7/5/21 101 RESPONDING TO THE ONLINE SKILLS FOR CAREER AND LIFE EFFECTIVENESS® © 2014 1 0 101 1 102 Explore Apply Learn The Emotional Learning System Identify Understand © 2014 102 51
THE SCALE® IS UNIQUE: 7/5/21 52 103 ◇ Self Assessment ◇ Not About Style ◇Skill Oriented ◇ Points to Development ◇ Multiple Follow-up Options ◇ Groundwork for Personal Growth © 2014 1 0 103 3 AS YOU RESPOND TO THE 1 104 QUESTIONS... 0 4 BE OBJECTIVE! SKILLS CAN BE: ...KNOWN CLA..I.MVOANLLYUTHEODSE YOU PRACTICE!!!! ◇.R..ePlaRteAtoCthTeIPCreEseDnt ◇ Read Directions ◇ Respond to Each Item ◇ Select One Setting-- e.g., Work ◇ Share Only What You Want © 2014 104
ABOUT THE SCALE® 1 7/5/21 105 ◇Q98UQEuSeTstIiOonNs S: 0 53 5 ◇ 15 Minutes to Respond ◇ Relates to Changeable Things ◇ Personal and Confidential ◇ Time Bound ◇ Positive ◇ System Scored © 2014 105 106 ◇ ConfSidCeAntLiaEl®PeBrsEonNalEPrFoIfiTleS: ◇ Interpretation of the Results ◇ Individual Skill Development Strategies ◇ Mentoring pairs effectively matched ◇ Group Profile ◇ Group Skill Strengths and Needs ◇ Individual Feedback ◇ A Variety of Insights ◇ Opportunity to Build a More Effective Team © 2014 1 0 106 6
SCALE® SAMPLE MARKING 7/5/21 54 107 When I am really angry at someone, I usually feel some tension, but comfTohritsasbtalteeminenetxisp…ressing exactly what is on my mind MOST like or descriptive of me SOMETIMES like or descriptive of me LEAST like or descriptive of me © 2014 1 0 107 7 SKILLS: • SELF ESTEEM • INTERPERSONAL 108 COMMUNICATION 108 > Empathy > Assertion > Interpersonal Comfort • CAREER/LIFE SKILLS > Drive Strength > Decision Making > Time Management > Influence > Commitment PERSONAL WELLNESS > Stress Management > Physical Wellness • COMMUNICATION STYLE > Assertion > Aggression > Deference • PERSONAL CHANGE ORIENTATION 1 © 2014 0 8
7/5/21 109 © 2014 1 0 109 9 STOP HERE IF YOU ARE PREPARING PEOPLE FOR THE ONLINE 110 RESPONSE! THE FOLLOWING SLIDES ARE FOR YOU TO PRACTICE INTERPRETING DIFFERENT PROFILES WITH ONE ANOTHER. © 2014 1 1 110 0 55
111 What Story Stands Out In This Profile? SCALE® 7/5/21 Self Esteem 56 Assertion Pattern D: Workaholic Tendencies Interpersonal Comfort Empathy Drive Strength Decision Making Time Management Influence Commitment Stress Management Phys ical Wellness Interpersonal Assertion Interpersonal Aggression Interpersonal Deference Personal Change Orientation © 2014 111 PRACTICE WITH 112 INTERPRETATION: Divide into groups of three persons each. Then decide who is going to be Person A, Person B, and Person C. The chart below gives you the sequence for practice. Practice Sequence Round 1 Mentor Protégé Mentor Round 2 Coach A Round 3 B BC CA C AB © 2014 1 1 112 2
113 DEBRIEF THE PRACTICE 7/5/21 57 Mentor - “What I did well was…” Protégé - “What I thought you did well was…” Mentor Coach - “What I saw you do well was…” Then, focus forward Mentor - “Next time I’d like to …” Protégé - “Next time you might …” Mentor Coach - “Next time try this…” 113 114 Person A’s Profile SCALE® Self Esteem Assertion Pattern I: Specific Growth Needs Interpersonal Comfort Empathy Drive Strength Decision Making Time Management Influence Commitment Stress Management Phys ical Wellness Interpersonal Assertion Interpersonal Aggression Interpersonal Deference Personal Change Orientation © 2014 114
Wperson B’s Profile SCALE® 7/5/21 58 Self Esteem Pattern H: Poor Self Management 115 Assertion SCALE® ™ Interpersonal Comfort Empathy Pattern B: Low Productivity Drive Strength Decision Making Time Manag ement Influence Commitment Stress Management Phys ical Wellnes s Interpersonal Assertion Interpersonal Aggression Interpersonal Deference Personal Change Orientation © 2014 115 Person C’s Profile Self Esteem 116 Assertion Interpersonal Comfort Empathy Drive Strength Decision Making Time Manag ement Influence Commitment Stress Management Phys ical Wellnes s Interpersonal Assertion Interpersonal Aggression Interpersonal Deference Personal Change Orientation © 2014 116
117 THE SCALE© MAY BE USED IN 7/5/21 59 MANY WAYS: 1. Focus for development planning 2. Baseline for pre and post measure of skill development trends 3. To establish priorities for training for groups 4. Matching mentoring pairs © 2014 117 118GROSeUlf EPsteeSmCORE DISPLAY SCALE® ™ Assertion Plot of low, high, and mean for a group Interpersonal Comfort Empathy Drive Strength Illustrates a higher priority for Decision Making training, than for Assertive Communication Decision Making Time Manag ement • • • •• • • • • • • • • • Influence Commitment Alternate method for plotting individual scores to illustrate priorities for the group Stress Management Phys ical Wellnes s Interpersonal Assertion Interpersonal Aggression Interpersonal Deference Personal Change Orientation © 2014 Examples of group profiles 118
7/5/21 119SCALE® (Personal Skills Map™) Pre & Post = 11 Months © 2014 119 120 HOW TO ACCESS • Administrator - EILS • Associate Business Partner (video guide) • Project Manager (video guide) • Individual user/respondent (Demo video) © 2014 120 60
121 WORKSHOP ORGANIZATION – 7/5/21 FOUR-MODULE STRUCTURE 61 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 121 122 MODULE 4: APPLYING,TEACHING, & MODELING EI SKILLS • Develop clear, practical, individualized interpretations for EI factors and skills • Choose appropriate assessments as foundation for learning EI skills • Construct a positive and practical model for developing EI skills daily • Identify the contributions of EI to developing healthy learning environments & coaching excellence • Identify the contributions of EI in business and organization settings for mentoring, coaching, and leadership development 122
7/5/21 123 LEARNING THEORY AND THE EMOTIONAL LEARNING SYSTEM© • Explore (Discover): EI (ESAP, PEM, SCALE, Others) • Identify (Reflect): EI Skills/Areas to Develop • Understand (Integrate): EI Change Process • Learn (Develop): EI Skills, Behaviors, Plans • Apply (Model): Intentional, Reflective, Constructive,Thinking and Behaving (EI Skills) Daily 123 124 COMPARISON OF LEARNING MODELS RELATIVE TO THE NEUROLOGICAL PROCESS OF LEARNING 124 62
125 WIRE TOGETHER, FIRE 7/5/21 TOGETHER 63 • Intentionality of Learning • Personally Meaningful Association • Emotional Knowledge • Apply & Model EI Skills 125 126 ROLE OF FEAR IN LEARNING • Inhibits Learning • Destroys Capacity to Learn • Kills Curiosity • Easy to Learn, Difficult to Forget • Limits Effectiveness and Happiness 126
7/5/21 127 LEARNING AND THE POSITIVE CONTRIBUTIONS OF THE EMOTIONAL MIND • Affective Attunement Alleviates Fear • Curiosity Leads to Discovery & Pleasure • Brain Learns Best in Context of Trust • Emotional Safety – Free Enough to Take Risk 127 128 LEARNING AND THE POSITIVE CONTRIBUTIONS OF THE EMOTIONAL MIND (CONT’D) • Experiential Learning Is Key • Essential Aspect of Learning from Experience – Make Relevant Decisions (personal meaning) • Emotional Learning Is ≠ Cognitive Learning • Experiential System Is Lead System for Change 128 64
129 MEANING … 7/5/21 THE BRAIN MAKES, NOT TAKES 65 MEANING • Neuroplasticity – Physical Change As Learning Occurs • Arranges/Rearranges To Accommodate New Information • Biased – Remembers Bad, Forgets Good • Educators – Use Positive Emotion to Affect Learning 129 130 THE EMOTIONAL SKILLS ASSESSMENT PROCESS® (ESAP®) • Four competence areas • Interpersonal Communication • Personal Leadership • Self-Management • Intrapersonal Skills • Three potential problem areas • Aggression • Deference • Change Orientation 130
131 ONLINE ESAP® (EDUCATION 7/5/21 VERSION) 66 Learn more about this and all EILS’s positive assessment instruments at https://eilearningsys.com [Click on Resources > Positive Assessment > Emotional Skills Assessment Process® > Education Version] OR Review the ESAP® Intervention and Interpretation Guide on the Certification Workshop Bookshelf (P/W required) at https://www.eitri.org/ei-certification-workshop 131 132 ONLINE ESAP® (EDUCATION VERSION) 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 132
7/5/21 133 DISCUSSION ACTIVITY What applications for the online ESAP® (Education Version) do you see in your areas of work? What applications for online SCALE® do you see in your areas of work? 133 134 PRACTICAL APPLICATIONS • Affective (EI) education that engages through positive self-assessment. • Training needs assessment. • A person-centered development plan and interventions for individuals or groups. • An integrated and practical way of understanding specific facets of emotional intelligence. • Higher order thinking skills (constructive thinking, interpersonal communication, self-management, and intrapersonal knowledge). • A model for facilitated mentoring or coaching. 134 67
7/5/21 135 PRACTICAL APPLICATIONS (CONT’D) • Program evaluation & research. • Early identification of individuals who need assistance. • Essential component in career and life planning. • Assists adults through life’s transitions and change. • Individual planning guide for personal professional skill development. 135 Deference Assertion Aggression Problematic communication Assertion is a communication skill Problematic communication pattern based on anxiety/fear characterized by “I” language. pattern based on anger and and characterized by silence. characterized by “you” Assertive communication is honest, language. For people whose primary and respects the rights and feelings communication pattern is of the other person while also For people whose primary deference, the skill to develop valuing self. Combining the skills of communication pattern is is anxiety/fear control and empathy and assertion (empathic aggression, the skill to management. assertion) can be very powerful. develop is anger control and E.g.“I care about your success and I management. am concerned that your performance does not seem to be up to par.” © Copyright 2006 by EI Learning Systems, Inc. 136 68
137 BEST PRACTICE EXAMPLES 7/5/21 69 • Air University’s Squadron Officer Leadership Course • First Sergeant’s Academy • Inter-European Air Forces Academy • Command and General Staff College • Arkansas K-12 Teacher Book Study • McLennan Community College • South Texas College 137 138 BEST PRACTICE EXAMPLES (CONT’D) • Galveston College • Javelina EI Program • TUT South Africa • HPCL India 138
139 GALVESTON COLLEGE 7/5/21 70 • Nelson & Low Education Model Used In Quality Enhancement Plan (QEP) • ESAP Assessment Used For Research,Accountability Data, Evaluation, and Planning • English Classes • Achieving The Dream • Beverly Gammill 139 140 SOUTH TEXAS COLLEGE • Emotional Intelligence and Teaching Excellence • Faculty Professional Development • 2008 Emotional Intelligence Research Institute Host • JAGNET delivered ESAP in College Success 140
141 MCLENNAN COMMUNITY 7/5/21 COLLEGE 71 • Basis of 5-Year QEP • Started in college success and spread to selected core courses • Used in student-coaching program • Part of the college’s organizational culture 141 142 TEXAS A&M UNIVERSITY– KINGSVILLE • Emotional Intelligence Research Initiative • Javelina EI Program GPA & Retention • Hosted ‘04,‘05,‘07 Conferences • Dissertations - Research 142
143 EI INSTITUTES 7/5/21 72 2002 – Emotional Intelligence Research Initiative (TAMUK, Kingsville) 2004 – Emotional Intelligence:An Education Based Model (TAMUK, Kingsville) 2005 – Emotional Intelligence: Person-Centered Assessment and Transformative Learning (TAMUK, Kingsville) 2006 – Emotional Intelligence: Catch The Wave (Galveston College, Galveston) 2007 – Emotional Intelligence And Leadership: A Vision Of Excellence (TAMUK, Kingsville) 2008 – Personal Excellence: Building Quality From Within 143 (Sheraton Hotel, South Padre Island) 144 EI INSTITUTES (CONT’D) 2009 – Emotional Intelligence: Building Healthy People and Organizations (Westin Galleria, Houston) 2010 – Emotional Intelligence:Teaching and Leadership Excellence (El Tropicano, SA) 2011 – Emotional Intelligence:Teaching, Mentoring, & Coaching (El Tropicano, SA) 2012 – Emotional Intelligence: Celebrating Healthy Relationships (El Tropicano, SA) 2013 – Emotional Intelligence: Pathways to Positive Change (SA, El Tropicano) 2014 – Creating Cultures of Student and Organizational 144 Success (Waco, MCC) 2015 – Emotional Intelligence: Pursuing Excellence in Education and Beyond (Waco, MCC)
145 7/5/21 73 EI INSTITUTES (CONT’D) 2016 – Emotional Intelligence for Teaching, Learning, and Leadership Excellence (Emerald Beach Hotel, Corpus Christi) 2017 – Performing Under Pressure and Leadership Excellence – Celebrating 40 Years of Research and Discovery (Emerald Beach Hotel, Corpus Christi) 2018 – Emotional Intelligence for Transforming Work, School, and Life (Embassy Suites, McAllen) 2019 – Emotional Intelligence: Learning Framework for Excellence in Work and Life (Emerald Beach Hotel, Corpus Christi) 145 146 EI INSTITUTES (CONT’D) 2020 – Emotional Intelligence for Creating Excellence in Education, Business, and Government: Locally– Nationally–Globally (Emerald Beach Hotel, Corpus Christi) 2021 – Emotional Intelligence for Building Healthy Relationships While Remote (Virtual) 146
7/5/21 147 CAPSTONE THOUGHTS Please share at least one thing you will use immediately from the workshop. 147 148 CONTACT INFO • Gary Low • [email protected] • 361-228-1624 • Rick Hammett • [email protected] • 361-434-0366 148 74
7/5/21 149 TEI RESEARCH (CONT’D) LSTI® – MBTI® STATISTICALLY SIGNIFICANT CORRELATIONS Believers have a healthy spirituality, and their behavior is directed by inner moral laws based on transcendent values. Creative and spontaneous; Creators experience extremely high energy and productivity, followed by periods of exhaustion. Extremely high energy levels; Achievers are challenged and motivated to solve difficult problems that involve the risk of failure. Relationships motivate Supporters. They work well in teams and are empathic, loyal, and forgiving. Feelings guide their behaviors, and they experience emotions deeply and frequently. 149 150 HTTPS://WWW.EITRI.ORG = WORKSHOP RESOURCES Step 1:Access the Certification Workshop Bookshelf. Step 3: Open and print the notetaking guide for the Certification Workshop. Step 2: Unlock the Workshop Bookshelf by entering the password: EiQUW4Cert 150 75
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