EI Training at a University
After the first module, Self-Awareness and Self-Regulation, managers will be able to understand what EI is, think intelligently about their emotions, understand their brain and how it works in relationship to emotions, learn and practice empathy, know their strengths, their weaknesses, and learn manage anger and stress management while upholding high standards of integrity. However, before the first module starts, managers will be asked to rate and assess their own EI skills. This rating will be compared against survey results received and EI training will start with the discussion of “What is EI?”
EI is a combination of the intrapersonal and interpersonal intelligence that attracts others. EI is a practiced skill that draws trust, respect, and appreciation from others. This includes to learn and to think intelligently about one’s emotions.
To think intelligently about their emotions, managers need to become aware of their own emotions; what these emotions mean, under what circumstances these emotions come to the surface, and how they affect themselves and those around them. Through a series of real-life situations, managers will uncover their feelings and how feelings affect their behavior. Goleman stated, “Feelings are the body’s version of the situation; everything we want to know about our situation is revealed in our feelings” (2000, p. 61), and by uncovering their own feelings, managers will see themselves from the outside, they will learn to see how others see them; thus, leading them to want to change. One of the steps to learn about oneself is to understand how one’s brain works and how it relates to one’s emotions.
In order to understand one’s brain and how it works in relationship with emotions, an enlightenment of “emotional hijack,” (Goleman, 1997, p. 12) its origins and its consequences are required as stated by Goleman when he wrote, “Such emotional explosions are neural hijackings... The hijacking occurs in an instant, triggering this reaction crucial moments before the neocortex, the thinking brain, has had a chance to glimpse fully what is happening, let alone decide if it’s a good idea. The hallmark of such hijack is that once the moment passes, those so possessed have the sense of not knowing what came over them” (1997, p. 12).
Whenever managers face these emotions, they need to take some time to think before reacting in an explosive manner. Having a cooling off period will assist the individual to focus on the issue at hand. At a University, some managers experienced this emotional hijacking when reprimanding others. These managers need to cool off and once the angry moment passes, the EI skill to practice at this time is empathy.
Being empathetic pays off as a leader of EI discovered, “The more accurately we can monitor our emotional upsets, the sooner we can recover from distress” (Goleman, 2000, p. 86). Practicing empathy may seem hard to some; however, people offer clues and tips into their internal emotions so managers can pick-up those clues and exercise empathy. For instance, when a person shows a physical tip hinting a sign of discomfort; the person doing the listening can ask questions that would help the other individual relax and feel understood. A scheduled exercise, as part of the first module, regarding these clues will take place; managers will identify them and learn what to do about it. “Empathy requires enough calm and receptivity so that the subtle signals of feeling from another person can be received and mimicked by one’s own emotional brain” (Goleman, 1997, p. 104).
Managers will learn to be aware of others communication styles to avoid misunderstandings, which could destroy any existing relationship between managers and their subordinates. “Sensing what others feel without their saying so captures the essence of empathy. Others rarely tell us in words what they feel, instead they tell us in their tone of voice, facial expression, or other nonverbal ways” (Goleman, 2000, p. 135).
The crucial point of being able to identify others’ emotions begins with knowing one’s own emotions and practicing empathy, which involves five required points (1) Understanding others; (2) Anticipating others’ needs; (3) Recognizing others’ developmental needs and assisting them; (4) Creating and nurturing opportunities through people; and (5) Being aware of the political and social flow of the organization (Goleman, 2000, p. 138).
Understanding others involves listening to others’ verbal and nonverbal communication by sensing feelings and taking a genuine interest in others’ concerns and ideas. In addition, provide assistance based on those concerns allowing a more secure and safe environment for those involved.
Anticipating others’ needs is achieved by being able to read the other individual cues given when interaction takes place. By developing listening skills, managers can build better relationships not only with their subordinates but also with those outside the organization. This leads to anticipating those in need and take the appropriate action applicable to the specific situation.
A good advice that managers need in assisting others effectively and in recognizing their needs is observed in EI, “Listening well and deeply means going beyond what is said by asking questions, restating in one’s own words what you hear to be sure you understand. This is active listening” (Goleman, 2000, p. 141). With active listening, one responds in a positive manner and the person speaking is more receptive to assistance offered and change.
Another element of empathy involves achieving success through others being aware of their differences and without falling in the stereotype traps that some managers fall into. Since subtle behavior may be different from one’s own behavior due to the differences in gender, age or ethnic background, managers must be aware of these differences and be sensitive to them. Managers at a University are aware of diversity; however, some of them need to make a conscious effort in embracing diversity as it offers an opportunity for learning different perspectives and knowledge, which is exposed in the various administrative and academic units in the university.
Additionally, being aware of political and social flow of the organization is a must for managerial success. Managers with high EI differentiate themselves from mediocre managers, “their ability to read situations objectively, without the distorting lens of their own biases or assumptions, allows them to respond effectively – and the further up the organizational ladder, the more this matters” (Goleman, 2000, p. 161). Along with being aware of organizational flow, managers need to know their own strengths and weaknesses.
In learning their own strengths and weaknesses, managers will learn to be open to feedback, even if it is unpleasant feedback, be willing to reflect, learn from this feedback and realize that self-development leads to an acceptance to necessary changes. A superior advice is summarized as “Before you can lead others, before you can help others, you have to discover yourself” (Goleman, 2000, p. 83). One of the tasks in knowing one’s strengths and weaknesses will lead one to manage anger and stress successfully.
The session will provide managers with tools in managing anger and stress by developing techniques in relaxation, staying positive and under control even in adverse circumstances with the use of a series of role-playing scenarios aimed to specific situations at the University. Managers will learn to stay optimistic, “being unfazed under stress or handling a hostile person without lashing out in return. . . The ultimate act of personal responsibility at work may be in taking control of our own state of mind. Moods exert a powerful pull on thought, memory and perception” (Goleman, 2000, p.83). Remembering to stay focus when on stress and stay composed will eliminate anger and bad temper. In continuing with this module, managers must uphold high standards of integrity.
In espousing high standards of integrity, managers will maintain high ethic values as set by the University while building trust and support with their employees. Managers will be required to behave like stars, as Goleman stated, “Starts know that trustworthiness at work translates into letting know one’s values and principles, intentions and feelings, and acting in ways that are reliably consistent with them. They are forthright about their own mistakes, and confront others about their lapses” (2000, p. 90). Managers will learn that after knowing their feelings, people will relay on them and will contribute to the betterment of their individual units; therefore, benefiting themselves and a University. Trustworthiness is earned; managers will earn it from their subordinates. Behaving in this fashion creates conscientious employees.
Conscientious employees are happy employees because these employees obtain satisfaction of a job well done and are those who easily get promoted to a higher position with more responsibility. At the end of this module, a preview of the next module is shown to prepare all managers for the next module, Motivating Others.
Motivating Others
Under the second module, managers will learn how to successfully motivate their employees with the use of EI; and at the end of this module, managers will learn additional skills leading them to find what motivates their staff in becoming knowledgeable workers.
Managers will learn what motivates employees to be good performers and stimulate them into going the extra mile, what Goleman calls “flow.” “Flow moves people to do their best work, no matter what work they do. Flow blossoms when our skills are fully engaged and then some – say, by a work project that stretches us in new and challenging ways” (2000, p. 105). These challenging ways are the ones that allow people to stop looking at clocks; employees are absorbed while doing their work, stretching themselves beyond the ordinary, and offering them satisfaction for a job well done. Managers will realize that the most important and dominant motivators exist inside the individual’s mind. Additionally, managers will learn to recognize the signs of burn out, overwhelm, and distress that may appear after these employees work for long hours.
By being present, managers can recognize signs of distress in their employees. This “presence begins with self-awareness. . . When fully present, we are more attuned to those around us and to the need of the situation, and we fluidly adapt to what is needed – in other words, we are in a flow. We can be thoughtful, funny, or self-reflective, drawing on whatever capacity or skill we need at the moment” (Goleman, 2000, p. 109). Being present even when mistakes happen is an important step in motivating employees. So, instead of criticizing an employee when a mistake happens, a manager needs to offer an open evaluation.
An evaluation or a critique as Goleman pointed out that, “An artful critique focuses on what a person has done and can do rather than reading a mark of character into a job poorly done. A character attack – calling someone stupid or incompetent misses the point” (1997, p. 153). When mistakes occur, managers need to be specific in their reprimands focusing on the problem and not on the individual. Additionally, managers need to offer a solution so errors will stop and at the same time be sensitive to their employees by exercising empathy. Employees will feel the support offered by their managers, and will focus on improving their performance and further develop their skills.
Supportive managers open the door of growth opportunities to their employees. Managers need to let their employees develop their own development plans and offer assistance when necessary. When employees develop their own development plans, they are in control of their own successes and failures; so, they need to be directed, with their manager’s help, into setting up realistic goals. Furthermore, managers will learn to provide positive feedback to their employees.
Feedback is the center of motivation. “When we are doing well, there can be a “feedforward” effect, where positive feedback buttresses our self-confidence to try out the emotional competence we are working to improve. This heightened self-confidence helps us do even better” (Goleman, 2000, p. 269).
Follow-up after Training
After the modules of EI training, managers will have an implementation period that will provide them with ample time to put into practice EI skills learned. A series of meetings to obtain updates are scheduled to encourage practice and monitor improvement. Additionally, a second employee survey is scheduled to assess EI implementation results. If necessary, coaching sessions will be available to address specific issues that may arise in developing EI.
EI requires that “we [managers] learn to acknowledge and value feelings in ourselves and others and that we appropriately respond to them, effectively applying the information and energy of emotions in our daily life and work” (Cooper & Sawaf). Managers using EI will become aware, appreciate and utilize their emotions in influencing, motivating, inspiring, and enlightening themselves and others leading to having good interpersonal relationships and good leadership skills.
EI skills are a vital part of any successful career in business. Because of the constant technological changes along with the increasing world of diversity in the workplace, interpersonal and group skills are important today and in the future. As more employees manage and improve their EI, they create a more energetic and happy working environment. So, all involved in the business world will need to continuously improve and educate their EI skills. A University is no exception.
REFERENCES
Cooper, R., Sawaf, A. (2001). Emotional Intelligence in Leadership Organizations.
Retrieved on July 29, 2004 from
Goleman, D., (1997). Emotional Intelligence, Why it can Matter More than IQ. New York,
NY: Bantam Books.
Goleman, D., (2000). Working with Emotional Intelligence. New York, NY: Bantam
Books.
