A Training Program Designed to Improve

1
DevelopingEmotional Intelligence and Leadership

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

2
Program Overview

• Session 1
• Program Overview Objectives
• Emotional Intelligence (EI) Leadership
• Self Directed Change and the Ideal Self
• Session 2
• Models and Styles of Leadership
• Action Learning Teams
• Session 3
• Emotions Recognition and Expression
• Understanding Emotions
• Emotion Direct Cognition

3
Program Overview Contes

• Session 4
• Emotion Management
• Emotion Control
• Session 5
• Developing Leadership
• Optimal Performance
• The Five Discoveries
• Session 6
• Becoming a Resonant Leader
• Developing the Emotional Reality of Teams
• Creating Sustainable Change

4
Session 1

• Introductions and Warm up exercises
• Participants to report on
• what I want from this program is
• my main strength is
• what I want to develop in myself is

5
Leadership today

• it is clear that emotional competencies - and
  doing the right thing - may play at least as
  important role as technical competencies and
  industry knowledge, perhaps even more so
• Goleman, D., Boyatzis, R.E., and Mc Kee, A.
• Primal Leadership Realizing the Power of
  Emotional Intelligence, 2002.

6
The Future of Leadership

• Institutions thrive not because of one leaders
  charisma, but because they cultivate leadership
  throughout the system
• Max Weber, sociologist, cited in Caruso and
  Salovey, 2004.
• Companies that are built to last and thrive for
  decades know how to incubate generations of
  effective leaders
• Collins and Porras, 1994.

7
EI Competencies and Leadership

• In 1973 Prof. McClelland first proposed to study
  the distinguishing competencies abilities the
  stars exhibited and the average performers did
  not. Then help your people develop those
  strengths.
• Today a standard practice in world-class
  organizations to develop a leadership
  competence model to identify, train, and
  promote likely stars.

8
What is EI?

• the complex whole of behaviours, capabilities
  (or competencies), beliefs and values which
  enables someone to successfully realize their
  vision and mission, given the context of this
  choice.
• Intrapersonal Intelligence moods, feelings and
  other mental states in oneself and how they
  affect our behaviour, self motivation, etc
• Interpersonal or Social Intelligence recognizing
  emotions in others and using this information in
  guiding behaviour, building and maintaining
  relationships
• 
  Patrick
  Merlevede 1997

9
SUEIT 360 DegreesThe Five Factors Measured

• Emotional Recognition and Expression (in oneself)
• Understanding of Emotions External (in others)
• Emotions Direct Cognition
• Emotional Management (in oneself and in others)
• Emotional Control

10
Participants Responses

• Leadership is
• 54 a skill or ability
• 12 an action
• 6 a role or position
• or a responsibility, a weapon, a process, a
  function of management, a factor etc.

11
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

12
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

13
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)

14
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.

15
The Avolio and Bass Model (MLQ)

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

16
MLQ - The three Leadership Styles (contes)

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

17
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

18
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

19
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

20
Learning Styles

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

21
Work in Groups

• Choose three leaders and identify their styles
  and practices.

22
Session 3

• 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

23
Why is EI important?

• Psychological well-being
• Quality of interpersonal relationships
• Success in occupations i.e. creativity,
  leadership, sales, psychotherapy
• Assessment of emotional deficits i.e. affective
  disorders, psychiatric conditions
• Broaden traditional notions of intelligence
• Prof. Con Stough, SUT (2004)

24
Some applications of EI

• Psychological well-being
• Life satisfaction
• Empathetic capacity
• Success
• At home
• And at work
• Salovey Mayer (1990)

25
Six Principles of Emotional Intelligence

• Emotion is information
• We can try to ignore emotion but it doesnt work
• We can try to hide emotion but we are not as good
  at it as we think
• Decisions must incorporate emotion to be
  effective
• Emotions follow logical patterns
• Emotional universals exist, but so do specifics
• Caruso and Salovey (2004)

26
Basic Emotions and How They Motivate Us

• Fear - to avoid negative
  consequences
• Anger - to fight against wrong and
  injustice
• Sadness - to ask others for support and
  help
• Disgust - to show not acceptance
• Interest - excitement to explore and
  learn
• Surprise - attention to the unexpected
  and important
• Acceptance - to like, you are one of us
• Joy - to reproduce that event

27
Emotions, Health and Well-being

• The unconscious lies in the body
• Carl Jung
• The body IS the unconscious mind
• Candace Pert 1970

28
Emotional Reactions and Dis-stress or Dis-ease

• Anger is associated with cardio-vascular disease
  and high blood pressure
• Sadness depression, low blood pressure, lower
  immune response
• Fear allergies, overactive immune responses
  
• Shame skin problems
• Conflict cancers
• Regret Alzheimers disease
• Disgust obsessive-compulsive disorders
• Need for control Parkinsons disease

29
SUEIT - Five Dimensions

1. Emotional recognition and Expression ERC
2. Understanding Emotions UE
3. Emotions Direct Cognition EDC
4. Emotions management EM
5. Emotions Control - EC

30
1. Emotions Recognition Expression

• The ability to perceive and express ones own
  emotions.
• People high on ERE generally
• Can easily talk about their feelings with others
• Can describe their feelings on an issue to others
• Have little trouble finding the right words to
  express how they feel at work or home
• Colleagues and others can easily tell how they
  are feeling

31
1. Emotion Recognition Expression (contes)

• The ability to perceive and express ones own
  emotions
• Research shows that it is important for leaders
  to be aware of their own emotions and express how
  they feel in the workplace.
• Leaders need to express emotions in an
  appropriate and adaptive fashion

32
1. Emotions Recognition Expression (contes)

• High scores reflect those who are aware of their
  emotions at work and tend to express emotions
  freely in the workplace
• Low scores may reflect people who are less aware
  of their own emotions and tend to inhibit
  emotional displays

33
2. Understanding Emotions

• The ability to perceive and understand the
  emotions of others.
• People high on this dimension generally
• Understand readily the reasons why they have
  upset someone
• When discussing an issue, can easily tell whether
  others feel the same way as they do
• Can peak up the emotional overtone of staff
  meetings
• Watch the way clients react to things when trying
  to built rapport with them

34
2. Understanding Emotions

• High scores reflect those who tend to pay
  attention to the emotions of others and how they
  affect relationships and organizational dynamics
• Low scores reflect those who tend not to pay much
  attention to the emotions of others in the work
  place and how that may affect the organization

35
3. Emotions Direct Cognition

• the extend to which emotions and emotional
  information is utilised in reasoning and decision
  making
• People high in this dimension generally
• Attend to their feelings on a matter when making
  important work-related decisions
• Weigh-up how they feel about different solutions
  to work related problems
• Believe that feelings should be considered when
  making important decisions
• When trying to recall certain situations, tend to
  think about how they felt

36
3. Emotions Direct Cognition

• High scores reflect those who tend to use their
  emotions and intuition in decision making
• Low scores reflect people who tend to use more
  analytical or technical thinking in their
  decision making, based on facts and figures

37
Three Key Skills for an EI Person

• Being able at a particular moment to fully access
  your emotion
• Being able at a particular moment to chose not to
  access your emotion
• Being able to experience your emotion at a
  particular moment and at the same time being able
  to describe it or to reflect upon it
• Marlevede et all

38
ASSOCIATING

• Is being part of an event and experiencing it
  from the inside.
• Associating into a memory going through an
  event and fully experiencing the emotional and
  sensory perceptions
• Advantage going through the experience in all
  its richness
• Disadvantage being emersed into your emotions
  and not conscious of your behaviour and its
  effects on other people i.e. being furious

39
DISSOCIATING

• Is separating, detaching, distancing myself from
  an event or situation
• Dissociating from a situation watching a chosen
  experience from a distance. I am observing myself
• Another place i.e. observing from a safe
  distance
• Time related i.e. one year ahead in time
• Another point of view i.e. a video camera
• Advantage knowing what is inside you, how to
  behave. Discovering meaning and patterns
• Disadvantage being too far from the experience
  to work with it. You do not realize you have
  emotions

40
Anchoring Marlevede et all

• Procedure
• Describe your aim (desired state) and present
  state
• Determine which resourceful state might help you
  to achieve this aim
• Search for the moment in time when you
  experienced that state. What anchor is linked to
  the state or triggers it?
• Apply the anchor in the here and now until you
  feel you can do it

41
5. The Seven Steps to Emotional Intelligence
Marlevede

• Listen to your Emotions and find out what message
  they carry for you
• Ask the right questions and make use of the
  different perceptual solutions.
• Work out the solutions you want by using a
  comprehensive creativity strategy.
• Plan what you want so that it is aligned with who
  you are.
• Manage your emotions so that this helps to
  achieve your goals.
• Use your capabilities cross-contextually and
  model excellence you identify in others.
• Resolve conflicts and live in harmony with
  yourself and others.
  

42
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

43
SUEIT - 4. Emotions Management

• The ability to manage ones own and others
  emotions at work
• High scores tend to reflect those who are able to
  consistently maintain a positive disposition at
  work and who can easily foster positive moods and
  emotions within and amongst employees
• Low scores tend to reflect those who may find it
  more difficult to consistently maintain a
  positive disposition and foster positive moods
  and emotions in others in the workplace

44
4. Emotions Management (contes)

• Low scores may also reflect
• You find it difficult to remain positive within
  yourself at work because you may feel the effects
  of high levels of stress, etc, while others at
  work can not see it
• You are simply unhappy in your current role or
  with the organization in which you work
• You are working with one (or more) difficult
  people
• An emotionally unhealthy place (i.e. poor
  workplace morale)

45
4. Emotions Management (contes)

• Some questions to ask yourself
• Think about a time when you would have scored
  lower or higher than this, how do those
  situations differ?
• What was the outcome of those situations for you
  and your colleagues?
• Could you handle those situations in a different
  way and what would you do?

46
5. Emotions Control

• The ability to effectively control strong
  emotions
• High scores tend to reflect those who are able to
  inhibit strong emotions experienced at work and
  to continue working effectively
• Low scores tend to reflect
• those who find it difficult to inhibit strong
  emotions from affecting them and from working
  effectively
• a more inner experience when strong emotions
  arise. That is when strong emotions tend to upset
  you and stop you from working effectively
  irrespective of whether others around you are
  aware of it or not

47
The ABCs of Emotions

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

48
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

49
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?

50
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

51
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?

52
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

53
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

54
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

55
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

56
The Personal Balance Sheet

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

57
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

58
The SMART Goals Principle

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

59
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

60
Adapting

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

61
Building Resistance includes

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

62
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

63
Conclusion

• What are some of the changes you have achieved
• Within yourself?
• In your practices as a leader?

64
What I have learned so far
65
TO ALL PARTICIPANTSA VERY BIG THANK YOU!!!