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Advanced People SkillsPARTICIPANT’S MANUAL

1. TRAINING PROGRAM OVERVIEW

TABLE OF CONTENTS

2. PARTICIPANTS’ TRAINING HANDOUTS

3. REFERENCES

a. Leadership skills & emotional intelligence

b. Strategic guide to effective negotiations

c. The Neural Power of Leadership: Daniel Goleman on Social Intelligence

d. Social Intelligence: the heart and Science of Human Relationships

e. Leadership for today: Effective group communication




TRAINING PROGRAM OVERVIEW

Advanced People SkillsKeys to Success through Social Intelligence

About the Program

Individual uniqueness is an attribute that promotes dynamism and challenge in building uporganizational culture. Aside from having the right person in the loop and nurture individual talentswithin, confronting each person or to a few would require one to communicate effectively,manage conflicts, proactively resolve negotiations and build stronger team dynamics. Theseattributes are skills exceptionally unique for a leader and is considered a valuable asset to theorganization in promoting harmony across professionals and employees. Achieving the traitsmentioned- collectively known as Advanced People Skills, is only a few clicks away to grasp

concepts and in turn, bring out the confidence in you.

This one-day course helps the participants understand their ways of collaborating with peoplewithin their organization, primarily on people skills. Apart from other usual courses of the sametitle, this course integrates theories of social intelligence, widening our perspective of understanding social cultures and thus, the pinch of this training.

• Recognize their ways of collaborating with others

Major Learning Outcomes

At the end of this training, participants should be able to

• Increase leadership capacity and confidence through mastery of the concepts• Proactively address people issues and ensure win-win resolutions as a challenge• Quantitatively address people skills as part of assessing organizational performance

• Rank-and-file employees

Who should attend?

• Managers and supervisors




Course Outline

• Introduction: People skills as defined by various resources• Communication skill: some vital concepts

o Communication Process Modelo Speaking and Listening

o Interpersonal Dynamics

o Behavioral Modelingo Employee motivation (media presentation)

• Setting things even with conflict management

o About conflict management

o Identifying ways of responding conflicts• Meeting both minds through Negotiation

o Negotiation and its conceptso The major types of negotiationo The 7 critical elements to successful Negotiation

• Seeing power in unity: team dynamics

o The team model theoryo Teambuilding activity: Mine field

• Social Intelligence and the societyo The theory of social intelligenceo The five aspects of social intelligence

o Understanding personalities in the workplace




Advanced People SkillsKeys to Success through Social Intelligence

July 31, 2010

1

W W W . E C C I N T E R N A T I O N A L . C O M

PHILIPPINES MALAYSIA VIETNAM INDONESIA INDIA CHINA

Gentle Reminders

Punctuality

Ask if in Doubt!

Phone on Silent Mode!

2

Notify Facilitator if leaving! Have FUN, please!




Session Briefing:

• Expectation Setting:

1. NAME/Preferred Name to be Called

2. Job Responsibility and years in Company

3. Expect to learn in the Session

4. Want to Contribute to make session

productive

3

5. One (1) unique thing about me few people

know about

• Classroom Norms

1. Maintain adult learning principles

2. Listen and participate with an open mind

“ ”

Session Briefing:

. –

you need to take an urgent call, take it outside the meeting

room or return the call during the breaks)

4. Promptness is an expectation5. Let’s value mutual respect and mutual trust

6. Have fun.

4




Learning Outcomes

1. Understand Multiple Intelligences and the power of SocialIntelligence (SI)

2. Assess own SI Profile and gain insights on how to enhance humanrelations skills

3. Identify “toxic” behaviors and relate these to causes of dysfunctional relationships

4. Relate insights to improving leadership competency and gettingthings done through people

5. Plan action for continuous self-improvement

5

Nuggets

“Who can say which is more important

In the lon run: Landin on the moon

Or understanding the human mind?”

Tenzin Gyatso

6

(14th Dalai Lama)

17 November 1950 – present




Self Assessment Exercise

7

AM I SMART ? MI ASSESSMENT

owar ar ner sTheory Of Multiple Intelligences

• Gardner's theory argues that intelligence, particularly as

it is traditionally defined, does not sufficiently encompass

the wide variety of abilities humans display.; i.e., a child

who masters multiplication easily is not necessarily more

intelligent overall than a child who struggles to do so.

• The second child may be stronger in another kind of intelligence, and therefore may best learn the given

material through a different approach, may excel in a

field outside of mathematics, or may even be looking

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through the multiplication learning process at a

fundamentally deeper level that hides a potentially higher

mathematical intelligence than in the one who

memorizes the concept easily.




H. Gardner Multiple Intelligences

• The Eight (8) SMARTS:

1. Linguistic intelligence ("word smart"):

2. Logical-mathematical intelligence("number/reasoning smart")

3. Spatial intelligence ("picture smart")

4. Bodily-Kinesthetic intelligence ("body smart")

5. Musical intelligence ("music smart")

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. n erpersona n e gence peop e smar 7. Intrapersonal intelligence ("self smart")

8. Naturalist intelligence ("nature smart")

MI Assessment Scoring Key

1. Add the total points of your response on the scale of the

against the following items per intelligence cluster:

o LANGUAGE/WORD: item #s - 1, 9, 17, 25, 33, 41, 49

o LOGIC/MATH: item #s – 2, 10, 18, 26, 34, 42, 50

o MUSICAL: item #s – 3, 11, 19, 27, 35, 43, 51

o SPATIAL/PICTURE: item #s – 4, 12, 20, 28, 36, 44, 52

o BODY/KINESTHETIC: item #s – 5, 13, 21, 29, 37, 45, 53

o PEOPLE/SOCIAL: item #s – 6, 14, 22, 30, 38, 46, 54

o SELF/INTRA: item #s – 7, 15, 23, 31, 39, 47, 55

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o NATURE: item #s - 8, 16, 24, 32, 40, 48, 56

2. Get total score per cluster and divide over 7 = average

score




Zen Philosophy

“The biggest obstacle to learning

something new

is the belief that you already ”

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.

Quick Exercise

• Think back on your own experience of being

managed. You’ve probably had bosses who you

,

others who you felt did a poor job. Think about

the good bosses. What qualities or skills did

they demonstrate that made them effective in

managing you – that made them successful in

motivating you to do a good job. List those

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qualities and skills.




Emotional Intelligence and

Leadership

Going Beyond I.Q. AND E.Q.

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• Higher levels of EI are associated with better

CENTER FOR CREATIVE LEADERSHIPRESEARCH ON E.I. AND LEADERSHIP EFFECTIVNESS

(2003)

Participative Management

Putting People at Ease

Self-Awareness Balance between Personal Life and Work

Straightforwardness and Composure

Buildin and Mendin Relationshi s

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Doing Whatever it Takes

Decisiveness

Confronting Problem employees

Change Management




EMOTIONAL INTELLIGENCE : EIDaniel Goleman

• Emotional Intelligence (EI) describes the

ability, capacity, skill, or, in the case of the trait

EI model a self- erceived abilit to identif

assess, and manage the emotions of one's self,

of others, and of groups.

Emotional intelligence refers to an ability to recognize

the meanings of emotion and their relationships, and

To reason and problem-solve on the basis of them;

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The capacity to perceive emotions, assimilateemotion-related feelings, understand the information

of those emotions, and manage them.

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Emotional Competence Inventory (ECI)

• Four (4) Clusters; 16 Competencies

1. Self-Awareness: knowing one’s internal states,

preferences, resources and intuitions

2. Self-Management: managing one’s own internal

states, impulses and resources

3. Social Awareness: how people handle

relationships and awareness of other’s feelings,

needs and concerns.

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desirable results in others

1. Self-Awareness Competencies

Emotional Awareness – recognizing own emotions and

effects


ccurate e - ssessment – now ng own strengt s an

limits

Self-Confidence – strong sense of self-worth and capabilities

2. Self-Management Competencies Emotional Self-Control - keeping disruptive emotions and

impulses in check

–

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one’s values

Adaptability – flexibility in handling change

Achievement – striving to improve or meeting a standard of

excellence




2. Self-Management Competencies

Initiative – readiness to act on opportunities

Optimism – persistence in pursuing goals despite obstacles


and setbacks

3. Social Awareness

Empathy – sensing other’s feelings and perspectives, and

taking an active interest in their concerns

Organizational Awareness – reading a group’s emotional

currents and power relationships

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– ,

customer's needs

4. Relationship Management

Developing Others – sensing others’ development needs and


Inspirational Leadership – inspiring and guiding individuals

and groups

Change Catalyst – initiating or managing change

Influence – wielding effective tactics for persuasion

Conflict Management – negotiating and resolving

disagreements

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Teamwork and Collaboration – working with others toward

shared goals; creating group synergy in pursuing collective

goals




SocratesDied: 399 B.C.

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“Give me beauty in the inward soul;may the outward and the inward man

be at one.”

Self Assessment – Social Intelligence

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AM I SOCIALLY INTELLIGENT?




A Different Kind of Smart

• Since the 1995 publication of Daniel Goleman’s

landmark book Emotional Intelligence: Why It

“ ” ,

“EQ”—an emotional quotient—has taken hold

significantly in the business sector

• The concept of social intelligence, or “SI”, as one

of a set of key life competencies is surely an

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.much of what we know about an important

dimension of human effectiveness.

SOCIAL INTELLIGENCE: SI

• "the ability to understand and manage men and women,

boys and girls, to act wisely in human relations"

Thorndike

• A combination of a basic understanding of people --- a

kind of strategic social awareness - and a set of skills for

interacting successfully with them.• People with high SI are magnetic to others

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“the human capacity to understand what’s

Social Intelligence

A New Definition of Human Intelligence

appen ng n e wor an respon ng o

that understanding in a personally and

socially effective manner.”

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.IT Consultant, Writer

SOCIAL INTELLIGENCE: SI

A simple description of SI

… the ability to get along well with others

and to get them to cooperate with you.

Karl Albrecht

social intelligence … consists of both

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insight and behavior.




SI Range of Skills

• Able to relate to people on a one-on-one basis, small groups, whole

roomful and even large gatherings;

• Uses power of own brain and body to communicate with and “read”

people

• Acquire an attitude that encourage others to grow, create,

communicate, befriend – know how to make and keep friends

• Can negotiate and navigate through conflict situations; mistakes and

endings

• A superb conversationalist and listener and relates successfully with

the wider world

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• Is comfortable with others from different backgrounds, ages,cultures, and social strata and is able to make them feel relaxed and

comfortable, making cooperative, participative and involved

From TOXIC to Nourishing

• “… the biggest single cause of low social intelligence

comes from simple lack of insight.”

• Toxic people often become so preoccupied with their

own personal struggles that they simply do not

understand the impact they have on others.

• They need help in seeing themselves as others seethem.

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What are Toxic Behaviors?

• An individual's action can cause others to feel devalued,

inadequate, angry, frustrated or guilty.

• -

affect others to feel they are values, loved, capable,

respected and appreciated.

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BLIND SPOTS, LENSES and FILTERS

• Blind Spots : parts of our reality that we have chosen

not to deal with

• Personal Lenses : magnify those aspects of reality we

preoccupy ourselves with

• Filters : selectively exclude or rearrange various aspects

of reality to suit our existing brain patterns

They operate dynamically

Shift from moment to moment, situation to situation

Programmed by a person’s set of values, beliefs, desires,

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expec a on, ears an eva ua ons




Social Halitosis, Flatulence & Dandruff

• Social Halitosis

Some people are completely capable of treating

another human bein like a thin , a iece of furniture,

a non-being who exists only for the fulfillment of their

own selfish purposes (ex. religious proselytizers;

telemarketers; some hypochondriacs or really sick

people who love talking about their malady…etc.)

• Social Flatulence

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,awareness or worse, lack of respect for accepted

norms of behavior (e.g. have the knack of saying

inappropriate or crude remarks… cross culturally

ignorant, etc.)

Social Halitosis, Flatulence & Dandruff

• Social Dandruff

A person with a pattern of behavior that selfishly imposes one’s

. .

restaurant and “owns” it…)

Imposes on the politeness of others to ask for favors

inappropriate for the relationship (e.g. the “bumming” co-worker…)

The “get my way” person (e.g. always insists on where the

group shall go for lunch; the “prima diva” entrance; etc.)

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The DILBERT Factor

• The “flawed” outputs of our educational system

• Everyone else is stupid, incompetent, or misguided to appreciate

them

• Often arrested or retarded social development, marked introversion

and limited self-insight

• Lack of awareness and insight into social contexts and motivation of

others

• Compensated low self-esteem and self worth gained through

intellectual or technical achievements

• Eccentric; presents self as “unique”

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• Tend to deviate from norms and rules; all people in authority andnon-technical “geniuses” are either stupid or ignorant

• “God’s gift” of genius is in them

Toxic Workplace Environment

• Draconian work rules

• O ressive su ervisor ractices

– and intense pressures to meet production

requirements certainly seemed to have increased his

stress level, and possibly aggravated his disturbedemotional state.

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1. Situational Awareness

S.P.A.C.E.

THE SKILLS OF INTERACTION

2. Presence

3. Authenticity

4. Clarity

5. Empathy

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Situational Awareness

• Build and strengthen your “social radar”

– The ability to “read” situations and interpret the behaviors of

people in those situations

– Being sensitive to people’s emotional states, possible intentions,

and a proclivity to interact

– Staying attuned to other’s moods by listening beyond the words

or content, but the feelings and moods

– An appreciation of culture and values of groups (even countries)

and an understanding of social networks and unspoken norms

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Presence

• Often or commonly referred to as “bearing”

– This competency incorporates both verbal and non-verbal

patterns of one’s behavior, including;

• vera appearance

• Posture

• Voice Quality

• Subtle movement and gestures – A whole collection of “signals” other people process into an

evaluative impression of a person (e.g., grace under pressure;

energy; passion for purpose; a life essence that attracts attention

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– An inviting demeanor; a SMILE




Authenticity

• Demonstrated actions or behaviors other people’s social

radars pick up as signals that can lead them to judge a

person to be:

– Congruent and consistent with his/her pronounced values and

decisions/actions, “are you true to yourself?”

– General impression of openness and transparency

– Ethical; Trustworthy; Fair; A person with Integrity

– Doing the right thing and standing up for what he believes is right

– Well-intentioned and genuinely interested in people

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Clarity

• The ability to express and explain self clearly and

coherently

– Passes data accurately and un-cluttered

– Illuminates ideas with stories, anecdotes, metaphors

– Articulates views and proposed courses of action

– Enriches discussions by building on others’ ideas

– Persuades others by engaging people in discussions that appeal

to their self-interests

– Can get support and cooperation of people through applying

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Empathy

• Defined in the context of “social competence” as having

the capacity for “shared feeling” with other people

– A state of “connectedness” with another person

– Builds a strong base for positive interaction and cooperation ; a

condition of rapport

– Keen ability to understand and perceive what motivates other

people even those from diverse backgrounds and cultures

– Is sensitive to other people’s needs and accepting of who they

are

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“Tuning-in Exercise”

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“Nothing strengthens authority somuch as silence.”

Leonardo di ser Piero Da Vinci

April 15, 1452 – May 2, 1519

The Archetype of the

Renaissance Man

“Renaissance human”, the success

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model most of us admire, would havea strong and well-integrated

combination of all intelligences.

The Renaissance Human

• The Big Three Focus

– The 3IM Model for businesses:

management of inner experience

• SOCIAL INTELLIGENCE (SI) the ability to get along well with

others and get them to cooperate with you• PRACTICAL INTELLIGENCE (PI) the ability to solve

problems and cope effectively with daily life

– The E.S.P. FACTOR

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Albrecht’s Renaissance Man Model

• Six (6) Primary Intelligences (ASPEAK)1. Abstract Intelligence (symbolic reasoning, of the “IQ” type);

2. Social Intelligence (what we are trying to grapple with);

3. Practical Intelligence (getting things done);

4. Emotional Intelligence (self-awareness and the management

of inner experience);

5. Aesthetic Intelligence (a sense of form, design, literature, the

arts, music, and other holistic experiences); and

6. Kinesthetic Intelligence (whole-body competence such as

sport, dance, music, or flying a jet fighter).

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What Builds Empathy?

• The Three A’s

– ATTENTIVENESS : getting outside of your own mental bubble

– APPRECIATION : willingness and ability to accept people as

they are

– AFFIRMATION : as human beings, we need, want and seek

affirmation of ourselves on at keast 3 levels:

• Lovability

• Capability

• worthiness

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How To Connect With People: 1. Train yourself to “read social situations”. What’s going on

, , , of those involved? 2. Respect, affirm, and appreciate people and you’ll find that most of them will reply in kind. Putting people down seldom gains you anything. 3. Listen – attentively, respectfully, and with the intention of learning. 4. Pause for one heartbeat before you respond to what someone says; it gives your brain extra time to choose your words well.

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5. Remember that arguing is one of the least effective ways of changing one’s mind; you don’t always have to fight to win.

How To Connect With People: 6. When you disagree with others, first acknowledge their right to

think the way they do – then offer your views respectfully. 7. Try using questions rather than confrontations, to invite others to

change their minds. 8. Stay our of conflicts with toxic people; work around them. 9. Get the “cats and dogs” out of your conversation – minimize

categorical and dogmatic declarations. 10. Accentuate the positive – and that’s what you’ll mostly get in

return.

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Try This Out

• Train yourself to say the following three things

freely, appropriately and without guilt:

– “I don’t know.”

– “I made a mistake”. – “I changed my mind”.

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Characteristics of Social Intelligence

1. The confidence to be yourself.

2. A life vision – to know where you’re going

.

4. Respect for others

5. Empathy and ability to read and use body language to

do this

6. Awareness of when it is appropriate to speak and when

to listen

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7. A positive attitude

Ten Skills Of Positive Politics

1. Do something well, get recognized as an achiever

2. Form alliances and service them regularly

.

4. Get credit for your achievements

5. Relieve “pain” when possible

6. Contribute to the big picture

7. Keep developing yourself

8. Have a lan for our ro ress in the or anization

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9. Have options to your current job - especially in good

times

10. Know when to leave.




1. Skills

2. Procedures – invoke the “power of the pen”

S.P.I.C.E. – Leading When You’re Not In Charge

3. Information

4. Consensus

5. Empathy – helping people relate to one another

humanely and working out their difference

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worthy to influence them.

S.I. In Practice

• Identify your Strengths and Weaknesses.

• Craft a Plan for Change

– Work with a Coach

– Identify and learn from a role model

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A Prescription for

Social Intelligence

… Take chances…

Break old habits ..

See things in a new way…

Learn to deal with

Ambiguity versus

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What is certain And

Comfortable.

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Leadership Skills

&

Emotional Intelligence

Executive Summary:

Emotional intelligence has become a popular topic in the business press in recent

years. Although we have not used the term “emotional intelligence”, the Center

for Creative Leadership has helped many leaders understand and develop

emotional intelligence competencies for over thirty years. One way that we have

successfully helped managers move beyond intellectual know-how and expand

their emotional intelligence is through Benchmarks, a multi-rater feedback tool.

This study compares scores on Benchmarks to self-reported emotional

intelligence as measured by the BarOn EQ-i. We learned that key leadership

skills and perspectives are related to aspects of emotional intelligence and the

absence of emotional intelligence was related to career derailment.



©2003 Center for Creative Leadership

Leadership Skills & Emotional Intelligence

How is emotional intelligence related

to the specific behaviors we associate

with leadership effectiveness?

Findings: Higher levels of emotional

intelligence are associated with better performance in the following areas:

Participative Management

Putting People at Ease

Self-Awareness Balance Between Personal Life and Work Straightforwardness and Composure Building and Mending Relationships

Doing Whatever it Takes

Decisiveness Confronting Problem Employees

Change Management

Participative Management reflects theimportance of getting buy-in at the beginning of

an initiative. It is an extremely important

relationship-building skill in today’s management

climate in which organizations value

interdependency within and between groups. Of all the skills and perspectives measures on

Benchmarks, participative management had the

largest number of meaningful correlations withmeasures of emotional intelligence. In other

words, managers who are seen as good at

listening to others and gaining their input beforeimplementing change are likely to be assessed as

good at cooperating with others, able to find

pleasure in life, able to foster relationships,

control impulses, and understand their own

emotions and the emotions of others.

Putting People at Ease gets at the heart of

making others relaxed and comfortable in your presence. From the perspective of direct reports,

putting people at ease was related to impulse

control, which is defined as the ability to resist or

delay the impulse to act. This finding suggeststhat being able to behaviorally put people at ease

has to do with controlling your own impulses

with regard to anger or other emotions. Boss

ratings of putting people at ease are related to

happiness, suggesting that your disposition isrelated to how comfortable others are in your

presence.

Self-Awareness describes those managers who

have an accurate understanding of their strengths

and weaknesses. Ratings on self-awareness were

related to impulse control and stress tolerance. If

you find that you explode into anger easily, it is

likely that others don’t see you as very self-aware.

In addition, it appears that others may drawconclusions about your self-awareness from how

you handle difficult and challenging situations. If you get anxious, others may interpret this as a

lack of self-awareness.

Balance Between Personal Life and Work measures the degree to which work and personal

life activities are prioritized so that neither is

neglected. High ratings from bosses on these

behaviors were associated with the emotionalintelligence measures of social responsibility,

impulse control, and empathy. Giving your

bosses the impression that you are balanced isconnected with your feelings of being able to

contribute to a group, controlling your impulses,

and understanding the emotions of others. High

ratings from direct reports are also associated

with impulse control.

Straightforwardness and Composure, which

refers to the skill of remaining calm in a crisis and

recovering from mistakes, is related to severalemotional intelligence measures. Not

surprisingly, ratings from bosses, peers, and directreports on this scale are related to impulse

control. Direct report ratings are also associatedwith stress tolerance, optimism, and social

responsibility. Boss ratings are related to

happiness. Thus it appears that being rated highlyon straightforwardness and composure has to do

with controlling impulses during difficult times,

being responsible toward others, and having a

satisfied disposition.

Building and Mending Relationships is the

ability to develop and maintain workingrelationships with various internal and external

parties. Ratings from bosses on this scale were

related to only one measure of emotional

intelligence: impulse control. This is not

surprising because poor impulse control manifestsitself as an inability to control hostility and

explosive behavior. Obviously, this tendency will

not translate into strong relationships with bosses.Similarly, scores on stress tolerance are related to

direct report ratings. Difficulties handling stress

may reveal themselves to direct reports as




problematic relationships or the stress may result

from troubled relationships with direct reports.

Boss ratings on Doing Whatever It Takes,

which has to do with persevering in the face of obstacles as well as taking charge and standing

alone when necessary were related to two of the

emotional intelligence scales: independence andassertiveness. People who are high on

independence tend to be self-reliant and

autonomous. Although they may ask for inputfrom others, they are not dependent on it.

Assertiveness has to do with expressing feelings,

thoughts, and beliefs in a nondestructive manner.

People high on this scale are not shy about letting

others know what they want. Direct report ratingsare associated with independence and optimism.

Optimism has to do with looking at the brighter

side of life. This constellation of relationshipssuggests that doing whatever it takes requires

emotional intelligence in the sense of being ableto go after what you want, being able to persevere

in getting what you want, and seeing that a brightfuture is possible.

Direct report ratings of Decisiveness are related

to assessments of independence. Decisiveness

has to do with a preference for quick andapproximate actions over slow and approximate

ones. Independence has to do with the ability to

be self-directed and self-controlled in one’sthinking. It does not seem at all surprising that

people who rate themselves as independent

thinkers would be viewed by their direct reportsas decisive.

Another interesting relationship has to do with

peer ratings of Confronting Problem

Employees, the degree to which a manager actsdecisively and fairly when dealing with problem

employees, and the emotional intelligence

measure of assertiveness. Assertive people areable to express their beliefs and feelings in a

nondestructive manner. These results suggest that

being able to do this is helpful when it comes to

dealing with problematic performance situations.

Change Management is the final Benchmarks

scale to be connected with emotional intelligence.

This skill has to do with the effectiveness of the

strategies used to facilitate change initiatives.Ratings from direct reports are associated with

measures of social responsibility. In other words,the ability to be a cooperative member of one’s

social group is associated with perceptions of

effectiveness in introducing change. Peer ratings

of change management are related to

interpersonal relationship abilities. Apparently,

the ability to establish satisfying relationships has

a connection to how well peers judge your ability

to institute change.

Conclusions: Leadership abilities vary according

to rater perspective and level of emotionalintelligence. In general, co-workers seem to

appreciate managers’ abilities to control their

impulses and anger, to withstand adverse eventsand stressful situations, to be happy with life, and

to be a cooperative member of the group. These

leaders are more likely to be seen as participative,

self-aware, composed, and balanced.

Is the need to develop emotional

intelligence abilities related to

derailment behaviors?

Findings: In his 1998 book, Working With

Emotional Intelligence, Donald Goleman suggests

that some of the reasons why people derail stem

from a lack of emotional intelligence. Our research indicates the absence of emotional

intelligence is related to career derailment. Lowemotional intelligence scores are related to:

Problems with Interpersonal Relationships Difficulty Changing or Adapting

Ratings on Problems with Interpersonal

Relationships from all co-workers—bosses, peers,and direct reports—were associated with low

scores on impulse control. Problems with

The Method and Analysis

This summary compiled by Jean Leslie, Manger

of Instrument Research at CCL, is based on datarom 302 managers attending CCL’s Leadership

Development Program® between July and

September 2000. The managers volunteered totake part in this research by completing both the

BarOn Emotional Quotient Inventory (BarOn EQ-

i), which assesses components of emotional intelligence, and Benchmarks. On average, LDP

articipants were 42.7 years old, 73% were male,

81% were white, and 90% had a minimum of a

bachelor’s degree. The results of both surveys

were linked and analyzed. Results reported hereare based on at least moderately associated

(r t .20) zero order correlations of participants




Interpersonal Relationships ratings from direct

reports and peers were related to stress tolerance.

Ratings from direct reports were related to social

responsibility.

Conclusions: These results suggest that

managers who don’t feel a responsibility to

others, can’t handle stress, are unaware of their own emotions, lack the ability to understand

others, or erupt into anger easily are viewed as

likely to derail due to problems dealing with other people. High scores from direct reports on

Difficulty Changing or Adapting were related to

EQ-i scores on stress tolerance, and impulse

control. Managers who resist change and

growth, as high scores on this derailment factor imply, may be plainly visible to direct reports.

Suggestions for DevelopmentWhat can you do if you want to improve your

skills in the leadership arena and perceptions of your emotional intelligence too?

Self-Awareness is key to leadership development

and is a skill to handling stress. The more

accurately we can identify and monitor our

emotional upsets, the faster we can recover. Self-

awareness can be developed through the practiceof seeking on-going feedback. Ask supervisors

and co-workers who know you well for honest

feedback on how your behavior is impactingthem. Use opportunities to self-reflect upon

adversity – business failures, demotions, missed

promotions, unchallenging jobs, and personaltrauma. Consider what you learned as a result of

these hardships. Participate in a leadership

development program that features self-awareness

and reflection and ask for feedback on a multi-

rater assessment.

The ability to demonstrate yourself as a

cooperative, contributing, andconstructive member of the group, is

critical for long-term career success.

Consider managing an inexperienced

work team or employees who areresistant. Think about what you can do

to contribute positively to group and

organizational goals through new jobassignments, existing jobs, role models or

coaches.

If maintaining self-control is a developmentalarea for you, consider leading a task force or

project team made up of diverse members, taking

calls on a customer hot line, negotiating a high

profile case, or representing your organization to

the media or influential outsiders. Seek a jobassignment such as a project or task force headed

by someone known for his or her high since of

integrity and crisis management strength.

References:

Bar-On, R. (1999). BarOn Emotional Quotient Inventory: A measure of emotional intelligence

(Technical manual). Toronto, Canada: Multi-

Health Systems.

Goleman, D. (1998). Working with emotional

intelligence. New York, NY:

Bantam Books.

Ruderman, M.N., Hannum, K., Leslie, J.B., &

Steed, J.L. (2001). Leadership skills and

emotional intelligence (Unpublished manuscript).

Greensboro, NC: Center for Creative Leadership.

The Measures

Benchmarks® is 360 degree assessment-for development tool that is based on 15 years of CCL

research: 1) a body of research looking at the characteristics successful executives develop over

time and 2) a series of studies investigating why some high–potential executives derail and fall off

the success track. Feedback is provided on 16 leadership skills and perspectives and 5 derailment

scales. The BarOn EQ-i has fifteen scales that can be divided into five larger groupings. The areasassessed are emotional self-awareness, assertiveness, self-regard, self-actualization, independence,

empathy, interpersonal relationship, social responsibility, problem solving, reality testing,

lexibility, stress tolerance, impulse control, happiness, and optimism. The BarOn EQ-i was selected because it had the greatest body of scientific data suggesting it was an accurate and

reliable means of assessing emotional intelligence. For more about Benchmarks, contact Client Services at 336-545-2810



©2007 Six Seconds 1

ALL RIGHTS RESERVED

The Neural Power of Leadership:

Daniel Goleman on Social Intelligence by Joshua Freedman

Why should leaders care about feelings? Daniel Goleman, author of Emotional

Intelligence and the new Social Intelligence, says the latest science makes a

compelling case. He discusses a new leadership imperative for optimizing human

performance and the research that makes attention to feelings a bottom-line

priority.

In 1995 Daniel Goleman sent a wave of hope

around the world by presenting the

groundbreaking science of Emotional

Intelligence in a compelling work by that title.

His new book, Social Intelligence: The New

Science of Human Relationships, takes the case

to a new level showing how emotion is a critical

component of leadership and learning.

In Emotional Intelligence: Why It Can Matter More Than IQ, Goleman reported

on a variety of research and practice

making the case that skill in handlingemotion is as significant as skill in

handling other forms of data (such as

those measured on an IQ test).

Examining both scientific theory(including the work of Salovey, Mayer,

BarOn, and Damasio) and learning

programs (including Six Seconds’ Self-Science curriculum) Goleman identified

that one commonality among all these

models of emotional intelligence(abbreviated “EI” or “EQ” for

‘emotional

quotient’) is they

address both the

inner world and theway what’s inside

affects the outside.

This led him to

propose a modelwith four

quadrants, twoinner directed (emotional awareness and

managing emotions) and two outer

directed (social awareness and managingrelationships).

http://www.6seconds.org/

http://6seconds.org/modules.php?name=Amazon&asin=055338371X

http://6seconds.org/modules.php?name=Amazon&asin=0553803522



The Neural Power of Leadership Freedman / Goleman


ALL RIGHTS RESERVED

Goleman explains how the new book connects with this previous work:

“Social intelligence is the interpersonal

part of emotional intelligence. In mymodel of EI, there are four domains:

self-awareness, emotional self-management, empathy and social

awareness, and social skills -- or managing relationships. And the second

two of the those, the empathy and social

skill components, are what make upsocial intelligence.”

At the time of the first Emotional

Intelligence book the field was very

young. Goleman reported on theemerging evidence that emotions might

actually help thinking. Neuroscienceimagery was just getting advancedenough to show hints of how the brain

actually processes information, and

scholars and practitioners were

beginning to measure and teach aboutthis linkage.

Now over a decade later the science has

advanced dramatically and Goleman’s

new book documents some of the criticaldevelopments. “I couldn't have written

this book when I wrote emotional

intelligence because the science is sonew; it didn't exist in 1995. The field of

social neuroscience has only published

its first journal in the last few months.And social neuroscience expands the

domain of studies from one brain and

one body and one person to two or more

brains and body and people. In other words, it's a neuroscience of what

happens during interaction. This turns

out to be extraordinarily important as aninsight and helps us understand the

parallel circuitry that handles our

relationships.”

The “parallel circuitry” is a phenomenaldiscovery that, like some many

discoveries, happened by accident.

Neuroscientist Giacomo Rizzolatti, MD,

and his colleagues at the University of

Parma were mapping the brains of monkeys to see how specific areas of the

brain function1. “They were monitoring

a cell,” Goleman says, “that only firedwhen the monkey lifted its arm. One

day, the cell fired even though the

monkey hadn't lifted its arm -- they

realized he was watching a lab assistanceeat an ice cream cone. Whenever the

human lifted his arm, the monkey’s cell

fired.” In other words the neuron wasactivated as if the money were taking

action. “It turns out to be exactly what

happens in human brains too. As yousee something, it activates that pattern in

you.”

The work with mirror neurons is

proceeding furiously around the world.Christian Keysers and Bruno Wicker

have shown that one person’s emotions

activate another person’s mirror neurons2. At the University of San Diego

Dr. V.S. Ramachandran is studying the

link between mirror neurons and

autism3. In short, our brains are

constantly reacting to the environment

and literally changing based on the

people around us.

“Mirror neurons” form a kind of biological

map of the observed world, literally imprinting others’ behaviors in our brains.






ALL RIGHTS RESERVED

“Mirror neurons are a kind of ‘neural wi-fi’ that monitors what is happening in

the other people. This system tracks

their emotions, what movements they'remaking, what they intend and it

activates, in our brains, precisely thesame brain areas as are active in the

other person,” Goleman explains. “This puts us on the same wavelength and it

does it automatically, instantaneously

andunconsciously.”

While “being on

the same

wavelength” isfabulous when a

team is workingwell, we’ve allseen how one

grouch can

sabotage the

flow – especiallywhen it’s the

boss. Emotions

are infectious,one person’s

mood literally

changes the others’ brains. “Because thesocial brain connects us so intimately, it

provides the mechanisms that make

emotions contagious and emotions are

most contagious from the most powerful person in the room outward. This means

that, for example, if a boss is angry or

belittling or hypercritical, that the boss isgoing to create a state in the person

who's a target of that that it actually

disables them from being able to work at

their best. So that boss is, in effect,creating his or her own problems.”

For a decade EQ trainers and coacheshave worked with leaders to be more

aware of the shadow they cast or the

light they shed on an emotional level.

Goleman says now the neurosciencemakes the case so strongly that even the

most “leave those feelings at the door”kind of boss has to consider the

emotional fallout of his reactions. “The

internal state of the leader affects theinternal state of the people and therefore,

their ability to perform. That has profound implications for leadership.”

Yet for bottom-line, quantitativelyoriented leaders, isn’t this squishy

emotional talk just a distraction from

accomplishing

the work athand? Not so

says Goleman

– because eventhe most

spreadsheet-driven

executive

needs to be

concerned

about optimalfunction. “The

brain is

designed tohave the

reciprocal

relationship between states of negativeemotional arousal and of optimal

cognitive efficiency. Optimal cognitive

efficiency means that the brain is

working at its best for the task at hand.”

“If you want maximal productivity and if

you want work that gets the best results,”

he continues, “you want the people

doing that work to be in the optimal brain state for the work. You are a

person who can evict them from the

zone of optimal performance byslothfully handling your own

interactions with them. So it's up to you

to take responsibility for your impact ontheir ability to work at their best.”

The bottom line is “leaders have to take

more responsibility for the impact theyhave on the people that they lead and the

The new neuroscience creates a compelling case for

leaders: Your behavior and attitude has a powerful effect on performance.






ALL RIGHTS RESERVED

know that people can learn by seeingsomeone execute well. We now

understand the mechanism: When you

watch someone else perform, that elicitsin the same arousal pattern in you. Kids

do this all the time; this is how toddlerslearn at such a voracious speed. They

learn how to do virtually everything theydo without being explicitly told. By

watching others, people develop an

internal map of the observed behavior.”These mirrored arousal patterns become

a kind of template, a map, that makes

imitation so easy.

In the Six Seconds Model of EmotionalIntelligence, this awareness is captured

through set of skills called “GiveYourself.” Given that we have such a

profound affect on one another – that we

literally shape each other’s brains, it becomes critical to consider the ripples

we’re sending out. Anecdotally it’sevident that some leaders inspire optimal

performance because they are so purpose-driven and operate with such

high levels of integrity. They seem to

send out a kind of magnetic force thatdraws out the best in their people. Now

this emerging neuroscience helps us see

why these “human signals” are so powerful.

Daniel Goleman is one of the leading voices on the role of emotions and performance.

The author of five books on the subject, his 1995 Emotional Intelligence is aninternational bestseller with over 5 million copies in print. To read more about Daniel

Goleman’s work, visit his website at http://www.danielgoleman.info

Joshua Freedman is the Director of Six Seconds’ Institute for OrganizationalPerformance (http:// EQperformance.com), the world leaders in developing emotional

intelligence to improve performance. His website is http://jmfreedman.com

Notes:

1Experimental Brain Research (Vol. 91, No. 1, pages 176–180), 1992 – Here is an

excellent article on the history of this science:

http://www.apa.org/monitor/oct05/mirror.html -- and a link to a NOVA special:http://www.pbs.org/wgbh/nova/sciencenow/3204/01.html 2

Neuron (Vol. 40, No. 3, pages 655–664), 2003

3 Here is a video on mirror neurons and autism:http://www.youtube.com/watch?v=_8WV1zAh9zU 4

For example, Alice Isen’s chapter on “Positive Affect and Decision-Making” in The Handbook of Emotion (1993).5

See K Elsbach and P Barr, Effects of Mood on Individuals’ Use of Structure Decision

Protocols, Organization Science, 10-2, 1999.


http://www.youtube.com/watch?v=_8WV1zAh9zU

http://www.pbs.org/wgbh/nova/sciencenow/3204/01.html

http://www.apa.org/monitor/oct05/mirror.html

http://jmfreedman.com/

http://eqperformance.com/

http://www.danielgoleman.info/



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Social intelligence

was first defined in

1920 as “the ability to

act wisely in human

relationships”. Since

that time, research

on social intelligence

has suggested how it is

linked with everything

from workplace

success and student

achievement to general

well being and health.



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Self-Awareness is

defined as knowing,

honoring and

managing one’s self

as the foundation

for authentic relationships. Empathy

entails the capacity to

accurately understand

others and to engage

in compassionate,

nonjudgmental

interactions. Social

Influence is the

capacity to understand

social situations

and to influence

others to engage in

considerate, thoughtful

relationships.




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People connect

with and affect one

another in tangible

ways whether or not

they choose to do so

or are conscious that the connection is

happening. Daniel

Goleman refers to

this affinity for

human connection as

“emotional WI FI…a

remarkable neural

event: the formation

between two brains

of a functional link,

a feedback loop that

crosses the skin-and-

skull barrier between

bodies.”




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Daniel Siegel, a pioneer

in the neuroscience

of relationships tells

us, “Our brains are

profoundly social…we

need connections to

other people to feel in

balance and to develop

well.” He explains

how interpersonal

relationships help

the brain balanceemotions, regulate the

body and increase self

awareness.




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The chemistry of

workplace interactions

is tangible; the quality of our connections

with one another

affects our ability to

share information

and coordinate

our tasks as well as

helps or hinders our

professional growth

and commitment

to our work and

organizations.




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An essential insight

from social learning

theory is that

human beings can

identify and reframe

past relationship

experiences in order to

bring clarity and make

healthy choices about

relationships in the present.




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The Social Intelligence

Workshops developed

by Innovative Human

Dynamics are based on

social learning theory,

appreciating our

strengths, and tapping

the awesome power of

the brain to refocus our

attention on desired change.




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“It is not a thing,

Eden, but a pattern

of relationships, madevisible in conversation.

To live in Eden is

to live in the midst

of good relations,

of just relations

scrupulously attended

to, imaginatively

maintained through

time.” Altogether we

call this beauty.

Barry Lopez



ExEx 16014December

2007Leadership ForToday Series

#2

Col l ege of Agri cul t ure & Bi ol ogi cal Sci ences / Col l ege of Fami l y and Consumer Sci ences / USDA

Within a given day, human beings rely on the ability to

communicate as a means of transferring information.

Whether we speak, listen, write notes or letters, email, or

text message, the process of communicating thoughts,

ideas, and feelings is something we find to be important

but typically give little thought to.

In organized group situations, the art of good communi-

cation helps build trust and respect. It fosters a positive

learning environment and can set the stage for the group

to achieve its identified mission, vision, and goals. In any

group setting, members may share a common interest and

commitment, yet also may see things from a variety of

perspectives. Effective communication is one means for a

group of diverse individuals to share ideas, construct solu-

tions, and make appropriate decisions.

We send a variety of messages on a constant basis—

including those messages we intend to send, those we

actually send, messages a listener thinks he/she heard,

responses from a listener based on what they think they

heard, and our response to that response. When it comes

to communication, there is a lot for a person to recall, and

recall is key to effective communication. Research has

shown that people generally remember:

• 10% of what they read

• 20% of what they hear

• 30% of what they see• 50% of what they hear and see

• 70% of what they say and write

• 90% of what they say as they do something

Communication consists of two basic skills: listening and

speaking . But today’s hectic pace of life can make this

two-way communication difficult. Unless care is given to

the communication process, the probability that things

may “go wrong” in our daily communication with others

is high. In fact, communication should always begin with

listening rather than speaking, thus reinforcing the golden

rule: “Listen to understand. Speak to clarify.” Such active

listening is the most important form of communication

that can be utilized by members of a group, and it is a skill

that requires patience, practice, and concentration. For

effective active listening, we need to listen without judg-

ing, and then provide feedback that fosters the opportuni-

ty to learn, observe, and connect with the speaker.

THE CONVERSATIONAL FEEDBACK PROCESSProviding feedback is a crucial step in becoming a bet-

ter listener. It allows us, as listeners, to frame our speak-

ing (feedback) so that we can ask good questions, find

additional information, and provide a better response—

thus making us better at communication.

1. Acknowledge the thoughts, ideas, or feelings of the

speaker. These are actions you take to let the listener

know you are paying attention. Practice communication

skills like leaning towards the speaker, nodding your

head, or making comments like “I see.” These actions let

the speaker know that you are focused on both them and

the ideas they are communicating.

Example acknowledgements: “Tell me more.” Or “That

sounds interesting. Please go on.”

2. Use “I” Messages. An “I” message allows us to com-

municate or react to information without placing blame

or judgment upon either the person speaking or the iden-

tified situation. An “I” message describes a listener’s

response to information or behavior without asking for

changes to that information or behavior.

Example “I” messages: “I am frustrated because not

everyone in the group has had a chance to share their

Leadership for TodayEffective Group Communication

Karla Trautman, Leadership Development Specialist



ideas for the project.” Or “I understand what you are

worried about, but I’m not sure that I see it the same

way.”

3. Ask for more information. Asking for more infor-

mation is critical when a) you don’t understand the infor-

mation clearly or b) there is a great quantity of informa-

tion to absorb. Asking for additional information is espe-cially critical if there is an emergency or crisis attached

with the group interaction. Test your interpretation of

what the speaker is saying. Ask relevant, open-ended

questions that begin with “what,” “how,” “please

explain,” or “describe.”

Examples: “Please explain how this information may

impact the members of this group.” Or “If we were to

proceed with this decision, please describe how it would

impact business owners in the community.”

4. Paraphrase/Summarize. A powerful and importantcomponent of good communication is the ability to par-

aphrase (or reflect). This process lets the speaker know

that you are trying to understand their viewpoint—and it

allows you to identify or reflect what you believe you

have heard. It clarifies the communication while slowing

the pace (and intensity) of a conversation to a manage-

able level. To paraphrase, simply repeat what the speak-

er has told you, but do so in your own words. Do not

embellish or add details that you did not hear.

Example: “I hear you saying that you are concerned

about the group’s decision to approve the bond issue and the impact a new building will have on your neighbor-

hood. What other options may be available?”

5. Of fer thoughts for additional action. Ask whether

the speaker is willing or wants to hear your thoughts.

Don’t give your thoughts if the speaker declines.

Example: “Would you be interested in hearing my per-

spective on this issue?” If the speaker declines, move on

to another topic of conversation. If the speaker responds

affirmatively, use “I” messages and a positive manner to

share your ideas, while taking care not to force your thoughts upon the (now) listener.

BODY LANGUAGEBody language elements such as facial expressions,

gestures, eye contact, and body posture are components

of non-verbal communication. Whether we are speaking

or listening, we need to be aware of body language. Body

language can tell us if another person is interested, bored,

confused, or in disagreement. Body language should be

used as a checkpoint in a conversation—we can use it to

help both our own and other’s understanding of a dia-

logue.

Be respectful of cultural differences regarding accept-

able, and non-acceptable, forms of non-verbal communi-

cation. While one culture may find certain types of body

language (i.e., maintaining eye contact or standing close

while speaking) acceptable, another may find that sameexpression inappropriate or offensive.

GROUP PARTICIPATIONA group is most effective when all members participate

and contribute to its conversations. When all group

members practice effective communication, a sense of

trust, cooperation, and productivity will thrive. Healthy

groups that have worked to foster a culture of positive

communication will

• demonstrate a willingness to work through conflict

rather than avoid it,

• demonstrate a willingness to listen and pay atten-tion to one another,

• focus efforts on addressing one topic of discussion

at a time,

• help members feel comfortable in sharing

thoughts/ideas,

• state decisions clearly so that all members can

understand the outcomes,

• provide avenues for feedback,

• and maintain a consistent communications process

that helps the group stay focused on its goals.

PROVIDING ENVIRONMENTS FOROPEN COMMUNICATION

Fostering an environment for open communication in a

group setting is not always easy to achieve. Therefore, if

provided, such an environment is most often deliberately

planned by group leaders. Here are a few communica-

tion-building techniques that will help ensure that all

group members feel free to share their ideas and

thoughts:

R OUND R OBIN If it is likely that everyone already has an

opinion about a topic, the round-robin technique may be

used at the beginning of a discussion. In addition, thistechnique can be used at the end of a discussion (because

the facts and information have been shared). The round-

robin technique works as follows:

1. Ask the entire group a single question regarding the

topic.

2. Allow several minutes for group members to con-

sider the question and formulate their response.

3. Each group member has the option to either take a

turn and respond verbally to the question or PASS.

4. Every person in the group must have the opportuni-

2



ty to share his/her response before any person can

speak a second time.

BRAINSTORMING This is a process used to collect as

many ideas as possible in a short period of time.

Encourage group members to identify a quantity of ideas

rather than worry about the quality of those ideas.

Practicality is not necessary and creativity, both large

and small, is encouraged:

a. Post the rules for brainstorming. The rules are:

- List as many ideas as possible.

- Add ideas quickly.

- A key word from each idea will be noted.

- No judgment can be made about each idea.

- It’s OK to expand upon an idea that has already

been posted.

- No idea is too small or too large.

- Brainstorming will continue until no new ideas

are generated. b. Ask for a volunteer to serve as the recorder. Use

flip charts to record the ideas as they are generated

so the group can view them as the process pro-

ceeds.

c. Take a break after brainstorming to allow group

members to review the list and discuss some of the

ideas.

d. Establish group criteria for selecting the best ideas.

Narrow the list to ideas that meet the criteria. A

final solution may involve a combination of ideas.

NOMINAL GROUP This technique utilizes individual brainstorming, then small-group discussion. It provides

the group with the ability to prioritize a list of ideas or

solutions for consideration:

1. Distribute a notecard to each person.

2. State an open-ended question that addresses the

issue being considered by the group. For example:

“What are some ways to market the downtown

business district?”

3. Ask participants to spend a specified amount of

time (x minutes) writing down as many answers to

the question as they can. (Participants should

answer the questions on their own.) They should record their answers on the notecard they have been

given.

4. Divide the participants into small groups. (If there

are more than eight people in the group, divide into

groups of four to six members each.) Within each

small group, each individual should be given the

opportunity to share each idea on their notecard.

Questions can be asked for clarification, but no

judgment should be made about the shared ideas. A

group recorder should make a master list of the

shared ideas on a flip chart.

5. When all ideas from all members within a particu-

lar group have been shared, each member selects

five ideas from the master list and ranks them on

the reverse side of their notecard. Their highest-pri-

ority item receives a 5, while their lowest-priority

item receives a 1.

6. Distribute 15 stickers to each member. Instruct

members to go to the master list and place five

stickers next to the idea that is their highest priori-

ty, and continuing likewise until they have placed

only one sticker next to the idea that is their lowest

priority.

7. Add the “points” that have been awarded by the

group to the various ideas—thus, a group master-

priority list will have been generated.

EMAIL COMMUNICATION WITHIN A GROUP

Often, group members will communicate with eachother between face-to-face meetings through the use of

email. The use of email has improved the ability of

groups to communicate; it is a flexible and affordable

means of sharing information. However, like other forms

of non-verbal communication, email does not come

without challenges. The following usage guidelines may

help to improve the effectiveness of the communication:

1. Choose subject lines wisely. Recipients may prior-

itize email based on either the sender or the subject

line. Be brief and succinct about the subject of the

message.

2. Never send something in an email that you donot want a broader audience to see. Be sure to

review the “send to” and “cc” list. This is especial-

ly easy to overlook if you often use “reply to all.”

Assess the content of your statements—once you

send an email, you lose ownership of the message

(you cannot control whom other group members

may choose to share the email with).

3. Be aware that email can sometimes cause hur t

feelings or complicate issues. This is especially

true if the email addresses a crisis or a controver-

sial issue. If you receive an email that generates

strong feelings or confusion, take your time inresponding to it. Give due thought and considera-

tion to your response before hitting the “reply” but-

ton.

4. If you must use them, use humor or sarcasm

with care. People often have a hard time distinguish-

ing between comments that are meant to poke fun in

a general and those that are meant to make a point.

Humor and sarcasm don’t always translate well via

email because it is hard to know if the writer is seri-

ous or joking. Use humor or sarcasm with caution.

3



5. As a group, decide if email will be used as a

means of sharing group business and informa-

tion or if it will be used as an informal network-

ing opportunity. This is important because not all

group members may have email or may not check

email on a regular basis. If group members know

that group business will be shared via email, then

they will have the expectation that they need to reg-ularly check their email. The group should also

identify a means for sharing the same information

with group members who do not have email, so

that all members of the group feel included and

have a voice on important issues.

6. If using email to announce group meetings, activ-

ities, or events, it is better to include the relevant

inf ormation directly in the body of an email mes-

sage versus through an attachment. This is a more

efficient use of group members’ time and reduces

the risk of sending viruses that may be transferred

via attachments.

Through practicing the art of communication, people

can learn more about both each other and the groups in

which they work. Learning the skills of good communi-

cation helps to insure positive and productive relation-

ships with the people around us.

REFERENCES

Cyr, Louise Franck. 2004. Group Works: Effective Communication . The University of Maine Cooperative

Extension.

Learning Today, Leading Tomorrow: Unit II – Communication Basics . 2005. Penn State Extension.

Lesmeister, Marilyn. 1992. Leadership Development Within Groups: Communicating Effectively . North

Dakota State University Extension Service.

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