JUST FOR YOU! HOW LEVERAGING YOUR EMOTIONAL INTELLIGENCE CAN HELP YOU EXCEL AND MANAGE CHALLENGES FYE 2015 Korrel Kanoy, Ph.D., Professor Emeritus, William Peace University [email protected] www.developmentalassociates.com hUps://www.dropbox.com/sh/qngnh93lltckwou/
AAA9FyXc5RKT6_RXHnkrxTLca?dl=0 Learning Outcomes } Parbcipants will be able to define Emobonal Intelligence (EI). } Parbcipants will be about to explain the benefits of EI. } Parbcipants will be able to idenbfy strategies for improving EI. Session Overview Ø  What is Emobonal Intelligence (EI)? Ø  Why should you care about your El? Ø  How can you improve your EI? When you perform at your best, what skills or characterisbcs do you display? And, at your worst, what do you display? Part 1: What is Emobonal Intelligence? Emobonal Intelligence involves a set of skills that can be learned & developed •  Understanding and managing emobons •  Interacbng effecbvely with others to achieve individual and group goals •  Making effecbve decisions •  Managing stress to facilitate success and happiness EI And The Brain Emo$ons begin in the Limbic area but are processed in the frontal lobe; Intelligence involves a capacity or ability EMOTIONS have a biological signaling funcbon (HELPFUL!) • Fight • Flee • Freeze • Nurture 1.6 ACTIVITY 1: YOUR BEST AND
WORST BOSS
El, LEADERSHIP, AND WORK
SUCCESS: THE RESEARCH CASE 1.7 Performance and EI American Express Financial Advisors’ sales increased 18% aoer aUending an Emobonal Competence Program. If only the manager aUended the program, sales increased by 11%. American Express, 1997 1.8 Selection, Retention & EI The U.S. Air Force found that by using emobonal intelligence to select recruiters, they increased their ability to predict successful recruiters by nearly three-­‐fold; retenbon of recruiters improved over 90%! The immediate gain was a savings of $3 million annually. All Armed Services now use EI to select recruiters! Handley & Bar-­‐On, 1998 1.9 Top 15% of Professionals & EI STARS (top 15%) v. AVERAGE PERFORMERS (middle 30%) -­‐-­‐ Spencer & Spencer, 1993 –  500 organizabons (business, academic, non-­‐profit) –  Compared Stars with Average (EFFECTIVE!) on EI, Cognibve (IQ) and Technical abilibes –  STARS performed beUer on 4 EI Skills, 0 Cognibve, 0 Technical than AVERAGE –  Higher the leadership posibon, the more EI disbnguished STARS from AVERAGE 1.10 Return On Investment And EI DEBT COLLECTION Debt collectors with high EI collected 100% of quota; those with average EI collected 47% TEACHING –  High school teachers fail if they lack flexibility –  Elementary teachers fail if they lack IMPULSE CONTROL 1.11 The EQ-­‐i2.0 Model Copyright (C) 2011 Mulb-­‐Health Systems Inc. All rights reserved. Based on the Bar-­‐On EQ-­‐i model by Reuven Bar-­‐On, copyright 1997. 1.14 Self-­‐Percepbon Composite Self-­‐Awareness •  Recognize emobons as they happen •  Understand what triggers different emobons •  Aware of how your emobons affect others Self-­‐Regard •  Understand your strengths and limitabons •  Accept yourself despite limitabons •  Resultant feelings of confidence Self-­‐Actualiza$on •  Goal oriented, passionate •  Receive sabsfacbon from work 1.15 Self-­‐Expression Composite EMOTIONAL SELF EXPRESSION •  Expressing feelings verbally •  Expressing feelings non-­‐verbally •  Being open and congruent in emobonal expression INDEPENDENCE •  Self-­‐directed •  Free of emobonal dependency •  Stand on own two feet ASSERTIVENESS •  Able to express thoughts, feelings and opinions in an appropriate ways •  Takes up for self Patch Adams - I want to leave
1.16 Interpersonal Composite •  Empathy –  Aware and understand another’s feelings and posibons –  Take another’s perspecbve •  Social Responsibility –  Teamwork and collaborabon –  Sense of responsibility for others in the “community” •  Interpersonal Relabonships –  mutual relabonships with others –  be vulnerable, share feelings and reciprocal Nail
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Decision Making Composite •  Reality Tes$ng –  Ability to understand facts w/out over or under-­‐
reacbng –  Curious and examining rather than passive •  Problem Solving –  Ability to solve problems even when emobons involved –  Ability to recognize and accurately define problems –  Ability to generate and implement likely effecbve solubons •  Impulse Control –  Ability to resist or delay drives or temptabons –  Not losing control or overreacbng –  Remaining pabent Marshmallow
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Stress Management •  Stress Tolerance –  Ability to withstand adverse events and condibons without “falling apart” •  Flexibility –  Ability to change one’s mind or course of acbon –  Ability to adapt to change, shio prioribes •  Opbmism –  Remaining posibve when faced with challenges –  Persisbng despite obstacles Pursuit of Happyness Internship Interview 1.19
Applicabons to Your Work El SOLUTIONS BIGGEST CHALLENGES 1.  Micro-­‐managing boss 1.  ASSERTIVE: explain what you need to be effecbve OR REALITY TESTING (boss unlikely to change) & STRESS TOLERANCE (how will you cope other than to complain or get frustrated)? 2.  Limited budget 2.  REALITY TESTING: collect info about what have others done on small budgets & OPTIMISM: focus on what is in your control and what is possible Applicabons to Your Work Biggest Challenges El Solubons 3. Understaffed 3. EMOTIONAL EXPRESSION (strong rabonale, passion for increases) & ASSERTIVENESS (willing to make a proposal) & REALITY TESTING (keep proposals realisbc) & EMPATHY (take perspecbve of your “audience” and sell your ideas based on what they value (e.g., improved retenbon) If sbll cannot get staffing, then: SELF-­‐ACTUALIZATION & SOCIAL RESPONSIBILITY (what can I do for students with this level of staffing?) and FLEXIBILITY (look for new approaches, new systems) Applicabons to Your Work Biggest Challenges 4. Conflict with someone at work NOW, you idenbfy some challenges and apply El Solubons. El Solubons 4. SELF REGARD (confidence to approach the person) & EMPATHY (consider things from their perspecbve) & IMPULSE CONTROL (pabence, avoid behaviors that make things worse), ASSERTIVENESS (effecbvely and appropriately state what you want & need) Problem Solving 1. 
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Define (REAL) problem Your example: Collect data – What? Determine causes –Why? Brainstorm solubons & pick top 3-­‐4 to study 5.  Pick best solubon(s) 6.  Evaluate effecbveness 7.  If it worked àstandardize the solubon across areas (If not, repeat all steps) 20 El APPLICATIONS ON YOUR CAMPUS 1. Professional Development for Faculty and Staff ü  Workshops targeted to infusing El into advising, FYE seminars, residenbal life ü  Complete the EQi 2.0 Assessment; create an EI development plan ü  Become cerbfied to give the EQi 2.0 Assessment with adults and students 2. Infusing El into your FY Program – FY seminar focused on developing students’ El, El infused in advising, residence life and other programs or services 3. Selecbng new employees or student leaders such as resident assistants or peer educators based on the strength of their El profile matched with the needs of the posibon (e.g., you don’t want to hire a campus police officer with poor impulse control!)