WHAT IS EMOTIONAL INTELLIGENCE?

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1 MODULE 1: PERSONAL MASTERY CHAPTER 3: EMOTIONAL INTELLIGENCE 4 WHAT IS EMOTIONAL INTELLIGENCE? The capacity for recognizing our own feelings and those of others, for motivating ourselves and for managing emotions in ourselves and others. Understanding yourself Managing yourself Understanding others Managing others Toolkit WHY DO SMART PEOPLE FAIL? Intellectual Capabilities Intellectual capability (IQ): knowledge and technical expertise are threshold capabilities Only ONE cognitive ability, that of pattern recognition, differentiates outstanding and average leaders Emotional Intelligence Emotional Intelligence (EI): The differentiating factor in success 90% of the difference between outstanding and average is linked to EI EI is 2X as important as IQ and technical expertise combined. EI is 4X as important in terms of overall success. Systems Since top professionals are typically in the top 10% of intelligence, IQ itself offers relatively little competitive advantage. And yet we hire, reward, and promote based on cognitive and technical abilities first and Emotional Intelligence second, if at all. 17

2 Module 1: EMOTIONAL COMPETENCE Emotional intelligence is developed from emotional competencies, which are learned capabilities that contribute to effective performance at work, outstanding leadership, and deeply satisfying relationships in life. A COMPETENCY is any measurable characteristic of a person that differentiates his or her level of performance in a given job, role, organization, or culture. THE COMPETENCY FRAMEWORK Systems Toolkit 18 C opyright 2014 Highland Consulting Group, Inc

3 12 COMPONENTS OF THE COMPETENCY FRAMEWORK SELF-AWARENESS Emotional Self-Awareness: is recognizing how your emotions affect your performance. People who demonstrate this competency know the signals that tell them what they re feeling, and use them as an ongoing guide to how they are doing. Recognizing how your emotions affect your performance has a significant impact on those around you. SELF-MANAGEMENT Achievement Orientation: measures how much you are striving to meet or exceed a standard of excellence you and/or others have set for yourself. People who demonstrate this competency look for ways to do things better, set challenging goals, and take calculated risks. Adaptability: focuses on your flexibility in handling change. People who demonstrate this competency willingly change their own ideas or approaches based on new information or changing needs. They are able to juggle multiple demands. Innovation and changes to the status quo are generally seen as opportunities not something to be avoided. Emotional Self-Control: is keeping disruptive emotions and impulses in check. Since we all have them from time to time, people who demonstrate this competency are able to maintain their effectiveness under stressful or hostile conditions. Positive Outlook: focuses on persistence in pursuing goals despite obstacles and setbacks. People who demonstrate this competency will see the positive in people, situations, and events more often than the negative. They tend to have an abundant attitude toward life rather than an attitude of scarcity. SOCIAL AWARENESS Empathy: is sensing others feelings and perspectives, and taking an active interest in their concerns. It s paying attention and being tuned in. People who demonstrate this competency are able to pick up cues, understanding what is being felt and thought and can truly walk a mile in someone else s shoes even if they have not had a similar experience. Organizational Awareness: focuses on the dynamics among people. It is about reading a group s emotional currents and understand the power relationships. People who demonstrate this competency think about the interconnectedness of relationships throughout the organization, not just their part of it. They can accurately identify the influencers, the networks and the group dynamics. RELATIONSHIP MANAGEMENT Conflict Management: measures how well you negotiate and resolve conflict. People who demonstrate this competency bring disagreements into the open, effectively communicate the different positions and find solutions all can endorse. They do not allow unresolved conflicts to create or sustain a dysfunctional environment. Toolkit Systems 19

4 Module 1: Coach and Mentor: means taking an active interest in others development needs and bolstering their abilities. People who demonstrate this competency spend time helping people via feedback, support, and assignments that will grow their skills and capabilities. Influence: means having a positive impact on others. People who demonstrate this competency persuade or convince others to gain support for an agenda. They are able to utilize insights and awareness of others needs to get them on board with a change, new idea, or plan of action. Inspirational Leadership: means the ability to inspire and guide individuals and groups. People who demonstrate this competency work to bring people together to get the job done. They bring out the best in others. People love to follow the inspirational leader where they didn t know they could go. work: requires working with others toward a shared goal. It s about creating group synergy and group identity in pursuing collective goals. work is an orientation to work with others interdependently, not separately or competitively. Leaders with this competency understand that the whole is far greater than the sum of the parts, when the whole is working well together. Systems Toolkit 20 C opyright 2014 Highland Consulting Group, Inc

5 EMOTIONAL INTELLIGENCE QUICK SELF-TEST 5 Score yourself within the range of 1 5 (1= VERY RARELY and 5 =VERY CONSISTENTLY) 1. I know how I m feeling. 2. I know and share my strengths and weaknesses. 3. I address conflicts before they get out of hand. 4. I keep calm in a crisis or when under stress. 5. I don t let unexpected events throw me for long. 6. I see the positive more than the negative in people and situations. 7. I actively seek others perspectives and opinions. 8. I do good job walking a mile in someone s shoes. 9. I know how to work with and through others in my organization. 10. I understand how our culture works here. 11. I provide constructive feedback to those who need the information. 12. I ask for constructive feedback about my impact on others. 13. I understand how different people need to hear/see information. 14. I enjoy encouraging excitement and inspiration in others. 15. I know why I m feeling the way I am. 16. I set goals for myself that are realistic and challenging. 17. I know what my triggers are. 18. I look for ways to improve the way things are. 19. I look for subtle signs in the way people are communicating. 20. I make a conscious effort to engage every member of my team. Turn to the next page to fill in the scoring grid Toolkit Systems 21

6 Module 1: EMOTIONAL INTELLIGENCE QUICK SELF-TEST Scoring Grid Transfer your self-score from the 20 questions sheet by question number, and then total your score by adding up all the questions for each of the 4 EI quadrants. Self-Awareness Self-Management Social Awareness Social Skills Toolkit TOTAL: TOTAL: TOTAL: TOTAL: Systems Maximum Score is 25 for each quadrant. Those quadrants with the higher scores are where you likely have the most awareness and EI competency. Those with the lower scores are where you will likely need to focus more of your time and effort. This course will focus on all 4 quadrants to help you increase your Emotional Intelligence in addition to other key leadership skill sets. 22 C opyright 2014 Highland Consulting Group, Inc

7 HOW EMOTIONAL INTELLIGENCE DEVELOPS Conscious Incompetence Conscious Competence Conscious Incompetence is mitigated by asking for and receiving: Feedback Conscious Competence is developed and improved through: Experiment Toolkit Unconscious Incompetence is a result of forming a: Habit Unconscious Competence occurs when we have experienced & know enough to: Integrate Unconscious Incompetence DEVELOPING EMOTIONAL INTELLIGENCE Self-Directed Change is KEY Unconscious Competence The self-directed change and learning process may begin at any point in life, and it often begins when a person experiences a discrepancy or an event that provokes a new awareness and a sense of urgency. Systems 23

8 Module 1: THERE ARE 4 PERSONAL CHALLENGES TO CONSIDER: Challenge #1: Who do I really want to become? My Current Self What are my values? What is my mission or purpose? What is my vision? Challenge #2: Getting feedback: realizing who I am Know what to ask for Know who to ask Prepare my respondents Seek support from a wide-range of people My Ideal Self Challenge #3: Creating practice opportunities Toolkit Systems I do not THINK my way into new behaviors; I BEHAVE my way into new thinking. Challenge #4: Controlling impulse and habit Be aware of my response Reveal my response to others Determine my motivation to change my response Invite others to provide feedback about my response EMOTIONAL INTELLIGENCE Self-Directed Action Planning Determine the best model of leadership for yourself Ensure you receive ongoing feedback on that model and in the areas you want to develop and grow Evaluate the feedback Establish your action plan and a means of monitoring progress that you make Work the plan through mindful awareness and action practice, practice, practice! If you think you can or think you can t, you re right. - Henry Ford 6 To learn more about your perceived leadership competency and impact, we highly recommend utilizing a 360 degree feedback instrument to give you an accurate and deeper view of how your leadership impacts and is perceived by those around you - your direct reports, your leader, your peers, and any other key relationships. Any validated instrument will align to emotional intelligence competencies in a number of ways, if you look carefully, because no leader can succeed for long without them. 24 C opyright 2014 Highland Consulting Group, Inc

9 LIFE LINE 7 A finished Life Line might look something like this. Please take some time and thought to create this on your own. Toolkit It helps to draw each line in a different color or distinguish it in some way so you know the difference. Note TRENDS, SPIKES, DIPS, & PATTERNS in each line and amongst the three different lines. Mark the key events, people, or situations in each category. The first line records personal events or people that directly influenced your social and personal development. The focus of this line is on relationship issues that might include moving to a different house, loss of friends, being in a committed relationship, having children, etc. The second line shows achievements through your life. These events can be either major successes or failures, such as graduating from college, or the first job disaster. The third line plots other events that don t fall neatly into the relationship or achievement category but had a profound impact on you. Perhaps an inheritance, a sudden insight, or a spiritual experience might fall into this category. Systems 25

10 Module 1: Here are some questions that may help guide your reflection: Toolkit Systems Who was your most dominant parent or adult in your life and why? What was your relationship like with your siblings, and/or with friends at school? How did these relationships affect you? When did dating begin and how has romance shaped your choices? Achievement What kind of student were you? What extracurricular activities have you participated in outside of school or work, and what role have these played in your life? What guided you in choosing your work? How have you progressed at work? What are you good at or not so good at? What have been your successes and disappointments? Other What events have helped you such as an inheritance, a sudden insight, or a trip abroad? Have any unusual events, spiritual experiences, or other important things happened in your life that have had a significant influence on your life? Take a look at the highs and lows and look for patterns in your life. 26 C opyright 2014 Highland Consulting Group, Inc

11 Now consider these 5 questions and answer them for yourself: What was the impact of each of these important relationships, achievements, and events on your perspective on the world? How do these relationships, achievements, and events impact the way you behave in the world today? What pain and triumphs did you identify AND HOW have they influenced your life? Are you able to let go of the pain? Are you able to acknowledge the triumphs and own them? Toolkit What are the patterns you see in your overall development ON ANY ONE LINE AND AMONGST THE THREE LINES? Where do you think you are headed? What does all this tell you about how you lead and what you want most and care about? Systems 27