2/6/2017. Presented by: Amanda Scott, OTD, OTR/L, BCG, CDP

Transcription

1 Presented by: Amanda Scott, OTD, OTR/L, BCG, CDP Participants will be able to define emotional intelligence Participants will be able to identify areas of opportunity for improving emotional intelligence in leaders and employees Participants will be able to design implementation strategies to maximize performance Participants will be able to assess success of strategy implementation effectiveness through program evaluation Management The organization and coordination of the activities of a business in order to achieve defined objectives. External skill- easily taught Administrates (management of organizational behavior) Leadership A leader steps up in times of crisis, and is able to think and act creatively in difficult situations. Internal skill- difficult to teach Innovates (management of organizational behavior) nt.html#ixzz3vw3g16mm dership.html#ixzz3vw3g3jap Google Images, 2015 One Minute Manager 1

2 Correlation between Myers- Briggs, Keirsey, and Brickman Emotional intelligence (EI) Personality type Skills assessment (strengths/weaknesses) Google Images, 2015 Your ability to recognize and understand emotions, and your skill at using this awareness to manage your self and your relationships with others Key ingredient in leadership effectiveness and job success Travis Bradberry & Jean Greaves The more complex the job, the more emotional intelligence matters A deficiency in emotional intelligence can get in the way of you using your technical expertise and intellect Serves as foundation for many critical skills EI is not about being nice May require you to confront others with uncomfortable but important truths EI does not mean letting it all hang out About managing feelings so they are expressed appropriately and effectively Women are not smarter than men when it comes to EI Have different strengths and weaknesses, but overall there are no gender differences Our level of EI is not fixed genetically, nor does it develop only in early childhood Something that is learned and continues to develop throughout life as a result of experience SOURCE: Working with Emotional Intelligence by Daniel Goleman 9 10 PERSONAL COMPETENCE SOCIAL COMPETENCE What You See Self Awareness Social Awareness What You Do Self Management Relationship Management Can be divided into two clusters: Personal Competence how well you understand and manage yourself and your emotions Social Competence how well you recognize and manage emotions of others, build relationships and work in complex social systems

3 Ability to accurately recognize your emotions as they happen and understand your general tendencies for responding to different people and situations Reflects personal competence through: 1. Being aware of your emotional state 2. Recognizing how your behavior impacts others 3. Understanding how other people influence your emotional state Using awareness of your emotions to choose what you say and do, in order to positively direct your behavior Reflects personal competence through: 1. Making the most of any situation 2. Resisting the desire to act or speak when doing so will only make things worse 3. Taking responsibility for your own part in things Recognizing and understanding the emotions and perspectives of others Using awareness of your emotions and the emotions of others to manage interactions successfully Reflects social competence through: 1. Recognizing a mood in the room 2. Caring what others are going through 3. Hearing what others are really saying Reflects social competence through: 1. Communicating effectively 2. Handling conflict well 3. Recognizing and meeting your needs and the needs of others Individuals with high emotional intelligence: often make better decisions are better able to identify interpersonal difficulties and ensure a timely and effective response are better able to handle changes build stronger social networks Emotional competencies are twice as important in contributing to excellence as intellect and expertise Center for Creative Leadership s landmark study found 75% of executives who derailed did so for reasons related to emotional competencies Two most common traits of those who failed: Rigidity being unable to adapt style or change in response to constructive feedback Poor Relationships being too critical, insensitive or demanding Derailment: getting fired, being forced to quit, or reaching a plateau in a dead-end position Can you think of examples where an individual s career derailed?

4 Quit treating your feelings as Good or Bad Observe the Ripple Effect from your emotions Know who and what pushes your buttons Watch yourself like a hawk Stop and ask yourself WHY you do the things you do Seek feedback Count to ten Sleep on it Set aside time in your day for problem solving Take control of your self talk Speak to someone who is NOT emotionally invested in your problem Visualize yourself succeeding Watch body language Practice the art of listening Step into their shoes Catch the mood of the room Greet people by name Go people watching Plan ahead for social gatherings Be open and be curious Take feedback well Have an open door policy Don t avoid the inevitable Acknowledge the other person s feelings Explain your decisions, don t just make them Tackle a tough conversation Emotionally charged interactions can be particularly challenging to handle Individuals who are most successful in getting things done and building relationships are the ones who are best at handling interactions where: the stakes are high opinions vary emotions run strong Use process suggestions to manage the sequence and pace of the interaction. Start with the facts when you're sharing information. Disclose your own feelings and perceptions, using "I" statements. Encourage others to share their thoughts and feelings through the use of questions that begin with "what". Acknowledge others' viewpoints whether or not you agree with them. Keep your language tentative until all the relevant information is out on the table. Seek others' ideas on how to resolve the situation. Make sure you contribute your own ideas. Strive to reach consensus on the best course of action

5 Purpose: to focus on how you can apply the emotional intelligence skills in your Department Instructions: Think about upcoming interactions you may need to have with your staff, customer or family members Select one situation that is likely to be emotionally-charged or particularly difficult to handle Use the Skill Practice Sheet to begin preparing for that discussion Purpose: To provide an opportunity to practice handling an emotional interaction Divide group into triads Use interactive planner to prepare conversation Have triads select roles Identify specific actions you plan to take to leverage your emotional intelligence I intend to continue doing... Use self awareness to identify areas Make a list How is self management different than self control? What happens when a situation pushes your buttons? I intend to begin... I intend to do less of Breathe Right Create an emotion vs. reason list Make your goals public Count to ten Sleep on it Talk to a skilled self manager Smile and laugh more Set aside problem solving time Take control of self talk Visualize yourself succeeding Sleep hygiene Focus on freedoms instead of limitations Stay synchronized Speak with someone who is not emotionally invested in your problem Learn from everyone you encounter Schedule mental recharging Change is just around the corner 5

6 Change is just around the corner Life is not stagnant All great changes are preceded by chaos. -Deepak Chopra Getting over a painful experience is much like crossing monkey bars. You have to let go at some point in order to move forward. -C.S. Lewis Sometimes good things fall apart so better things can fall together. - Marilyn Monroe Bradberry, T. & Greaves, J. (2009). Emotional Intelligence 2.0. San Diego. TalentSmart. Belker, L.B., McCormick, J.,Topchik, G.S. (2012). The First-time Manager (6 th ed.). New York: Management Association. Hunter, J.C. (2004). The World s Most Powerful Leadership Principle: How to become a servant leader. New York: Crown Business. George, M., Rowlands, D., Kastle, B. (2004). What is Lean Six Sigma?. New York: McGraw-Hill Education. Author Unknown. (2015). Retrieved from: Author Unknown. (2015). Retrieved from: Blanchard, K., & Johnson, S. (1986). One Minute Manager. Berkley Trade. Covey, S. (2004). 7 Habits of Highly Effective People. Free Press. Hersey, P., Blanchard, K.H., Johnson, D.E. (2001). Management of Organizational Behavior: Leading human resources (8 th ed.). Upper Saddle River, NJ: Prentice Hall. Author Unknown. (2015). Retrieved from: Gilkeson, G.E. (1997). Occupational Therapy Leadership: Marketing Yourself, your profession, and your organization. Philadelphia: F.A. Davis Company. Hammill, G. (2005). Mixing and Managing Four Generations of Employees. FDU Magazine Online, Winter/Spring Retrieved from: Lewis, M.B. (2008). Myers-Briggs Type Indicator and Its Offspring. Retrieved from: 6