A Training Program Designed to Improve

Emotional Intelligence and Leadership Skills

for Teachers.

Dr Helen Kalaboukas and

Professor Con Stough.

DevelopingEmotional Intelligence and Leadership

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

Program Overview Cont’es 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

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…

“… 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.

Leadership today

The Future of Leadership “Institutions thrive not because of one leader’s

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.

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.

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.

a. Intrapersonal Intelligence: moods, feelings and other mental states in oneself and how they affect our behaviour, self motivation, etc

b. Interpersonal or Social Intelligence: recognizing emotions in others and using this information in guiding behaviour, building and maintaining relationships

Patrick Merlevede 1997

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

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.

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”

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

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)

Leadership and Management cont’es 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.

The Avolio and Bass Model (MLQ)

The Three Leadership Styles

1. Transformational Leadership

Idealised Attributes

Idealised Behaviours

Inspirational Motivation

Intellectual Stimulation

Individual Consideration

MLQ - The three Leadership Styles (cont’es)

2. Transactional Leadership

Contingent Rewards

Management by Exception (Active)

Management by Exception (Passive)

3. Laissez-faire Leadership

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 organization’s 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

The Leadership Repertoire – cont’es Democratic

Values people’s 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

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

Learning Styles Learn by modelling / Model building

Learn from past experience / Concrete experience

Learn from theory / Reflection

Learn by experimenting / Trial – and – error learning

Work in Groups Choose three leaders and identify their styles and

practices.

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 I’ve ever felt)

Then change body posture and repeat

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)

Some applications of EI: Psychological well-being

Life satisfaction

Empathetic capacity

Success At home

And at work

Salovey &Mayer (1990)

Six Principles of Emotional Intelligence

1. Emotion is information

2. We can try to ignore emotion but it doesn’t work

3. We can try to hide emotion but we are not as good at it as we think

4. Decisions must incorporate emotion to be effective

5. Emotions follow logical patterns

6. Emotional universals exist, but so do specifics

Caruso and Salovey (2004)

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

Emotions, Health and Well-being “The unconscious lies in the body”

Carl Jung

“The body IS the unconscious mind”

Candace Pert 1970

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 – Alzheimer’s disease

Disgust – obsessive-compulsive disorders

Need for control – Parkinson’s disease

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

1. Emotions Recognition & Expression

The ability to perceive and express one’s 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

1. Emotion Recognition & Expression (cont’es)

The ability to perceive and express one’s 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

1. Emotions Recognition & Expression (cont’es)

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

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

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

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

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

Three Key Skills for an EI Person

1. Being able at a particular moment to fully access your emotion

2. Being able at a particular moment to chose not to access your emotion

3. 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

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

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

Anchoring – Marlevede et allProcedure

1. Describe your aim (desired state) and present state

2. Determine which resourceful state might help you to achieve this aim

3. Search for the moment in time when you experienced that state. What anchor is linked to the state or triggers it?

4. Apply the anchor in the here and now until you feel you can do it

5. The Seven Steps to Emotional Intelligence – Marlevede

1. Listen to your Emotions and find out what message they carry for you

2. Ask the right questions and make use of the different perceptual solutions.

3. Work out the solutions you want by using a comprehensive creativity strategy.

4. Plan what you want so that it is aligned with who you are.5. Manage your emotions so that this helps to achieve your

goals.6. Use your capabilities cross-contextually and model

excellence you identify in others.

7. Resolve conflicts and live in harmony with yourself and others.

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

SUEIT - 4. Emotions ManagementThe ability to manage one’s 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

4. Emotions Management (cont’es)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)

4. Emotions Management (cont’es)

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?

5. Emotions ControlThe 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

The ABCs of Emotions A is for an Activating event

B is for Belief or thought

C is for the emotional Consequence

The ABCs of Emotions – C. Stough There can be many different types of As such as a

person, an action or an environmental event

B’s can be your thought processes or beliefs and can irrational

C’s 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 don’t want

ERE – Development Options DON’T 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?

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

UE – Development Options (cont’es) 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?

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

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

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

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

The Personal Balance Sheet

You can develop a SWOT Analysis by working on your:

Strengths

Weaknesses or Areas to Develop

Opportunities

Threats

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

The SMART Goals Principle

S. Specific -

M. Measurable

A. Acceptable

R. Realizable

T. Timed

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

Adapting

Involves equipping oneself physically and mentally for stress by:

building resistance and/or

changing our attitudes.

Building Resistance includes:

proper diet

regular exercise

relaxation and/or meditation

taking time for oneself

maintaining social supports

having clear goals and priorities

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”

Conclusion What are some of the changes you have achieved

Within yourself?

In your practices as a leader?

What I have learned so far:

TO ALL PARTICIPANTSA VERY BIG THANK YOU!!!