Shaping the Parish Project Report
Project: Personal Growth – EI Assessments
YOUR NAME
E-MAIL
Individual planning of and reporting on projects/interventions – Even if you are part of a parish
team the report is not a team effort. Each participant does his/her own report.
Diocesan program
Reports are due at least 7 days before the next weekend. The sixth report is due two months after the
end of the program. Send to the designated trainer/facilitator and your project partner(s).
National program
Reports are due by the first of August, October, December, February, April, and the next August.
Send to the designated trainer/facilitator and your project partner(s).
PROJECT DESCRIPTION
Create a system of routine feedback from trusted people that you use to in an
emotional intelligence improvement process. This system is to stay operational for
the next 18 months. Complete the process three times during that period.
Elements of the process include:
1. Use the attached form for a self-assessment. Identify 5 strong areas, and 5 weak.
2. Test the self-assessment with 4 members you trust to provide honest and
compassionate feedback. Provide them with a copy of your completed selfassessment. Have them make written comments on the form – what sounds right to
them, what would they change? Collect their work.
3. Meet with them as a group. Share with the group these responses: a) “What I hear
you saying is …..” 2) “What I’ll focus my attention on during the coming five months
is ….”
If you need clarity about what someone has written arrange one-on-one time. Avoid
doing this as a defensive act, e.g., if you want to explain yourself, tell them how they
have misunderstood your intentions, and so on.
Make progress in building upon 1 or 2 existing strength areas and improving 2 – 3
weaker areas. Ground this in a working system of self-assessment, feedback from
trusted others, and a reflective context.
Participant’s additions & changes to the description
1
If you are revising the above in some manner, note that here. Offer a rationale for
the change. Changes may not be so extreme as to change the basic thrust of the
project description above --
ACTION PLANNING
1. Considerations
In each of the areas below you are to comment on how the particular consideration
is likely to work in your situation.
To understand each item review Interventions: Methods and Processes for Building
Healthier Parishes, Michelle Heyne & Robert Gallagher, Ascension Press, 2011
a. Your influence (take note of “OD Roles” and “Circles of Influence”) b. Readiness c. Intervention Theory d. Intervention Choices e. Strategic f. Your stance -
2. Theoretical base and strategic assumptions for the project
a. Theoretical Base (connect related theory to the project and the particulars of your
parish) -
2
b. Strategic Assumptions (In your parish as it is now – what are you assuming will
happen that allows the project to move forward? A strategic assumption has enough
significance that if it turns out to not be true, the project will fail) -
3. Action Plan
a. What are the major steps you need to take to implement the project? -
b. What will the project require of you as a leader and a person? -
RESULTS & LEARNINGS
1. Results (in terms of the project goal/objectives and longer-term development
goals) -
2. Reflection
This reflection is in relationship to your initial considerations under “Action
Planning.” Comment on any item where what you had assumed turned out
differently.
a. Your influence (take note of “OD Roles” and “Circles of Influence”) b. Readiness c. Intervention Theory d. Intervention Choices e. Strategic f. Your stance -
3
3. Learnings
a. About change theory and methods b. About spiritual practices in shaping the parish c. About emotional & social intelligence in shaping the parish d. About yourself as a person and leader
Copyright Robert A. Gallagher & Michelle Heyne, 2010
Reflecting on Emotional Intelligence
This is a tool for reflection and discussion for participants in Shaping the Parish.
There’s no assumption that it is an objective measurement of a person’s EI.
The form is based on Appendix B in the required reading Primal Intelligence:
Learning to Lead with Emotional Intelligence, Goleman, Boyatzis, and McKee,
Harvard Business School Press, 2002 and the EI Framework from the Consortium
for Research on Emotional Intelligence in Organizations ( www.eiconsortium.org )
Suggested uses:
1. Circle 2 or 3 areas that are strengths and 2 or 3 that you see as weaknesses, blind
areas, or special challenges. Possibly share with a few trusted others. Have them
comment on what you have said.
2. Use the scales. Rate each broad area. Possibly have a few trusted others also
complete the form on you. Discuss.
SELF - AWARENESS
1. Emotional self-awareness: Recognizing one’s emotions and their effects. Know
which emotions they are feeling and why; are aware of the impact of their behavior on others;
understand the relationship between their feelings, thinking and behavior; have a guiding awareness
of their values and goals
4
Very Low
1
2
3
4
5
Very High
6
2. Accurate self-assessment: Knowing one’s strengths and limits. People with this
competence are:
 Aware of their strengths and weaknesses
 Reflective, learning from experience
 Open to candid feedback, new perspectives, continuous learning, and self-development
 Able to show a sense of humor and perspective about themselves
Very Low
1
2
3
4
5
Very High
6
3. Self-confidence: Sureness about one’s self-worth and capabilities. People with this
competence:
 Present themselves with self-assurance; have “presence”
 Can voice views that are unpopular and go out on a limb for what is right
 Are decisive, able to make sound decisions despite uncertainties and pressures
Very Low
1
2
3
4
5
Very High
6
SELF - MANAGEMENT
4. Self-control: Managing disruptive emotions and impulses. People with this
competence:
 Manage their impulsive feelings and distressing emotions well
 Stay composed, positive, and unflappable even in trying moments
 Think clearly and stay focused under pressure
Very Low
1
2
3
4
5
Very High
6
5. Trustworthiness: Maintaining standards of honesty and integrity. People with this
competence:
 Act ethically and are above reproach
 Build trust through their reliability and authenticity
 Admit their own mistakes and confront unethical actions in others
 Take tough, principled stands even if they are unpopular
Very Low
1
2
3
4
5
Very High
6
6. Conscientiousness: Taking responsibility for personal performance. People with
this competence:
 Meet commitments and keep promises
 Hold themselves accountable for meeting their objectives
 Are organized and careful in their work
Very Low
1
2
3
4
5
Very High
6
5
7. Adaptability: Flexibility in handling change. People with this competence:



Smoothly handle multiple demands, shifting priorities, and rapid change
Adapt their responses and tactics to fit fluid circumstances
Are flexible in how they see events
Very Low
1
2
3
4
5
Very High
6
8. Innovativeness: Being comfortable with and open to novel ideas and new
information. People with this competence:




Seek out fresh ideas from a wide variety of sources
Entertain original solutions to problems
Generate new ideas
Take fresh perspectives and risks in their thinking
Very Low
1
2
3
4
5
Very High
6
SELF - MOTIVATION
9. Achievement drive: Striving to improve or meet a standard of excellence. People
with this competence:
 Are results-oriented, with a high drive to meet their objectives and standards
 Set challenging goals and take calculated risks
 Pursue information to reduce uncertainty and find ways to do better
 Learn how to improve their performance
Very Low
1
2
3
4
5
Very High
6
10. Commitment: Aligning with the goals of the group or organization. People with
this competence:
 Readily make personal or group sacrifices to meet a larger organizational goal
 Find a sense of purpose in the larger mission
 Use the group’s core values in making decisions and clarifying choices
 Actively seek out opportunities to fulfill the group’s mission
Very Low
1
2
3
4
5
Very High
6
11. Initiative: Readiness to act on opportunities. People with this competence:




Are ready to seize opportunities
Pursue goals beyond what’s required or expected of them
Cut through red tape and bend the rules when necessary to get the job done
Mobilize others through unusual, enterprising efforts
6
Very Low
1
2
3
4
5
Very High
6
12. Optimism: Persistence in pursuing goals despite obstacles and setbacks. People
with this competence:
 Persist in seeking goals despite obstacles and setbacks
 Operate from hope of success rather than fear of failure
 See setbacks as due to manageable circumstance rather than a personal flaw
Very Low
1
2
3
4
5
Very High
6
SOCIAL AWARENESS
13. Empathy: Sensing others’ feelings and perspective, and taking an active interest
in their concerns. People with this competence:



Are attentive to emotional cues and listen well
Show sensitivity and understand others’ perspectives
Help out based on understanding other people’s needs and feelings
Very Low
1
2
3
4
5
Very High
6
14. Service orientation: Anticipating, recognizing, and meeting customers’ needs.
People with this competence:
 Understand customers’ needs and match them to services or products
 Seek ways to increase customers’ satisfaction and loyalty
 Gladly offer appropriate assistance
 Grasp a customer’s perspective, acting as a trusted advisor
Very Low
1
2
3
4
5
Very High
6
15. Organizational awareness: Is aware of the social, political and power
relationships in an organization; understandings the organizational culture
including values and deeper underlying assumptions.
Very Low
1
2
3
4
5
Very High
6
7
RELATIONSHIP MANAGEMENT
16. Inspiration: Move people to action with a sense of direction or vision.
Very Low
1
2
3
4
5
Very High
6
17. Influence: Know how to draw others into a shared effort through persuasion
and creating a sense of ownership.
Very Low
1
2
3
4
5
Very High
6
18. Developing others: Skilled at coaching, guiding and mentoring others.
Very Low
1
2
3
4
5
Very High
6
19. Change catalyst: Able to see when change is needed and mobilize others
Very Low
1
2
3
4
5
Very High
6
20. Conflict management: Skilled at seeing the level of a conflict and using
appropriate methods.
Very Low
1
2
3
4
5
Very High
6
21. Teamwork and collaboration: Able to facilitate a group’s movement through
the various stages of group formation.
Very Low
1
2
3
4
5
Very High
6
8