' The'Four'Colour'Energies' '

Transcription

1 IconisLearning TheFourColourEnergies

2 IconisLearning StepstoBuildingBetterRelationships InfluencedBy

3 IconisLearning CluesfromBodyLanguage CluesfromVerbalStyle

4 IconisLearning CluesfromWorkingEnvironment Remember We!all!have!access!to!all!four!colour!energies! No!position!on!the!wheel!is!better!than!any!other! You!can!be!effective!from!any!position!on!the!wheel! Each!position!offers!unique!gifts!and!strengths! Every!position!on!the!wheel!is!capable!of!adapting!and!connecting!!!!!!!!!Andrew!Lothian,!Insights,!Dundee,!Scotland,!2006.!All!rights!reserved.!INSIGHTS,!INSIGHTS! DISCOVERY!and!INSIGHTS!WHEEL!are!registered!Trade!Marks.!

5 IconisLearning Understanding+Your+Insights+Profile+ TheEmotionalIntelligenceFramework StepstoBuildingBetterRelationships LadderofPERCEPTION Acknowledgement+of+Source: The LadderofPerception isinspiredby: 1)ChrisArgyris sandhis ladderof inference detailedin Overcoming OrganisationalDefences 2)RobertEllisandhisABCmodel detailedin TheoreticalandEmpirical FoundationsofRationalMemotive Therapy 3)ThefourJungianfunctionsidentified inthepsychologyofcgjungbyjolande Jacobi

6 IconisLearning InsightsDiscovery ColourEnergies PsychologicalPreferences IntroversionandExtroversion

7 IconisLearning InsightsDiscoveriesColourEnergies Jung spreferencesandcolourenergies Jung sirrationalfunctionshowweperceivetheworld

8 IconisLearning Graph1YourConsciousPersonaYourConsciouslyClaimedColourEnergies Graph2YourlessConsciousPersona

9 IconisLearning PreferenceFlowGraph TheDiscoveryWheel

10 IconisLearning TheInnerMiddleandOuterwheelandtheCreativeSpokes Remember We!all!have!access!to!all!four!colour!energies! No!position!on!the!wheel!is!better!than!any!other! You!can!be!effective!from!any!position!on!the!wheel! Each!position!offers!unique!gifts!and!strengths! Every position on the wheel is capable of adapting and connecting Andrew Lothian, Insights, Dundee, Scotland, All rights reserved. INSIGHTS, INSIGHTS DISCOVERY and INSIGHTS WHEEL are registered Trade Marks.

11 IconisLearning JohariWindow TheJohariWindowwasinventedbyJosephLuftandHarringtonInghaminthe1950s.Itisa simple and useful tool for illustrating and improving selfcawareness, and mutual understanding between individuals within a group. Luft and Ingham called their Johari WindowmodelJohariaftercombiningtheirfirstnames,JoeandHarry. Johariwindowfourregions! 1.! what is known by the person about him/herself and is also known by others!" open" area,"open"self,"free"area,"free"self,"or"the"arena"" 2.! whatisunknownbythepersonabouthim/herselfbutwhichothersknow!"blind"area," blind"self,"or"blindspot"" 3.! what the person knows about him/herself that others do not know!" hidden" area," hidden"self,"avoided"area,"avoided"self"or"facade"" 4.! what is unknown by the person about him/herself and is also unknown by others!" unknown"area"or"unknown"self""

12 IconisLearning! Expandingopen/freearea The aim in any group should always be to develop the open area for every person, becausewhenweworkinthisareawithothersweareatourmosteffectiveandproductive andthegroupisatitsmostproductivetoo.thisisthespacewheregoodcommunications and cooperation occur, free from distractions, mistrust, confusion, conflict and misunderstanding. Established team members logically tend to have larger open areas than new team members.ateammembercanexpandtheiropenareahorizontallyintotheblindspace, byseekingandactivelylisteningtofeedbackfromothergroupmembers.thisprocessis known as feedback solicitation. Also, other group members can help a team member expand their open area by offering feedback C sensitively of course. The open area can alsobeexpandedverticallydownwardsintothehiddenareabythepersonsdisclosureof information,feelings,etcabouthim/herselftothegroupandgroupmembers.also,team memberscanhelpapersonexpandtheiropenareaintothehiddenareabyaskingthem abouthim/herself.managersplayanimportantroleinfacilitatingfeedbackanddisclosure amongteammembers,andindirectlygivingfeedbacktoindividualsabouttheirownblind areas. Leaders also have a big responsibility to promote a culture and expectation for open,honest,positive,helpful,constructive,sensitivecommunications,andthesharingof knowledge throughout their organization. Top performing groups, departments, companies and organizations always tend to have a culture of open positive communication,soencouragingthepositivedevelopmentoftheopenareaoropenself foreveryoneisasimpleyetfundamentalaspectofeffectiveleadership.

13 IconisLearning TraitBasedLeadership (Kouzes&Posner) 1

14 IconisLearning Emotionalintelligence! Theconceptof intelligence issopervasiveinourculture,thatitisprobablydifficulttoimaginelife withoutit. Butoverthelastcentury,therehasbeenmuchdebateaboutwhatitis,andhowwemightmeasure anddevelopit.thestorygoesbackto1905whenalfredbinetdevelopedthefirstmoderntestto seektomeasureit.hewentontodeveloptheconceptofasinglemeasure,theintelligencequotient (IQ).ThismeasurewasusedintheUKaftertheSecondWorldWartodecidethechoiceofsecondary schooling. Morerecently,ithasbecomeacceptedthatIQmeasuresonlyalimitedrangeofhumanintelligence, i.e.thatpartofourmindsrelatingtologic,analysis,mathsandlanguage. Weallowe adebttothepioneeringresearch of Howard Gardner and his 1983 book Frames of Mind,inwhichhedefinedamuchbroaderpaletteofintelligences,asfollows: Linguistic LogicalUmathematical Musical Bodilykinesthetic Spatial Interpersonal Intrapersonal Inlateryears,Gardnerwentontodefinetwofurtheraspectsofintelligence: Naturalistic Spiritual/existential. Here we trace the story of how 2 of Gardner aspects of intelligence (intrapersonal and interpersonal)wereusedasthebasisfortheconceptofemotionalintelligenceandwe

15 IconisLearning explorehowthisconceptrelatestogardner sfinalaspectofintelligence,i.e.spiritualintelligence. Asaterm,emotionalintelligencemadeitsfirstappearancein1989inanarticlebytwoAmerican academic psychologists, John D Mayer and Peter Salovey. Based on earlier psychological works, someofwhichwentbacktothe1930s,thearticledefinedemotionalintelligenceas theabilityto monitorone sownandothers feelingsandemotions,todiscriminateamongthem,andtousethis information to guide one s thinking and actions. The authors argued that emotional intelligence consistedoffourseparateelements(themayerusaloveyabilitymodel): Identifying!emotions:theabilitytoperceiveemotionsinoneselfandothers,aswellas inobjects,artandevents. Using! emotions: the ability to generate, use and feel emotion to communicate feelings,oremploytheminthinkingorcreating. Understanding! emotions: the ability to understand emotional information, how emotionscombineandprogress,andtoreasonaboutsuchemotionalmeanings. Managing!emotions: the ability to regulate emotions in oneself and others so as to promotepersonalunderstandingandgrowth. Butitwasnotuntil1995thatemotionalintelligencecametopublicattentionasaresultofabookby Daniel Goleman Emotional) intelligence:) why) it) can) matter) more) than) IQ. In his book, Goleman, a psychologistandjournalist,summarisedtheworkofmayer,saloveyandotherstomakeitaccessible toawideraudience.thebookbecameaninstantbestuselleronbothsidesoftheatlanticandthe emotionalintelligencemovement somehavedescribeditasabandwagonutookoff. Goleman himself, in association with the Hay Group, has developed the following model of competencies: 1.! Personal!competence:thesecompetenciesdeterminehowwemanageourselves: Self7awareness: knowing one s internal states, preferences, resources and intuitions. Emotional!self7awareness:recognisingone semotionsandtheireffects.

16 IconisLearning Accurate!self7assessment:knowingone sstrengthsandlimits. Self7confidence:astrongsenseofone sselfuworthandcapabilities. Self7management:managingone sinternalstates,impulsesandresources. Self7control:keepingdisruptiveemotionsandimpulsesincheck. Trustworthiness:maintainingstandardsofhonestyandintegrity. Conscientiousness:takingresponsibilityforpersonalperformance. Adaptability:flexibilityinhandlingchange. Achievement7orientation:strivingtoimproveormeetingastandardofexcellence. Initiative:readinesstoactonopportunities. 2.! Social!competence:thesecompetenciesdeterminehowwehandlerelationships. Social!awareness:awarenessofothers feelings,needsandconcerns. Empathy:sensingothers feelingsandperspectives,andtakinganactiveinterestin theirconcerns. Organisational! awareness: reading a group s emotional currents and power relationships. Service!orientation:anticipating,recognisingandmeetingcustomers needs. Social!skills:adeptnessatinducingdesirableresponsesinothers. Developing! others: sensing others developmental needs and bolstering their abilities. Leadership:inspiringandguidingindividualsandgroups Influence:wieldingeffectivetacticsforpersuasion. Communication:listeningopenlyandsendingconvincingmessages. Change!catalyst:initiatingormanagingchange. Conflict!management:negotiatingandresolvingdisagreements. Building!bonds:nurturinginstrumentalrelationships. Teamwork! and! collaboration: working with others toward shared goals. Creating groupsynergyinpursuingcollectivegoals.

17 IconisLearning There are now a number of well validated and researched models of EI, including some psychometrictests,theresultsofwhich,oncefedbackinadevelopmentalcontextcanprovidea powerfulmeansofpersonalevolution. OneofthecoUdesignersofthismodel,TimSparrow,andhiscoUauthor of Applied IE provide in theirbookoneofthemosteffectivedefinitionsofemotionalintelligence: ) Emotional)intelligence)is)the)habitual)practice)of:) Using)emotional)information)from)ourselves)and)other)people) Integrating)this)with)our)thinking) Using)these)to)inform)our)decision)making)to)help)us)get)what)we)want)from)the)immediate) situation)and)from)life)in)general. ) ) One of the most interesting parts of this definition is the term habitual practice. The developmentofemotionalintelligenceisnowrecognisedinorganisationallife.it susefulbecauseit drawsattentiontothefollowinginparticular:

18 IconisLearning Thereareaspectsofmanagement,leadershipandteamworkinwhichcompetencies owingtheirorigintoemotionalstatesareatleastasimportantastechnicalabilities. Managingpersonalemotionsandadaptingthemtocircumstances,andunderstanding others emotions,isanimportantaspectofleadershipandteamwork. Research by the Chartered Institute of Personnel and Development (summarised in their factsheet The)role)of)front)line)managers)in)HR )hasshownthatmanagerswithbetterpeopleskills in the areas of, for example, communications, responsiveness, coaching and guidance, get better performancefromthepeopletheymanage. Supportersoftheconceptclaimthatemotionallyintelligentmanagersare(forexample)betterat resolving workplace conflict and are better negotiators and better leaders. Thus Goleman argues thatmostmanagerswithmbashavesimilariqs(becausetogainanmbademandsacertainlevelof intelligence),butthedistinguishingfeatureofgoodmanagersamongmbauholdersishigherlevelsof emotionalintelligence.mayer,however,hassaidthatinhisviewnoteverymangerneedstohave emotionalintelligence,thoughmanagersshouldbeawareofitofitinothersandvalueit.tosome extent, this may be a fruitless debate: in the same way that some people have higher IQs than others,thereisacontinuumofemotionalintelligence.virtuallyeveryonewillhavesomedegreeof emotionalintelligence,andthequestionmaythenbecomehowitcanbedevelopedandharnessed. AllwritersagreethatemotionalintelligenceisnotasubstituteforIQandtechnicalandprofessional abilities.managersneedtobeprofessionallycompetentfirst. Whatevidenceistherethatemotionalintelligenceenhancesjobperformance?Itsproponentshave carriedoutresearchwhichclaimstoshowlinkages.thereareexamplesfromdifferentcultures: A very clear relationship between a competencyubased measures of emotional intelligenceandbritishmanagers careeradvancementoverasevenuyearperiod 2. American financial advisers who went through an emotional competence developmentprogrammehadsalesgainsof8%u20%,significantlymorethanthose whodidnotundergotheprogramme 3. Tenemotionalcompetenciesemergedasthedistinguishingcapabilitiesofsuccessful teamsinagermanchemicalcompany 3.

19 IconisLearning Emotionalintelligenceisalsosaidtobeaneffectivewayofidentifyingleadershippotential,because thequalitiesthatconstitutegoodleadershipsuchasdecisiveness,empoweringothersandopenness tochangeallreflectaspectsofemotionalintelligence.