PPT_Notes_EI_for_IEAFA_KNCA

Transformative Emotional Intelligence: Registered DBA of Emotional Intelligence Learning Systems, Inc. 9/29/20 The Key to Professional, Personal, and 1 1 Organizational Excellence Certification Workshop 1 Agenda – Day 1 2 • Introductions • Workshop Goals • Define Emotions & Emotional Intelligence • Enduring Tenets of Transformative EI • Processing ESAP Results • Transformative Emotional Intelligence. • Positive Change Model • Constructive vs. Destructive Thinking • The Emotional Learning System • The Emotional Skills Assessment Process • AWAKE Daily EI Journal 2 Agenda – Day 2 3 • Day 1 Reflections • ESAP Strengths and Limitations • Debriefing ESAP Results With Others • Invoking the ELS to Apply/Model Emotional Intelligence • The Life Style Type Indicator • Capturing Key Learnings From Time Together • Certificates & Closing Thoughts 3

Introductions – Please Share: 9/29/20 2 • Name & where you’re from • Unit & primary job responsibility. • What you would like to get from attending the workshop. 4 4 Our Emotional Intelligence Company • 40+ years developing research-derived personal and emotional skills around four domains of experiential/emotional learning. • Accurate self-knowledge and awareness. (Intra and interpersonal). • Relationships. (Interpersonal) • Working in teams. (Career-life management) • Healthy responses to stress/pressure. (Personal Wellness & Well being) • Emotional Intelligence Learning Systems, Inc. and the Emotional Intelligence Training and Research Institute (DBA). • Products include positive assessments and learning materials including an EI learning model; the Emotional Learning System©, for developing and enhancing EI in daily practice. 5 5 What is Emotional Intelligence? Source: P. 3 of ESAP Learning Guide 6 6

What is Transformative EI? 9/29/20 3 7 7 Origins of Transformative Emotional Intelligence (EI) (1977 – 1979) Original, vendor-authored theory of EI that began 40+ years ago with three research questions: 1. What differentiates more successful and healthy people from those not so successful and healthy? 2. How can we help others achieve more success, health, and well- being … from research? 3. Can we be excellent and equal too? This was an inspirational challenge of the human condition from John Gardner (1960s). 8 8 Research Question #1 What differentiates more successful and healthy people from those not so successful and healthy? Research derived answers: 1. Key personal, emotional, relational, and life skills (PERLS). 2. Balancing personal competencies that facilitate achievement, performance, wellness, leadership, satisfaction, and well-being. 3. An integrated learning framework of personal excellence. Source: Transformative Emotional Intelligence: Chapter 2. 9 9

Research Question #2 9/29/20 4 How can we help others achieve more success, health, well-being (from research)? Research derived answers: 1. Create and develop a process to achieve excellence. 2. Approach life; academics, career, teaching, learning, performance, and leadership with a focus on physical, mental, and emotional health. 3. Integrate and share research-derived knowledge, skills, and strategies for mentoring, coaching, teaching, consulting, leadership, growth motivation, and meeting basic human needs. Source: Transformative Emotional Intelligence: Chapter 2. 10 10 Research Question #3 Can we be excellent and equal too? Answers from research: Yes – As we learn to create personal standards of guiding ethics to pursue excellence through positive change. Yes – As we learn to set meaningful personal goals daily – positive change to shape a positive future. Yes – As we learn constructive thinking to shape wise behavior – positive change for the right time. These initial questions and findings have resulted in the unique, enduring qualities of our transformative learning model. Source: Transformative Emotional Intelligence: Chapter 2. 11 11 Enduring Qualities of Transformative EI TEI Philosophy – Positive outlook and life guide with unwavering belief in the capacity of individuals and people to learn, especially through self-reflection, for healthy emotional development. Research Derived Theory – A two-mind human development and behavior model of growth motivation where constructive thinking and dual processing (cognitive/rational with experiential/emotional) trumps reactive, single- process (i.e., unbalanced) thinking. Source: TIJTEI V. 1, pp. 109 (FBP. 110). Person-Centered – The learner is the center and focus of emotional learning and development. Failure to acknowledge and understand this axiom of adult learning will be problematic for professional development. We respect the individual perspective and directly engage the emotional mind using our five-step sequential, integrated, practical process for transformative emotional learning. 12 12

Enduring Qualities of Transformative EI 9/29/20 (Cont’d) 5 rReellaattioionnsshhipips.FHoacuvisnegda–rReelalatitoionnshshipipfsocaures tfahceilbituasteinsemssaonfyliifnet,earpnedrlsiofeniasl tEhIeskbiullss.iness of SwkiitlhlsinBoauserdfo-urTEeImisootirognaanlizleeadransinagcduormricauinlusm: for personal, emotional, and relational life skills 1. Personal/Intra-personal (Stress Management + Accurate Self-Knowledge and Value). 2. Interpersonal/Leadership (Positive Influence, Social-Emotional, Emotion Regulation, Communication). 3. BCauriledeinr ganEdffeLcifteivSekTilelsa(mGso)a. l Planning/Achievement, Energy/Commitment, Manage Personal Resources, 4. Personal Wellness (Physical, Mental, Emotional Health/Resilience). EsInentrcevolilcuigen.etenrtinLigfedDiffiirceuclttiioens a–nTdocchoanltleinnugeeslewaritnhiningt,esgtrriivtyin, gpeforsrosnuaclc-eesxsc,ehlleeanlcteh,leaanddewrsehlilp-beetihnigc.s and PlcehoaasrnintgivteoembCeohdaflenelgxfeiobrMlele,oaaddrenalipn–tgaToabnldede, mtdreayvnsetsilffooyprmitnhgaetEipoIrn(otahcleeisnEsoLoSuf)r.cwThhaoenrkggeow,aiwtlhbeeodhtehinveedrlsot!hpiesdenadpuraricntgicqaul sakliitlyls-isbatosed WTEeI ,qeuvaelirtyieosnebyretealalychwinhgo, cleraeranteinsgt,raanndsfoprrmacatticivinegardeulaltteledaTrnEiIntgenperotsg.rams, pursues these enduring 13 13 A Two-Mind Theory Experiential System Rational System Holistic Analytic Emotional: Seeks pleasure & avoids pain Logical: Reason oriented (what is sensible) Associative Connections Cause-effect connections More outcome oriented More procedurally oriented Behavior mediated by “Vibes” from past Behavior mediated by conscious appraisal of events Rapid Processing: Oriented toward immediate action Slower processing: Capable of long-delayed action Resistant to change: Requires repetitive or intense Can change with the speed of a thought. experience Experienced passively in the preconscious Experienced actively and consciously Experiencing is believing Requires justification using logic and evidence Source: IJTEI V. 1 p. 114 (FBP 116). 14 14 Transformative EI Principles 1. TEI is Integrative: Emotional intelligence is an integrated set of skills and behaviors to learn and develop. 2. TEI is skills based. Each of us can work to learn, strengthen, and enhance skills. 3. TEI is experiential. The experiential system is the lead system for learning, positive change, and personal growth. 4. TEI incorporates reflective thinking. EI is different from cognitive/academic learning (see 5-step ELS). 5. TEI is reflective thinking. It helps us break habits of emotional reactivity, a requisite 21st Century skill. 6. TEI is a positive focus. Emotional intelligence provides a foundation for achieving excellence in career, life, and leadership 15 15

Transformative EI Principles (Cont’d) 9/29/20 6 7. TEI includes positive assessment. The first step for achievement, leadership excellence, and personal growth (see 5-step ELS). 8. TEI is behaviorally anchored. EI skills, behaviors, and attitudes lead to intentional, wise behaviors and outcomes. 9. TEI is life management. Behavioral reflections of higher order thinking that leads to positive emotional learning and daily health. 10. TEI acknowledges the brain as a social organ. Interdependences is a more important variable than independence. This important tenet is aligned with the latest research on effective leadership and happiness, including transformational and servant leadership. 16 16 Transformative EI Principles (Cont’d) 11. TEI is a personal science. Excellence is self-defined and self-directed. Many people, young and old, need this healthy and positive way to self-direct. 12. TEI is a daily modeling. Personally developing and modeling EI every day is the overarching goal. Source: Transformative Emotional Intelligence: Chapter 2. 17 17 ESAP® Profile See Transformative Emotional Intelligence book, pp. 160-162 (FBP 173) for skill definitions. Also available with your online ESAP profile. 18 18

ESAP® Profile A Profile of Emotional Skills Strengthen Enhance 9/29/20 7 Interpersonal Skills: Assertion Develop 21 24 27 30 33 36 Leadership Skills: Comfort 9 12 15 18 Leadership Skills: Empathy 5 7 9 11 13 15 17 19 21 23 24 Leadership Skills: Decision Making 6 8 10 12 14 Leadership Skills: Leadership 5 8 10 12 16 18 20 22 24 Self Management: Drive Strength 4 6 9 11 Self Management: Time Management 10 14 18 22 26 14 16 18 20 22 24 Self Management: Commitment Ethic 5 8 10 12 Intrapersonal: Self Esteem 8 10 12 14 13 15 17 39 44 49 Intrapersonal: Stress Management 9 18 23 26 29 4 9 14 19 30 34 38 42 44 46 50 Potential Problem Area: Aggression Potential Problem Area: Deference Low 14 16 18 20 22 24 Potential Problem Area: Change Orientation 24 6 16 18 20 22 24 TAM U K First-Year Student Profile 2 4 6 10 H igh Achieving Profile 1 3 57 32 35 39 42 45 48 50 24 29 34 39 44 49 Normal High 8 11 15 19 24 28 35 14 18 22 26 30 32 36 9 11 13 16 18 21 24 Academ ic At-R isk Profile Source: ESAP Intervention & Interpretation Guide 19 19 Full Range Leadership Model and ESAP Skills 20 20 ESAP-LDS Relationships Idealized Individualized Contingent Influence Inspirational Intellectual Consideration Laissez-Faire MBE(P) MBE(A) Reward Motivation Stimulation ✓ ✓ Assertion ✓ ✓ ✓ ✓ Aggression ✓✓ ✓ Deference ✓ ✓ ✓✓ 21 Comfort ✓ ✓✓✓✓✓ Empathy ✓ ✓ Decision Making ✓ ✓ Leadership ✓ ✓✓ Drive Strength ✓ ✓✓ ✓✓ Time Management ✓ ✓✓ Commitment Ethic ✓✓✓ Change Orientation ✓ ✓ ✓✓✓ Self Esteem ✓✓ Stress Management ✓ ✓ Total EI ✓ ✓✓✓✓ ✓ Key: ✓Statistically Significant Positive Relationship ✓Statistically Significant Negative Relationship 21

22 9/29/20 8 22 What I’d like to take away from the EI certification workshop: Better understanding of the EI concepts. Develop improved emotional flexibility. Tactile products to polish EI skills. Be open to what I can learn from workshop. How I can relate it to other material/content. Improve as an instructor. Avoid ruffling feathers. Learning EI to become a better person/instructor. Breaking down barriers. More accurately value myself and others. EI applications for a range of situations. Improving my self-awareness. Connecting better with people in and out of class. Be better able to help self and others. Polish skills to teach. Self-awareness; tools for relationships. Better manage own emotions. Hone my [personal, emotional, relational, life (PERL)] skills. 23 23 24 24

What are the four basic emotions? 25 9/29/20 9 • 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. 25 EI and Internal Dialogue Activating Beliefs Em otional 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. 26 26 Preconscious Thoughts and Internal Dialogues (Seymour 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!” “Mary is a snob” Emotion Emotion Anger Increase in anger 27 27

Preconscious Thoughts and Internal Dialogues 9/29/20 (Seymour Epstein, 1998, p. 197) 10 Emotion Emotion Puzzlement Sympathy Warmth 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 28 28 What is EI? Emotional Intelligence 29 is the learned ability to think constructively and act wisely. 29 Explore Apply Learn The Identify Emotional Learning System Understand 30 30

Explore 9/29/20 11 Apply Learn Understand Identify 31 31 Explore Apply Learn Understand Identify 32 32 Explore Apply Active Imagination Self-Directed Learn Coaching Identify Understand 33 33

Explore 9/29/20 12 Apply Guided Mentoring Learn Identify Understand 34 34 Apply Explore Wise, appropriate behavior Learn Intelligent Identify Self-Direction Understand 35 35 Emotional Information The Emotional Learning System© EmReoatRicaottioninvaal e&llWyiseSAecltfi-oDnSestveeploDpUmNenEXCt:PEOR(FINEENETLSIINACLG)MIIONDUSSelf-ASsEtsemepostsAiomneanllyt:Reflective 36 Learn Explore Step E Self-Im provem ent: Apply & Model E m otion ally Harm Intelligent Constructive & ony Step C isdom Behavior Critical ThinkingStep B W SeCONSCIOUSIntegratinglf-K now ledge: Self-A w areness: & Understand Identify Synthesizing COGNITIVE MIND (THINKING) 36

Life Style Type Indicator 37 9/29/20 13 EI-Centric Guide to Healthy Personal & Career Growth Grounded in TEI – 4 Healthy LifeStyles Achieving Both Personal and Team Growth, with Development Essential Nature of Balance & Equilibrium 37 LSTI – A Discovery of new pathways for positive Positive change and healthy growth Assessment, Lifestyles to achieve personal wellness, Integrated happiness Learning Based on an integrated, holistic theory System of skills-based human behavior 38 Dynamic personal growth is fueled with self-knowledge 38 Person-Centered, Relationship-Focused, Skills-Based, with Action Plan Designed to REFLECT, THINK, DEVELOP NEW WAYS TO CREATE A PICTURE OF IDENTIFY CURRENT UNDERSTAND SELF AND THINK CONSTRUCTIVELY HEALTHY LIFESTYLES, SATISFACTION WITH OTHERS WITH HEALTHY PERSONAL WELL-BEING WITH EMOTIONAL YOUR LIFESTYLE PERSONALITY STYLES EXPRESSION AND FLEXIBILITY DEVELOP WAYS TO RELAX, RENEW TO ACHIEVE SPECIFIC GOALS 39 39

Achiever Lifestyle – High 9/29/20 Achievement & Goal Attainment 14 • Energy, motivation from challenging tasks • Competitive, focused on goals • Balanced – Energy enriches actions to achieve for success • Not Balanced – Can be reactive, impulsive, explode which is not so healthy 40 40 Believer Disciplined, honest and may exhibit calm Lifestyle – integrity, humility Directed by Seeks self-knowledge, works from within to Inner Focus integrate mind, body, spirit with Little Balanced – Believer style tends to be calm, Outer World reflective, at peace Concern Not balanced -- can be intolerant, critical of others, overly emotional 41 41 Creator Reflective, High Energy -- Lifestyle – creative in periods of Spontaneous, thought and fatigue after Creative, intensive Integrative in action Thinking and involvement in a Behaving task 42 Balanced -- style Not balanced -- is acceptant, can be like form relationships lightening bolts, easily unpredictable, dramatic 42

Supporter Empathic, warm, loyal, compassionate & 9/29/20 Lifestyle – collaborative to achieve goals 15 Relationships are Focus for Provides care, support, encouragement, Learning cooperative with others Points 43 Balanced – tends to encourage, support, love, warm, caring, relationships Not balanced -- can become dependent on feelings, risk sinking into deflated, lethargic periods. Each Person is Unique, and Positive Assessment is Needed for Meaningful Change LSTI styles are grounded in Integrates a model of our learning framework of wellness, dynamic healthy human behavior pathways for growth Physical, mental, emotional, Healthy, happy, productive health flourishes with minds developed with ESAP healthy lifestyles domains and skills 44 44 What I’d like to take away from the workshop Better understanding of the EI concepts. Develop improved emotional flexibility. Tactile products to polish EI skills. Be open to what I can learn from workshop. How I can relate it to other material/content. Improve as an instructor. Avoid ruffling feathers. Learning EI to become a better person/instructor. Breaking down barriers. More accurately value myself and others. EI applications for a range of situations. Improving my self-awareness. Connecting better with people in and out of class. Be better able to help self and others. Polish skills to teach. Self-awareness; tools for relationships. Better manage own emotions. Hone my skills. 45 45