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Table of Contents
Introduction .................................................................................................................................................. 4
Chapter 1 Identify your emotional strengths and weaknesse ................................................. 5
Emotional intelligence An overview ............................................................................................. 5
Identify emotional strengths and impact on others .................................................................. 8
1. Learner Activity What are your emotional strengths and weaknesses? .............. 12
Identify personal stressors and control your responses ........................................................ 12
2. Learner Activity Stress indicators ....................................................................................... 14
3. Learner Activity Emotional triggers ................................................................................... 18
4. Learner Activity Control emotional responses .............................................................. 20
5. Learner Activity Positive and negative stress ................................................................ 22
Model emotional intelligence .......................................................................................................... 23
6. Learner Activity Role models ............................................................................................... 25
Develop emotional intelligence ...................................................................................................... 26
7. Learner Activity What is your learning style? ................................................................ 27
8. Learner Activity Training preferences ............................................................................... 28
Chapter 2 Recognise and respond to others emotional strengths and weaknesses .. 31
Assess emotional cues ........................................................................................................................ 31
9. Learner Activity Body language.......................................................................................... 34
10. Learner Activity Reflection on an interaction .............................................................. 35
11. Learner Activity Myers and Briggs test ........................................................................ 37
Identify and use cultural expressions of emotions................................................................... 41
12. Learner Activity Cultural expression of emotions .................................................. 43
Demonstrate flexibility ....................................................................................................................... 44
13. Learner Activity Adapting to different personality types ........................................ 45
14. Learner Activity Understand needs and respond to them flexibly .................. 48
Introduction
This unit covers the development and use of emotional intelligence to increase self-
awareness, self-management, social awareness and relationship management in the
context of the workplace.
It applies to managers who identify, analyse, synthesise and act on information from a
range of sources and who deal with unpredictable problems. They use initiative and
judgement to organise the work of self and others and plan, evaluate and co-ordinate
the work of teams.
Emotional intelligence is the ability to identify and manage your own emotions and the
emotions of others. It is generally said to include three skills:
Emotional awareness, the ability to identify your own emotions and those of
others;
The ability to harness emotions and apply them, like thinking and problems
solving;
The ability to manage emotions, the ability to regulate your own emotions, and
the ability to cheer up or calm down another person.1
Emotional intelligence is crucial to become an effective leader and it may be the most
important leadership trait determining work and managerial performance.
The good news is, unlike general intelligence and intellectual ability, emotional
intelligence can be learned and/or improved, like other management and leadership
skills. It is increasingly recognised, that being an effective leader is not only a question
1
https://www.psychologytoday.com/basics/emotional-intelligence
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of having the right leadership personality; it is also about knowing oneself, learning
how to reflect honesty and emotions, take effective action to leverage personal
strengths, and build a work environment based on emotional know-how.
Mixed models
Mixed model
Mixed model is based on personality traits that may be classified as interpersonal skills.
This model is heavily focused on defining Emotional Intelligence using a vast array of skills
and competencies that affect leadership performance.2
2
https://www.universalclass.com/articles/psychology/emotional-intelligence-mixed-model.htm
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Article
To have a better understanding on the mixed models of emotional intelligens, you may read
the following article:
https://www.universalclass.com/articles/psychology/emotional-intelligence-mixed-
model.htm
Ability models
In this model emotional intelligence is described as a mental ability that can be clearly
distinguished from social skills or aspects of personality. This model describes four separate
but interrelated abilities that together determine your level of emotional intelligence.
Identifying reflecting on ones own emotions and identify how they truly feel about
a person or a situation
Managing managing own emotions to be able to control own behaviour
The outcome is a better relationship and more success with individuals, teams and
organisation outcomes.
The first step on developing or improving your emotional intelligence is to identify your
emotions, especially your emotional strengths.
Seeking feedback
Using self-reflection techniques
Taking tests
You may take formal or informal feedback on your emotional intelligence as a leader and on
your impact on other. Consider feedback as an opportunity to learn and improve and try not
to take it personally.
Positive feedback is much more pleasant to receive than negative feedback. Positive
feedback identities your strengths and confirms what you are doing right, however negative
feedback may be more useful as it can be more productive.
Pause and listen (dont be defensive, don't make excuses, objectively listen)
Keep things professionally (do not retaliate or blame the other person)
Try not to take it personally (keeps things in perspective, negative feedback about
your emotional or social behaviour does not evaluate you as a person)
Think of it as an opportunity to learn (seek for the lessons to learn from it, it is for
your own benefit)
Remember that you are in good company (everyone receives constructive
feedback now and then, the successful people manage to learn from it)3
Formal feedback
360 evaluation
It can be very useful to see how ones performance and personal behaviour/emotional
intelligence is perceived from all different angles.
3
http://executiveladder.typepad.com/the_executive_ladder/2007/02/five_tips_for_d.html
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Journals or logs
You can assess your emotional intelligence and reflect on your own performance buy
keeping a journal or log and record significant day-to-day events, such as conflicts or
arguments with peers or customers. You should write down the context, what was said, how
you and others reacted; this method helps you identify your emotional strength sand
weaknesses.
SWOT analysis
Personal SWOT analysis is another well-established and
simple way to analyse personal performance.
STRENGTHS WEAKNESSES
What advantages do you have? (skills, What task do you usually avoid?
qualifications, experience, networks) What do others see as your weakness?
What do you do really well? Do you have the required education
What personal resources can you and skills training?
access? What are your negative work habits?
What do others see as your strength? Do you have personality traits that hold
Which of your achievements are you you back?
most proud of?
What are your core values?
OPPORTUNITIES THREATS
What new technology can help you? What obstacles do you currently face at
Is your industry growing? work?
Do you have a network of strategic Are any of your colleagues competing
contacts? with you for a project or a role?
What trends do you see in your Is your job (or the demand for it)
company? changing?
Is there a need in your company that no Does changing technology threaten
one is filling? your position?
Could any of your weaknesses lead to
threats?
Article
To better understand how to conduct a personal SWOT analysis please read the following
article:
https://www.mindtools.com/pages/article/newTMC_05_1.htm
STRENGTHS WEAKNESSES
OPPORTUNITIES THREATS
In order to identify your emotional strengths and weaknesses you have to find out:
What makes you act and react in a certain way?
What do you find stressful?
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Once you have identified the sources of stress, you need to learn how to control your
responses and redirect stress into achieving a positive outcome.
Stressor
A stressor is an activity, event, or other stimulus both physical and mental that causes
you to feel stress and potentially lose control or your action or lose your effectiveness as a
leader.
Sources of stress:
Such circumstances may cause physical and emotional changes that effect your behaviour,
your reaction to others, your work.
Total Total
Stress reduction
When you feel the symptoms of stress overload, the first step to a successful outcome is to
admit when things are off track and try to reduce the source of mental stress.
The basics:
Eat well
Drink plenty of fresh water
Get quality sleep
Exercise daily, do lots of physical
activity
Moderate your intake of alcohol and
caffeine
Get lots of fresh air
It sounds easy, however modern life has placed so many demands on us that it takes
discipline and commitment to integrate these behaviour into our daily routine.
Many companies are realising the benefits of healthy, stress-free workforce and introducing
these basic health concept into their corporate culture.
The ability to control stress in the workplace can make a huge difference to your
productivity and quality of life. If you cannot handle stress effectively, that may affect your
relationships and your personal life as well.
The better you are at handling pressure, the more you will positively affect those around
you.
Article
The articles below give you a few very useful tips on how to deal with stress:
http://www.skillsyouneed.com/ps/stress-tips.html
http://www.helpguide.org/articles/stress/stress-management.htm
Video
To get a better understanding on how we create unnecessary stress for ourselves and how
to deal with this stress overload, watch the link below:
https://www.youtube.com/watch?v=9_7cz4udMUs
Emotional triggers
Emotional triggers are situations, experiences, stress levels or work circumstances that make
you react with anger, fear etc. It is something that pushes our buttons.
Triggers are very personal; we all have our own triggers that may differ from other peoples
emotional triggers.
The list is rather long; here are a few examples of emotional triggers at workplace:
People yawning in our meeting while we speak may trigger a sense of disrespect
Not being copied on an email that we believe is important
People breaking a core value for us: e.g. being late, not paying attention to details
Not wearing business attire for a meeting
Our responses to emotional triggers are automatic, therefore we may loose our ability to act
strategically and intervene consciously. It is usually beyond our control. People with high
emotional intelligence are able to directly control their responses.
Article
To find out more about emotional triggers and how to identify them, please read the
following article:
http://www.mindbodygreen.com/0-18348/what-are-emotional-triggers-why-you-need-to-
understand-them.html
To complete this activity, work in pairs. With your partner, identify as many
emotional triggers at the workplace as you can think of.
List five of your own emotional triggers that affect you the most.
1
Under stress or in response to emotional triggers people tend to react in an automatic and
usually negative way.
Aggression: you are trying to attach, control, manipulate or bully others and you
try to force your point of view on others, you may wilfully hurt others
Passive aggression: you have a destructive behaviour, being unfriendly and unpleasant,
indirectly undermining authority and sabotaging productivity
There are several ways to control your responses and reactions to triggers and to exercise
self-regulation, a key component of emotional intelligence:
4
http://www.sherilehman.com/8-ways-to-control-emotional-triggers/
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List those five triggers of your won that you had previously identified and determine
a strategy for responding to those triggers in a positive and effective way.
Stress is part of life; it is normal to be stressed, most athletes and performers attempt to find
an optimum stress level that produces the best performance. Therefore we should not try
to eliminate stressors and emotional triggers completely.
The problem arises when you work beyond the optimum stress level for extended periods,
where the performance diminishes quite rapidly, as well as you can suffer all sorts of
physical, emotional and psychological reactions.
There are certain stress indicators that you can use and observe your stress level on regular
basis. There are a number of free online tests that you can use to assess your stress level:
http://www.15minutes4me.com/free-online-test-stress-anxiety-depression-burnout/
http://www.stress.org.uk/individual-stress-test/
https://www.psychologistworld.com/stress/stresstest.php
As previously mentioned, you need to find the optimum level of stress to perform
efficiently.
Watch the following YouTube video and answer the following questions:
What are the simple techniques used to reduce and manage personal stress?
As a leader, you should model workplace behaviours where you can demonstrate your
control over your emotions. This is beneficial for yourself, as you may try out new set of skill,
and you provide a good example for others to follow.
The more you practice and repeat new behaviours and patterns for regulating your
behaviours and reaction, the sooner it becomes automatic.
Keep on repeating those behaviours observing what is effective and feels right. Use peoples
feedback on your behaviour as well. Watch effective leader and try to emulate them.
Leaders have a mission to develop others. They are considered role models and
inexperienced workers look up to them. They have a profound effect on others, modelling
appropriate behaviour, providing assistance, giving advice, projective a positive image and
encouraging others.
If you want to influence others to regulate their own emotions, you have to demonstrate it
yourself.
Identify two people (your role models) who have made the most profound impact on
you and provide example of how these role models demonstrate the following
attributes.
Self-
awareness
Self-control
Motivation
Empathy
Social skills
You need to identify the gap between your current proficiency and the level of proficiency
that you need to function as an effective leader.
In order to select the most effective training options, you need to identify your learning
style.
VARK model
According to Kolb, there are four dominant learning styles based on learners preferences:
Visual This learning style involves the use of seen or observed things, including
pictures, diagrams, demonstrations, displays, handouts, films, flip-chart,
Auditory This learning style involves the transfer of information through listening:
to the spoken word, of self or others, of sounds and noises.
Reading This learning style involves learning from textbooks, notes, manuals and
taking detailed notes. These learners have strong reading/writing skills.
Learning style should be interpreted to mean an individual mixture of styles. Everyone has a
mixture of strengths and preferences; no one has exclusively one single style or preference.5
Article
To have a better understanding on learning styles, please read the following article.
http://www.businessballs.com/vaklearningstylestest.htm
In order to select the most effective training options, you need to identify your
learning style.
You can easily identify your learning style by doing a self-assessment test online.
2. Describe the result you have received. Did the result surprise you?
5
http://www.businessballs.com/vaklearningstylestest.htm
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Issue Date: 18 May 2015
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Training options
There are many options to choose from when it comes to professional development
opportunities.
Accredited training
There are nationally recognised training options, which give you a qualification on
completion. This training is based on competency standards developed by the Industry Skills
Council. Such competency standards are arranged in units of competency that describe the
requirements that a person must meet in order to work in a particular work function. Units
of competency are put into training packages. To obtain the qualification, one needs to
complete various units from certain training packages.
Non-accredited training
If you are aware of your learning style and learning needs, you are able to choose the most
appropriate training for your professional development.
Based on your learning style, what would be your training option preferences to
improve your emotional intelligence?
In order to complete your PDP you need to take the following steps:
Get a folder to develop and maintain your PDP (this should be a living document that
you maintain over the course of your career)
Refer to your position description and other organisational documents to identify the
skills and knowledge and mandatory training needed to perform in your current role
Gather feedback form employees, colleagues and clients on your performance and
emotional intelligence and review previous performance appraisals to identify
strengths and weaknesses
Review organisational documents and position description of jobs you would like to
work in
Review training packages and units of competence, to identify appropriate training
that matches your ability and the needs of your current and future role
Identify your preferred learning style and type of learning
Article
Video
The video below describes a simple 3-step formula for creating your own personal
development plan. https://www.youtube.com/watch?v=1uYzyeLqgCk
In the previous chapter we have discussed how to identify and assess your own emotional
strengths. The next step is to be able to read and assess others emotional cues. You will
require a degree of sensitiveness to both verbal and non-verbal communication.
To be able to better interpret others, you should be able to identify others communication
and personal styles and be aware of potential traps of miscommunication.
Verbal communication
Active listening
Active listening involves listening with all senses. As well as giving full attention to the
speaker, it is important that the active listener is also seen to be listening - otherwise the
speaker may conclude that what they are talking about is uninteresting to the listener.7
Asking questions You can engage with the person you are listening
to by asking questions. Ask open question that
require longer, more detailed answers. Asking
questions is also useful in seeking clarification or to
find out further information.
Using verbal prompts Use words such yes or I see and OK while the
person is talking to show that you are paying
attention. However, only use these prompt if you
really understand and agree what is has been said.
Article
6
https://en.wikipedia.org/wiki/Active_listening
7
http://www.skillsyouneed.com/ips/active-listening.html#ixzz4CPzLyAQ1
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To have a better understanding on active listening techniques, please read the following
article: http://www.skillsyouneed.com/ips/active-listening.html
Video
To learn how to improve your listening skills please watch the video below:
https://www.youtube.com/watch?v=lL0sDXCzRu0
There is also an example how active listening can be applied in working environment.
https://www.youtube.com/watch?v=XLvZkUP5_KU
Non-verbal communication
Non-verbal communication is more implicit; between 50-70 per cent of communication falls
into this category.
Body movements
Posture
Eye contact
Paralanguage (pitch, tone, rhyme etc.)
Proxemics (how far/close a person stands from
you)
Facial expressions
Physiological changes.
Conduct Internet research on body sign and their meaning and complete the
following table.
Rapid blinking
Lip biting
Pursed lips
Clenched fist
Crossed arms
Crossed legs
Fidgeting
With body language, the context is important in interpreting these signs and different sign
may mean different things when displayed together with other signs.
https://www.youtube.com/watch?v=KpS8P4Trdqc
Emotions Evidence
2. Do you believe you are able to sense others emotions? Why/why not?
Communication styles
Communication styles play a huge role in interpreting verbal and non-verbal information,
intended meaning, emotional states and motivations.
Myers-Briggs
Big-5
DISC
This is one of the worlds most trusted personality assessments; the model contains 16
personality types based on the following attributes:
Introverted Extroverted
Focus attention on the inner word of Focus attention on the outer world of
ideas and impression, gain energy from people and things, gain energy from others
oneself
Sensory Intuit
Taking information through senses and Take in information from patterns and the
focus on here and now big picture, interpret and add meaning
Thinks Feels
Making decisions on logical thinking and Making decisions based on emotions, values
objective analysis and subjective evaluation
Judge Perceives
Prefer a planned and organised approach Prefer a flexible and spontaneous approach
to life, having things settled to life, having options open
The combination of these attributes forms the 16 different personality types. For example,
one personality type is ISTJ (an Introverted, Sensory, Thinking and Judging person).
Further information
To find out more about the 16 different Myers-Briggs personality types, please open the
following link and click on the respective type.
http://www.truity.com/view/types
Find out what your personality type is by taking the following Myers and Briggs
personality test.
You can access the test at the following link:
https://www.16personalities.com/free-personality-test
Big - 5
The Big-5 personality traits are characterised by one of five characteristic states:
Openness to experience:
Conscientiousness
Extraversion
Agreeableness
Neuroticism, or the tendency to experience negative emotions more than others
Article
To have a better understanding on the above personality types, please read the following
article:
https://www.verywell.com/the-big-five-personality-dimensions-2795422
DISC
DISC is a personal assessment tool used to improve work productivity, teamwork and
communication. It provides a common language that people can use to better understand
themselves and to adapt their behaviours with others.8
DISC distinguishes four personality profiles and characterises people based on how they see
themselves in relation to other and the environment:
Dominance (D) Sees themselves as more powerful than the environment and the
environment as unfavourable.
Inducement (I) Sees themselves as more powerful than the environment and the
environment as favourable.
Submission (S) Sees themselves as less powerful than the environment and the
environment as unfavourable.
Compliance (C) Sees themselves as less powerful than the environment and the
environment as favourable.
Further information
To have a better understanding on the DISC model and its personality profiles, please visit
the following website:
https://www.discprofile.com/what-is-disc/overview/
Personality types will influence how you interpret verbal and non-verbal communication and
behaviours of others. For example, its is quite normal to receive silence from an introvert
person, while silence from an extrovert would be more alarming, indicating sadness or
withdrawal.
Communication pitfalls
8
https://www.discprofile.com/what-is-disc/overview/
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Misunderstandings are the result of incorrectly receiving or interpreting the information and
it is part of communication. We unintentionally distort, delete, mishear and misunderstand
other people.
Image source: Develop and use emotional intelligence BSBLDR501, 2015, 1st Edition, Version 1, Innovation
and Business Industry Skills Council Ltd Australia, East Melbourne, VIC, Australia
Our values We tend to reject what offends our values rather than listen for the
message
Our mood When we are in a bad mood, we tend to misunderstand or ignore much
of the communication; we mishear or misunderstand verbal, non-verbal or emotional
cues because we are not listening, instead we are concentrating on ourselves
Our experience and upbringing We tend to filter out what (we believe) we have
already heard many times before. We make unconscious judgements based on how
we were brought up
Our personality We may get bored, distracted or even confused when having a
communication with a person with different personality, as we may not interpret the
information in the same way.
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Issue Date: 18 May 2015
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As a manager, you will need to correctly identify and assess emotions and behaviours in
increasingly diverse workplaces. Reading emotions of people with different cultural
background may pose the risk of misunderstanding, as cultural expressions of emotions are
not necessarily universal.
Culture has a significant impact on how we display our emotions and even what causes us
to experience different emotions therefore we may read different meaning into verbal and
non-verbal communication.
There are two theories in regards to how people feel and express emotions:
Universalism This theory claims that emotions are expressed and felt the same way.
It is generally agreed that the six main emotions anger, fear,
surprise, sadness, disgust and happiness are felt and manifested in the
same way. E.g. people who are blind from birth also smile
Relativism This theory states that nearly all expressions of emotions are highly
influenced by culture. According to this, the basic emotions are rather
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Web: www.greenwichcollege.com.au
Researcher Paul Ekman used the terms feeling rules and display rules, to describe how
people within cultures react emotionally to events and display (or mask) emotions to (or
from) others.
People in different cultures may feel different emotions given the same set of circumstances;
as well as, people in different cultures will display different symptoms, given the same
emotion.
Different rules for how emotions are: Rules, cultural norms for how emotions
can be displayed when felt:
Categorised as words and concepts (e.g.
Tahitians have no word for sad) In a happy event, kisses and hugs are
appropriate
Legitimised or made taboo
Public grief may be appropriate in
Prioritised (emotions)
certain culture, while inappropriate
Related to cause (which events cause ion others
what emotions)
As previously mentioned, people from different cultures may display the very same
emotions differently, or the same non-verbal communication signs may convey different
meaning.
https://www.rpi.edu/dept/advising/american_culture/social_skills/nonverbal_communicat
ion/reading_exercise.htm
Facial expression
Eye contact
Conversation
distance
Demonstrate flexibility
Personality types
Communication styles
Peoples basic or complex needs
You may be able to identify different personality types and communication styles, however
you should not pigeon hole people. That would be stereotyping, which is a very inflexible
way of thinking.
Personality models and types are useful for coaches and therapists to get an initial sense of
people and to develop a few hypotheses about them and their problems, but such
categorisation must be handled with caution and flexibility.
Imagine that you are leading a customer service team of three people. Your team is
culturally diverse, with different personalities and communication styles, as described in
the following table.
Amy Serious and quiet. Extremely thorough, responsible, and dependable. Well-
developed powers of concentration. Usually interested in supporting and
promoting traditions and establishments. She can usually accomplish any
task once they have set their mind to it.
John People-oriented and fun-loving, making things more fun for others by their
enjoyment. Living for the moment, loving new experiences. He dislikes
theory and impersonal analysis. Likes being the centre of attention in social
situations. Well-developed common sense and practical ability.
Sam Popular and sensitive, with outstanding people skills. Externally focused,
with real concern for how others think and feel. Usually dislike being alone.
Very effective at managing people issues, and leading group discussions.
Interested in serving others, and probably place the needs of others over
their own needs.
What difficulties or issues could arise in the team due to team members different
personalities?
How would you adapt your approach to each team member, knowing his or her
personality traits?
To be able to act as an emotionally intelligent manager and build good relationships, you
need to understands peoples needs. Understanding peoples needs can help you customise
your response to effectively meet those needs.
There are many theories developed to explain human behaviour and the forces behind it.
One of the most known theories is Maslows hierarchy of needs. According to this, there are
five levels in the hierarchy of primary needs, as shown on the next page.
People with different personalities have different preferences in having their needs satisfied;
therefore acknowledging those needs and responding to those needs requires different
approach and adaptation.
Article
To find out more about the Maslows hierarchy of needs, please read the following article:
http://www.simplypsychology.org/maslow.html
Did you satisfy those needs or did you acknowledge them at least? Why/why
not?
To take the first step in making emotionally intelligent decisions, you first need to identify
who your stakeholder and sources of information are.
Once you have identified your stakeholders, you may have a long list of people that are
affected by your decision. Some of these have more power to affect your decision your
ideas, and some have less power to do so.
Using the below matrix you can map your stakeholders based on their power, influence and
interest.
High power, interested people: you must fully engage with these people and keep
them satisfied
High power, less interested people: keep these people satisfied but dont
overwhelm them with too much information, as they will get bored
Low power, interested people: Keep them informed and seek their feedback, as it
can often be very helpful
Low power, less interested people: monitor them but minimise the effort you put in
their communication
Consider the same customer service team from the 13. Learner Activity, Amy, John
and Sam.
As the team leader, you are in charge of developing and implementing the staff
rosters. You are working on December roster now and you have a big dilemma
about the Xmas holiday roster. You do not want to upset your staff but you also
want to ensure a smooth operation during the festive season as well.
Important decisions may result in organisational change. People usually resist change, as
they fear the unknown. Effectively communicating change is one of the most successful
change management strategies.
1. Uninformed optimism the initial excitement phase, when people believe that
change will be beneficial for them
2. Informed pessimism reality kick in, problems occur, the process become more
challenging and people can see the its drawbacks
3. Hopeful realism problem solving phase, people can see the big picture, they can
better understand the process and visualise the final outcome
4. Informed optimism people become more confident about the change, they are
practical about the it and can see the light at the end of the tunnel
5. Rewarding completion people can see the end result and may be satisfied with
the change
Article
For further information on the emotional cycle of change, please read the following article:
https://www.mindtools.com/pages/article/kelley-conner-cycle.htm
To successfully manage change and to be able to minimise peoples resistance, you need to
understand the range of emotions people may experience when facing change.
Involve people consult people, raise any issues, ask for their input and suggestion
Train, coach and mentor people provide them support and encouragement, train
people, provide reassurance to overcome fears
Watch the following video between a supervisor and a staff member and answer the
questions the follow.
https://www.youtube.com/watch?v=miAZHn2BXc4
Identify which emotional stage is the staff member at, regarding the change that
is affecting him and the organisation. Justify your answer.
As leader, your responsibility is to build a workplace culture that value emotional expression.
Building emotional openness is not easy, and it may require a drastic cultural change.
In both group interactions and individual encounters, you will need to ensure that emotional
information is valued, encouraged and taken into account.
In group meetings or presentations, set ground rules to encourage openness; provide time
in agendas to legitimise and gather emotional information.
Collaboration, mutual benefit and mutual risk is the basis of emotional openness and the
following guidelines may help you achieve it:
Prepare the way advertise your willingness to talk about emotions in a work
context; ensure senior managements support for this
Get a sense of the emotional context identify the emotional background before
you interfere, e.g. if you perceive a conflict between two employees
Volunteer your own feelings lead by example and express yourself first to build
trust.
Give concrete examples model emotional expression to build this skill in others;
explain your feelings.
Ask and invite others to lend perspectives use active listening skills to probe
others feelings as your emotional sense of a situation may be different from the other
persons.
Identify three ways you could support a positive organisational culture where
staff are encouraged to express their emotion and emotional information is
valued.
Regularly monitor work and emotional performance of your team members and provide
them with meaningful feedback.
Emotionally intelligent leaders and managers need to develop skills for giving open and
honest feedback that can assist a persons personal and professional growth and
development.
Feedback must be valid, accurate, based on facts and it must be delivered respectfully
providing a valuable and productive insight to team members on their emotional
intelligence and indicating how to overcome underperformance.
Some of the most useful feedback you may provide, and may be the hardest to accept, will
be negative/constructive feedback. Feedback needs to be delivered in a constructive
manner with the intention to improve performance.
Poorly delivered feedback may result in distrust, low morale and poor productivity, while
feedback treated and delivered effectively will increase motivation, productivity and
efficiency and team effectiveness.
Be clear
Emphasise the positive
Be specific
Focus on the behaviour rather than the person
Be descriptive rather than evaluative
Own the feedback (I statements)
Advice carefully and specifically
When giving feedback, do not sugarcoat; highlight the positives, but be realistic, so the
person can learn from it and improve.
A common method of delivering feedback is the feedback sandwich model; you start your
feedback with highlighting something positive followed by the negative feedback and you
close the session with additional positive feedback.
Do not use overuse this approach as it may destroy credibility and trust and devalue praise.
Do no use this feedback if you have to make up positive feedback in order to deliver the
negative feedback.
Consider the scenario from the 13. Learner Activity when you are leading a team of
customer service representatives.
John is one of your team members. John is people-oriented and fun loving, he is
making things more fun for others by their enjoyment. He is the adventurous type,
living for the moment, loving new experiences. He dislikes theory and impersonal
analysis. He is very social and he likes being the centre of attention in social
situations. He has got a well-developed common sense and practical ability.
You have noticed that his work morale has recently changed. He has become too
social, he does not respect work colleagues privacy, he keeps entertaining and/or
disturbing others and he is always late from his lunch breaks, putting enormous
pressure on the other team members.
Deliver a constructive feedback using the feedback sandwich model. Write down
what exactly you would say.
This is another approach to deliver feedback and it consist of the following three phases:
Action Describe the employees action; focus on one or two actions with
emotional impact; provide example and facts.
Impact Explain the impact of those actions on people, both their feelings and
their work. Describe the impact, rather than judge the person.
This approach id very beneficial as it provides explicit information on the behaviour of the
employee, the emotional impact of such behaviour and it also gives suggestion on how to
improve emotional intelligence.
Sometimes leaders need to shake up their teams confronting team members, providing
negative feedback along with negative emotions. A successful, emotionally intelligent leader
know when it is the best time to be blunt and make a wake-up call in order to bring the best
out of people.
Coaching
Mentoring
Training
Coaching
Coaching is the act of directing, guiding and training an individual or group to achieve
better performance.
1. Goal
2. Reality
3. Options
4. Will
1. Goal First, consult with the coachee to establish existing performance goals.
Ensure that these performance goals are SMART.
Find out whether the coachee is aware of the performance
expectations.
2. Reality Second, establish the performance gap between the current and
desired performance. Use active listening to uncover the root cause for
poor socal and emotional intelligence skills. Ensure that performance
gap is clear to the coachee; if the coachee does not believe there is a
gap the coaching will stall.
3. Options You should recommend options for closing such performance gap. Talk
through the possible options together and encourage employee to
generate effective solution by:
Asking open-ended questions
Discussing pros and cons of each idea and examining possible
options
Anticipating potential pitfalls and roadblocks
4. Will Finally, you need to ensure that the coachee is willing to improve
performance. Without this commitment, coaching will not achieve what
it is intended to. Establish a schedule of review and set a follow-up date
as well.
Imagine that you have to hold a coaching session with this team member, to
establish how to help him improving his performance.
Plan to hold a coaching session with this team member to establish how to help the
team member improving his. Use the template on the next page to plan the
coaching session.
Coaching Activities/questions
phase
Introduction Summarise the reasons for the coaching session from your point of
view:
Mentoring
Mentors:
Inspire or earn trust and confidence from the person they are mentoring
Act as a role model to help guide employees
Support and give advice for growth and development, both personally and
professionally
Help employees reflect on their thoughts, feeling and behaviours
Freely share their own experience to help others
Motivate and encourage, help employees to build confidence
Sponsorship
The man difference between coaching/mentoring and sponsoring is that the sponsor has a
personal or professional interest in the development of the individual.
A positive workplace culture is vital to the success of the team or organisation. Workplace
culture must meet social, emotional and even spiritual needs to retain talent and meet
organisational goals.
Culture and climate are similar concept but they are not interchangeable.
Culture includes values, beliefs, myths, the stories or legends told within the organisation,
traditions, norms or rules. Culture is a way of acting or feeling, knowing how to act or feel a
social environment; culture is difficult to measure.
Climate can be measured as a way of gauging the health of the organisational culture in
terms of contributing to organisational gaols and satisfying social and emotional needs.
Climate surveys
A climate survey is an employee questionnaire that provides valuable feedback on how staff
members see their workplace and how they feel at their workplace.
The following skills seem relevant when it comes to assess managers emotional and social
performance:
You will need to create teams based on team members strengths; such strengths enable
members to perform certain roles. Allocating appropriate roles and coordinating these roles
can lead to increased morale and motivation.
When team members come together to form a team, there is a long forming process they
are going through until the team becomes effective. Most teams would go through five
different stages, which takes considerable time. How fast a team moves through each stage
will depend on the team members, their individual skills, the work they are expected to do,
and the type of leadership available to the team. 9
Forming Team members come together and understand the team goals and
responsibilities. They plan their work and their new goals. Team
members are positive and enthusiastic.
Storming Team faces technical, interpersonal and social problems; members may
fight and argue. Conflicts may occur among team members, they feel
frustration and anger.
Norming The team works through technical, individual and social issue and team
members establish a good and productive working relationship and
begin to trust each other.
Performing The team comes effective, team members rely on each other and
cooperate with each other. Problems are sold, team goals are
achieved. Satisfaction and pride becomes the dominant feeling.
9
http://www.innovativeteambuilding.co.uk/five-stages-of-team-development/
BSBLDR501 Develop and use emotional intelligence
Greenwich Management College
Issue Date: 18 May 2015
Page 71 of 75
ABN -31 114 584 940 RTO Provider 91153 CRICOS Code: 02672K
Level 2,396 Pitt Street, Sydney NSW 2000 Australia
Tel: +61 2 9264 2223 Email: info@greenwichcollege.com.au
Web: www.greenwichcollege.com.au
The final stage of team development is adjourning which addresses the break-up of a team
after a project has been completed.
Video
To have a better understanding on the different stages of team development, please watch
the following video. You may read the supporting article on the same link:
https://www.mindtools.com/pages/article/newLDR_86.htm
Article
The below article also elaborates on the five stages of team development.
http://www.innovativeteambuilding.co.uk/five-stages-of-team-development/
How would you act as a manager and leader to encourage positive emotional
climate and promote team effectiveness in each of team development stage?
Forming
Storming
Norming
Performing
Performance
Chapter Name Element
Criteria
1. Learner Activity What are your emotional 1 1.1
strengths and weaknesses?
2. Learner Activity Stress indicators 1 1.2