SESSION PLANNEREMOTIONAL INTELLIGENCE

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Contents

1. Emotional Intelligence – Session Planner.............................................

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1. Emotional Intelligence – Session Planner

Topic & Learning Outcomes (Why)

Content & Key Messages (What and How) Resources Time

Slide 2 Quote Nelson MandelaSlide 3 Workshop OutcomesGive a basic overview of each bullet point, pointing out that we will cover this in more detail as we move forward Slide 4 Workshop ContentGive a basic overview of each bullet point, pointing out that we will cover this in more detail as we move forward

EquipmentProjectorLaptopScreenFlip chart stands x 2/3Flip Chart paperMarker PensPost it notesPens & PencilsBlue/white tac to put flip chart paper on the walls around the roomA3 Communication modelA3 Mercedes ModelA3 Chimp ParadoxA3 Kolb

WorksheetsInformation SheetPower Point Slides

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Explain what emotional intelligence is and how you measure and use it

Slide 5 Your EmotionsActivity 1These are a range of picture cards which can raise the emotions in people, hand one each to the group face down, when you ask them to turn over the cards, ask what are the first emotions / thoughts that they feel, ask who would like to share their thoughts, feelings and behaviours?Moderator facilitates a positive discussion allowing the participants to reflect their initial thoughts, feelings and behaviours. There is no right or wrong answer as people will feel different emotions when seeing the same picture. As a leader people will react in different ways to the same or similar situations, it how we deal with this that will determine you level of emotional intelligence. The moderator to offer emotional examples to link the learner to the current learning environment. The participants will be at a variety of emotional levels depending on their filters (see communication model -based on Interests, beliefs & values, culture, experiences, assumptions) and VAK learning preference, there may also be some who have no emotions when looking at the pictures this is also ok.Emotions are how we react to people situations or anything else that happens in our day to day life.

EquipmentPicture CardsWorksheetsInformation Sheet

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Slide 6 Emotional Intelligence is Use this slide for explanation and further understandingAs a point of explanation, the moderator can share the text below around EQ (emotional quotient) which is the measurement of our EI is important for learners to know we all have EI and use it in different ways and levels• Emotional Intelligence Quotient the

measurement of our emotional intelligence, we have to understand what it is and how we measure and use it

• EQ - the capacity for recognising and measuring our own feelings and those of others,

• Ask the group what range of emotions you think you may experience as a leader

• for motivating ourselves, and for managing emotions well in ourselves and in our relationships as leaders = Emotional Intelligence

Simply put, emotional intelligence indicates the ability to enhance your personal power, quality of life and your productivity by handling your emotions rather than losing control of them. In other words, it means making your emotions work for you and not against you. As a leader you will inevitably find yourselves dealing with a wide variety of emotions as athletes strive to compete and win. How you handle not only their emotions but also

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your own can have significant impact on your effectiveness and the enjoyment of others. “For star performance in all jobs, in every field, emotional competence is twice as important as purely cognitive abilities.” Research show that women have a higher level of emotional intelligence however, they can also be more emotional than men therefore make decisions often with more emotion attached.Different situations will take different amounts of emotional intelligence to manage. Slide 7 What does EI mean to youActivity 2Moderator facilitates the discussion to include:• Why you need to control/manage your

emotions• The need to control / manage their emotions

and those of others – personal examples• Examples of situations both positive and

challengingSlide 8 Diagram benefits of EIBenefits of developing your emotional intelligence, talk through each point from a leader’s perspective • Decreased occupational stress – have the

ability to deal with pressure in the workplace• Improve decision making – have the ability to

see things clearly • Reduced staff turnover – your approach is

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more engaging and has a higher level of empathy

• Increased personal wellbeing – as you remain calmer in situations that may have caused you stress

• Increased leadership ability – displaying a wellbalanced approach to the people, managing situations in a professional objective manner

• Increased team performance – a happier work environment for all

• How do we get there? Link to the next slide on communication, Emotional Intelligence is very much driven by how we communicate

Recognise how we communicate and how it can be adapted in leadership

Slide 9 Communication Model how we processQ – how do we take in information? We are bombarded by sensory information (through seeing, hearing, touching, tasting & smelling) Input of 2.3m per sec experiences through these senses, from the outside world. It is through our senses we process what is going on around us.Ask when they walked into the training room what did they notice?

Recognise how we learn and my preferred learning style

Slide 10 Preferred Learning Styles VAKWe will all have a range of the above learning styles but we will have one that is more prominent preference

EquipmentWorksheetsActivity 3 Preferred learning styles worksheet

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Explain each style:• Auditory – listening • Visual – Seeing• Kinaesthetic – Touching and Doing

It is important to realise that we will all display the three learning styles, however, it is easy to identify those with a preference and by doing so they will take on board more learning through their preferred style. This is why as facilitators must deliver to all three styles.Slide 11 What is your preferred learning styleActivity 3InstructionsIndividually• Give them 1 minute, on their own, to write

their 10 things they notice• Some people might struggle to get to 10 this

links with the amount of information we can take in at any one time and can be referenced later

• Then ask them to write down whether they are seeing, hearing or feeling things they have noticed e.g. see a chair, hear a bird, feel the heat in the room

• Ask them to count how many of the things they have written down which were seeing, hearing and feeling

In pairsAsk them to share the things they noticed which

Information Sheet

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are the same and they must be exactly the same

As a groupDraw the table on a flip chart Name Hear See FeelJulia 0 7 3

Write the name of each participant and ask them for how many they saw, heard or felt write down their answers in on the table.Facilitate a discussion about the differences or similarities of preferences in the groupIf we can know, understand and can use knowledge of our and others learning preferences, we can become more effective communicators while encouraging and helping learners to develop in their own ways, using methods which they find most comfortable and therefore enjoyable.

Slide 12 Activity 4 Learning StylesYou will be taken through a range of activities, click on the next slide, allow only 10 seconds before clicking on the next and repeatContinue to the activities on the next slidesSlides 13-16 Visual• What is the difference between the sets of

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cards we will show you, • Ask them to look and concentrate not to write

anything down • Very quickly bring up this slide and move to

the next after 10 seconds and the next etc, the reason for being so quick is this is how information can be presented to us generally in everything we see, hear, feel, touch etc in life some points stay with us some completely bypasses us without us noticing, it is all down to how we process the information.

At the end ask, what changed between the 2 sets of cards you will receive a variety of responses such as the number has changed, the order had changed, the colour or suit has changed. The answer is they have all changed and one card was taken away.Those who identify most of the changes clearly have a preferred learning style which is visual

Slide 17 AuditoryTotal 24 words Ask the learners to listen to the words being spoken, once finished they have to then pick up their pens and paper and remember as many as they can.• At the end ask how many words they can

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remember and have recorded on their list • Then ask how they remembered them, did

they group them in any way • Research shows, we will often remember

positive words rather than negative• Maybe they remembered the words at the

beginning or the end of the list • Some may invent words such as we have

Socks on the list some may mention shoes which are not on the list but part of their grouping in their head

• There is also a repeat of one word ‘tree’ auditory learners will often pick this up

• The overall key outcome of this exercise is that we all process information in a different way as well as identifying preferred learning styles

Slide 18 KinaestheticActivity 5 Human Lego• Groups of 3-5 • Everybody has to be involved in the

representation• The facilitator shouts out an action or thing

then gives the group a minute to get themselves in to that representation

Some examples of what you can use;• Table • Elephant• House• Game of football

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• This activity will be enjoyed by the kinaesthetic learners – notice this for the feedback

• Some of the participants will struggle to be imaginative or join in because it is not their preferred style notice this, so you can feedback

Just be vigilante if you have any autistic people they might really struggle – be sensitive to this

Explain how we receive information from the outside world and deal with it in our head – Communication Model

Slide 19 Communication ModelQ – how do we take in information? We are bombarded by sensory septors (sight, hearing, touch, taste & smell) fire off 2.3m per sec experiences from outside world. It is through our senses we make sense about what is going on around usThis has just been demonstrated in the preferred representation activities we have just done and how they saw, felt and heard things in the roomSlide 20 How we process the world• Of the 2.3 million pieces of information per

second• We take a lot in without even knowing it

(unconsciously) our internal map of the world• We can only process consciously a very

small amount• Consciously…….. • some people will process 5 pieces of

information• some people will process 9 pieces of

Information SheetCommunication info sheet (if just leadership programme)

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information• some people will be somewhere in-between 5-

9 pieces of information• We are all different• Ask did anyone struggle writing 10 things

down in the activity 4• This is because of how we take in informationSlide 21 How we process the world cont..The 2.3 million of pieces of information are also filtered by interests, beliefs & values, culture, experiencesWe will notice things through these filters Give examples make it relevant to the groupInterests; This is what interests you as an individual if you have a particular interest then you will be interested if it come on TV or is mentioned e.g. athletics or maybe a particular discipline such as 100 m because you know someone is running it. In the Olympics on TV in each country they focus on the participants from your country because they know you will be interested in thisBeliefs; these could be about yourself or others. A runner who was told as a child they would never be good at sport – some will believe this and it will be reinforced when they have a go and they do not succeedValues – are the core of our being, if someone steps on something we truly value then this will have a strong emotional reaction. Underrepresentation in athletics is a great

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example. Ask the group what makes them angry or incensed? This can be caused because someone has violated your valuesCulture – the way you were brought up and religious influences shape us as a person. This shapes how we see the worldExperiences – what has happened to us in our lives shapes us as people, everybody has different experiences depending on where they are from, their family, what has happened to them. We are all differentSlide 22 How we process the informationThis is a review the last few slides – points to makeIn the external world there are over 2.3 million pieces of information per secondWe take a lot in without even knowing it (unconsciously) our internal mapWe can only process consciously a very small amountThis dependent on our senses and filtersUnconscious ExamplesWe all can walk, breath, talk, read without thinking about it We had to learn to do it at some point? Who remembers learning a foreign language or a musical instrument? Can you now do it without thinking?This is us doing it unconsciously

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Slide 23 Torch BeamGive Conscious ExamplesTorch Beam • When you get a new car – suddenly everybody

has that car?• Work with children teacher says he is a

naughty boy – torch beam on when he is naughty. There is a lot more going on around me when is he good?

• Refereeing decisions 95% correct we focus on the wrong ones.

• On the news they mention we are an obese generation – you look around and see a lot of overweight people

• On the news that an athlete has been tested positive for drugs – focus goes on this

Slide 24 Mercedes ModelIntroduction of the Mercedes model Recap again;• In the external world there are over 2.3 million

pieces of information per second• We take a lot in without even knowing it

(unconsciously) our internal map• This dependent on our senses and filters• We can only process consciously a very small

amountMercedes Model• Those chunks or pieces of information we take

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in drive how we think, feel and behave.• How we think feel and behave are all linked • We think in pictures, sounds and self-talk • We feel the emotions which affects our

physiology• We behave using body language, gestures,

postures, facial expression, breathingUsing the examples from activity 6 to facilitate a discussion about how they deal with unfamiliar activities or experiencesFinally • Your mind and body are one system thinking,

feeling and behaviour are interlinked and if we are to be good leaders we need to understand this

• Throughout this course we will notice how we see the map of the world and where our torch beams are? How this effects our thinking, feeling and behaviours.

• If we can understand this then we have a great opportunity to affect our emotional intelligence

Recognise and explain your emotional response to situations.Demonstrate you have the skills to be able to manage your emotions

Slide 25 5 Key Elements to EIThere are 5 key elements of EI, identified by Daniel Coleman an American psychologist; Self-awareness. Self-regulation. Motivation. Empathy. Social skills.

EquipmentWorksheetsAnimal Paradox How it worksInformation Sheet

Meditations

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At the workplace, there is increasing evidence that EQ gets people hired, but EI gets them promoted and more careers have been damaged due to poor interpersonal relationships rather than a lack of technical know-how. EI also directly affects teamwork and productivity. Research shows that the careers of many managers who had poor interpersonal relationships and who failed to build and lead a team and lacked the ability to change and adapt during a transition were the ones whose careers did not progress well. They were generally perceived as being poor communicators, abusive, manipulative, overly critical and poor team players. EXAMPLES• Donald Trump v Barrack Obama?• Brexit in the UK• Nelson Mandela• Ask the group about great leaders they have

known

Slide 26 Albert Einstein Quote

Slide 27 The Behaviour ParadoxTaken from The Chimp Paradox by Professor Steve Peters. Moderator choose whatever animal you would like to call your own behaviour and ask the group to do the same, it is normally an animal that is a little bit naughty and not very well behaved The Behaviour Paradox is a brilliant way to explain why we get emotional and how to manage

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those thoughts, feelings and behaviours. It is important that leaders understand their actions, behaviours, words and expressions and how these can affect their approach to athletes and coaches. Leadership is about the management of ourselves, people and situations. It is also about building quality relationships and having the emotional expertise.

Slide 28 Understanding Behaviour

Team 1 – You think about what you are doing, works with facts and truth and then makes decisions using logical thinking.

Team 2 - Independent thinking brain that is not under your control. It works with feelings and impressions and then puts the information together using emotional thinking.

Team 3 - The third team is the Computer which is like a brain that is used by team human and team chimp to put information into for reference. It acts as a memory and can also act as an automatic thinking and acting machine that is programmed to take over if the Animal or Human is asleep or if they allow it to run ahead of them with preformed decisions and beliefs that it can act with. (link this to the communication model and the filters – Interests, beliefs & values, culture, experiences, assumptions)

Slide 29 The Three TeamsThe inner ‘animal’ is the emotional team within the brain that thinks and acts for us without our

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permission. The logical team is the real person, it is you; rational, compassionate and humane, we know what is the right thing to do.

The memory banks for reference is the Computer.If we consider the brain as a machine that can function in different ways, a valid question could be can we develop the ability or skill to manage our brain, and make it work for us in the way that we want it to, all of the time? In other words, be the person we want to be, have the emotions we want to have and always act in the way that we want to act?

Slide 30 – Identifying Difficult BehaviourGo through bullet points and ask the group to think about the signs and to link to the chimp behaviours. Link to mentor programme

Slide 31 How it Works

Activity 6 Slide 32 The Three TeamsThe inner ‘animal’ is the emotional team within the brain that thinks and acts for us without our permission. The logical team is the real person, it is you; rational, compassionate and humane, we know what is the right thing to doThe memory banks for reference is the Computer.If we consider the brain as a machine that can

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function in different ways, a valid question could be can we develop the ability or skill to manage our brain, and make it work for us in the way that we want it to, all of the time? In other words, be the person we want to be, have the emotions we want to have and always act in the way that we want to act?

Slide 33 Emotional Skills Required as a leaderActivity 7

Imagine they were in a contentious situation – use a real life situation if possibleActivity: in small groups identify a scenario, maybe a real live one or one that can be assumed, ask the learners to write the scenario, how emotional intelligence was used positively or negatively, would the outcome have been different, if so why?Feedback from the groups

Slide 34 We like to be popularThese are basic human facts

Slide 35 The Scientific StuffBrainstorm any ‘on the spot’ examples that we can share with the group

Slide 36 How to Recognise the Animal

Slide 37 How to Manage the Animal

Slide 38 How to Manage Your Animal

Link to Thomas Kilmann Pre-Course Study

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We will be showing people some of these skills and techniques throughout the leadership workshops – so all participants will be able to practice managing their animal1. Self-awareness.Keep a journal – Journals help you improve your self-awareness. If you spend just a few minutes each day writing down your thoughts, this can move you to a higher degree of self-awareness.Slow down – When you experience anger or other strong emotions, slow down to examine why. Remember, no matter what the situation, you can always choose how you react to it. 2. Self-regulation.Know your values – Do you have a clear idea of where you absolutely will not compromise? Do you know what values are most important to you? Spend some time examining your "code of ethics." If you know what's most important to you, then you probably won't have to think twice when you face a moral or ethical decision – you'll make the right choice.Hold yourself accountable – If you tend to blame others when something goes wrong, stop. Make a commitment to admit to your mistakes and to face the consequences, whatever they are. You'll probably sleep better at night, and you'll quickly earn the respect of those around you.Practice being calm – The next time you're in a challenging situation, be very aware of how you act. Do you relieve your stress by shouting at someone else? Practice deep-breathing exercises to calm yourself. Also, try to write down all of the negative things you want to say, and then rip it up and throw it away. Expressing these emotions on paper (and not showing them to anyone!) is

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better than speaking them aloud to your team. What's more, this helps you challenge your reactions to ensure that they're fair!3. MotivationRe-examine why you're doing your job – It's easy to forget what you really love about your career. So, take some time to remember why you wanted this job. If you're unhappy in your role and you're struggling to remember why you wanted it, try the Five Whys technique to find the root of the problem. Starting at the root often helps you look at your situation in a new way.And make sure that your goal statements are fresh and energizing. Know where you stand – Determine how motivated you are to lead. Be hopeful and find something good – Motivated leaders are usually optimistic , no matter what problems they face. Adopting this mindset might take practice, but it's well worth the effort.4. Empathy.Put yourself in someone else's position – It's easy to support your own point of view. After all, it's yours! But take the time to look at situations from other people's perspectives.Pay attention to body language – Perhaps when you listen to someone, you cross your arms, move your feet back and forth, or bite your lip. This body language  tells others how you really feel about a situation, and the message you're giving isn't positive! Learning to read body language can be a real asset in a leadership role, because you'll be better able to determine how someone truly feels. This gives you the opportunity to respond appropriately.

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Respond to feelings – You ask your assistant to work late – again. And although he agrees, you can hear the disappointment in his voice. So, respond by addressing his feelings. Tell him you appreciate how willing he is to work extra hours, and that you're just as frustrated about working late. If possible, figure out a way for future late nights to be less of an issue (for example, give him Monday mornings off).5. Social skills.Learn conflict resolution – Leaders must know how to resolve conflicts between their team members, customers, or vendors. Learning conflict resolution  skills is vital if you want to succeed.Improve your communication skills – How well do you communicate? Learn how to praise others – As a leader, you can inspire the loyalty of your team simply by  giving praise     when it's earned . Learning how to praise others is a fine art, but well worth the effort.

Slide 39 How to Manage Your Animal

Slide 40 Self Awareness and RegulationSome meditations are in the moderators resource for you to carry out during this session or in other parts of the workshops

Slide 41 Progress

42 Remember……Demonstrate you have the skills to be able to manage your emotions

Slide 43 I can say no nicely Activity 8

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Learning PointsAssertiveness means calmly and consistently standing up for our rights, without losing our temper or giving up our rights.CommentsThe learners work in groups of four to perform their own role play. Tell them that they need to give each group member a number from one to four. Call each ‘number’ group to one side and give them the following instructions: number ‘1’s’ should be very self-assured, stubborn and even rude when they play the role of the borrower, seller and inactive group member; number ‘2’s’ should be very shy and sorry for themselves when they represent the submissive person; number ‘3’s’ should be aggressive, talk loudly, be threatening and intimidating; number ‘4’s’ need to be briefed on assertiveness – they need to insist calmly on getting the pen replaced, the money back for the hamburger, and the portion of the team member’s work.ConclusionOnce the role plays are completed, summarise the learning points and conclude with a list of important points to remember when confronting another person.

Apply knowledge learning in a leadership scenario

Slide 44 Emotional Intelligence – How do you measure upActivity 9Add information to your personal development plan

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Some responses may include the following, this is not an exhaustive list • Display confidence, this can come from high

levels of knowledge and experience • Learning from experience, ourselves and

others.• Understanding our role technically • Staying calm and in control • Listening skills Being fair

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