210502_2230_TEI Certifcation

1 EI LEARNING SYSTEMS 5/2/21 EI CERTIFICATION 1 WORKSHOP BUILDING RESILIENT RELATIONSHIPS W HILE REMOTE MAY 3-5, 2021 Post on Social Media using #EITRI.org Like the EITRI.org Facebook page! 1 Name 2 PLEASE SHARE YOUR GOALS AND Geographical location Organization affiliation EXPECTATIONS? Pre-work assessments completed? Your expectations for the workshop? 2 3 G1. Locate, cite, discuss foundational research/theoretical contributions to TEI. OUR GOALS G2. Develop a model of a person-centered and practical learning process. FOR THE WORKSHOP G3. Recognize emotional information and process it in a constructive way. G4. Enhance your ability to apply TEI in your own development. 3 G5. Be able to explain and use the Emotional Learning System©. G6. Be able to build trust/rapport using positive assessment and interpretation. G7. Have the skills to administer and interpret EILS assessments. • Emotional Skills Assessment Process® (ESAP®) • Skills for Career And Life Effectiveness® (SCALE®) G8. Facilitate the use of TEI in your work with others. G9. Have an awareness of additional EILS assessments and learning materials.

4 WORKSHOP ORGANIZATION: 5/2/21 FOUR-MODULE STRUCTURE 2 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 5 MODULE 1: LEARNING OBJECTIVES FOR 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 TIMELINE OF DEVELOPMENT: 5/2/21 TRANSFORMATIVE EMOTIONAL INTELLIGENCE 3 Three Guiding PERL1 Survey Items Please see Appendix A (TEI for Research Questions Created a Positive Career and Life, 1.What differentiates more 1 PERL = Personal, 2021) for updated successful and healthy people Emotional, Relationship, Life bibliography. 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 9 TIMELINE OF DEVELOPMENT: TRANSFORMATIVE EMOTIONAL INTELLIGENCE 9

10 TIMELINE OF DEVELOPMENT: 5/2/21 TRANSFORMATIVE EMOTIONAL INTELLIGENCE 4 ® 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 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 TEI INFLUENCES Accountability Life Coaching 11 HISTORICAL ROOTS Personal Excellence Skills for Career And Life Wellness Coaching & PRIMARY BRANCHES Career Excellence Effectiveness® (SCALE®) Lifestyle Coaching 11 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 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

























49 TEI TENETS AND ENDURING QUALITIES (CONT’D) 5/2/21 17 2 – Research Derived Over 4 Decades • Builds Confidence -- A Sound Learning Approach • Emerging Theory & Professional Practice Model -- Emotions & Emotional Behavior • Empower Learning -- Reflection, Constructive Thinking,A Foundation Of Learning Excellence 49 50 TEI TENETS AND ENDURING QUALITIES (CONT’D) 3 – Person-Centered – Building Quality From Within • Internal Perspective – More Meaningful Than External Ones • Developing Skills To Make Changes, Reduce Problem Behaviors – Increase Awareness • Lead With Empathy + EI Skills – Build Strengths 50 51 TEI TENETS AND ENDURING QUALITIES (CONT’D) 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) 5/2/21 18 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 QUALITIES (CONT’D) 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 FOLLOWING 5/2/21 QUESTIONS 19 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 FOR UNDERSTANDING EI SKILLS • 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) 5/2/21 20 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 59 TEI RESEARCH (CONT’D) 59 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. 60 TEI RESEARCH (CONT’D) A Profile of Emotional Skills Strengthen Enhance Develop Interpersonal Skills: Assertion 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 16 18 20 22 24 Leadership Skills: Leadership Self Management: Drive Strength 5 8 10 12 14 16 18 20 22 24 Self Management: Time Management 4 6 9 11 Self Management: Commitment Ethic 10 14 18 22 26 13 15 17 39 44 49 Intrapersonal: Self Esteem 5 8 10 12 Intrapersonal: Stress Management 8 10 12 14 30 34 38 42 44 46 50 9 18 23 26 29 14 16 18 20 22 24 Potential Problem Area: Aggression 4 9 14 19 16 18 20 22 24 Potential Problem Area: Deference Potential Problem Area: Change Orientation Low 32 35 39 42 45 48 50 24 6 24 29 34 39 44 49 2 4 6 10 Normal High 1 3 57 8 11 15 19 24 28 35 14 18 22 26 30 32 36 9 11 13 16 18 21 24 TAM U K First-Year Student Profile Academ ic At-Risk Profile H igh Achieving Profile 60

61 TEI RESEARCH (CONT’D) 5/2/21 21 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 63 TEI RESEARCH (CONT’D) 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®. 63

64 TEI RESEARCH (CONT’D) 5/2/21 22 LSTI® – MBTI® STATISTICALLY SIGNIFICANT CORRELATIONS B elievers 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. 64 65 TEI RESEARCH 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. 65 CLARIFY EARLY CONTRIBUTIONS 66

SHORT DEFINITION OF TEI 5/2/21 TRANSFORMATIVE EI IS 23 THE LEARNED ABILITY TO THINK CONSTRUCTIVELY AND ACT WISELY 67 68 POSITIVE CONTRIBUTIONS OF THE EMOTIONAL MIND 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. 68 69 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. 69

70 INDIVIDUAL ACTIVITY 5/2/21 24 WHO OF YOUR CLIENTS, COLLEAGUES, FRIENDS … 1. Accurate Self-Knowledge R arely… ? 2. Variety of healthy, positive & Value Som etim es… ? relationships Always exhibits those 4 components of TEI? 3. Good teamworking results 4. Healthy ways for dealing with daily stress 70 71 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 71 72 WHAT EI IS NOT … EI ≠ IQ Emotional Cognitive Experiential Academic Fast to React, Slow to Change Fast to Change, Slow to React Reflective Rational 72

73 WHAT ARE SOME PERSONAL OUTCOMES WE HOPE 5/2/21 LEARNERS EXHIBIT AS A RESULT OF EDUCATION? 25 • Personal Responsibility • Work Ethic • Compassion • Reflective/Constructive Reasoning • Meaningful Self-Direction • Life-Long Learning • Intelligent Self Direction 73 74 WHAT ARE THE FOUR BASIC EMOTIONS? • 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 74 75 ACTIVITY BRAINSTORM / DISCUSS / ANSWER Where do emotions come from? When are emotions harmful? 75

ESAP® FACTOR 5/2/21 76 STRUCTURE & GOLEMAN’S 26 4-PANE THEORY OF EI 76 77 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 77 78 THE BASIC PSYCHOLOGICAL CHANGE PROCESS 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. 78

79 WORKSHOP ORGANIZATION – 5/2/21 FOUR-MODULE STRUCTURE 27 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 79 80 MODULE 3: LEARNING OBJECTIVES FOR LEARNING & DEVELOPING EI 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 80 81 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 81

82 HALLMARKS OF TRANSFORMATIVE 5/2/21 EMOTIONAL INTELLIGENCE 28 • 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 82 83 TRANSFORMATIVE EI IS INTEGRATIVE Emotional intelligence is the learned ability to think constructively and act wisely. 83 84 PRECONSCIOUS THOUGHTS & CONSTRUCTIVE THINKING (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!” Emotion “Mary is a Increase in snob” anger Emotion Anger 84

85 PRECONSCIOUS THOUGHTS & CONSTRUCTIVE 5/2/21 THINKING (SEYMOUR EPSTEIN, 1998, P. 197) 29 85 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 86 WHY IS TEI IMPORTANT? • 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 86 87 WHY IS TEI IMPORTANT? EI skills contribute to academic and professional achievement - promote 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. 87

88 TRANSFORMATIVE EI 5/2/21 30 Meaningful learning occurs when Positive Assessment is integrated with the Emotional Learning System 88 89 Apply Explore Learn The Emotional Learning System Identify Understand 8 9 89 90 A pply Explore 90 Emotional Skills Assessment Process (ESAP) Skills for Career And Life Effectiveness (SCALE) Learn Personal Excellence Map (PEM) I d e n tify Resiliency Skills Assessment Process (ReSAP) U n d e rsta n d

91 A pply E x p lo re 5/2/21 31 91 A Profile of Emotional Skills Develop Strengthen Enhance Interpersonal: Assertion 9 12 15 18 21 24 27 30 33 36 Leadership: Comfort Leadership: Empathy 5 7 9 11 13 15 17 19 21 23 24 6 8 10 12 14 16 18 20 Leadership: Decision Making 14 16 18 22 24 Leadership: Leadership 5 8 10 12 13 15 17 4 6 9 11 20 22 24 Self Management: Drive Strength Self Management: Time 39 44 49 Self Management: Com Ethic 10 14 18 22 26 30 34 38 42 44 46 50 Intrapersonal: Self Esteem 5 8 10 12 14 16 18 20 22 24 Intrapersonal: Stress Management 8 10 12 14 16 18 20 22 24 Potential Problem Area: Aggression 9 18 23 26 29 Potential Problem Area: Deference 32 35 39 42 45 48 50 24 29 34 Potential Problem Area: Change 4 9 14 19 39 44 49 Normal High Learn Low 8 11 15 19 24 28 24 6 14 18 22 9 11 13 Identify26 305 32 24 6 10 16 1386 21 24 1 3 57 U n d e rsta n d 92 A pply E x p lo re Learn I d e n tify Understand 92 93 A pply E x p lo re I d e n tify 93 Learn U n d e rsta n d

94 Apply E x p lo re 5/2/21 32 94 Learn Wiser, more appropriate behavior. Better relationships. Higher achievement. I d e n tify U n d e rsta n d 9 4 Emotional Information E motionally Emotionally Reflective © Reactive Actions Step A ise EXPERIENTIAL MIND Assessment: W (FEELING) Rational & UNCONSCIOUS Step D Self- Self-D evelopm ent: 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 Self-K now ledge : Self-A w areness: Understand Identify CONSCIOUSIntegrating & Synthesizing COGNITIVE MIND (THINKING) 95 96 RESPONDING TO THE ONLINE SKILLS FOR CAREER AND LIFE EFFECTIVENESS® © 2014 9 6 96

97 5/2/21 33 Explore Apply Learn The Emotional Learning System Identify Understand © 2014 97 THE SCALE® IS UNIQUE: 98 ◇ Self Assessment ◇ Not About Style ◇Skill Oriented ◇ Points to Development ◇ Multiple Follow-up Options ◇ Groundwork for Personal Growth © 2014 9 8 98 AS YOU RESPOND TO THE 99 QUESTIONS... BE OBJECTIVE! SKILLS CAN BE: ...KNOWN ...VALUED ...PRACTICED CLAIM ONLY THOSE YOU PRACTICE!!!! ◇ Relate to the Present ◇ Read Directions ◇ Respond to Each Item ◇ Select One Setting-- e.g., Work ◇ Share Only What You Want © 2014 9 9 99

ABOUT THE SCALE® QUESTIONS: 5/2/21 34 100 ◇ 98 Questions ◇ 15 Minutes to Respond ◇ Relates to Changeable Things ◇ Personal and Confidential ◇ Time Bound ◇ Positive ◇ System Scored © 2014 1 100 0 0 SCALE® BENEFITS: 101 ◇ Confidential Personal Profile ◇ 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 1 101 0 1 SCALE® SAMPLE MARKING 102 When I am really angry at someone, I usually feel some tension, but comfortable in expressing exactly what is on my mind This statement is … MOST like or descriptive of me SOMETIMES like or descriptive of me LEAST like or descriptive of me © 2014 1 102 0 2

103 SKILLS: • SELF ESTEEM 5/2/21 35 103 © 2014 • INTERPERSONAL C O M M U N IC AT IO N > 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 0 3 104 © 2014 1 104 0 4 STOP HERE IF YOU ARE PREPARING PEOPLE FOR THE ONLINE RESPONSE! 105 THE FOLLOWING SLIDES ARE FOR YOU TO PRACTICE INTERPRETING DIFFERENT PROFILES. © 2014 1 105 0 5

106 What Story Stands Out In This Profile? SCALE® 5/2/21 36 106 Self Esteem Pattern D: Workaholic Tendencies Assertion 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 PRACTICE WITH 107 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 Mentor Protégé Mentor Round 1 A Coach B Round 2 B C C Round 3 C A A B © 2014 1 107 0 7 DEBRIEF THE PRACTICE 108 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…” 108

109 What Story Stands Out In This Profile? SCALE® 5/2/21 37 109 Self Esteem Pattern I: Specific Growth Needs Assertion 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 110 What Story Stands Out In This Profile? SCALE® 110 Self Esteem Pattern H: Poor Self Management Assertion Interpersonal Comfort Empathy Drive Strength Decision Making Time Management Influence Commitment Stress Management Phys ical Wellness Interpersonal Assertion Interpersonal Aggression Interpersonal Deference Personal C hange O rientation © 2014 What Story Stands Out In This Profile? SCALE® ™ 111 Self Esteem Pattern B: Low Productivity Assertion 111 Interpersonal Comfort Empathy Drive Strength Decision Making Time Management Influence Commitment Stress Management Phys ical Wellness Interpersonal Assertion Interpersonal Aggression Interpersonal Deference Personal C hange O rientation © 2014

THE SCALE© MAY BE USED IN MANY 5/2/21 WAYS: 38 112 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 112 GROUP SCORE DISPLAY SCALE® ™ 113 Self Esteem Plot of low, high, and mean for a group 113 Assertion Interpersonal Comfort Empathy Drive Strength Illustrates a higher priority for Decision Making Decision Making training, than for Assertive Communication Time Management Influence • • • •• • • • • • • • • • Commitment Alternate method for plotting individual scores to illustrate priorities for the group Stress Management Phys ical Wellness Interpersonal Assertion Interpersonal Aggression Interpersonal Deference Personal C hange O rientation © 2014 Examples of group profiles SCALE® (Personal Skills Map™) Pre & Post = 11 Months 114 © 2014 114

HOW TO ACCESS 5/2/21 39 115 • Administrator - EILS • Associate Business Partner (video guide) • Project Manager (video guide) • Individual user/respondent (Demo video) © 2014 115 116 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 116 117 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 117

118 LEARNING THEORY AND 5/2/21 THE EMOTIONAL LEARNING SYSTEM© 40 • 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 118 119 COMPARISON OF LEARNING MODELS RELATIVE TO THE NEUROLOGICAL PROCESS OF LEARNING 119 120 WIRE TOGETHER, FIRE TOGETHER • Intentionality of Learning • Personally Meaningful Association • Emotional Knowledge • Apply & Model EI Skills 120

121 ROLE OF FEAR IN LEARNING 5/2/21 41 • Inhibits Learning • Destroys Capacity to Learn • Kills Curiosity • Easy to Learn, Difficult to Forget • Limits Effectiveness and Happiness 121 122 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 122 123 LEARNING AND THE POSITIVE CONTRIBUTIONS OF THE EMOTIONAL MINDE (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 123

124 MEANING … 5/2/21 THE BRAIN MAKES, NOT TAKES MEANING 42 • Neuroplasticity – Physical Change As Learning Occurs • Arranges/Rearranges To Accommodate New Information • Biased – Remembers Bad, Forgets Good • Educators – Use Positive Emotion to Affect Learning 124 125 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 125 126 ONLINE ESAP® (EDUCATION VERSION) 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 126

127 ONLINE ESAP® (EDUCATION VERSION) 5/2/21 43 A Profile of Emotional Skills Strengthen Enhance Develop Interpersonal Skills: Assertion 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 16 18 20 22 24 Self Management: Drive Strength 5 8 10 12 Self Management: Time Management 4 6 9 11 14 16 18 20 22 24 Self Management: Commitment Ethic 10 14 18 22 26 Intrapersonal: Self Esteem 5 8 10 12 13 15 17 39 44 49 Intrapersonal: Stress Management 8 10 12 14 9 18 23 26 29 30 34 38 42 44 46 50 Potential Problem Area: Aggression 4 9 14 19 Potential Problem Area: Deference 14 16 18 20 22 24 Potential Problem Area: Change Orientation Low 24 6 16 18 20 22 24 TAM U K First-Year Student Profile 2 4 6 10 32 35 39 42 45 48 50 H igh Achieving Profile 1 3 57 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-Risk Profile 127 128 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? 128 129 PRACTICAL APPLICATIONS • Training needs assessment. • A person-centered, personal 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. • Affective education. 129

130 PRACTICAL APPLICATIONS (CONT’D) 5/2/21 44 • 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. 130 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 develop management. assertion) can be very powerful. E.g. is anger control and “I care about your success and I am management. concerned that your performance does not seem to be up to par.” © C opyright 2006 by EI Learning System s, Inc. 131 132 BEST PRACTICE EXAMPLES • Arkansas K-12 Teacher Book Study • McLennan Community College • South Texas College • Galveston College • TUT South Africa • HPCL India • Javelina EI Program • Air University’s Officer Leadership Course 132

133 GALVESTON COLLEGE 5/2/21 45 • 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 133 134 SOUTH TEXAS COLLEGE • Emotional Intelligence and Teaching Excellence • Faculty Professional Development • 2008 Emotional Intelligence Research Institute Host • JAGNET delivered ESAP in College Success 134 135 MCLENNAN COMMUNITY COLLEGE • 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 135

136 TEXAS A&M UNIVERSITY–KINGSVILLE 5/2/21 46 • Emotional Intelligence Research Initiative • Javelina EI Program GPA & Retention • Hosted ‘04,‘05,‘07 Conferences • Dissertations - Research 136 137 EI INSTITUTES 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 (Sheraton Hotel, South Padre Island) 137 138 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 Success (Waco, MCC) 2015 – Emotional Intelligence: Pursuing Excellence in Education and Beyond (Waco, MCC) 138

139 EI INSTITUTES (CONT’D) 5/2/21 47 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) 139 140 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) 140 141 CAPSTONE THOUGHTS Please share at least one thing you will use immediately from the workshop. Limit your response to about one minute! 141

5/2/21 142 CONTACT INFO • Gary Low • [email protected] • 361-228-1624 • Rick Hammett • [email protected] • 361-434-0366 • Margo Murray • [email protected] 142 48