ACQUIESCE WITHDRAW © Effectiveness Institute
Tension - Reaction Behavior Nitpick Leave Prove they are “right” Pull away Withhold emotions Explode Blame Dictate Take control Suppress emotions Wait too long to act Tell others Avoid Give in & get even Worry emotionally Verbal attack Talk about everything Cry “Dump” it & forget it Overreact emotionally © Effectiveness Institute
Continual Need Deprivation Withdraw Take Control Attack Acquiesce Withdraw Take Control Attack Acquiesce Withdraw Take Control Attack Acquiesce Withdraw Take Control Attack Acquiesce Integrity A Respect C P Trust S Loyalty © Effectiveness Institute
The Zones of Comfort Current State Comfort Discomfort Fear Where Learning / Change Occurs When and How Do We Learn / Change?
Awareness Integration Skill Awkwardness Practice Choice Stages of Learning
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
Balanced Leadership: The Role of Emotional Intelligence
Leadership Influencing behaviors, thoughts, feelings of... human beings.
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
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
Making the Case for Emotional Intelligence IQ vs. EQ What is IQ? What is EQ?
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.
Descriptions Cognitive capacities; Technical expertise; Educated; Know-how; Intellect; Smarts; Skills; Book-learning. IQ (the quotient component) tends not to change much past our teen years. Why?
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.
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.”
Two Different Kinds of Intelligence Intellectual and Emotional
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.
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.
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.
Survey of Job Descriptions Position* IQ EQ Clerical Supervisory Managerial President
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.
The Emotional Competence Framework Personal Competence Social Competence
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
Self Awareness Self Management Social Awareness Relationship Management Social Competencies Personal Competencies Four Domains of Emotional Intelligence
Pride and Prejudice Pride and Prejudice Video
PERSONAL vs. POSITIONAL POWER BASE
The Good and The Bad Exercise
GREAT LEADERS MOVE US through our emotions, which are contagious.
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?
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
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
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
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
INTENT = IMPACT
INTENT =/= IMPACT
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.
Intelligence Intellectual Emotional
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.
Emotional Intelligence: Learning Moments
The Experience
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
Concluding Thoughts Here is Edward Bear, coming downstairs now, bump, bump, bump on the back of his head behind Christopher Robin.
Concluding Thoughts It is, as far as Edward knows, the only way of coming downstairs.
Concluding Thoughts But sometimes, he feels that there is another way, if only he could stop bumping for a moment, and think about it.
Thank you! Balanced Leadership: The Role of Behavior Styles and Emotional Intelligence
ADDENDUM to Behavior Styles and Emotional Intelligence
Potentially Toxic Relationships Natural tensions occur between individuals whose orientations are dramatically different from one another: Analyzer and Persuader Controller and Stabilizer
Potentially Compatible Relationships Controller and Analyzer Analyzer and Stabilizer Stabilizer and Persuader Controller and Persuader
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.
The TRUST Continuum T R U S T Untrustworthy Distrust Skeptical Maybe Conditional Trustworthy Unconditional
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.
The RESPECT Continuum R E S P E C T Disrespect No Respect Do not Respect Maybe Due Respect Respectful Admire
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?
Developing Your Emotional Intelligence Acting With Integrity  Difficult choices occur  Align choices with core values  Negative impact from being “out of alignment”
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”
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.
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.
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.
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
Self-Awareness Knowing one’s internal states, preferences, resources and intuitions. Emotional Awareness Accurate Self-assessment Self-confidence A C S P PERSONAL COMPETENCE
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
Empathy Awareness of others’ feelings, needs and concerns. Understanding Others Developing Others Service Orientation Leveraging Diversity Political Awareness SOCIAL COMPETENCE A C S P
Social Skills Adeptness at inducing desirable results from others. Influence Communication Conflict Management Leadership Change Catalyst Building Bonds SOCIAL COMPETENCE A C S P
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.
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.
Communicating Through Filters values assumptions interests prejudice strong feelings past experience expectations physical environment memories attitudes
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.
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?
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.
“Trust me Mort – no electronic-communications superhighway, no matter how vast and sophisticated, will ever replace the art of the schmooze.”
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.
Most Common Poor Listening Habits • Not paying attention • “Pseudolistening” • Listening but not hearing • Rehearsing • Interrupting • Hearing what is expected • Feeling defensive
Developing Positive Listening Habits • Paying attention • Listening for the whole message • Hearing before evaluating • Paraphrasing what was heard 25 Activities for Teams, Pfeiffer & Company
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.
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
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.
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.
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?”

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Leadership+Behavior+Styles+and+Emotional+Intelligence_handouts.pptx

  • 1.
    Balanced Leadership: TheRole of Behavior Styles and Emotional Intelligence Morris W. Beverage Jr., EDM President, Lakeland Community College
  • 2.
  • 3.
    Exercise: Let’s Discover SomethingAbout 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 StyleProfile  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
  • 5.
    Tasks vs. People More,better, faster Capable, competent Likeable Tasks People
  • 6.
    Process vs. Expediency Thorough, comprehensive,need to make one RIGHT decision Fast, gut, quick Process Expediency
  • 7.
  • 8.
    Creating Your Profile StepOne 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 yourstyle 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?
  • 10.
    ANALYZERS • Tendency towardperfectionism • Decisions and information provided are usually accurate and thoughtful • Deal with facts, data, logic, details • Sometimes slow to make decisions • May appear overly cautious and not good risk-takers • Feelings and emotions kept inside © Effectiveness Institute
  • 11.
    Positives and Negativesper Style A + Industrious Persistent Serious Exacting Orderly - Critical Indecisive Stuffy Picky Moralistic C S P © Effectiveness Institute
  • 12.
    Analyzers in Teams… Contributions• Perceived as thorough, analytical and accurate, above all else • Focus on getting things right (emphasis on “task” rather than “people”) Limitations • Can overanalyze things that don’t warrant the attention (analysis- paralysis) • Concern for getting it right can slow or freeze the team’s progress • Can be perceived as aloof and have an excessive concern with perfection that can stifle creativity in the group Fear • Unwarranted personal criticism © Effectiveness Institute
  • 13.
    With Analyzers… DO DON’T Preparein advance Be accurate Be direct List pros and cons Present specifics Be persistent Use timetables for actions Provide tangible, practical evidence Be disorganized or messy Be casual, informal or loud Rush decision-making Fail to follow through Waste time Leave things to chance Threaten or cajole Use opinions as evidence Be manipulative © Effectiveness Institute
  • 14.
    STABILIZERS • “Warm andfuzzies” • People and friendships are very important • Good at juggling multiple tasks • Concerned about feelings of others • Dependable • Agreeable; less inclined to speak their mind openly • Can get hurt feelings or be offended easily © Effectiveness Institute
  • 15.
    Positives and Negativesper Style A C S + Supportive Respectful Willing Dependable Agreeable - Conforming Unsure Pliable Dependent Awkward P © Effectiveness Institute
  • 16.
    Stabilizers in Teams… Contributions• Often viewed by team members as a good team player • Empathetic and sensitive to the needs of others • Likes harmony in team Limitations • Can be indecisive, unwilling to confront directly, and resist change • Because of their need to maintain team harmony, their own needs may be suppressed. Over time, this can cause resentment and a degree of passive- aggressiveness • Not inclined to celebrate their accomplishments, yet they can become frustrated and perhaps resentful if their contributions go unnoticed too long Fear • Confusion, chaos, and change © Effectiveness Institute
  • 17.
    With Stabilizers… DO DON’T Startwith a personal comment Show sincere interest in them as people Listen and be responsive Be casual and non-threatening Ask “how” questions Watch for hurt feelings Provide assurances Rush into business Stick constantly to business Force them to respond quickly Be demanding Debate facts & figures Be abrupt Be patronizing Decide for them © Effectiveness Institute
  • 18.
    CONTROLLERS • Strong, decisiveand results-oriented • Provide strong guidance for others • May appear pushy at times • Demanding of both themselves and others • Highly self-critical • Efficient; resent those who “waste” time with idle chit-chat © Effectiveness Institute
  • 19.
    Positives and Negativesper Style A + Strong-willed Independent Practical Decisive Efficient - Pushy Severe Tough Dominating Harsh C S P © Effectiveness Institute
  • 20.
    Controllers in Teams… Contributions• Able to make decisions when no one else wants to • Is not afraid to confront tough issues • Embraces change as a personal challenge Limitations • Can be perceived as overly opinionated, combative, arrogant, impatient, and like change for change’s sake • May overextend him/herself due to competing priorities and become inefficient Fear • Losing control © Effectiveness Institute
  • 21.
    With Controllers… DO DON’T Bespecific & brief Stick to business Be prepared Present facts clearly Ask “what” questions Provide alternative solutions Take issue with facts Ramble or waste time Be disorganized or messy Leave loopholes or be unclear Ask rhetorical questions Make decisions for them Speculate Be directive © Effectiveness Institute
  • 22.
    PERSUADERS • Like toget others involved in activities • Highly creative and enthusiastic • Operate primarily by intuition • Party people; like to have a good time • Little tolerance for those who are not expressive • Easily bored or distracted • Difficult to keep on task © Effectiveness Institute
  • 23.
    Positives and Negativesper Style A C S + Ambitious Stimulating Enthusiastic Dramatic Friendly - Manipulative Excitable Undisciplined Reacting Egotistical P © Effectiveness Institute
  • 24.
    Persuaders in Teams… Contributions• Has great enthusiasm for working with others • Inspires and motivates others • Always available to others • Gives positive feedback easily to others Limitations • Can be perceived as disorganized and superficial in their approach to tasks and people • Can overdo emotional expression Fear • Being blamed or disliked © Effectiveness Institute
  • 25.
    With Persuaders… DO DON’T Befast-moving, entertaining Leave time for socializing Talk about their goals Deal with the “big” picture Ask for their opinions & ideas Provide examples from people they believe are important Offer incentives or rewards Legislate Be cold, aloof, or tight-lipped Press for solutions Deal with details Be dogmatic Talk down to them © Effectiveness Institute
  • 26.
    Constructive Feedback You arean expert on – Other people’s behavior – Your feelings You are NOT an expert on – Your behavior – Other people’s feelings
  • 27.
    Philosophy of a GoodCommunicator 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.
  • 28.
    Trust and Respect Achievement Acceptance FlightFight Thinking Activity Intuition Relationships Respect (regard for) Trust (rely on) © Effectiveness Institute
  • 29.
    Style Flex Flexibility: The abilityto meet another person’s style needs & satisfy personal style needs as well. Being flexible means to: Situationally, purposefully & temporarily modify behavior on one or both dimensions. © Effectiveness Institute
  • 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 Tensionon 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?
  • 32.
    Variables impacting TENSION-REACTION  Familyof Origin  Cultural Norms  Personal Belief System  World View CORE SITUATIONAL  What is happening?  Who is the person involved?  Who else is present or involved?  Where is this happening?  What is my current energy level? There are two important variables that influence what you will do under tension: •The Effectiveness Institute, 2009 © Effectiveness Institute
  • 33.
    Situational Responses -Initially WITHDRAW TAKE CONTROL VERBAL ATTACK ACQUIESCE P C S A © Effectiveness Institute
  • 34.
    A C S P INITIALREACTIONS TO TENSION & STRESS Results Results Emotions Emotions Controlled Responsive Process Expedient TAKE CONTROL ATTACK (VERBALLY) ACQUIESCE WITHDRAW © Effectiveness Institute
  • 35.
    Tension - ReactionBehavior Nitpick Leave Prove they are “right” Pull away Withhold emotions Explode Blame Dictate Take control Suppress emotions Wait too long to act Tell others Avoid Give in & get even Worry emotionally Verbal attack Talk about everything Cry “Dump” it & forget it Overreact emotionally © Effectiveness Institute
  • 36.
    Continual Need Deprivation Withdraw Take Control Attack Acquiesce Withdraw TakeControl Attack Acquiesce Withdraw Take Control Attack Acquiesce Withdraw Take Control Attack Acquiesce Integrity A Respect C P Trust S Loyalty © Effectiveness Institute
  • 37.
    The Zones ofComfort Current State Comfort Discomfort Fear Where Learning / Change Occurs When and How Do We Learn / Change?
  • 38.
  • 39.
    Suggested Reading • PeopleStyles 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
  • 40.
    Balanced Leadership: The Roleof Emotional Intelligence
  • 41.
    Leadership Influencing behaviors, thoughts,feelings of... human beings.
  • 42.
    Leadership • “Leadership isone 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 Casefor Emotional Intelligence IQ vs. EQ What is IQ? What is EQ?
  • 45.
    I.Q. (Intelligence Quotient) Anumber 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.
  • 46.
    Descriptions Cognitive capacities; Technical expertise;Educated; Know-how; Intellect; Smarts; Skills; Book-learning. IQ (the quotient component) tends not to change much past our teen years. Why?
  • 47.
    What Then IsEI? • 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; Softskills; 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.”
  • 49.
    Two Different Kindsof Intelligence Intellectual and Emotional
  • 50.
    Research Findings Neuroscience Research Findingthat 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 tendto 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 • Workfocused 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 JobDescriptions Position* IQ EQ Clerical Supervisory Managerial President
  • 54.
    Survey of AttendeesResponses 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.
  • 55.
    The Emotional Competence Framework PersonalCompetence Social Competence
  • 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 ManagementSocial Awareness Relationship Management Social Competencies Personal Competencies Four Domains of Emotional Intelligence
  • 58.
    Pride and Prejudice Prideand Prejudice Video
  • 59.
  • 60.
    The Good andThe Bad Exercise
  • 61.
    GREAT LEADERS MOVEUS through our emotions, which are contagious.
  • 62.
    EXERCISE • Think ofa 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
  • 67.
  • 68.
  • 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.
  • 70.
  • 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.
  • 72.
  • 73.
  • 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 isEdward Bear, coming downstairs now, bump, bump, bump on the back of his head behind Christopher Robin.
  • 76.
    Concluding Thoughts It is,as far as Edward knows, the only way of coming downstairs.
  • 77.
    Concluding Thoughts But sometimes, hefeels that there is another way, if only he could stop bumping for a moment, and think about it.
  • 78.
    Thank you! Balanced Leadership: TheRole of Behavior Styles and Emotional Intelligence
  • 79.
    ADDENDUM to Behavior Stylesand Emotional Intelligence
  • 80.
    Potentially Toxic Relationships Naturaltensions occur between individuals whose orientations are dramatically different from one another: Analyzer and Persuader Controller and Stabilizer
  • 81.
    Potentially Compatible Relationships Controllerand Analyzer Analyzer and Stabilizer Stabilizer and Persuader Controller and Persuader
  • 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 TR 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 RE 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 EmotionalIntelligence Acting With Integrity  Difficult choices occur  Align choices with core values  Negative impact from being “out of alignment”
  • 88.
    Understanding the Applicabilityof 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 DanielGoleman… 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 forEmotional 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 forEmotional 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 forEmotional 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 internalstates, preferences, resources and intuitions. Emotional Awareness Accurate Self-assessment Self-confidence A C S P PERSONAL COMPETENCE
  • 94.
    Self-Regulation Managing one’s internalstates, 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 atinducing desirable results from others. Influence Communication Conflict Management Leadership Change Catalyst Building Bonds SOCIAL COMPETENCE A C S P
  • 97.
    Communication is… • Understandingbetween 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 ofCommunication • 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.
  • 99.
    Communicating Through Filters values assumptions interestsprejudice strong feelings past experience expectations physical environment memories attitudes
  • 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… • Understandhow 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 begreat 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 PoorListening Habits • Not paying attention • “Pseudolistening” • Listening but not hearing • Rehearsing • Interrupting • Hearing what is expected • Feeling defensive
  • 106.
    Developing Positive ListeningHabits • Paying attention • Listening for the whole message • Hearing before evaluating • Paraphrasing what was heard 25 Activities for Teams, Pfeiffer & Company
  • 107.
    Key points totake 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 • Minimizedistractions • 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 ConstructiveFeedback 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?”