1. Swinburne University Emotional Intelligence Development Programs The Swinburne Stress Management Program

2. Aim – Develop new method to reduce occupational stress in Australian organisations Preliminary study – How are EI and stress related? Swinburne Stress Management Program

3. How are EI and stress related? Study involving 321 teachers around Victoria (primary, high and tertiary) found: Higher levels of EI were related to lower levels of stress Higher levels of EI were related to better health (psychological and physical) Higher levels of EI were related to higher job satisfaction and organisational commitment

4. Program Development These results guided program development – The EI dimensions of emotional recognition and expression, emotional management and emotional control - particularly important in the occupational stress process.

5. Psycho-educational program – Teach employees to manage occupational stress through the development of EI – Incorporates: traditional stress management techniques (Identify stressors, relaxation techniques) Learning how to deal with emotions effectively – Combination of skills training and practice of learnt skills – Based around the Swinburne model of EI Program Development

6. Gardner (2006) piloted this EI training program in teachers from different educational sectors (primary; secondary; tertiary). Evaluation

7. Seventy nine teachers (59 females) participated in the 5-week (2 hours per week) psycho-educational EI training program. Teachers were recruited from the primary (N = 24), secondary (N = 27) and tertiary (N = 28) education sectors. Questionnaires were completed pre-program, post-program and at a 5-week follow up time interval.

8. Results The EI training program was successful in improving measures of EI and employee strain, and decreasing measures of occupational stress and the outcomes of stress.

9. EI improved

10. Stress decreased

11. Health improved

12. Development and evaluation Suggests that behaviours related to the dimensions of EI can be learned. Also suggests that training programs focused on the emotional experiences of employees can be effective in reducing occupational stress and increasing feelings of well-being.

13. Any employee but targeted at: Employees working in “high risk” industries Employees who feel an element of stress on a daily basis Employees who are interested in learning more about EI NEW Employees-build resilience Tailored for specific organisations e.g., IAG license Who is the program for?

14. Attendance (flexible design) Participation in discussions – Openness, honesty, confidentiality Questionnaires – including follow up – EI (SUEIT) – Occupational stress (ORQ) – Psychological health (GHQ) – Physical health symptoms What is required from attendees?

15. An understanding of what EI is and why it is a useful skill in the workplace An understanding of the causes and consequences of stress at work Ways to develop EI and to use these skills to assist in managing stress in self and others at work The aims of the program

16. The employee manual – Session by session information – Additional Exercises Questionnaires Additional reading Program materials

17. Program Structure Overview of occupational stress Overview of EI and interpreting self-reports Developing ERE and UE Developing ER, EM and EC Summary and plan to move forward

18. Aim of the program Program material What the program is about Program structure Who the program is for What will be required of you Introduction to the program

19. An understanding of what EI is and why it is a useful skill in the workplace An understanding of the causes and consequences of stress at work Ways to develop your own EI and to use these skills to assist you in managing yourself and others at work The program aims

20. Manual Powerpoint slides Worksheets Questionnaires and Feedback reports Program materials

21. Our work so far Where we are now What the program aims to examine Psycho-educational What the program is about

22. Program Structure Session 1 – Overview of EI and interpreting self-reports Session 2 – Overview of occupational stress and linking stress to the EI facets Session 3 – Developing Emotional Recognition and Expression, Understanding Others’ Emotions and Emotional Reasoning Session 4 – Developing Emotional Management and Emotional Control Session 5 – Summary and plan to move forward

23. Any employee Employees working in “high risk” industries Employees who feel and element of stress daily Employees who are interested in learning more about EI Who the program is for

24. Attendance – 5 weeks Participation in discussions Openness Honesty Questionnaires – including follow up Homework!! What will be required from you?

25. Brief history of EI Development of the Swinburne model of EI EI characteristics and behaviours EI in the workplace Interpreting self-report profiles Week 1

26. Interpreting self-report profiles

27. Personal Development Plan In terms of my personal EI development, the areas I would like to focus on are … In focusing on these areas my goals are to … Some of the specific activities I am going to try and enact, or do differently, in the immediate future so as to attain these goals are … The support (both people and systems and processes) I may need to enlist in order to realise these goals are …

28. Things to do this week Personal Action Plan Section 9, page 62 Identify from your own EI profile which dimensions in particular are your strengths and weaknesses – don’t necessarily pick the ones that are the highest and lowest. Which ones would you like to focus on?

29. What is occupational stress? What are some causes of stress? What are the consequences of stress? High vs Low stress How can we deal with occupational stress? How is occupational stress measured? Week two

30. What is occupational stress? Perceived workplace demands Perceived ability to cope with these demands imbalance

31. What is occupational stress? Understanding stress involves assessing each facet of the stress process: Event Occurs Interpretation of event Emotional and physiological arousal Long Term Consequences

32. FOR EXAMPLE: You can’t find a students’ final exam paper Interpretation of event Emotional and physiological arousal Long Term Consequences What is occupational stress?

33. FOR EXAMPLE: You can’t find a students’ final exam paper I won’t be able to generate a final result for the students’ report Emotional and physiological arousal Long Term Consequences What is occupational stress?

34. FOR EXAMPLE: You can’t find a students’ final exam paper Worry. Frustration. Increased heart rate. Long Term Consequences I won’t be able to generate a final result for the students’ report What is occupational stress?

35. FOR EXAMPLE: You can’t find a students’ final exam paper Worry. Frustration. Increased heart rate. Poor psychological health I won’t be able to generate a final result for the students’ report What is occupational stress?

36. What is Occupational Stress? Stress is a personal experience No two people will have the same reaction to the same workplace environment

37. A – B – C Modify your environment Master other skills Modify your perceptions How do we deal with occupational stress?

38. A – B – C Modify your environment How do we deal with occupational stress? Traffic stresses you out? Leave home earlier. Deadlines stress you out? Finish the project early. But what if you can’t change the situation?

39. A – B – C Modify your perceptions How do we deal with occupational stress? Traffic stresses you out? Forget about being frustrated. Listen to your favourite music or talk show. Will getting somewhere five minutes quicker really make that much of a difference?

40. A – B – C Master other skills How do we deal with occupational stress? Can’t change the situation? Can’t change the way you perceive the situation? Try to master other skills. Learn relaxation and calming techniques. Learn to ‘switch off’ your mind.

41. Find your stress balance Step 1 – Rate your stress level Rate the amount of stress you are feeling about a particular situation” 10 9I was extremely distressed 8 7 6I was moderately distressed 5 4 3I was a little distressed 2 1 0I wasn’t distressed at all

42. Worksheet 4 IncidentImportance levelStress level Lift broken, you have to take the stairs Salesperson serves someone else even though you were first You get cut off in traffic You lose your house keys It takes forever to be served in a restaurant

43. Regaining balance Some suggestions: Let go of the tension - 1 minute body scan Breathe effectively Tense to relax Quiet your mind Stress reducing organisational skills

44. Facets of occupational stress Role overload Role insufficiency Role ambiguity Role boundary Responsibility Physical environment

45. Linking EI and stress How are each of the EI facets related to resilience and stress management?

46. Managing Occupational Stress through developing Emotional Intelligence. WEEK 3

47. The five dimensions - review What skills can you develop? Your own action plan Developing Emotional Recognition and Expression Developing Understanding Others’ Emotions Developing Emotional Reasoning In this session

48. Have you identified from your own profile which area/s you would like to focus on particular? What made you choose those? Your own plan

49. Emotional Recognition and Expression (ERE): the ability to identify one’s own feelings and emotional states, and the ability to express those inner feelings to others. Understanding other’s Emotions (UE): The ability to identify and understand the emotions of others. Emotions Direct Cognition (EDC): The extent to which emotions and emotional knowledge are incorporated in decisions and problem solving. Emotional Management (EM): The ability to manage positive and negative emotions within oneself and others. Emotional Control (EC): The ability to effectively control strong emotional states experienced at work. The Five Dimensions - Review

50. Managing Occupational Stress through developing Emotional Intelligence. WEEK 4

51. In this session: Emotional Management Vs Emotional Control Emotional Management The ABC model of emotion Improving your Emotional Management Emotional Control Improving your Emotional Control

52. In this session: Summary of the program Discussion about the program Where to now?