1. Today’s discussion 2/11/10 Research Paper 1 Presenting in front of an audience Email Etiquette Developing self awareness

2. Key Dimensions of Self Awareness Self Awareness Setting Priorities and goals Managing Time Managing Stress

3. Areas of self awareness Emotional intelligence Personal Values Learning style Orientation towards change Core self evaluation

4. “EMOTIONAL INTELLIGENCE SETS APART GOOD LEADERS” 1 Emotional Intelligence

5. What is Intelligence? Typically focused on  analytic reasoning  verbal skills  spatial ability  attention  memory  judgement Murky concept with definitions by many experts...

6. One Definition Individuals differ from one another in their ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought… Concepts of intelligence are attempts to clarify and organize this complex set of phenomena. Neisser et al, 1996.

7. IQ A weak predictor for  achievement  job performance success  overall success, wealth, & happiness Accounts for a major component of employment success according to numbers of studies covering career success; maybe as much as 20- 25%.

8. More potent predictors of career success were Ability to handle frustrations manage own emotions manage own social skills

9. How do we view emotions? 60 Years ago emotions were viewed as: -Chaotic -Haphazard -Superfluous -incompatible with reason -Disorganized -Resulting from the lack of effective adjustment

10. How do we view emotions? More Recently Emotions are viewed as: - Part of the total economy of living organisms -Arouse, sustain, direct activity -Not in opposition to intelligence -Themselves a higher order of intelligence Emotional processing may be an essential part of rational decision making

11. The main purpose of the innermost part of the brain is survival. Where are emotions generated? Amygdala is deep within the most elemental parts of the brain.

12. There is a Biological Purpose for Emotion Signaling function (that we might take action) Promote unique, stereotypical patterns of physiological change Provide strong impulse to take action

13. Basic Emotions--presumed to be hard wired and physiologically distinctive Joy Surprise Sadness Anger Disgust Fear

14. Evolutionary Advantage to Emotion For example:  Fight or flight response  but can basic emotions overwhelm rational thinking?

15. Daniel Goleman, Author Emotional Intelligence, Working with Emotional Intelligence, and Primal Leadership - Realizing the Power of Emotional Intelligence Developed from work of:

16. The Research: In every field, your EQ (emotional quotient) is 2 times as important as your cognitive abilities.

17. The Research: Almost 90% of success in leadership is attributable to EQ.

18. 25 competencies Divided into 5 dimensions: Personal Competence: Self Awareness Self Management Motivation Social Competence: Empathy Social Skills

19. Personal Competence Self-Awareness Self-Management Motivation

20. What is Emotional Intelligence (EI)? 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. a field in infancya field in infancy fast-growingfast-growing aspects harken to research of the 1940’saspects harken to research of the 1940’s a field in infancya field in infancy fast-growingfast-growing aspects harken to research of the 1940’saspects harken to research of the 1940’s

21. The 5 Components of EI Emotional Self-Awareness Managing one’s own emotions Using emotions to maximize intellectual processing and decision-making Developing empathy The art of social relationships (managing emotions in others)

22. Goleman’s Categories of Emotional Intelligence  Self-Awareness  Self-Regulation  Self-Motivation  Social Awareness  Social Skills

23. Emotional self-awareness The inability to notice our true feelings leaves us at their mercy. People with greater certainty about their feelings are better pilots of their lives and have a surer sense about how they feel about personal decisions. Stay open to our emotional experience-- can we tolerate the entire bouquet?

24. Value of taking time for self- awareness requires abilities to recognize appropriate body cues and emotions to label cues and emotions accurately to stay open to unpleasant as well as pleasant emotions Includes the capacity for experiencing and recognizing multiple and conflicting emotions Emotional Self Awareness

25. Self Regulations - Managing one’s own emotions EI is like a smoke alarm--we’re not good at influencing whether a particular emotion will arise. EI tells us something is arising. We do have tremendous individual variability in the degree to which we can consciously limit the duration of unpleasant emotions and the degree of influence over the behaviors which may arise.

26. Out of control emotions Impair reasoning (even smart people sometimes act stupidly) May increase the likelihood that chronic emotional problems will result, (e.g., clinical depression or chronic anxiety or hostility) Managing one’s own emotions

27. Emotional development We develop external strategies first Then we develop social strategies Girls do better at developing strategies overall Managing one’s own emotions

28. Self Motivation - Using emotions to maximize intellectual processing and decision making As a person matures, emotions begin to shape and improve thinking by directing a person’s attention to important changes, (e.g., a child worries about his homework while continually watching TV. A teacher becomes concerned about a lesson that needs to be completed for the next day. The teacher moves on to complete the task before concern takes over enjoyment. Mayer and Salovey, 1995

29. Utilizing mild emotional swings to perform one’s options more effectively “Gut feeling” can be used to effectively guide decisions--a neurological understanding of how unconscious and conscious gut feelings guide decisions, e.g., when prioritizing, emotions help move the decisions. Using emotions to maximize intellectual processing and decision making Harness emotions to promote or hinder motivation. (Anxiety, hostility, sadness) Emotional swings to increase the accuracy of one’s perspective on future events.

30. Social Awareness - Developing empathy Empathy is the ability to recognize another’s emotional state, which is very similar to what you are experiencing. In research on married couples, empathy appears to include matching the physiological changes of the other person.

31. Developing empathy links to Greater emotional stability Greater interpersonal sensitivity Better school performance Developing empathy

32. Social Skills - The art of social relationships-- managing emotions in others To excel at people skills means having and using the competencies to be an effective friend, negotiator, and leader. One should be able to guide an interaction, inspire others, make others comfortable in social situations, and influence and persuade others.

33. The subtle and complex abilities which underlie people skills Being attuned to others’ emotions Promoting comfort in others through the proper use of display rules Using own emotional display to establish a sense of rapport

34. The danger of the nice personality Have you ever met a nice person, but the “bells have gone off?” Charisma draws in but not always to desired ends, e.g., Hitler, Jim Jones. Empathy can be faked; so can other emotions. The art of social relationships--managing emotions in others

35. The development of EI A genetic contribution is likely They are not destiny (timidity) Early expression of emotion by parents helps learning Early abuse hinders learning Poor ability to read others’ emotion may lead to the development of poor social skills.

36. Some Gender Differences More willing to compromise social connectedness for independence Not as good as women at this Less adept than women overall More physiologically overwhelmed by marital conflict Greater need for connectedness Have a wider range of emotions Better at reading emotions Better at developing social strategies overall Perhaps more engaged in marital conflict

37. Emotion related dysfunction all or nothing thinking overgeneralization excessive worrying worrying as magical thinking disqualifying the position jumping to negative conclusions “should” statements labeling & mislabeling personalization stonewalling criticism; contempt Impacts on physical health  cardiovascular disease  progression of diabetes  progression of cancer  onset of hypertension Impacts on relationships Impacts on mental health

38. Dysfunction at Work Is the person in the wrong job? Does the job require the person to be difficult? What is remarkable about the group dynamics of the organization? What about individuals, personal and interpersonal?

39. Some Business Examples Airlines are similar in price structure. The competitive edge = how well personnel treat passengers Others/Yours?  Implementing credit card use  Getting contractors paid when the system won’t work  ABC; JLIMS

40. Importance of EI in Organizations s The higher you go, the more EI matters--the more SOCIAL COMPETENCE matters SES ECQ’s  influence, communication, leadership, change catalyst, conflict management, building bonds, collaboration and cooperation; team capabilities Army Values  leadership, duty, respect, selfless service, honor, integrity, personal courage

41. Importance of EI to Organizations, too 50% of work satisfaction is determined by the relationship a worker has with… his/her boss. EI is a prerequisite for effective leadership across borders.  Requires a high level of self-mastery and people skills; ability to put yourself into the positions of others.

42. Nine Strategies for Taking the time for mindfulness Recognizing and naming emotions Understanding the causes of feelings Differentiating between emotion and the need to take action Preventing depression through “learned optimism” Managing anger through learned behavior or distraction techniques Listening for the lessons of feelings Using “gut feelings” in decision making Developing listening skills Promoting Emotional Intelligence

43. There are instruments to measure EI... Take time for mindfulness Recognize and name emotions ID the causes of feelings Differentiate having the emotion and doing something about it Learn optimism to challenge distortion Learn distraction techniques Listen to voice of experience Develop Listening skills

44. Emotional Intelligence Map Self-AwarenessEmpathy Emotional Awareness Understand Others Accurate Self-Assessment Developing Others Self-Confidence Service Orientation Self Management Leveraging Diversity Self Control Political Awareness TrustworthinessSocial Skills Conscientiousness Influence Adaptability Communication Innovation Conflict Management Motivation Leadership Achievement Drive Change Catalyst Commitment Building Bonds Initiative Collaboration & Cooperation Optimism Team Capabilities

45. How to Increase Your EQ Conduct a “personal inventory.” Analyze the setting & identify skills needed. Enlist trusted friends. Focus on a few competencies. Practice, practice, practice. Be observant and reflective. Don’t expect immediate results. Learn from your mistakes. Acknowledge your successes.

46. Selected Links to EI Information Sites http://www.eq.org/

47. Cultural differences Region, Ethnicity, Religion Gender Generation Social classes Societies have a remarkable capacity for conserving their identity through generations of successive members and despite varied forces of change.

48. Organizational Cultures An organization is a social system. Organizational cultures are a phenomenon by themselves. Organization’s members decide when to join the organization, are involved during working hours and will leave one day. Research results about national cultures and their dimensions are partly useful for the understanding of organizational cultures.

49. Cultures and Organizations: Software of the Mind Culture as Mental Programming  Acquired patterns of thinking from childhood.  A person’s behavior = func(her/his mental programs).  Sources of one’s mental programs lie within the social environment.  Mental software = culture.

50. Cultures and Organizations: Software of the Mind Culture as Mental Programming (cont.)  Social (or cultural) anthropology is the science of human societies.  Culture is a collective phenomenon – shared w/ people living in the same social environment.  Culture is learned not innate.  Human nature is what all humans have in common.

51. Cultures and Organizations: Software of the Mind Culture as Mental Programming (cont.)  Personality is his/her personal set of mental programs  Cultural traits are said to be related to heredity because of differences in culture patterns.  Studies in U.S. have been taken on genetic supremacy of one race over the next but it is difficult to understand.

53. Cultures and Organizations: Software of the Mind Symbols, Heroes, Rituals and Values Cultural differences manifest themselves through symbols, heroes, rituals, and values.  Symbols- words, gestures, or pictures that carry a particular meaning.  Heroes- Persons, alive/dead, real/ imaginary, who possess characteristics that are highly prized in a culture.

54. Cultures and Organizations: Software of the Mind Symbols, Heroes, Rituals and Values  Rituals- Collective activities technically superfluous to reaching desired ends.  Practices- How symbols, heroes, and rituals are interpreted by insiders.  Values- The core of culture that is broad tendencies to prefer certain states of affair over another. (ie: evil vs good, dirty vs. clean, etc.)

56. Cultures and Organizations: Culture Reproduces Itself  First memories of your life are influential – whether remembered or not.  Once memory begins, you learn your symbols, heroes, rituals, practices and values.  Homeostasis is the powerful stabilizing force that allows parents to reproduce the education that they received whether they want to or not.  Because they happen so early in our lives, many values remain unconscious.

57. Cultures and Organizations Layers of Culture  Every group of people carries a set of common mental programs which constitutes its culture.  Conflicting mental programs within people make it difficult to anticipate behavior in a new situation Culture Change : Changing Practices, Stable Values  Our world is changing  There are many things in societies that technology and its products don’t change.  Culture change can be fast in terms of practices.  Layers of culture acquired later in life tend to be more changeable.

58. Measuring values Values are the stable element in culture (not practices). Comparative research on culture presumes the measurement of values. Inferring values from peoples' actions only is ambiguous.

59. Trompenaars’ Cultural Dimensions Universalism vs. Particularism  Universalism: ideas/practices can be applied everywhere  High universalism countries: formal rules, close adhere to business contracts (e.g., Canada, U.S., Netherlands, Hong Kong)  Particularism: circumstances dictate how ideas/practices apply; high particularism countries often modify contracts (e.g., China, South Korea)

60. Trompenaars’ Cultural Dimensions Individualism vs. Communitarianism  Individualism: people as individuals  Countries with high individualism: stress personal and individual matters; assume great personal responsibility (e.g., Canada, Thailand, U.S., Japan)  Communitarianism: people regard selves as part of group  Value group-related issues; committee decisions; joint responsibility (e.g., Malaysia, Korea)

61. Trompenaars’ Cultural Dimensions Neutral vs. Emotional Neutral: culture in which emotions not shown  High neutral countries, people act stoically and maintain composure (e.g., Japan and U.K.) Emotional: Emotions are expressed openly and naturally  High emotion cultures: people smile a lot, talk loudly, greet each other with enthusiasm (e.g., Mexico, Netherlands, Switzerland)

62. Trompenaars’ Cultural Dimensions Specific vs. Diffuse  Specific: large public space shared with others and small private space guarded closely  High specific cultures: people open, extroverted; strong separation work and personal life (e.g., Austria, U.K., U.S.)  Diffuse: public and private spaces similar size, public space guarded because shared with private space; people indirect and introverted, work/private life closely linked (e.g., Venezuela, China, Spain)

63. Trompenaars’ Cultural Dimensions Achievement vs. Ascription  Achievement culture: status based on how well perform functions (Austria, Switzerland, U.S.)  Ascription culture: status based on who or what person is (e.g., Venezuela, China, Indonesia)

64. Trompenaars’ Cultural Dimensions Time  Sequential: only one activity at a time; appointments kept strictly, follow plans as laid out (U.S.)  Synchronous: multi-task, appointments are approximate, schedules subordinate to relationships (e.g., France, Mexico)  Present vs. Future:  Future more important (Italy, U.S., Germany)  Present more important (Venezuela, Indonesia  All 3 time periods equally important (France, Belgium

65. Trompenaars’ Cultural Dimensions The Environment  Inner-directed: people believe in control of outcomes (U.S., Switzerland, Greece, Japan)  Outer-directed: people believe in letting things take own course (China, many other Asian countries)

66. Dimensions of National cultures A dimension is an aspect of culture that can be measured relative to other cultures. Basic problem areas correspond to 4 dimensions: Four-dimensional model (Country scores): Power distance Collectivism Vs Individualism Masculinity Vs Femininity Uncertainty Avoidance

67. Dimensions of National cultures (Cont) A dimension groups together a number of phenomena that occur in combination in a society. Dimensions can only be detected by comparative information from a number of countries. A typology describes a set of ideal types. Typologies are easier to grasp than dimensions but problematic in empirical research. In practice they are complementary: Dimensional models for research and Typologies for teaching purposes.