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"Knowing others and knowing oneself, in one hundred battles,- no danger. Not knowing the other and knowing oneself, - one victory for one loss. Not knowing.

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Presentation on theme: ""Knowing others and knowing oneself, in one hundred battles,- no danger. Not knowing the other and knowing oneself, - one victory for one loss. Not knowing."— Presentation transcript:

1 "Knowing others and knowing oneself, in one hundred battles,- no danger. Not knowing the other and knowing oneself, - one victory for one loss. Not knowing the other and not knowing oneself, -in every battle certain defeat." ~Sun Tzu, The Art of War

2  Develop a basic understanding of the concept of Emotional Intelligence.  Learn the competencies associated with this concept as it relates to leadership.  Learn what is defined as a Resonant Leader.  Develop an action plan to increase leadership competencies.

3 “Why is it some days I feel like my head is going to explode!”

4  The workings of the amygdala and its interplay with the neocortex are at the heart of emotional intelligence.

5 Amygdala

6 Prefrontal Cortex

7 Thalamus Amygdala Prefrontal Cortex

8 Amygdala Hippocampus Emotional Stimulus Emotional Response Long Route 30 – 40 milliseconds Hijacked Route 12 milliseconds Sensory Thalamus Sensory Cortex

9  The journey begins with a sensation.  Routed to the thalamus.  The thalamus acts as "air traffic controller" to keep the signals moving.  In a typical situation, the thalamus directs the impulse to the cortex  The cortex "thinks" about the impulse and makes sense. "Aha!"  That signal is then sent to the amygdala  A flood of peptides and hormones are released to create emotion and action.

10 The thalamus has a different reaction. the thalamus can quickly react to potential threat. In that case, it bypasses the cortex - - the thinking brain -- and the signal goes straight to the amygdala. The amygdala can only react based on previously stored patterns. Sometimes this kind of reaction can save our lives. More frequently it leads us to say something harmful, to escalate the situation, or even to violence.

11  The brain has an ‘open loop’ system.  We are ‘wired’ to pick up subtle clues from one another.  Resonance is contagious…so is dissonance.

12 “Hey, that was rude!” “That person is always interrupting you. I can't believe it. What a jerk!” “Hey! You ought to teach that interrupter a lesson.” “He doesn't respect you! Get him!!”

13 Oh, the simple folk… Foul.. Unnecessary Rudeness! Going to my safeplace! Forgive them; They know Not what they do. We should be harmonious. Guilty! Hahaha!!! My analysis indicates That I deserve this…

14 "Anyone can become angry -- that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way-that is not easy.“ ~Aristotle

15  Emotional Intelligence refers to the capacity for recognizing our own feelings and those of others, for motivating ourselves and for managing emotions well in ourselves and in our relationships.”  ~Goleman

16  Emotional intelligence is the ability to perceive emotions, to access and generate emotions so as To assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth.

17  Knowing one’s emotions,  Managing emotions,  Motivating oneself,  Recognizing emotions in others,  Handling Relationships.  Expanded on in Goleman’s book, Emotional Intelligence; Why It can Matter More than IQ (1995)

18 ... a person’s innate ability to perceive and manage his/her own emotions in a manner that results in successful interactions with the environment, and if others are present, to also perceive and manage their emotions in a manner that results in successful interpersonal interactions. ~Dr. Henry Thompson, President & CEO of High Performing Systems, Inc.

19  "Executives who fail to develop self- awareness risk falling into an emotionally deadening routine that threatens their true selves. Indeed a reluctance to explore your inner landscape not only weakens your own motivation but can also corrode your ability to inspire others."

20 Self-awareness Emotional self-awareness Accurate self-assessment Self-confidence Self Management Emotional self-control Transparency Adaptability Achievement Initiative Optimism Social Awareness Empathy Organizational awareness Service Relationship Management Inspirational leadership Influence Developing others Change catalyst Building bonds Teamwork &collaboration

21  Delivers the message authentically and from own values and resonates with the emotions of those around them.  The more resonance, the less ‘static’ in interactions.  Resonant leadership helps team stay focused and optimistic even amid formidable change.

22  Style 1 – Visionary inspires people by focusing on long-term goals.  Style 2 – Coaching helps people assume responsibility for a stretch of the road that leads to the organization's success.  Style 3 – Affiliative creates a warm, people-focused working atmosphere.  Style 4 – Democratic obtains input and commitments from everyone in the group.

23  Lacks Empathy,  produces groups that feel emotionally discordant, in which people have a sense of being ‘off-key.’  Sends needlessly upsetting messages.  Result = collective distress that becomes the team’s pre-occupation, displacing the attention to the leader’s message or vision.  Good enough rather than their best.

24 “ Dementors ” – who “drain peace, hope and happiness out of the air around them.” Harry Potter Series They create wretched workplaces, but have no idea how destructive they are – or they simply don’t care. Manipulative, valueless, inauthentic, lacking credibility, not trustworthy. Burnout – “The Sacrifice Syndrome” Clueless

25 Blood pressure increases Large muscles prepare to fight or run Brain shuts down non-essential neural circuits Less open, flexible and creative Hormones activated: CORTICOSTEROIDS Leads to reduction in healthy immune system Inhibits creation of new neurons Over stimulates older neurons leading to shrinkage of neurons RESULTS: Brain loses capability to learn We feel anxious, nervous, even depressed Perceive things people say or do as threatening and negative More stress is aroused Stress arouses the SYMPATHETIC NERVOUS SYSTEM The sacrifice of being a leader causes STRESS Hormones activated: EPINEPHRINE & NOREPINEPHRINE

26  effective leaders use them sparingly because of their potential side-effects.  Style 5 – Pacesetting describes leadership that sets ambitious goals and continually monitors progress toward those goals.  Style 6 – Commanding describes leadership that issues instructions without asking for input about what is to be done or how: "do it because I say so."

27  Secret feelings that things are not ‘right’ and that we are unhappy  Denial: life becomes mechanical, meaningless and detached from our dreams  Negative self-talk - A sense that we must ‘settle’  We justify our behavior and blame others  ‘Act out’ at home or at work

28  Mindfulness  Hope  Compassion

29 Wanting to understand, care for another person, and to initiate some action contributing to their well-being Neural circuit activated: limbic system / pre-frontal cortex Aroused compassion Release of oxytocin & vasopressin Adrenal-pituitary axis activated; arousal of the PSNS Feeling hopeful, optimistic, at peace or exciting but look forward to the future Systolic & diastolic blood pressure decreased Increased secretion of immunoglobulin A and natural killer cells

30 Think of a leader for whom or with whom you worked- one that brought out the best in you, one that you would gladly work with or for again. Think of a leader for whom or with whom you worked- one that you try to avoid, left you wishing for more, would help your organization more by working for a competitor. When you were around them, what did they say or do? How did they make you and others feel?

31  Step one is identifying one's ideal self,  Step two is identifying the real self,  Step three is to make a plan to build on strengths and reduce gaps.  Step four is to experiment deliberately with and practice new skills to bring about change according to one's step three plan.  Step five is to develop trusting, encouraging relationships that provide support during the learning process. ~Boyatzis (2005)

32  I want to be a leader who…  I am a leader, currently who is…  My current strengths (Ideal = Real)…  My current ‘Gaps’ (Ideal ≠ Real)…

33 John


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