entry level supervisors program -...

Entry Level Supervisors

Program

(Contact)

Bruce Roemmelt, EdD [email protected]

www.21stCenturyLeaders.com

Copyright 2014, 21stCenturyLeaders 1

21st Century Leaders Entry Level Supervisor Development Program Overview for Fire and EMS Leaders

The primary goal of the Entry Level Supervisor Development Program provided by 21st Century Leaders is the intrapersonal and interpersonal development and improvement of the persons in the class. This program will not focus on strategic matters, such as budget, staffing, planning, incident command, but will focus on all things relative to the participant’s relationships – with themselves and with others. Program components include:

Activity Description Time The program is delivered in 16 sessions over the period of 18 weeks. Sessions and Structure

The program will contain 16 sessions, which will each include writing assignments, self-reflection, feedback and a multiple searched on the web for the student to identify examples of course teaching. Each session will focus on a particular set of self-improvement tools and as well as several sessions that will focus on self-assessments using the Ellis Rational Emotive Behavior model. Our class will be 100% distance learning. In addition it will also be asynchronous in that we will not have any synchronous (real time) activities. Essentially you will have seven days to do your work and each session will start at Midnight each Monday.

Goals The goal is to have you all do some learning and application of the skills and knowledge that will allow you to increase your Emotional Intelligence (EQ). There will be papers to write, and self-reflection to be done. Enhance the emotional intelligence (EQ) of the participant.

1. Provide the participant with a model for continuous self assessment and EQ improvement

2. Provide training and practice in the Stephen Covey 7 Habits to serve as tools to build skill sets that also enhance EQ

3. Communicate routinely and powerfully with the participant about goals, strategy, accomplishments, and on going work.

Student Learning/Performance Objectives

• The students shall demonstrate an understanding of Emotional Intelligence (EQ) and the Rational Emotive Behavior Therapy (REBT) model

• The students shall perform an EQ self assessment and evaluate the results and devise and implement strategies to improve their EQ

• The students shall monitor situations in which outcomes were not optimal and evaluate their responsibilities for improving outcomes in the future with improved personal EQ utilizing the REBT mode

• The students shall demonstrate an understanding of each of the Covey 7 Habits through application of the components of the Habits to situations past, current and future that will evaluate and improve effectiveness and outcomes from a personal


perspective • The students shall demonstrate an understanding of the Covey

8th Habit through application of the components of the Habit to situations past, current and future that will improve outcomes from an organizational perspective

• The students will communicate with each other and the instructor in a timely, mature and effective manner

• The students will complete assignments in a timely fashion and monitor their own progress

• The students will commit the principles of Academic Integrity. Academic integrity is the pursuit of scholarly activity in an open, honest and responsible manner. Academic integrity includes a commitment not to engage in or tolerate acts of falsification, misrepresentation or deception. ...studentaffairs.psu.edu/judicial/faq/terms.shtml

• The students will make every effort to submit quality work through the use of all resources available to them

Student Expectations/ Requirements

• Internet Access with your own e-mail account • Web Browser Compatible with Blackboard CourseSites

http://kb.blackboard.com/pages/viewpage.action?pageId=72810639

• Program capable of viewing/downloading WMV or MPG video files on line

• Word Processing program (Microsoft Word for PC or Mac preferred)

• Ability to save work from your word processor as a PDF copy for submission OR ability to convert your work to a PDF file (several free programs are available on the internet) if you don’t have either of the word processors above

• Commitment to academic integrity and timely submission of work in the program

• Commitment to communicate responsibly and timely with your peers and instructor

• A name of an individual in your organization (equal to or above their rank) to whom periodic performance assessments will be sent

• Understanding that class sessions start each week at one minute before midnight each Monday

• Understanding that students are given a week to complete their assignments and the instructor will take up to a week to grade

• Understanding that delaying working on your assignments until 2 minutes to midnight each Monday will not yield positive results. Late submissions without previous approval will automatically receive a 1-letter grade penalty.

Things you will do...

• Write papers on assigned topics that will allow you to demonstrate a link between the subject and your life (past, present or future)

• Surf the Internet, find and post examples of the assigned topics


• Look inside your self to assess your performance and identify things you can change to improve your performance

• View assigned videos that will allow you to further understand the concepts discussed in class

• Read stuff assigned • Post comments in the Discussion Forum as assigned that will

allow you to get yourself and your peers feedback • Post comments on the "What the What?" video clips that Chief

Brunacini gave me

Assessments There will be a total of one (1) assessments completed during the class

period; a self-assessment of the participant using the BarOn EQi 2.0 emotional intelligence assessment which is the gold standard of the industry in EQ assessments.

Emotional Intelligence Emotional Intelligence is defined as …a set of emotional and social skills that influence the way we perceive and express ourselves, develop and maintain social relationships, cope with challenges, and use emotional information in an effective and meaningful way. The EQi 2.0 measures a set of emotional and social skills that influence the way we:

1. Perceive and express ourselves, 2. Develop and maintain social relationships, 3. Cope with challenges, and 4. Use emotional information in an effective and meaningful way.

The EQ-i 2.0 model of emotional intelligence is comprised of fifteen factors across five categories of functioning. These skills, which form the building blocks of abilities such as communication, resilience, and time management, can be mapped theoretically and empirically to job competencies, productivity, academic performance, and other measures of success to help predict and improve functioning. (See the Appendix for a more in-depth description of the main and sub categories of the EQi construct)

Ellis Model The recurring tool used is the Albert Ellis Rational Emotive Behavior model. This model will be used by the participant as a tool, to be processed at least once each session, to reflect on at least one outcome that was less than optimal during the session and provide an opportunity for the participant to change their response to the activating event that will cause the outcome to be more optimal in the future. Again this model is the de facto personal change tool used in cognitive behavior change. (See the Appendix for a more in-depth description of the REB model)

Stephen Covey’s 7 Habits

The Covey 7 Habits have proven over the past 25 years to be a set of constructs that enhance an individual’s growth from being dependent to becoming independent to the ultimate goal of becoming interdependent. The constructs are as follows: Independence or Self-Mastery The First Three Habits surround moving from dependence to independence (i.e., self-mastery):


• Habit 1: Be Proactive Take initiative in life by realizing that your decisions (and how they align with life's principles) are the primary determining factor for effectiveness in your life. Take responsibility for your choices and the consequences that follow.

• Habit 2: Begin with the End in Mind Self-discover and clarify your deeply important character values and life goals. Envision the ideal characteristics for each of your various roles and relationships in life. Create a mission statement.

• Habit 3: Put First Things First Prioritize, plan, and execute your week's tasks based on importance rather than urgency. Evaluate whether your efforts exemplify your desired character values, propel you toward goals, and enrich the roles and relationships that were elaborated in Habit 2. Interdependence The next three have to do with Interdependence (i.e., working with others):

• Habit 4: Think Win-Win Genuinely strive for mutually beneficial solutions or agreements in your relationships. Value and respect people by understanding a "win" for all is ultimately a better long-term resolution than if only one person in the situation had gotten his way.

• Habit 5: Seek First to Understand, Then to be Understood Use empathic listening to be genuinely influenced by a person, which compels them to reciprocate the listening and take an open mind to being influenced by you. This creates an atmosphere of caring, and positive problem solving.

• Habit 6: Synergize Combine the strengths of people through positive teamwork, so as to achieve goals no one person could have done alone. Self Renewal The Last habit relates to self-rejuvenation:

• Habit 7: Sharpen the Saw Balance and renew your resources, energy, and health to create a sustainable, long-term, effective lifestyle. It primarily emphasizes exercise for physical renewal, prayer (meditation, yoga, etc.) and good reading for mental renewal. It also mentions service to society for spiritual renewal.

Texts Stephen Covey’s The 7 Habits of Highly Effective People Stephen Stein and Howard Book’s The EQ Edge

Informed Consent (See the Appendix for a sample form)


The Emotional Intelligence 2.0 Inventory Components and Sub-Components Description

The following section expands on the operational definition of EI that provides the foundation for the EQ-i 2.0, including a description of the five composite factors and their respective subscales. The composite scales are designed to provide a ’macro’ perspective on one’s level of emotional and social functioning by giving insight into the individual’s perception of his or her inner self; the outward expression of this perception; and his or her ability to establish and maintain relationships, apply emotional information, and cope with and manage stress. Each composite scale is comprised of a subset of skills that provide the functional utility of the EQ-i 2.0 (Figure 3.5). Figure 3.5. Factor Structure of the EQ-i 2.0

The 15 subscales provide the EQ-i 2.0 with the functional utility that coaches, counselors, HR professionals, and corporate executives have come to expect. Emotional skills and emotional intelligence develop over time, with experience, and in direct relation to deliberate practice. Each of the subscales of the EQ-i 2.0 sheds light onto the many emotional facets related to well-being and performance; as a result, both well-being and performance can be enhanced when an individual learns how to leverage his or her natural strengths while gaining a greater understanding of — and developing the skills to evolve — the areas of emotional intelligence that are underutilized (Figure 3.6)


Figure 3.6. EQ-i 2.0 Model of Emotional Intelligence

Self-Perception This facet of emotional intelligence addresses the inner self. The subscales include Self-Regard, Self-

Actualization, and Emotional Self-Awareness, which together are designed to assess feelings of inner

strength and confidence, persistence in the pursuit of personally relevant and meaningful goals, and an

understanding of what, when, why, and how different emotions impact thoughts and actions.

Self-Regard is respecting oneself while understanding and accepting one’s strengths and weaknesses. Self-

Regard is often associated with feelings of inner strength and self-confidence. Self-acceptance is the ability

to accept one’s perceived positive and negative aspects as well as one’s limitations and possibilities. This

component of emotional intelligence is associated with general

feelings of security, inner strength, self-assuredness, self-confidence,

and self-adequacy. Feeling sure of oneself is dependent upon self-

respect and self-esteem, which are based on a well-developed sense

of identity. A person with a well-developed self-regard feels fulfilled

and satisfied with him or herself. At the opposite end of the continuum

are feelings of personal inadequacy and inferiority.

Self-Actualization is the willingness to persistently try to improve

oneself and engage in the pursuit of personally relevant and

meaningful objectives that lead to a rich and enjoyable life. Striving to

actualize one’s potential involves engaging in enjoyable and significant activities and making a lifelong and

enthusiastic commitment to long-term goals. Self-actualization is an ongoing, dynamic process of striving


toward maximum development of one’s abilities, capacities, and talents. This component of emotional

intelligence is associated with persistently trying to do one’s best and improve oneself in general. Self-

actualization is associated with feelings of self-satisfaction.

Emotional Self-Awareness includes recognizing and understanding one’s own emotions. It involves the

ability to differentiate between subtleties in these emotions, while being aware of their causes and the

impact they have on the thoughts and actions of oneself and others. At the core of emotional self-awareness

is the ability to know what one is feeling and why, while being able to recognize and understand the source

of those feelings.

Self-Expression The Self-Expression Composite scale is an extension of Self-Perception and addresses the outward

expression or the action component of one’s internal perception. This facet of emotional intelligence is

comprised of Emotional Expression, Assertiveness, and Independence. It assesses one’s propensity to

remain self-directed and openly expressive of thoughts and feelings, while communicating these feelings in

constructive and socially acceptable ways.

Emotional Expression is openly expressing one’s feelings

verbally and non-verbally. Emotional expression extends beyond

the simple overt expression of one’s feelings, to include the

communication of those feelings in a manner that can be

understood and experienced by the recipient.

Assertiveness involves communicating feelings, beliefs, and

thoughts openly, and defending personal rights and values in a

socially acceptable, non-offensive, and non-destructive manner.

Assertiveness is a complex and essential component of emotional intelligence that transcends one’s ability

to express emotion. Assertiveness includes the expression of feelings, but further encompasses one’s ability

to openly express thoughts, beliefs, and ideas, even in the face of adversity, and to defend and stand up for

one’s personal rights.

Independence is the ability to be self-directed and free from emotional dependency on others. Decision-

making, planning, and daily tasks are completed autonomously. Independent people are self-reliant in

planning and making important decisions; however, highly independent individuals may seek and consider

the opinions of others before making the best decision. Seeking consultation or advice and gathering

information are not signs of dependency. Independence is the ability to function autonomously without

protection and support: independent people avoid clinging to others to satisfy their emotional needs.

Interpersonal The Interpersonal Composite scale includes Interpersonal Relationships, Empathy, and Social

Responsibility. This facet of emotional intelligence measures one’s ability to develop and maintain

relationships based on trust and compassion; articulate an understanding of another’s perspective; and act

responsibly while showing concern for others, a team or a greater community/organization.


Interpersonal Relationships refers to the skill of developing and maintaining mutually satisfying relationships

that are characterized by trust and compassion. Mutually satisfying relationships include social interchanges

that are potentially meaningful, rewarding, and enjoyable. Among positive interpersonal relationship skills

are the ability to connect with others by remaining open and by a willingness to both give and receive

affection and intimacy; and the ability to remain at ease and

comfortable in social situations. This emotional skill requires

sensitivity toward others, the desire to establish meaningful

relationships, and the ability to feel satisfied with relationships.

Empathy is recognizing, understanding, and appreciating how other

people feel. Empathy involves being able to articulate your

understanding of another’s perspective and behaving in a way that

respects others’ feelings. At the core of empathic behavior is being

able to perceive and appreciate what, how, and why people feel the

way they do - being able to emotionally “read” other people - while

demonstrating an interest in and concern for others.

Social Responsibility is willingly contributing to society, to one’s social groups, and generally to the welfare

of others. Social Responsibility involves acting responsibly, having social consciousness, and showing

concern for the greater community.

Decision Making The Decision Making Composite scale addresses the ways in which one uses emotional information. This

facet of emotional intelligence includes Problem Solving, Reality Testing, and Impulse Control. Collectively,

this composite scale reveals how well one understands the impact emotions have on decision making,

including the ability to resist or delay impulses and remain objective in order to avoid rash behaviors and

ineffective attempts at problem solving.

Problem Solving is the ability to find solutions to problems in

situations where emotions are involved. Problem solving includes the

capacity to understand how emotions impact decision-making.

Problem solving is a complex and even multiphasic process. It is not

about neutralizing emotion, but about using emotional information to

enhance the process of recognizing a problem, feeling confident in

one’s ability to work through it, defining the problem, generating a

solution, and implementing the plan. The appropriate application of

emotional information can help identify potential pitfalls, inspire the

recruitment of help, and even expedite the solution by evoking

feelings of confidence. Problem solving is about understanding the impact that emotions have on the

decision making process and using those emotions most effectively.

Reality Testing is the capacity to remain objective by seeing things as they really are. This involves

recognizing when emotions or personal bias can cause one to be less objective. Reality testing involves the


active search for objective information to confirm, support, justify, and validate feelings, perceptions and

thoughts. Strong reality testing skills allow one to keep things in the proper perspective and experience

things as they really are, without fantasizing, daydreaming, or attaching wants, desires, and ideals to a

context. An important aspect of reality testing involves the ability to concentrate and remain focused when

presented with emotionally evocative situations. In essence, reality testing is all about perception, clarity,

and objectivity.

Impulse Control is the ability to resist or delay an impulse, drive, or temptation to act. It involves avoiding

rash behaviors and impetuous decision-making. Impulse control entails a capacity for recognizing and

accepting one’s desire to react without becoming a servant to that desire. Difficulties in impulse control are

manifested by low emotional threshold, impulsiveness, loss of self-control, and unpredictable behavior.

Stress Management The Stress Management Composite scale is comprised of Flexibility, Stress Tolerance, and Optimism.

Collectively, this facet of emotional intelligence addresses how well one can cope with the emotions

associated with change and unfamiliar or unpredictable circumstances, while remaining hopeful about the

future and resilient in the face of setbacks and obstacles.

Flexibility is adapting emotions, thoughts and behaviors to unfamiliar, unpredictable, and dynamic

circumstances or ideas. This component of emotional intelligence refers to one’s overall ability to adapt and

tolerate the stress that accompanies change. Flexible people are agile and capable of reacting to change

with minimal adverse effect; they are open to and capable of change, and tolerant of new ideas, orientations,

and practices.

Stress Tolerance involves coping with stressful or difficult situations and believing that one can manage or

influence those situations in a positive manner. This component

of emotional intelligence is multifaceted: one’s stress tolerance

depends on being equipped with the necessary and relevant

coping skills; maintaining a belief that one can handle the

situation; and feeling confident that one can have a positive

impact on the outcome. Stress tolerance is very much related to

resilience and, when coupled with optimism, is a strong

indicator of one’s ability to effectively deal with problems and

crises (as opposed to surrendering to feelings of helplessness

and hopelessness). When stress tolerance is low, anxiety is

likely, which can have negative effects on well-being, concentration, and ultimately performance.

Optimism is an indicator of one’s positive attitude and outlook on life. It involves remaining hopeful and

resilient, despite occasional setbacks. Optimism assumes a measure of hope in one’s approach to life. It is a

positive approach to daily living and a sign of emotional health.


Changing Your Emotional Intelligence with a Simple Model

This process uses an adapted model for changing and improving your Emotional Intelligence. The model used will be the one presented in Stein and Book’s The EQ Edge. Their model is one that adds to Albert Ellis’ Rational-Emotive Behavior model (the ABC – Action – Belief – Consequence), a D and E component (Debate, Dispute and Discard and Effect).

The most important component of any program is, to many, COST. For $500 you or one of your colleagues can make one of the best investments you can make in your own and other’s futures! The cost is all inclusive and covers:

• All Texts and handouts • On-line Blackboard course access (you are

responsible for your own internet access) • The EQi assessment • The processing and interpretation of your EQi

assessment • And of course, 16 weeks of awesome learning • That’s it, everything is covered

Think about what you can buy for $500…. AND ask yourself this question, “…Am I willing to make this small investment in my future, one that will so profoundly affect myself, my family and my work?” Join the others who have answered, “YES!!!”

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