1. A Training Program Designed to Improve Emotional Intelligence and Leadership Skills for Teachers. Dr Helen Kalaboukas and Professor Con Stough. Developing Emotional Intelligence and Leadership

2. Program Overview Session 1  Program Overview & Objectives  Emotional Intelligence (EI) & Leadership  Self Directed Change and the “Ideal Self” Session 2  Models and Styles of Leadership  Action Learning Teams Session 3  Emotions Recognition and Expression  Understanding Emotions  Emotion Direct Cognition

3. Program Overview Cont’es Session 4  Emotion Management  Emotion Control Session 5  Developing Leadership  Optimal Performance  The Five Discoveries Session 6  Becoming a Resonant Leader  Developing the Emotional Reality of Teams  Creating Sustainable Change

4. Session 1 Introductions and Warm up exercises Participants to report on what I want from this program is… my main strength is… what I want to develop in myself is…

5. “… it is clear that emotional competencies - and doing the right thing - may play at least as important role as technical competencies and industry knowledge, perhaps even more so” Goleman, D., Boyatzis, R.E., and Mc Kee, A. Primal Leadership: Realizing the Power of Emotional Intelligence, 2002. Leadership today

6. The Future of Leadership “Institutions thrive not because of one leader’s charisma, but because they cultivate leadership throughout the system” Max Weber, sociologist, cited in Caruso and Salovey, 2004. Companies that are built to last and thrive for decades know how “to incubate generations of effective leaders” Collins and Porras, 1994.

7. EI Competencies and Leadership In 1973 Prof. McClelland first proposed to study “the distinguishing competencies: abilities the stars exhibited and the average performers did not. Then help your people develop those strengths”. Today a standard practice in world-class organizations: to develop a leadership “competence model” to identify, train, and promote likely stars.

8. What is EI? “the complex whole of behaviours, capabilities (or competencies), beliefs and values which enables someone to successfully realize their vision and mission, given the context of this choice. a. Intrapersonal Intelligence: moods, feelings and other mental states in oneself and how they affect our behaviour, self motivation, etc b. Interpersonal or Social Intelligence: recognizing emotions in others and using this information in guiding behaviour, building and maintaining relationships Patrick Merlevede 1997

9. SUEIT – 360 Degrees The Five Factors Measured Emotional Recognition and Expression (in oneself) Understanding of Emotions External (in others) Emotions Direct Cognition Emotional Management (in oneself and in others) Emotional Control

10. Participants’ Responses Leadership is: 54% a skill or ability 12% an action 6% a role or position or a responsibility, a weapon, a process, a function of management, a factor etc.

11. Leaders and Leadership Barns in 1978 first proposed that:: “ Leadership is something different from leaders, that is leader traits and behaviours ” “Leadership is the reciprocal process of mobilizing, by persons with certain motives and values, various economic, political and other resources, in a context of competition and conflict, in order to realize goals independently or mutually held by both leaders and followers”

12. The old and the “emerging” paradigms of L. The old paradigms have focused mainly on task oriented or relations oriented directive or participative autocratic or democratic related exchange theories The old paradigms of Leadership ignored effects on leader-follower relations on the sharing of vision, symbolism, imaging, and sacrifice and the two major factors in Leadership, that is: measuring activity and effectiveness

13. Leadership and Management. “The fundamental difference between leadership and management lies in their respective functions for organizations and for society. The function of Leadership is to create change while the function of management is to create stability”. Barker, R.A. (1970)

14. Leadership and Management cont’es Leadership creates new patterns of action and new belief systems. Management protects stabilised patterns and beliefs. The function of management regarding change is to anticipate change and to adapt to it, but not create it.

15. The Avolio and Bass Model (MLQ) The Three Leadership Styles 1. Transformational Leadership Idealised Attributes Idealised Behaviours Inspirational Motivation Intellectual Stimulation Individual Consideration

16. MLQ - The three Leadership Styles (cont’es) 2. Transactional Leadership Contingent Rewards Management by Exception (Active) Management by Exception (Passive) 3. Laissez-faire Leadership

17. The Leadership Repertoire - Goleman Visionary  Moves people towards shared vision  When changes require a new vision or when a clear direction is needed Coaching  Connects what a person wants with the organization’s goals  To help an employee improve performance by building long-term capabilities Affiliative  Creates harmony by connecting people to each other  To heal rifts in a team, to strengthen connections, to motivate during stressful times

18. The Leadership Repertoire – cont’es Democratic  Values people’s input and gets commitment through participation  To build buy-in or consensus, or to get valuable input from employees Pacesetting  Meets challenging and exciting goals  To get high-quality results from a motivated and competent team Commanding  Soothes fears by giving clear directions in an emergency  To kick-start a turnaround, in a crisis or with problem employees

19. TLQ - The Metcalfe Model 1. Genuine concern for others 2. Political sensitivity and skills 3. Decisiveness, determination, self-confidence 4. Integrity, trustworthy, honest and open 5. Empowers, develops potential 6. Inspirational networker and promoter 7. Accessible, approachable 8. Clarifies boundaries, involves others in decisions 9. Encourages critical and strategic thinking

20. Learning Styles Learn by modelling / Model building Learn from past experience / Concrete experience Learn from theory / Reflection Learn by experimenting / Trial – and – error learning

21. Work in Groups  Choose three leaders and identify their styles and practices.

22. Session 3 Participants to experiment with emotions and emotional states Choose an emotional state: e.g. confident, resolved, easy-going, content Practice “I feel powerful/successful” and “I feel sad” Rate the emotion from 1(not at all) to 10 (most I’ve ever felt) Then change body posture and repeat

23. Why is EI important? Psychological well-being Quality of interpersonal relationships Success in occupations i.e. creativity, leadership, sales, psychotherapy Assessment of emotional deficits i.e. affective disorders, psychiatric conditions Broaden traditional notions of intelligence Prof. Con Stough, SUT (2004)

24. Some applications of EI: Psychological well-being Life satisfaction Empathetic capacity Success  At home  And at work Salovey &Mayer (1990)

25. Six Principles of Emotional Intelligence 1. Emotion is information 2. We can try to ignore emotion but it doesn’t work 3. We can try to hide emotion but we are not as good at it as we think 4. Decisions must incorporate emotion to be effective 5. Emotions follow logical patterns 6. Emotional universals exist, but so do specifics Caruso and Salovey (2004)

26. Basic Emotions and How They Motivate Us Fear - to avoid negative consequences Anger - to fight against wrong and injustice Sadness - to ask others for support and help Disgust - to show not acceptance Interest - excitement to explore and learn Surprise - attention to the unexpected and important Acceptance - to like, “you are one of us” Joy - to reproduce that event

27. Emotions, Health and Well-being “The unconscious lies in the body” Carl Jung “The body IS the unconscious mind” Candace Pert 1970

28. Emotional Reactions and Dis-stress or Dis-ease Anger is associated with cardio-vascular disease and high blood pressure Sadness – depression, low blood pressure, lower immune response Fear – allergies, overactive immune responses Shame – skin problems Conflict – cancers Regret – Alzheimer’s disease Disgust – obsessive-compulsive disorders Need for control – Parkinson’s disease

29. SUEIT - Five Dimensions 1. Emotional recognition and Expression – ERC 2. Understanding Emotions – UE 3. Emotions Direct Cognition – EDC 4. Emotions management – EM 5. Emotions Control - EC

30. 1. Emotions Recognition & Expression The ability to perceive and express one’s own emotions. People high on ERE generally: Can easily talk about their feelings with others Can describe their feelings on an issue to others Have little trouble finding the right words to express how they feel at work or home Colleagues and others can easily tell how they are feeling

31. 1. Emotion Recognition & Expression (cont’es) The ability to perceive and express one’s own emotions Research shows that it is important for leaders to be aware of their own emotions and express how they feel in the workplace. Leaders need to express emotions in an appropriate and adaptive fashion

32. 1. Emotions Recognition & Expression (cont’es) High scores reflect those who are aware of their emotions at work and tend to express emotions freely in the workplace Low scores may reflect people who are less aware of their own emotions and tend to inhibit emotional displays

33. 2. Understanding Emotions The ability to perceive and understand the emotions of others. People high on this dimension generally: Understand readily the reasons why they have upset someone When discussing an issue, can easily tell whether others feel the same way as they do Can peak up the emotional overtone of staff meetings Watch the way clients react to things when trying to built rapport with them

34. 2. Understanding Emotions High scores reflect those who tend to pay attention to the emotions of others and how they affect relationships and organizational dynamics Low scores reflect those who tend not to pay much attention to the emotions of others in the work place and how that may affect the organization

35. 3. Emotions Direct Cognition the extend to which emotions and emotional information is utilised in reasoning and decision making People high in this dimension generally: Attend to their feelings on a matter when making important work-related decisions Weigh-up how they feel about different solutions to work related problems Believe that feelings should be considered when making important decisions When trying to recall certain situations, tend to think about how they felt

36. 3. Emotions Direct Cognition High scores reflect those who tend to use their emotions and intuition in decision making Low scores reflect people who tend to use more analytical or technical thinking in their decision making, based on facts and figures

37. Three Key Skills for an EI Person 1.Being able at a particular moment to fully access your emotion 2.Being able at a particular moment to chose not to access your emotion 3.Being able to experience your emotion at a particular moment and at the same time being able to describe it or to reflect upon it Marlevede et all

38. ASSOCIATING Is being part of an event and experiencing it from the inside. Associating into a memory – going through an event and fully experiencing the emotional and sensory perceptions Advantage: going through the experience in all its richness Disadvantage: being emersed into your emotions and not conscious of your behaviour and its effects on other people i.e. being furious

39. DISSOCIATING Is separating, detaching, distancing myself from an event or situation Dissociating from a situation – watching a chosen experience from a distance. I am observing myself  Another place: i.e. observing from a safe distance  Time related: i.e. one year ahead in time  Another point of view: i.e. a video camera Advantage: knowing what is inside you, how to behave. Discovering meaning and patterns Disadvantage: being too far from the experience to work with it. You do not realize you have emotions

40. Anchoring – Marlevede et all Procedure 1. Describe your aim (desired state) and present state 2. Determine which resourceful state might help you to achieve this aim 3. Search for the moment in time when you experienced that state. What anchor is linked to the state or triggers it? 4. Apply the anchor in the here and now until you feel you can do it

41. 5. The Seven Steps to Emotional Intelligence – Marlevede 1. Listen to your Emotions and find out what message they carry for you 2. Ask the right questions and make use of the different perceptual solutions. 3. Work out the solutions you want by using a comprehensive creativity strategy. 4. Plan what you want so that it is aligned with who you are. 5. Manage your emotions so that this helps to achieve your goals. 6. Use your capabilities cross-contextually and model excellence you identify in others. 7. Resolve conflicts and live in harmony with yourself and others.

42. Co-coaching Participants to find a co-coach and work on Forming a trusting and confidential relationship Encouraging EI development Practicing new learning Supporting achievement Reviewing performance

43. SUEIT - 4. Emotions Management The ability to manage one’s own and others emotions at work High scores tend to reflect those who are able to consistently maintain a positive disposition at work and who can easily foster positive moods and emotions within and amongst employees Low scores tend to reflect those who may find it more difficult to consistently maintain a positive disposition and foster positive moods and emotions in others in the workplace

44. 4. Emotions Management (cont’es) Low scores may also reflect: You find it difficult to remain positive within yourself at work because you may feel the effects of high levels of stress, etc, while others at work can not see it You are simply unhappy in your current role or with the organization in which you work You are working with one (or more) difficult people An emotionally unhealthy place (i.e. poor workplace morale)

45. 4. Emotions Management (cont’es) Some questions to ask yourself Think about a time when you would have scored lower or higher than this, how do those situations differ? What was the outcome of those situations for you and your colleagues? Could you handle those situations in a different way and what would you do?

46. 5. Emotions Control The ability to effectively control strong emotions High scores tend to reflect those who are able to inhibit strong emotions experienced at work and to continue working effectively Low scores tend to reflect those who find it difficult to inhibit strong emotions from affecting them and from working effectively a more “inner” experience when strong emotions arise. That is when strong emotions tend to upset you and stop you from working effectively irrespective of whether others around you are aware of it or not

47. The ABCs of Emotions A is for an A ctivating event B is for B elief or thought C is for the emotional C onsequence

48. The ABCs of Emotions – C. Stough There can be many different types of As such as a person, an action or an environmental event B’s can be your thought processes or beliefs and can irrational C’s are the emotions as a consequence to your interpretation or your beliefs associated to the activated event Examine the connections between ABC when you feel an emotion you don’t want

49. ERE – Development Options DON’T try to become more emotional at work, this is not what this dimension is all about Become more conscious, in general, of your emotions at work Consider how you feel and the appropriateness of your emotions in comparison to the situation causing them Try to become more conscious of the accuracy with which you are conveying how you feel to others at work Is your body language, facial expression, tone of voice, etc, appropriate or being conveyed in a professional manner?

50. UE – Development Options Start paying attention to the emotions of others, their body language, facial expression, tone of voice – nuances and subtleties Consider the reasons why people are displaying certain emotions at work and the appropriateness of their emotions in comparison to the level at which they are displayed Attend to the emotional overtone of workplace environments, staff meetings, etc

51. UE – Development Options (cont’es) Watch the way people react when you are trying to build rapport with them Observe the way people behave emotionally with each other, to what extend do they get along and so on Identify the “stars” in your workplace. Start paying more attention to the ways they interact with others?

52. EDC – Development Options Consider how you feel about different options when decision making at work and about how those choices may affect both you and others on an emotional level Listen to your “gut feelings” or intuitive thoughts and weigh them up against the facts or technical knowledge you have in front of you Think back on a decision you made based on analyzing facts but not taking into consideration your feelings about that decision Try not to make decisions on the basis of your feelings or rational thoughts alone, but incorporate both in your planning and actions

53. EM - Development Options Be more aware of pessimistic thoughts and negative feelings and try to consider them in a more objective and less emotional way Use more optimism and look for positive affirmation in both your own and your colleagues/subordinates daily work and achievements Try not to let weakness and/or failures get you or others “down” and promote them as something to learn from and as a developmental opportunity - “TRANSFORMATION” Foster positive emotions in the workplace by providing encouraging feedback to others, acknowledging achievements and showing appreciation

54. EC - Development Options Stop and think what is causing strong emotions at work, identify the issues and /or problems Establish “calming techniques” when strong emotions arise e.g. counting to 10, controlled breathing, taking a walk or a short break, etc Looking after yourself, physical exercise, meditation, yoga, ti-chi, etc. some organizations offer such classes as a stress reliever Prof. C. Stough

55. Common Errors in Thinking Discounting positive information Jumping to a negative conclusion Going beyond the facts  Using absolutes to describe events  More dire than justified  Faulty prediction  Invalid allocation of responsibility  Invalid conclusions about motives  Using only dichotomous categories  And many more

56. The Personal Balance Sheet You can develop a SWOT Analysis by working on your: Strengths Weaknesses or Areas to Develop Opportunities Threats

57. Know your Learning Style Concrete Experience : having an experience that allows them to see and feel what it is like Reflection : thinking about their own and others’ experiences Model Building : coming up with a theory that make sense of what they observe Trial-and-error learning : trying something out by actively experimenting with a new approach

58. The SMART Goals Principle S. Specific - M. Measurable A. Acceptable R. Realizable T. Timed

59. Problem Solving - The 3Abcs Three strategies to use when dealing with a problem are: A - Alter the situation A – Avoid the situation A – Adapt to the situation by b – building resilience c – changing our attitude Different situations will determine the appropriate approach

60. Adapting Involves equipping oneself physically and mentally for stress by: building resistance and/or changing our attitudes.

61. Building Resistance includes: proper diet regular exercise relaxation and/or meditation taking time for oneself maintaining social supports having clear goals and priorities

62. Changing Our Attitude includes: looking at underlying self-talk seeing things through different eyes “the most important conversations you will ever have are those you have with yourself”

63. Conclusion What are some of the changes you have achieved  Within yourself?  In your practices as a leader?

64. What I have learned so far:

65. TO ALL PARTICIPANTS A VERY BIG THANK YOU!!!