Teaching & Traits of Students Who Have Success in the Workforce

Teaching & Traits of Students Who Have Success in the Workforce
Agustin V. Arbulu C., CEO Metro Home Health Care Summer 2012

Introduction

Vision Individuals build organizations or succeed because they have a clear vision Vision – 2 components Core Ideology Envisioned Future

Role of Leadership Drives Vision Drives Strategy Drive Climate/Culture

Individual Competencies Organizational Climate
The Power of Leaders Leaders Create the Climate for Success Individual Competencies Leadership Styles Organizational Climate Results 50-70% of variance in Organizational Climate explained by differences in Leadership Styles 28% of variance in Financial Results (profits and revenue) explained by differences in Organizational Climate

Emotional Intelligence
Individual Competencies Leadership Styles Organizational Climate Results Emotional Intelligence What drives a leader’s and an organization’s success is to a large degree determined by the leader’s emotional intelligence and those emotional intelligence competencies. Are we able to understand what it is we feel--that very often means taking the time, having the self-control or where with all to process those feelings and do something productive with them rather than letting them consume us and sweep us away. These feelings come from the amygdala--a part of the brain that is for the most part pure instinct. It is what stood us well when we were out on the savanah fighting for our lives. It doesn’t help us as much today unless we bring the thinking part of the brain to bear on those feelings. We feel before we think Our thoughts are emotionally toned by the oldest parts of the brain, not the neocortex

Leadership Styles Organizational Climate Results Competencies Individual Emotional Intelligence suggests how easy or difficult it will be to change leadership behavior to match the situation Emotional Intelligence influences the optimal choice of leadership styles and the successful implementation of related behaviors The overall level of emotional intelligence and the number of competencies a leader possesses helps determine how agile they are in matching their behavior to the situations they find themselves in. We all know that not every situation requires the same behavior, but too often many of us rely on our tried and true (and comfortable) skills and behavior even though that is not what the situation demands. We need a broad repertoire of skills and the ability to use them in different situations and at the appropriate time for maximum effectiveness. We need to know when to use various leadership styles and how to create an optimal organizational climate.

Leadership Styles Individual Competencies Leadership Styles Organizational Climate Results Leadership Styles Leadership or managerial styles are simply patterns of behavior a leader adopts to plan, organize, control and motivate his/her employees. It is the way that leaders: Listen, set goals,develop plans, direct others,give feedback, reward/punish, develop employees, etc. Leaders develop these styles because of their personal characteristics (values, motives, personality), styles they have seen others use, what the organization thinks is the “right way” to manage, and the people being managed. Coercive - immediate compliance Authoritative - providing long term direction and vision Affiliative - creating harmony among employees and between mrg and ees Democratic - building commitment among employees/generating new ideas Pacesetting - accomplishing tasks to high standards of excellence Coaching - long term professional development of employees No one style is right - styles depend on the situation Patterns of behavior Your ability to match your behavior to the situation Use of the full array of styles

Organizational Climate
Individual Competencies Leadership Styles Organizational Climate Results Organizational Climate Let me talk for a minute about climate. As I said, climate is what it’s like to work in a place--how it feels--it’s my perception. When managers and leaders create their work place, when they create the feel of the place they have the opportunity to create an environment that allows people to excel and grow. In this work place they are giving them the tools (or not) to be productive and successful. At the same time they are creating a source of discretionary energy. Again I’m sure you can think back to times when you or those around you were giving 150% or at least at times giving 150% and enjoying it. What was happening in those organizations, what was created that enabled people to give more than what was needed to collect their paycheck? “The feel of the place” Your opportunity to create “star” performers The source of discretionary energy

Emotional Intelligence
Individual Competencies

Some Smart People Fail To Perform
Why do some intelligent people including students walk blindly through the realms of life unable to perform? i/AVAC/Pres/2004/Spring2004

Why Do Smart People Fail?
Studies found 81% of the competencies that distinguished outstanding managers were related to emotional intelligence. Boyatzis, (1982) i/AVAC/Pres/2004/Spring2004

Why Do Smart People Fail?
“In studies of 40 different corporations…emotional competencies were found to be twice as important in contributing to excellence as pure intellect and expertise.” Goleman, WWEI (cf. Jacobs and Chen, 1997) i/AVAC/Pres/2004/Spring2004

Further Data Developing skills pertaining to self-awareness, social awareness, self-management and relationship management, account for close to 90% of what distinguishes outstanding performers or leaders from average ones. i/AVAC/Pres/2004/Spring2004

IMPACT OF EI (EQ) “IQ is a threshold competence, but it doesn’t make you a star. Emotional Intelligence can.” William Bennis “An unprecedented number went on to get MBAs…in the past it helped them advance in their careers. [But] what sets people apart….all boils down to EI.” Lori Kocon i/AVAC/Pres/2004/Spring2004

What Equates To Outstanding Performance?
67% are “emotional intelligence” competencies 33% are related to cognitive or technical skills To put it another way: EI drives 2/3 of outstanding performance EI has 2X the weight of cognitive ability and technical skill combined (See pages 31-37, Working with Emotional Intelligence) i/AVAC/Pres/2004/Spring2004

Emotional Intelligence Defined
“The capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships.” Text book definition of Emotional Intelligence. Bring out examples from best boss/worst boss to illustrate. For example: “ gave assignments that really developed and motivated me” involves recognizing others values/drives/talents and managing our own emotions (not letting a need to micromanage get in the way). In 1985, Reuven Bar-On was the first to coin the term Emotional Quotient EQ He was focused on what are the factors that determine one’s ability to be effective in life. Then in the mid 90s Dan Goleman published his books on Emotional Intelligence and Working with Emotional Intelligence. It was his work that popularized the concept. Primal Leadership is Dan’s latest book on EI. His definition emphasizes the ability to motivate oneself and others, as well as to understand ourselves and others - it is EI for a purpose. Daniel Goleman i/AVAC/Pres/2004/Spring2004

KEYSTONE OF EI The keystone is the old Socratic admonition, “Know thyself” and using it to enhance one’s performance. It is also means having the ability to read, transmit to and engage with other people i/AVAC/Pres/2004/Spring2004

The Competency Framework
Self Others Self- Awareness Social Awareness Awareness Self- Management Relationship Management Dan has organized the 20 emotional intelligence competencies into four clusters which are themselves organized around: Self and Others Actions and Awareness What makes this set of competencies so unique is the upper left hand box the Self-Awareness quadrant. Our research has shown us that without this ability to know yourself it is almost impossible/it is impossible to acquire or demonstrate the other competencies effectively and therefore it is difficult to have a positive impact on others. So we say that you must first start by becoming aware of yourself learn to manage yourself, your thoughts, your behavior become more aware of others, their needs, their motives learn to interact/work with others to get the results you are after Actions Positive impact on others 13

The Competency Framework
Self- Awareness Social Awareness Emotional Self-Awareness Accurate Self-Assessment Self-Confidence Empathy Organizational Awareness Service Orientation Self- Management Relationship Management Time: 5 minutes (Use amygdala hijack exercise examples) Self-Awareness (Capacity for understanding one’s emotions and one’s strengths and weaknesses) is the first step which must be in place to develop Emotional Intelligence. Once Self-Awareness is in place, Self-Management (Capacity for effectively managing one’s motives and regulating one’s behavior) and Social Awareness (Capacity for understanding what others are saying and feeling and why they feel and act as they do) can be developed. All three of the previous capabilities must be in place in order to be able to exhibit Social Capability (Capacity for acting in such a way that one is able to get desired results from others and reach personal and group goals). It is by using social capabilities that individuals impact others in desired ways -- inspiring an organization through leadership, delighting customers through excellent customer service, building strong and profitable relationships with customers. Although we are showing a generic set of Social Capability competencies, this is the area where job-specific competencies would be best inserted for a customized model. Emotional Self-Control Transparency Adaptability Achievement Orientation Initiative Optimism Developing Others Inspirational Leadership Influence Communication Change Catalyst Conflict Management Teamwork & Collaboration 13

What Is a Competency? Skills Knowledge Social Role, Values Self-Image
Any measurable characteristic of a person that differentiates level of performance in a given job, role, organization, or culture Social Role, Values Self-Image Trait Motive Skills Knowledge Necessary for top performance but not sufficient Characteristics that lead to longer-term success i/AVAC/Pres/2004/Spring2004

About Competencies Focuses on behaviors/traits/characteristics that are developmentally scaled For each competency, there is a target level of behavior that, when met or exceeded, positively impacts performance i/AVAC/Pres/2004/Spring2004

There Are Many Ways to Success
One size does not fit all. “…often various combinations of compe-tencies lead to success.” David McClelland, “Where Do We Stand on Assessing Competencies,” 1994 One competency may compensate for another. Certain combinations of competencies may contribute to outstanding performance. Some competencies are more critical than others. i/AVAC/Pres/2004/Spring2004

Positive impact on others
The Conceptual Model Self Others Self- Awareness Social Awareness Awareness The four components of EI are represented in the four quadrants listed above. The critical dimensions are self v. others and awareness v. action. Self awareness is critical for self management and for social awareness. Research shows that people who lack self awareness have virtually no chance of demonstrating self management (how can you manage something if you’re not aware of it) and very little chance of demonstrating social awareness (how can you be attuned to others if you’re not attuned to yourself.) Bringing it all together allows for the expression of effective leadership - the cluster we’re calling relationship management. Real life example - Leaders of two organizations who both had to downsize; one did not exhibit self control or social awareness and the best people left; one did exhibit self control and very good social awareness - the best people stayed Actions Self- Management Relationship Management Positive impact on others i/AVAC/Pres/2004/Spring2004

I. Self-Awareness The key source for enhancing performance:
Emotional Self-Awareness: Recognizing how our emotions affect our performance Figuring out one’s emotional pulse Accurate Self-Assessment: Knowing one’s own inner resources, abilities and limits Having a sense of one’s own strengths and limits Self-Confidence: A strong sense of one’s self-worth and capabilities Being self assured or having presence The three self awareness competencies are critical for social awareness and self management. People with self-awareness are realistic - neither overly self critical nor naively hopeful. They are honest with themselves and with others - they laugh at themselves. They know their goals and values and are able to turn down jobs and opportunities that do not fit. An example of lack of self awareness - this came out of a meeting with Sr. VPs talking about the impact that a CEO had had on an employee which he was totally unaware of. It seems that the CEO had blown up at an employee the evening before. The employee came to HR and said they thought they would have to leave the organization. The HR person went to the CEO and asked what had happened and he said “nothing” When pressed by the VP HR the CEO said “well we did have a little disagreement, but it was quickly over” - to the CEO it was a little thunderstorm in an otherwise sunny meeting. To the employee it was devastating. Do you or anyone you know have such a blind spot? i/AVAC/Pres/2004/Spring2004

Self-Awareness i/AVAC/Pres/2004/Spring2004

Self-Awareness The essence of Self-Awareness is seeing yourself as others see you. People with high Accurate Self-Assessment (ASA) have smaller gaps between self and others’ views than people who score low on ASA* (Burckle & Boyatzis, 1999). * N=214, t-values range from 2.27 to 6.46, p<.001 Key starting component. Individuals who accurately assess themselves can move toward success!! i/AVAC/Pres/2004/Spring2004

II. Self-Management Self-Regulation Motivation
Emotional Self-Control: keep disruptive emotions and impulses in check Transparency: maintains integrity, acts congruently with one’s values Adaptability: flexibility in handling change Motivation Achievement: strives to improve or meet a standard of excellence Initiative: ready to act on opportunities Optimism: persistence in pursuing goals despite obstacles and setbacks The next step after self awareness is self management; it does no good to be aware if we don’t or can’t change our reactions or behaviors. There are two components to self management. Self regulation (how we manage our drives in choosing behaviors) and self-motivation (drives us to act in certain ways). Most managers do very well in the self-motivation area - it’s why they are successful in the first place and its what they have been rewarded for! For example, high levels of achievement, initiative, and optimism have worked very well in making for some successful careers. Achievement is critical for success, but motivation without self regulation can have negative consequences gets in the way. Give an example. What are your challenges around self regulation? What impact does it have on your ability to lead effectively? Self regulation is usually where many managers find they must focus in order to progress in the organization (some will say this is not true in this organization - if so, you may want to elude to the impact on climate- climate will be covered later on today). What are the subtle ways that we all lose self control - not the large outbursts or visibly emotional times? Has anyone ever taken over someone else’s work and redone it when it wasn’t meeting your standards? What are some other examples? i/AVAC/Pres/2004/Spring2004

III. Social Awareness Empathy: senses others’ feelings and perspectives, and takes an active interest in their concerns Organizational Awareness: reads a group’s emotional currents and power relationships Service Orientation: anticipates, recognizes, and meets customers’ or clients’ needs Note: Gus Pagnois, a retired general, highly decorated in both Vietnam and first Gulf War, states empathy is an “absolutely vital quality” in being a leader helps know “where you can draw the line and make it stick.” i/AVAC/Pres/2004/Spring2004

Positive impact on others
The Conceptual Model Self Others Self- Awareness Social Awareness Awareness The four components of EI are represented in the four quadrants listed above. The critical dimensions are self v. others and awareness v. action. Self awareness is critical for self management and for social awareness. Research shows that people who lack self awareness have virtually no chance of demonstrating self management (how can you manage something if you’re not aware of it) and very little chance of demonstrating social awareness (how can you be attuned to others if you’re not attuned to yourself.) Bringing it all together allows for the expression of effective leadership - the cluster we’re calling relationship management. Real life example - Leaders of two organizations who both had to downsize; one did not exhibit self control or social awareness and the best people left; one did exhibit self control and very good social awareness - the best people stayed Actions Self- Management Relationship Management Positive impact on others i/AVAC/Pres/2004/Spring2004

IV. Relationship Management
Leading Others Developing Others: senses others’ development needs and bolstering their abilities Inspirational Leadership: inspires and guides individuals and groups Change Catalyst: initiates or manages change Working with Others Influence: has impact on others Conflict Management: negotiates and resolves conflict Teamwork and Collaboration: works with others toward a shared goal As we were saying earlier today, the competencies in Relationship Management are typically the competencies you learn about in leadership training classes. In thinking about the three previous clusters (Self Awareness, Self Management, and Social Awareness) what links do you see between those clusters and the competencies listed here? Some comments may be: How can you lead others if you don’t have social awareness? Self Management is crucial to working with others. You need to know yourself before you can inspire others. Ask the class if they agree that for a leader to adequately demonstrate these competencies they need to have mastered the other three cluster areas. i/AVAC/Pres/2004/Spring2004

Relationship Management
It’s About Two Things: Ability to lead, inspire others Ability to cooperate, work well with others i/AVAC/Pres/2004/Spring2004

Leadership Styles

Leadership Styles Are a Function of...
The leader’s personal characteristics/traits (competencies identified with EI) The styles used by others The organization’s espoused values Specific leadership situations and the people involved

Factors That Impact Appropriate Use of Styles
Experience A person’s strengths and weaknesses Complexity of tasks Time pressures Risk associated with deviating from performance Resources available

Six Leadership Styles Directive Visionary Affiliative Participative
Pacesetting Coaching Comment: In times of uncertainty and change, successful individuals use the 6 leadership styles.

Directive Style Primary objective: Questions to ask:
Getting immediate compliance Questions to ask: Who controls the work? What is the nature of performance feedback? What is the nature of the work of the group?

Directive Style Most effective: Least effective:
When applied to relatively straightforward tasks In crisis situations When deviations from compliance will result in serious problems With problem employees (when all else has failed) Least effective: When applied to tasks that are more complex than straightforward Over the long term With self-motivated, capable employees

Visionary Style Primary objective:
Provide long-term direction and vision for employees Questions to ask: Is there a vision for the group or organization? Are employees committed to the vision? How is the leader perceived by his/her direct reports?

Visionary Style Most effective: Least effective:
When a new vision or clear direction and standards are needed When the leader is perceived as the “expert” or the “authority” With new employees who depend on the leader for guidance Least effective: When the leader does not develop employees When the leader is not perceived as credible When trying to promote self-managed teams and participatory decision making

Affiliative Style Questions to ask: Primary objective:
Creating harmony Questions to ask: What are the predominant employee/employee and employee/leader interactions? What is the nature of performance feedback? How are goals and standards represented in this organization?

Affiliative Style Most effective: Least effective:
When used as part of a repertoire When giving personal help In getting diverse, conflicting groups to work together harmoniously Least effective: When employees’ performance is inadequate In crises or complex situations needing clear direction and control With employees who are task-oriented or uninterested in friendship with their leader

Participative Style Primary objective: Questions to ask:
Building commitment and generating new ideas Questions to ask: How are decisions made in this organization? How is poor or less-than- satisfactory performance dealt with? Who provides the direction in this organization? What is the level of competence of the employees in this organization?

Participative Style Most effective: Least effective:
When employees are competent When employees must be coordinated vs. managed When a leader is unclear about the best approach Least effective: In crises When employees are not competent, lack crucial information, need close supervision

Pacesetting Style Primary objective:
Accomplishing tasks to high standards of excellence Questions to ask: What happens when work is not performed to expectations in this organization? Does the leader feel comfortable delegating his work to others? What is the pace of work in this organization? What is the level of competence of the employees in this organization?

Pacesetting Style Most effective: Least effective:
When employees are highly motivated, competent, know their jobs When managing individual contributors In making the organization move fast For developing employees who are similar to the leader Least effective: When the leader cannot do all his/her work personally When employees need direction, development, and coordination

Coaching Style Primary objective: Questions to ask:
Supporting the long-term professional development of others Questions to ask: Do employees have development and/or career plans? Are employees supported in achieving their professional development goals? Are employees interested in their own personal development?

Coaching Style Most effective: Least effective:
When employees acknowledge a discrepancy in performance With employees who are motivated to seek professional development Least effective: When the leader lacks expertise When employees require considerable direction and feedback In crises

Leadership style employed in the work place impacts outcomes/results. People’s perception of “what it’s like to work here” Aspects of the environment that directly impact employees’ ability to do their jobs well Determines how well leaders optimize their human resources and tap their “discretionary effort”

6 Dimensions of Organizational Climate
Flexibility Responsibility Standards Rewards Clarity Team Commitment

Flexibility Definition: Questions to ask:
Lack of constraints in the workplace No unnecessary rules, policies, procedures, or practices New ideas are accepted freely Questions to ask: Do employees have to fight against unreasonable constraints? Is it easy to innovate/get new ideas accepted? Are there unnecessary rules and procedures?

Responsibility Definition: Questions to ask:
Employees have a lot of authority delegated to them Employees have freedom to make decisions about doing their own job Employees are held fully accountable for the outcome of their work Questions to ask: Are important tasks delegated to employees? Are employees encouraged to take initiative? Are individuals encouraged to take risks based on their own judgment? Are employees allowed the opportunity to experience the success or failure of their own efforts?

Standards Definition: Questions to ask:
The emphasis employees feel management puts on improving performance and doing one’s best The degree to which people feel that challenging but attainable goals are set for individuals and the organization The extent to which mediocrity is not tolerated Questions to ask: Does the performance bar rise every year? Can employees get away with doing less than their best? Is mediocrity tolerated?

Rewards Definition: Questions to ask:
Rewards and recognition linked directly to performance Rewards and recognition differentiate levels of performance People know where they stand in terms of their performance Questions to ask: Do rewards outweigh punishment? Are rewards tied directly to the quality of performance? Does good performance lead to increased opportunities for personal growth?

Clarity Definition: Questions to ask:
Employees know what is expected of them Employees know how those expectations relate to the larger goals and objectives of the organization Questions to ask: Do employees have a clear idea of what is expected of them? Do employees know how they personally contribute to the mission? Are goals, policies, procedures and lines of authority clearly articulated and understood?

Team Commitment Definition: Questions to ask:
People are proud to belong to the organization Everyone provides extra effort when needed There is trust that others in the organization are working toward a common objective Questions to ask: Do individuals and teams cooperate effectively to get the job done? Do conflicts get resolved effectively? Do feelings of trust, pride, and organizational loyalty exist in the workplace?

Impact of Styles and Climate on Employee Motivation

People—and Competencies—Matter
Individuals who demonstrate the job competencies required perform better than counterparts who do not Managers who use leadership styles effectively perform better Competencies and styles impact leaders’ ability to create a positive organizational climate Organizational climate impacts performance

Impact of Organizational Climate on Profitability
General Managers who created high performance climate for their teams achieved better margins* General Managers n=21 Creating High Performance or Energizing Climates n=11 Average 2001 Business Results Gross Margin* Profit Margin* Creating Neutral or Demotivating Climates n=10 48% 29% 36% 17% = Statistically Significant Difference * p< .06 * Global Technology Organization, Hay McBer 2002

Impact of Organizational Climate on Profitability
The earnings impact of creating a positive climate is substantial* General Managers (n=21) Creating High Performance or Energizing Climates (n=11) Average 2001 Account Revenue = $356MM Creating Neutral or Demotivating Climates n=10 Average2001 Account Revenue = $250 MM 2001 Business Results for the Accounts ($MM) Gross Margin Profit Margin Dollar Value of Positive Climate $1,880 MM $1,136 MM $900 MM $425 MM $980 MM $711 MM * Global Technology Organization, Hay McBer 2002

Impact of Organizational Climate on Financial Growth
Over time organizational climate predicts financial growth and performance* 75% Outstanding Executives 50% Productive Organizational Climate Good Executives 25% 25% 50% 75% Financial Success The average growth among outstanding executives totaled 63%; growth among typical executives totaled 24% *Life Insurance Leadership Study, LOMA & Hay/McBer, 1996

Impact of Styles on Climate
General Managers who created high performance climates had a broader repertoire of leadership styles* **p < .05 General Managers n=21 Creating High Performance or Energizing Climates n=11 Creating Neutral or Demotivating Climates n=10 Mean Percentile of Differentiating Managerial Styles** >66 % is considered a dominating Leadership Style Pacesetting Visionary Coaching Affiliative Participative 48% 80% 71% 76% 75% 40% 41% 46% = Statistically Significant Difference * Global Technology Organization, Hay McBer 2002

Emotional Intelligence and Styles and Climate

EI and Leadership Styles: The Conceptual Links
Self- Awareness Social Awareness Self- Management Relationship Management Dan has organized the 20 emotional intelligence competencies into four clusters which are themselves organized around: Self and Others Actions and Awareness What makes this set of competencies so unique is the upper left hand box the Self-Awareness quadrant. Our research has shown us that without this ability to know yourself it is almost impossible/it is impossible to acquire or demonstrate the other competencies effectively and therefore it is difficult to have a positive impact on others. So we say that you must first start by becoming aware of yourself learn to manage yourself, your thoughts, your behavior become more aware of others, their needs, their motives learn to interact/work with others to get the results you are after Leadership styles: how we interact with those we lead 13

Key EI Competency Links to Resonant Styles
Visionary Style Self- Awareness Social Awareness Empathy Self- Management Relationship Management Time: 5 minutes (Use amygdala hijack exercise examples) Self-Awareness (Capacity for understanding one’s emotions and one’s strengths and weaknesses) is the first step which must be in place to develop Emotional Intelligence. Once Self-Awareness is in place, Self-Management (Capacity for effectively managing one’s motives and regulating one’s behavior) and Social Awareness (Capacity for understanding what others are saying and feeling and why they feel and act as they do) can be developed. All three of the previous capabilities must be in place in order to be able to exhibit Social Capability (Capacity for acting in such a way that one is able to get desired results from others and reach personal and group goals). It is by using social capabilities that individuals impact others in desired ways -- inspiring an organization through leadership, delighting customers through excellent customer service, building strong and profitable relationships with customers. Although we are showing a generic set of Social Capability competencies, this is the area where job-specific competencies would be best inserted for a customized model. Transparency Emotional Self-Control Inspirational Leadership Influence Visionary Style 13

Affiliative Style Self- Awareness Social Awareness Empathy Self- Management Relationship Management Time: 5 minutes (Use amygdala hijack exercise examples) Self-Awareness (Capacity for understanding one’s emotions and one’s strengths and weaknesses) is the first step which must be in place to develop Emotional Intelligence. Once Self-Awareness is in place, Self-Management (Capacity for effectively managing one’s motives and regulating one’s behavior) and Social Awareness (Capacity for understanding what others are saying and feeling and why they feel and act as they do) can be developed. All three of the previous capabilities must be in place in order to be able to exhibit Social Capability (Capacity for acting in such a way that one is able to get desired results from others and reach personal and group goals). It is by using social capabilities that individuals impact others in desired ways -- inspiring an organization through leadership, delighting customers through excellent customer service, building strong and profitable relationships with customers. Although we are showing a generic set of Social Capability competencies, this is the area where job-specific competencies would be best inserted for a customized model. Emotional Self-Control Collaboration Affiliative Style 13

Participative Style Self- Awareness Social Awareness Empathy Self- Management Relationship Management Time: 5 minutes (Use amygdala hijack exercise examples) Self-Awareness (Capacity for understanding one’s emotions and one’s strengths and weaknesses) is the first step which must be in place to develop Emotional Intelligence. Once Self-Awareness is in place, Self-Management (Capacity for effectively managing one’s motives and regulating one’s behavior) and Social Awareness (Capacity for understanding what others are saying and feeling and why they feel and act as they do) can be developed. All three of the previous capabilities must be in place in order to be able to exhibit Social Capability (Capacity for acting in such a way that one is able to get desired results from others and reach personal and group goals). It is by using social capabilities that individuals impact others in desired ways -- inspiring an organization through leadership, delighting customers through excellent customer service, building strong and profitable relationships with customers. Although we are showing a generic set of Social Capability competencies, this is the area where job-specific competencies would be best inserted for a customized model. Emotional Self-Control Adaptability Collaboration Conflict Management Influence Participative Style 13

Coaching Style Self- Awareness Social Awareness Empathy Self- Management Relationship Management Time: 5 minutes (Use amygdala hijack exercise examples) Self-Awareness (Capacity for understanding one’s emotions and one’s strengths and weaknesses) is the first step which must be in place to develop Emotional Intelligence. Once Self-Awareness is in place, Self-Management (Capacity for effectively managing one’s motives and regulating one’s behavior) and Social Awareness (Capacity for understanding what others are saying and feeling and why they feel and act as they do) can be developed. All three of the previous capabilities must be in place in order to be able to exhibit Social Capability (Capacity for acting in such a way that one is able to get desired results from others and reach personal and group goals). It is by using social capabilities that individuals impact others in desired ways -- inspiring an organization through leadership, delighting customers through excellent customer service, building strong and profitable relationships with customers. Although we are showing a generic set of Social Capability competencies, this is the area where job-specific competencies would be best inserted for a customized model. Emotional Self-Control Optimism Influence Developing Others Coaching Style 13

For additional information contact:
Concluding Remarks Questions For additional information contact: Agustin V. Arbulu C. E mail: Phone:

Teaching & Traits of Students Who Have Success in the Workforce

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