7/5/21 1 EI LEARNING SYSTEMS EI CERTIFICATION WORKSHOP AIR UNIVERSITY’S PROFESSION OF ARMS CENTER FOR EXCELLENCE JUL 6-8, 2021 Post on Social Media using #EITRI.org Like our EITRI.org Facebook page! 1 2 Name PLEASE SHARE YOUR Pre-work assessment completed? GOALS AND Your expectations for the workshop? EXPECTATIONS? 2 1
7/5/21 3 G1. Locate, cite, discuss foundational research/theoretical contributions to TEI. OUR G2. Develop a model of a person-centered and practical GOALS FOR learning process. THE G3. Recognize emotional information and process it in a WORKSHO constructive way. P G4. Enhance your ability to apply TEI in your own development. G5. Be able to explain and use the Emotional Learning GSy6s.teBme©a.ble to build trust/rapport using positive assessment and interpretation. G7. Have the skills to administer and interpret EILS assessments. • Skills for Career And Life Effectiveness® (SCALE®) • Emotional Skills Assessment Process® (ESAP®) G8. Facilitate the use of TEI in your work with others. G9. Have an awareness of additional EILS assessments and learning materials. 3 4 WORKSHOP ORGANIZATION: FOUR-MODULE STRUCTURE Module 1: Exploring Emotional Intelligence (EI) and Transformative EI Module 2: Identifying & Understanding EI Skills, Positive Change, and Positive Assessment Module 3: Learning and Developing EI Skills Module 4: Applying,Teaching, Modeling EI Skills 4 2
5 MODULE 1: LEARNING OBJECTIVES 7/5/21 FOR 3 EXPLORING EI AND TEI • Describe integrated, holistic theory of human behavior. • Cite three initial research questions/answers. • Describe the influences from and similarities to others’ theories. • Describe the research base/foundations of EI. • Compare/contrast Maslow’s needs and EI theory of needs. • Cite the underlying beliefs of EI and EILS. • Describe/apply 12 hallmarks of TEI. • Identify 5 areas of dominant thoughts. • Describe the 7 tenets and enduring qualities of TEI. 5 6 INTRODUCTION: TRANSFORMATIVE EI THEORY • Emerging Healthy Being Models of Darwin Nelson and Gary Low • Research-derived (1977 – Present) • Personal and Emotional Skills • Achievement and Retention • Person/Student Centered • Develops Effective Leaders and Teams • Addresses Accountability 6
7/5/21 7 TIMELINE OF DEVELOPMENT: TRANSFORMATIVE EMOTIONAL INTELLIGENCE Three Guiding PERL1 Survey Items Please see Appendix A (TEI Research Questions Created for a Positive Career and Life, 1.What differentiates more 1 PERL = Personal, 2021) for updated successful and healthy Emotional, Relationship, Life bibliography. people from those not so successful and healthy? 2.How can we help others achieve more success, health, and well-being? 3.Can we be excellent and equal too? (John Gardner, 1960s) 7 8 TIMELINE OF DEVELOPMENT: TRANSFORMATIVE EMOTIONAL INTELLIGENCE 8 4
7/5/21 9 TIMELINE OF DEVELOPMENT: TRANSFORMATIVE EMOTIONAL INTELLIGENCE 9 10 TIMELINE OF DEVELOPMENT: TRANSFORMATIVE EMOTIONAL INTELLIGENCE ® With Margo Murray’s* encouragement and assistance, the 98-item Skills for Career And Life Effectiveness® (SCALE®) is developed for online delivery. * MMHA – The Managers’ Mentors, Inc. 10 5
7/5/21 Transformative EI Theory Historical Roots and Primary Branches High Achievement Academic Achievement Leadership Development Student Retention Student Success Succession Planning Employee/Executive Coaching Facilitated Mentoring 11 TEI INFLUENCES Accountability Life Coaching HISTORICAL ROOTS Personal Excellence Skills for Career And Life Wellness Coaching & PRIMARY BRANCHES Career Excellence Effectiveness® (SCALE®) Lifestyle Coaching Executive Coaching Healthy Lifestyles Leadership Excellence Anger Management Emotional Skills Life Style Type Healthy Relationships Assessment Process® Indicator® (LSTI®) Effective Teams Personal Excellence (ESAP®) Well Being Map® (PEM®) Physical Wellness Stress Management Training Well Being Emotional Self Control Education Assessment® (LSTI®) Relationship Skills Transformative Wellness Map® (PEM®) EI Theory Counseling Psychotherapy Neuroscience Positive Psychology Vygotsky – John Dewey Cognitive Vivekananda – Lao Tse Psychology John Gardner Emerson – Thoreau Seymour Epstein Daniel Goleman Albert Bandura Carl Rogers Abraham Maslow 11 12 TEI THEORY & LEARNING SYSTEMS – TO USE EVERY SINGLE DAY Positive Philosophy & Emerging Theory Of Human Behavior Think Constructively & Purposefully Develop Your Emotional Mind Goal Focus – To Achieve Success, Health, & Well-Being Life Focus – Interdependence As A Higher Order Value 12 6
51 TEI TENETS AND ENDURING 7/5/21 QUALITIES (CONT’D) 26 4 – Relationship Focused – Healthy Social Skills & Behaviors • Essential For Personal, Group,Team Effectiveness • Assertive Communication With Empathy = Self Esteem • Emotions Are Natural – Reduce The Negative Effects Of Anger, Fear, Sadness With Interpersonal Skills 51 52 TEI TENETS AND ENDURING QUALITIES (CONT’D) 5 – Skills Based – Behaviors & Strategies – Use Daily • Develop Skills With Practice • TEI Skills & Strategies – Break The Habit Of Emotional Reactivity – Reactive Habits Are Easy To Form & Difficult To Break • Personal Excellence – Impacts Goals We Strive To Achieve, How We Think & Choose To Behave 52
53 TEI TENETS AND ENDURING 7/5/21 QUALITIES (CONT’D) 27 6 – Positive Personal Change – A Model To Apply Daily • Demystifies Change – Proactive Skills-Based Process • Positive Change – Correct Negative Behaviors, Repair Relationships • A Balanced Confluence, Neural Integration – Renewal & Resilience 53 54 TEI TENETS AND ENDURING QUALITIES (CONT’D) 7 – Intelligent Self Direction -- Goal Achievement • Personal Excellence Learning Framework • Positive Influence – Create Personal Standards Of Excellence, Mindfulness – Ethics • Set Meaningful Goals -- Solve Problems With A Skills Solution Process 54
55 ACTIVITY – RESPOND TO THE 7/5/21 FOLLOWING QUESTIONS 28 1. Which of the TEI tenets and enduring qualities resonate most, and why? 2. Which are included in the work you do now, and how are they included? 3. Which others could add value, and how would they best be included? 55 56 WORKSHOP ORGANIZATION – FOUR-MODULE STRUCTURE Module 1: Exploring Emotional Intelligence (EI) and Transformative EI Module 2: Identifying & Understanding EI Skills, Positive Change, and Positive Assessment Module 3: Learning and Developing EI Skills Module 4: Applying,Teaching, Modeling EI Skills 56
57 MODULE 2: LEARNING OBJECTIVES 7/5/21 FOR UNDERSTANDING EI SKILLS 29 • Cite research basis of validity & reliability data • Clarify early contributions (Vygotsky, Rogers, Maslow, Epstein) • Describe the role of emotional mind in personal well being • Cite an operational & practical definition of TEI • Cite the EILS theory of human emotions • Describe the Four Basic Emotions • Relate ESAP® factor structure to Goleman’s a-priori 4-pane model of EI • Discuss the EILS theory of positive assessment and positive change 57 58 TEI RESEARCH (SINCE 2003) Robert Vela (2003) • EI skills found to be significant factor in the academic achievement of first-year college students. Barbara Stottlemyer (2002) • The results of the study showed that there is a significant relationship between selected emotional intelligence skills and academic achievement. The resilience of students who succeed despite environmental and economic deficiencies may also be related emotional intelligence. 58
7/5/21 59 TEI RESEARCH (CONT’D) Marky Smith (2004) • The major conclusion was that the EI intervention program was significantly effective in impacting change, growth, improvement, and development in the majority of factors considered (with an at-risk high school sample). Maggie Williams (2004) • An examination of the problem of retaining first-year students at TAMUK. Both academic factors (ACT/SAT scores, high school class standing) and the EI Skills of drive strength, time management, and commitment ethic are significantly correlated, predicting both retention and academic achievement. Darwin Nelson, Gary Low, Robert Vela (2004) • Published the Emotional Skills Assessment Process (ESAP) Intervention and Interpretation Guide. Skills and Problematic Indicators are significantly, inversely related. Only three skills (Decision Making, Self Esteem, and Time Management) are significantly related to IQ. All ESAP skills positively related to mental health as measured by both the 16PF and Epstein’s CTI. Drive strength, Time Management, & Commitment Ethic significantly related to school achievement. 59 60 TEI RESEARCH (CONT’D) Interpersonal Skills: Assertion A Profile of Emotional Skills Strengthen Enhance 35 Leadership Skills: Comfort 21 24 27 30 33 36 36 Leadership Skills: Empathy Develop 15 17 19 21 23 24 24 Leadership Skills: Decision Making 9 12 15 18 16 18 20 22 24 Leadership Skills: Leadership 5 7 9 11 13 14 16 18 20 22 24 Self Management: Drive Strength 6 8 10 12 14 13 15 17 39 44 49 Self Management: Time Management 5 8 10 12 30 34 38 42 44 46 50 Self Management: Commitment Ethic 4 6 9 11 14 16 18 20 22 24 Intrapersonal: Self Esteem 10 14 18 22 26 16 18 20 22 24 Intrapersonal: Stress Management 5 8 10 12 32 35 39 42 45 48 50 8 10 12 14 24 29 34 39 44 49 Potential Problem Area: Aggression 9 18 23 26 29 Potential Problem Area: Deference 4 9 14 19 Normal High Potential Problem Area: Change Orientation 8 11 15 19 24 28 Low 14 18 22 26 30 32 TAMUK First-Year Student Profile 24 6 9 11 13 16 18 21 2 4 6 10 High Achieving Profile 1 3 57 Academic At-Risk Profile 60 30
61 TEI RESEARCH (CONT’D) 7/5/21 31 Rick Hammett (2007) • The Personal Excellence Map® (PEM®) was created from the Personal Excellence Inventory (Nelson & Low) and validated as a reliable measure of five PE dimensions using confirmatory factor analysis. George Potter (2005) • First-year college students who participated in the EI program academically outperformed those who did not. 61 62 TEI RESEARCH (CONT’D) Judith Cox & Darwin Nelson (2008) • Significant positive correlations with ESAP skills and Epstein’s constructive thinking modalities. Significant positive correlations with ESAP problematic indicators and Epstein’s destructive thinking modalities (superstitious thinking, etc.) Max Abbassi (2007) • The importance of collaboration, communication, and cooperative problem- solving between academic chairs and faculty were identified as keys to effective academic leadership and institutional success. 62
7/5/21 63 TEI RESEARCH (CONT’D) Hammett, Hollon, & Maggard (2011) • Significant positive correlations with ESAP skills and leadership quality as measure by class standing in the five-week residency Squadron Officer Course at Air University. ESAP skills significantly differentiated DGs and bottom 10% of graduating class. 63 64 64 32
65 TEI RESEARCH (CONT’D) 7/5/21 33 Jamie DeWitt (2014) • Used TEI and the ESAP® to facilitate a qualitative appreciative inquiry and needs assessment to learn how teacher professional development needed to change from the perspectives of teachers to improve student outcomes. A workshop for school administrators resulted for developing a teacher training plan that would be more aligned with student needs. Darwin Nelson, Gary Low, & Rick Hammett (2014) • A correlation study with senior corporate managers (N = 93) resulted in 13 statistically significant correlations between the Lifestyle Type Indicator® and Myers-Briggs Type Indicator®. 65 66 TEI RESEARCH (CONT’D) Aprile Williams (2021) • Basic qualitative study explored how EI manifests by instructors in higher education distance learning (HEDL). Interpretation of themes with recent literature revealed that EI-centric skills modeled by HEDL instructors improve self-management skills, engender positive emotional connections, and increase cognitive awareness for instructors and their students. Rick Hammett (2019 -2021) • Concurrent correlation study using the online ESAP® validated the online Skills for Career And Life Effectiveness® (SCALE®) as a valid and reliable measure of EI as defined by Nelson and Low. 66
7/5/21 67 TEI RESEARCH (CONT’D) Hammett, Arenas, & Scherer (in press) • Concurrent correlation study using the online ESAP® and Leadership Development Survey with SOS students to examine the relationship between EI skills and the Full- Range Leadership constructs of Laissez-Farie, Management by Exception (Passive & Active), Contingent Reward, and transformational leadership as measured by Idealized Influence (II), Inspirational Motivation (IM), Intellectual Stimulation (IS), ad Individualized Consideration (IC). 67 68 THE RELATIONSHIP BETWEEN LIASSEZ-FAIRE AND THE LDS 68 34
7/5/21 69 THE RELATIONSHIP BETWEEN THE ESAP SKILLS AND THE LDS 69 70 ACTIVITY Discuss how you would use emotional intelligence to enhance your leadership development curriculum based on these research findings. Hint: Focus on the most significant correlations from the last slide. 70 35
7/5/21 CLARIFYING EARLY CONTRIBUTIONS 71 SHORT DEFINITION OF TEI TRANSFORMATIVE EI IS THE LEARNED ABILITY TO THINK CONSTRUCTIVELY AND ACT WISELY 72 36
73 POSITIVE CONTRIBUTIONS OF 7/5/21 THE EMOTIONAL MIND 37 Role of the emotional mind in personal well being: • Key to physical and mental health. • The most important factor in academic achievement and career effectiveness. • Enables us to respond with empathy. • Immediate and long-lasting learning from our lived experience. • Vital for survival and Stress Management. 73 74 THE LEARNING MODEL OF TEI Operationally defined as the confluence of learned skills and abilities that facilitate: 1. Accurate knowledge, understanding, and value of self (i.e., learning one’s strengths and tendencies). 2. Building positive, healthy, effective relationships. 3. Working well with others in achieving good results. 4. Managing stress and pressures of everyday life and work. 74
7/5/21 75 INDIVIDUAL ACTIVITY WHO OF YOUR CLIENTS, COLLEAGUES, FRIENDS … 1. Accurate Self-Knowledge Rarely…? 2. Variety of healthy, positive & Value relationships Sometimes…? 3. Good teamworking results 4. Healthy ways for dealing Always with daily stress exhibits those 4 components of TEI? 75 76 WHAT EMOTIONAL INTELLIGENCE IS … • A Model for Healthy Change • A Learned Ability To Think Constructively and Act Wisely • A Reflective Process for Life-Long Transformational Learning • Intelligent Self Direction 76 38
77 WHAT EI IS NOT … 7/5/21 39 EI ≠ IQ Emotional Cognitive Experiential Academic Fast to React, Slow to Change Fast to Change, Slow to React Reflective Rational 77 78 WHAT ARE SOME PERSONAL OUTCOMES WE HOPE LEARNERS EXHIBIT AS A RESULT OF EDUCATION? • Personal Responsibility • Work Ethic • Compassion • Reflective/Constructive Reasoning • Meaningful Self-Direction • Life-Long Learning • Intelligent Self Direction 78
79 WHAT ARE THE FOUR BASIC 7/5/21 EMOTIONS? 40 • Anger - Immediate danger in the present! • In the past: Resentment • In the future: Envy or jealousy • Fear - Potential danger in the present • In the past:Traumatic memories • In the future:Worry or stress • Sadness - Loss in the present • In the past: Remorse, regret, or guilt • In the future: Pessimism or hopelessness • Happiness 79 80 ACTIVITY BRAINSTORM / DISCUSS / ANSWER Where do emotions come from? When are emotions harmful? 80
7/5/21 81 ESAP® FACTOR STRUCTURE & GOLEMAN’S 4-PANE THEORY OF EI 81 82 POSITIVE ASSESSMENT • The first step in developing emotional intelligence is “Self- Exploration” • Opportunity to authentically evaluate my current levels of using PERL skills • Important areas to emphasize to clients • No right or wrong answers • Results are for their personal use • Specific results will not be shared with others • If debriefing results, use a strengths-based approach 82 41
83 THE BASIC PSYCHOLOGICAL 7/5/21 CHANGE PROCESS 42 Activating Beliefs Emotional or Event Thoughts Behavioral Values Response Change Cognitive Structures The tools that each of us develop in order to modify our patterns of response. The Emotional Learning System (ELS) provides a model for changing our thoughts in order to learn to think more constructively and act more wisely. 83 84 WORKSHOP ORGANIZATION – FOUR-MODULE STRUCTURE Module 1: Exploring Emotional Intelligence (EI) and Transformative EI Module 2: Identifying & Understanding EI Skills, Positive Change, and Positive Assessment Module 3: Learning and Developing EI Skills Module 4: Applying,Teaching, & Modeling EI Skills 84
85 MODULE 3: LEARNING OBJECTIVES 7/5/21 FOR LEARNING & DEVELOPING EI 43 SKILLS • Describe positive change in terms of destructive and constructive thinking • Interpret & explain the skills assessed by SCALE® • Explain how developing emotional self-control affects stress management skills • Use emotional learning strategies to change the emotional mind • Describe the 5-step model of the Emotional Intelligence Learning System 85 86 HALLMARKS OF TRANSFORMATION EMOTIONAL INTELLIGENCE • Developing a healthy emotional mind is intentional and skills based • EI behaviors are intentional and wise behaviors engendered by reflective and constructive thinking patterns • Constructive-reflective thinking can be effectively taught and learned • Interdependence is more important than independence • EI is an integrated set of learned abilities to think constructively & act wisely 86
87 HALLMARKS OF TRANSFORMATIVE 7/5/21 EMOTIONAL INTELLIGENCE 44 • Change/transitions are challenging and difficult • Break the habit of emotional reactivity by learning and practicing EI skills • Intelligent self management is behavioral reflection of emotional learning, higher order thinking, healthy functioning • Academic success is enhanced by emotional + cognitive minds planning • Effective relationships are essential for superior performance and leadership 87 88 TRANSFORMATIVE EI IS INTEGRATIVE Emotional intelligence is the learned ability to think constructively and act wisely. 88
89 PRECONSCIOUS THOUGHTS & 7/5/21 CONSTRUCTIVE THINKING (SEYMOUR 45 EPSTEIN, 1998, P. 197) Event Destructive Sequence Behavior Mary did not Develops antagonistic say “Hello” Secondary Mental Reaction relationship with Mary “Mary thinks she’s better than me Thought I’ll show her what that feels like!” Emotion “Mary is a Increase in snob” anger Emotion Anger 89 90 PRECONSCIOUS THOUGHTS & CONSTRUCTIVE THINKING (SEYMOUR EPSTEIN, 1998, P. 197) Emotion Emotion P uzzlem ent Sympathy W arm th Thought Secondary Mental Reaction Behavior “Mary is “Maybe something’s Maintains friendly, rewarding Preoccupied” bothering Mary” relationship with Mary Event Constructive Sequence Mary did not Behavior say “Hello” Destructive Sequence Develops antagonistic relationship with Mary Thought Secondary Mental Reaction “Mary is a “Mary thinks she’s better than me I’ll show her what that feels like!” snob” Emotion Emotion Anger Increase in anger 90
91 WHY IS TEI IMPORTANT? 7/5/21 46 • Key To Academic, Career, Life, and Leadership Success • People Who Learn & Develop EI Skills Achieve At Higher Levels & Become More Engaged in Meaningful Learning • EI Centric Programs Improve Achievement and Retention 91 92 WHY IS TEI IMPORTANT? EI skills contribute to academic and professional achievement - promotes specific ways of thinking and behaving that help people develop intrapersonal and interpersonal leadership - learn more effectively - use constructive thinking and make successful school–to–college–to–career transitions. 92
93 TRANSFORMATIVE EI 7/5/21 47 Meaningful learning occurs when Positive Assessment is integrated with the Emotional Learning System 93 94 Apply Explore Learn The Emotional Learning System Identify Understand 9 4 94
95 7/5/21 48 Apply Explore Emotional Skills Assessment Process (ESAP) Skills for Career And Life Effectiveness (SCALE) Learn Personal Excellence Map (PEM) Identify Resiliency Skills Assessment Process (ReSAP) Understand 95 96 Apply Explore 96 A Profile of Emotional Skills D evelo p Strengthen Enhance Interpersonal: Assertion 9 12 15 18 21 24 27 30 33 36 Leadership: Comfort 21 23 24 Leadership: Empathy 5 7 9 11 13 15 17 19 22 24 Leadership: Decision Making 6 8 10 12 14 16 18 20 20 22 24 Leadership: Leadership 5 8 10 12 14 16 18 39 44 49 Self Management: Drive Strength 42 44 46 50 Self Management: Time 4 6 9 11 13 15 17 20 22 24 Self Management: Com Ethic 10 14 18 22 26 30 34 38 22 24 Intrapersonal: Self Esteem 5 8 10 12 14 16 18 42 45 48 50 Intrapersonal: Stress Management 8 10 12 14 16 18 20 39 44 49 Potential Problem Area: Aggression 9 18 23 26 29 39 High Potential Problem Area: Deference 32 35 34 4 9 14 19 24 29 19 24 28 Learn Potential Problem Area: Change Low Normal Identify26 3305 32 24 6 8 11 15 16 1386 21 2 4 6 10 14 18 22 24 9 11 13 1 3 57 Understand
97 7/5/21 49 Apply Explore Learn Identify Understand 97 98 Apply Explore Identify 98 Learn Understand
7/5/21 99 Apply Explore Wiser, more appropriate behavior. Learn Better relationships. Higher achievement. Identify Understand 9 9 99 Emotional Information EmReoaticotnivaelly UNCONSCIOUSActions Em ise otionally © Reflective EXPERIENTIAL MIND (FEELING) Step A S e lf-A sse ssm e nt: Rational & W Step D S e lf-D e ve lo p m e nt: Learn Explore Step E S e lf-Im p ro ve m e nt: Apply & Model Emotionally isdom Intelligent Harm W Step C Behavior Constructive onyStep B & In S e lf-K n o w le d g e: Critical ThinkingS e lf-A w a re n e ss: Understand Identify teg ra tin g & CONSCIOUS Synthesizing COGNITIVE MIND (THINKING) 100 50
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