A Training Program Designed to Improve

1
DevelopingEmotional Intelligence and Leadership

• A Training Program Designed to Improve
• Emotional Intelligence and Leadership
• for School Leaders
• Dr Helen Kalaboukas and
• Professor Con Stough.

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Program Overview

• Session 1
• Emotional Intelligence (EI) Leadership
• Self Directed Change and the Ideal Self
• Session 2
• Developing Leadership
• Optimal Performance
• The Five Discoveries
• Session 3
• Becoming a Resonant Leader
• Developing the Emotional Reality of Teams
• Creating Sustainable Change
• Session 3

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Session 1 The Ideal Self Master Plan

• You in Five, Ten or Fifteen years from Now
• Living your ideal life
• Developing a Vision - free writing/talking about
  this vision
• What kind of people around you?
• What kind of environment?
• A typical day or week
• The Ought versus the Ideal Self
• Exploring and linking learning goals with dreams
  and aspirations about the future

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The Ever Changing Ideal

• A Personal Ideal Vision/Image
• A guide for our decisions
• A barometer of our sense of satisfaction in life
• A Leaders Shared Vision for the Organization
• In tune with the others vision
• To be open to others hopes and dreams

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Homework

• 1. What are your Core Values in each of the
  following arenas of your life?
• Physical health
• Family
• Relationships
• Work
• Spirituality
• 2. Make a List
• 1-27 All the things you want to do or experience
  in life

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Some questions for discussion

• Best leaders in the world
• Who is the leader you admire?
• Nurture over Nature
• Are leaders born or made?
• What is leadership?
• Leadership is ..

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Testing for Leaders

• Psychologist D. Laird found five skills required
  for leaders
• Can you deal with a serious insult without
  exploding?
• Can you get through a bad period without being
  discouraged?
• Can you laugh together with other people when you
  are the butt of their laughter?
• Do you have enough energy to keep going when
  everything goes wrong?
• Can you keep calm in emergency situations?

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Leaders and Leadership

• Barns in 1978 first proposed that
• Leadership is something different from leaders,
  that is leader traits and behaviours
• Leadership is the reciprocal process of
  mobilizing, by persons with certain motives and
  values, various economic, political and other
  resources, in a context of competition and
  conflict, in order to realize goals independently
  or mutually held by both leaders and followers

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The old and the emerging paradigms of L.

• The old paradigms have focused mainly on
• task oriented or relations oriented
• directive or participative
• autocratic or democratic
• related exchange theories
• The old paradigms of Leadership ignored effects
  on
• leader-follower relations on the sharing of
  vision, symbolism, imaging, and sacrifice
• and the two major factors in Leadership,
• that is measuring activity and effectiveness

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Leadership and Management.

• The fundamental difference between leadership
  and management lies in their respective functions
  for organizations and for society. The function
  of Leadership is to create change while the
  function of management is to create stability.
• Barker, R.A. (1970)

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Leadership and Management contes

• Leadership creates new patterns of action and new
  belief systems.
• Management protects stabilised patterns and
  beliefs.
• The function of management regarding change is to
  anticipate change and to adapt to it, but not
  create it.

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The Avolio and Bass Model (MLQ)

• The Three Leadership Styles
• 1. Transformational Leadership
• Idealised Attributes
• Idealised Behaviours
• Inspirational Motivation
• Intellectual Stimulation
• Individual Consideration

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MLQ - The three Leadership Styles (contes)

• 2. Transactional Leadership
• Contingent Rewards
• Management by Exception (Active)
• Management by Exception (Passive)
• 3. Laissez-faire Leadership

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The Leadership Repertoire - Goleman

• Visionary
• Moves people towards shared vision
• When changes require a new vision or when a clear
  direction is needed
• Coaching
• Connects what a person wants with the
  organizations goals
• To help an employee improve performance by
  building long-term capabilities
• Affiliative
• Creates harmony by connecting people to each
  other
• To heal rifts in a team, to strengthen
  connections, to motivate during stressful times

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The Leadership Repertoire contes

• Democratic
• Values peoples input and gets commitment through
  participation
• To build buy-in or consensus, or to get valuable
  input from employees
• Pacesetting
• Meets challenging and exciting goals
• To get high-quality results from a motivated and
  competent team
• Commanding
• Soothes fears by giving clear directions in an
  emergency
• To kick-start a turnaround, in a crisis or with
  problem employees

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TLQ - The Metcalfe Model

1. Genuine concern for others
2. Political sensitivity and skills
3. Decisiveness, determination, self-confidence
4. Integrity, trustworthy, honest and open
5. Empowers, develops potential
6. Inspirational networker and promoter
7. Accessible, approachable
8. Clarifies boundaries, involves others in
   decisions
9. Encourages critical and strategic thinking

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Developing Shared Leadership in Teams

• High levels of trust among members, results in a
  willingness to sacrifice short term gain for
  long-term potential
• Team members have a solid belief in themselves,
  the team, and its collective mission
• Members readily identify with the team mission
  and are committed to and inspired by it

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Developing Shared Leadership in Teams (contes)

• Conflict over different perspectives is valid and
  encouraged, often resulting in profound knowledge
  development
• Each individual considers it his or her
  responsibility to develop the potential of their
  associates
• Goleman, Boyatzis, Mc Kee, Primal leadership 2002

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Action Learning Teams and Projects

• Must be strategic in nature, multidimensional,
  ambiguous and new.
• There must be active executive-level sponsorship
  in determining the projects and working with the
  teams.
• Teams must work on the projects creating a
  healthy climate, maintaining functional norms,
  using EI, dealing with conflict, focussing on
  learning rather than achievement, and so on.

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Action Learning Teams and Projects (contes)

• The process of learning needs to be examined, and
  this examination needs to be expected as part of
  the outcome.
• The projects need to be highly visible.
• Resources must be dedicated to the teams, and in
  particular people need to be released, to some
  extend, from normal duties to work on the
  projects.
• Goleman, Boyatzis, Mc Kee, Primal Leadership
  2002

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Learning Styles

• Learn by modelling / Model building
• Learn from past experience / Concrete experience
• Learn from theory / Reflection
• Learn by experimenting / Trial and error
  learning

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A Transformational Leader

• Thomas J. Watson, Sr. laid the foundation for
  decades of success at IBM by providing a vision
  that the company must provide the best service
  for the customer for IBM to prosper. This vision
  was reinforced in recruiting, reward and training
  systems throughout many years and helped to
  provide a common focus of excellence for the
  company.
• Robert T Keller, professor of Management,
  University of Houston, Texas

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Work in Groups

1. Choose three leaders and identify their styles
   and practices.
2. Action Learning Teams to start working on
   developing ground rules and a vision and mission.
3. Keep working on your Ideal Self Master Plan

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Developing an Emotional State

• Participants to experiment with emotions and
  emotional states
• Choose an emotional state e.g. confident,
  resolved, easy-going, content
• Practice I feel powerful/successful and I
  feel sad
• Rate the emotion from 1(not at all) to 10 (most
  Ive ever felt)
• Then change body posture and repeat

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Developing Co-coaching

• Participants to find a co-coach and work on
• Forming a trusting and confidential relationship
• Encouraging EI development
• Practicing new learning
• Supporting achievement
• Reviewing performance

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Work in pairs

• You are very angry. The phone rings. You are
  expecting a very important phone call. What do
  you do?
• During a brief meeting with the boss, Tom was
  told that his position has being eliminated.
  (Role-play)

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Creating a Resourceful State

• Remember a moment when you felt I can do
  anything or I feel very healthy
• Relieve the experience
• Choose your anchor and or a key word
• Aim to retain this emotion/state for a day
• Keep practicing until you can easily access as
  needed

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Transferring a Resourceful State in 7 steps

• 1. Identify the current situation and the
  goal you want to achieve
• 2. Choose the resourceful state that can
  transfer you to the goal
• 3. Find a past experience with this state.
• 4. Make a circle in front of you and step into in
  order to associate

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Transferring a Resourceful State (contes)

• 5. Relive the experience fully in the way you
  want to by focussing on
• What happens when you feel this?
• What do you see, hear, smell, taste?
• What do you tell yourself?
• 6. Step out and find a physical anchor to elicit
  the state. Step back into the circle again and
  again to amplify the state further. Refresh your
  anchor
• 7. Step out and find a key word (e.g. go). Step
  back into the circle again together with the
  anchor and the key word. Repeat 5-8 times.

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The ABCs of Emotions

• A is for an Activating event
• B is for Belief or thought
• C is for the emotional Consequence

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The ABCs of Emotions C. Stough

• There can be many different types of As such as a
  person, an action or an environmental event
• Bs can be your thought processes or beliefs and
  can irrational
• Cs are the emotions as a consequence to your
  interpretation or your beliefs associated to the
  activated event
• Examine the connections between ABC when you feel
  an emotion you dont want

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ERE Development Options

• DONT try to become more emotional at work, this
  is not what this dimension is all about
• Become more conscious, in general, of your
  emotions at work
• Consider how you feel and the appropriateness of
  your emotions in comparison to the situation
  causing them
• Try to become more conscious of the accuracy with
  which you are conveying how you feel to others at
  work
• Is your body language, facial expression, tone of
  voice, etc, appropriate or being conveyed in a
  professional manner?

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UE Development Options

• Start paying attention to the emotions of others,
  their body language, facial expression, tone of
  voice nuances and subtleties
• Consider the reasons why people are displaying
  certain emotions at work and the appropriateness
  of their emotions in comparison to the level at
  which they are displayed
• Attend to the emotional overtone of workplace
  environments, staff meetings, etc

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UE Development Options (contes)

• Watch the way people react when you are trying to
  build rapport with them
• Observe the way people behave emotionally with
  each other, to what extend do they get along and
  so on
• Identify the stars in your workplace. Start
  paying more attention to the ways they interact
  with others?

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EDC Development Options

• Consider how you feel about different options
  when decision making at work and about how those
  choices may affect both you and others on an
  emotional level
• Listen to your gut feelings or intuitive
  thoughts and weigh them up against the facts or
  technical knowledge you have in front of you
• Think back on a decision you made based on
  analyzing facts but not taking into consideration
  your feelings about that decision
• Try not to make decisions on the basis of your
  feelings or rational thoughts alone, but
  incorporate both in your planning and actions

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EM - Development Options

• Be more aware of pessimistic thoughts and
  negative feelings and try to consider them in a
  more objective and less emotional way
• Use more optimism and look for positive
  affirmation in both your own and your
  colleagues/subordinates daily work and
  achievements
• Try not to let weakness and/or failures get you
  or others down and promote them as something to
  learn from and as a developmental opportunity -
  TRANSFORMATION
• Foster positive emotions in the workplace by
  providing encouraging feedback to others,
  acknowledging achievements and showing
  appreciation

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EC - Development Options

• Stop and think what is causing strong emotions at
  work, identify the issues and /or problems
• Establish calming techniques when strong
  emotions arise e.g. counting to 10, controlled
  breathing, taking a walk or a short break, etc
• Looking after yourself, physical exercise,
  meditation, yoga, ti-chi, etc. some organizations
  offer such classes as a stress reliever
• Prof. C. Stough

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Common Errors in Thinking

• Discounting positive information
• Jumping to a negative conclusion
• Going beyond the facts
• Using absolutes to describe events
• More dire than justified
• Faulty prediction
• Invalid allocation of responsibility
• Invalid conclusions about motives
• Using only dichotomous categories
• And many more

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The EI Leaders Competencies Goleman

• Self awareness
• Emotional self-awareness
• Accurate self-assessment
• Self confidence
• Self-management
• Self-control
• Transparency
• Adaptability
• Achievement
• Initiative
• Optimism

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The EI Leaders Competencies (contes)

• Social Awareness
• Empathy
• Organizational Awareness
• Service
• Relationship Management
• Inspiration
• Influence
• Developing others
• Change catalyst
• Conflict management
• Teamwork and collaboration

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The EI Leaders Blueprint

• You are a regional sales manager, and your team
  has not met its current quarterly sales goal. Not
  pleased with yet another problem quarter, you
  call a sales meeting, making it clear that
  everyone must attend. As the fifteen sales people
  enter the meeting room you

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The EI Leaders Emotional Blueprint

• You should include
• Identifying how people feel
• Understanding the reasons for these feelings
• Using their feelings to direct their thinking
• Managing to stay open to the data in feelings
• Use the information to make optimal decisions

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Session 2 Developing Leadership

• Barker (1997) presents a different view of
  Leadership as a community development process and
  an alternative to traditional leadership
  approaches and he points out the differences
  between
• Managerial training focusing on skills to
• Solve problems
• Motivate people
• Accomplish goals
• Minimize uncertainty
• Avoid blame for uncontrollable outcomes

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Developing Leadership (contes)

• Executive development focusing on personal traits
  and characteristics, in developing reflective
  insight and interpretation and in preparing the
  manager physically and mentally to cope with
• Organizational politics
• Unreasonable expectations
• Incompatible co-workers and subordinates
• Conflicting requirements for action

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What Leaders and Managers Do

• Building effective teams
• Planning and Deciding Effectively
• Motivating People
• Communicating a Vision
• Promoting Change
• Creating Effective Interpersonal Relationships
• Caruso and Salovey (2004)

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Goleman - The First Discovery

• The Ideal Self Who do I want to be?
• YOU, FIFTEEN (or TEN) YEARS FROM NOW
• -where would you be sitting?
• -what kind of people would be around you?
• -what does the environment looks like and feels
  like?
• -what might you be doing during a typical day?
• Just let the image develop and place you in the
  picture.
• Dont worry about the feasibility of creating
  this kind of ideal life.

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Goleman - The Second Discovery

• The Real Self Who am I? What are my strengths
  and gaps?
• Uncovering the reality how do you see yourself
  and how others see you?
• You need to develop an understanding of your
  leadership strengths and gaps the differences
  or similarities between the ideal and the real
  self.

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The Personal Balance Sheet

• You can develop a SWOT Analysis by working on
  your
• Strengths
• Weaknesses or Areas to Develop
• Opportunities
• Threats

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Goleman - The Third Discovery

• A Learning Agenda How can I build on my
  strengths while reducing my gaps?
• Goal Setting
• Build on strengths
• Be a persons own
• Have flexible plans
• Have feasible plans, with manageable steps
• Have plans that suit a persons learning style

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Know your Learning Style

• Concrete Experience having an experience that
  allows them to see and feel what it is like
• Reflection thinking about their own and others
  experiences
• Model Building coming up with a theory that make
  sense of what they observe
• Trial-and-error learning trying something out by
  actively experimenting with a new approach

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Goleman - The Fourth Discovery

• The Power of Mental Rehearsal Reconfiguring the
  Brain
• Experimenting with and practicing new behaviours,
  thoughts, and feelings to the point of mastery.
• Four Simple Steps to improve self control and
  empathy
• Step back listen, dont jump in.
• Let the other person speak
• Get some objectivity ask yourself if there is a
  reason for your reaction or you are jumping into
  conclusions?
• Ask clarifying questions rather than appear
  judgmental or hostile
• To master a new skill it needs repetition and
  practice
• Stealth learning

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Goleman - The Fifth Discovery

• The Power of Relationships Developing
  supportive and trusting relationships that make
  change possible
• Positive groups help people make positive changes
• Good coaches will understand the leaders dilemma
  from multiple perspectives and will tailor a
  leaders development program in an one-on-one
  relationship
• The individual level what is going on for that
  person
• The team level the group dynamics of the
  executive or staff teams
• The organizational level how all of this fits
  with culture, systems, and strategy

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The SMART Goals Principle

• S. Specific -
• M. Measurable
• A. Acceptable
• R. Realizable
• T. Timed

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Problem Solving - The 3Abcs

• Three strategies to use when dealing with a
  problem are
• A - Alter the situation
• A Avoid the situation
• A Adapt to the situation by
• b building resilience
• c changing our attitude
• Different situations will determine the
  appropriate approach

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Altering

• implies removing the source of stress by changing
  something e.g.
• - assertiveness
• - organization
• - planning
• - time management
• - delegation

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Avoiding

• Implies removing oneself from the stressful
  situation or figuring out how nor to get there in
  the first place.
• - walk away
• - let go
• - say no
• - delegate
• - know your limits

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Adapting

• Involves equipping oneself physically and
  mentally for stress by
• building resistance and/or
• changing our attitudes.

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Building Resistance includes

• proper diet
• regular exercise
• relaxation and/or meditation
• taking time for oneself
• maintaining social supports
• having clear goals and priorities

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Changing Our Attitude includes

• looking at underlying self-talk
• seeing things through different eyes
• the most important conversations you will ever
  have are those you have with yourself

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Session 3 METAMORPHOSIS

• The Resonant Leader
• The main tasks of a leader are to generate
  excitement, optimism, and passion as well as an
  atmosphere of cooperation and trust.
• EI Leadership is built from a foundation of
  self-awareness
• Self-awareness facilitates both empathy and
  self-management and these two in combination
  allow effective relationship management
• Goleman 2002

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The Resonant Leader

• Emotional Intelligence can enable leaders to
  accomplish those fundamental tasks by developing
  further
• Self-awareness
• Self-management
• Social awareness
• Relationship management

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Driving Resonance

• Be attuned to how others feel in the moment
• Say and do what is appropriate by
• calming fears
• assuaging anger
• joining in good spirits
• Sense the shared values and priorities that can
  guide a group.

63
Homework

• Becoming an Emotionally Intelligent Leader
• Develop your own Emotionally Intelligent
  Leadership style by integrating the SUEIT, the
  Caruso and the Goleman models.
• Use the Self-directed learning approach and apply
  the Golemans Five Discoveries to achieve change
• For more reading you can visit www.eiconsortium.or
  g

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Group Exercise

• Everyone in the team is depressed as you are
  discussing all the problems on the project that
  will delay the product launch by two months. The
  president who said that this is unacceptable,
  walks into the meeting room. You as the team
  leader

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Building an Emotionally Intelligent Organization

• Discovering the Emotional Reality
• Respect the groups values and the organizations
  integrity
• Slow down in order to speed up
• Start at the top with a bottom-up strategy
• Visualizing the Ideal
• Look inside
• Dont align - Attune
• People first, then strategy
• Sustaining Emotional Intelligence
• Turn vision into action
• Create systems that sustain emotionally
  intelligent practices
• Manage the myths of Leadership

66
Four Levels of Organizational Culture

• Non-Transactional
• no sense of community and/or cohesion
• no core set of values or ideals
• decisions are not tied to any precedents
• often members not taking responsibility for their
  actions
• Transactional (Corrective)
• heavy concentration on eliminating mistakes
• emphasis on what people do wrong
• little collegial support
• high risk avoidance
• keeping new ideas to oneself

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Four Levels of Organizational Culture

• Transactional (Constructive)
• things get done through negotiations and
  contracts
• rewards provided to employees
• executives provide each other with support and
  recognition
• transactions can be of longer duration
• if consistent honouring of agreements, a basis of
  trust is built
• Transformational
• core values are easily identified by members
• collective focus on building learning potential
  and performance
• members working toward a central mission and/or
  purpose
• symbols and images signify the important values
• members trust each other to do what is right and
  moral
• people are comfortable questioning each other

68
Creating Sustainable Change - Goleman

• Within an organization, best Leadership programs
  are designed for culture, competencies and
  spirit.
• They need to follow the principles of self
  directed change and use a multifaceted approach
  to the learning and development process by
  focussing on the individual, the team and the
  organization.

69
Creating Sustainable Change (cones)

• Processes need to include the following
• A tie-in to the culture and sometimes to culture
  change in an organization
• Seminars built around the philosophy and practice
  of individual change
• Relevant learning about EI competencies not
  just business acumen
• Creative and potent learning experiences with a
  purpose
• Relationships that support learning, such as
  learning teams and executive coaching

70
Homework

• Work with your co-coach and develop further your
  EI Leadership Style
• Create a feedback mechanism how will you know
  that you are behaving with greater/better EI?
• You can prepare a presentation about your
  progress in the Ideal Self - Master Plan

71
Conclusions

• What are some of the changes you have achieved
• Within yourself?
• In your practices as a leader?
• What are your plans for the Ideal Self Master
  Plan in the next twelve months?

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What I have learned so far
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TO ALL PARTICIPANTSA VERY BIG THANK YOU!!!