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Advanced People SkillsPARTICIPANT’S MANUAL
1. TRAINING PROGRAM OVERVIEW
TABLE OF CONTENTS
2. PARTICIPANTS’ TRAINING HANDOUTS
3. REFERENCES
a. Leadership skills & emotional intelligence
b. Strategic guide to effective negotiations
c. The Neural Power of Leadership: Daniel Goleman on Social Intelligence
d. Social Intelligence: the heart and Science of Human Relationships
e. Leadership for today: Effective group communication
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Advanced People SkillsPARTICIPANT’S MANUAL
TRAINING PROGRAM OVERVIEW
Advanced People SkillsKeys to Success through Social Intelligence
About the Program
Individual uniqueness is an attribute that promotes dynamism and challenge in building uporganizational culture. Aside from having the right person in the loop and nurture individual talentswithin, confronting each person or to a few would require one to communicate effectively,manage conflicts, proactively resolve negotiations and build stronger team dynamics. Theseattributes are skills exceptionally unique for a leader and is considered a valuable asset to theorganization in promoting harmony across professionals and employees. Achieving the traitsmentioned- collectively known as Advanced People Skills, is only a few clicks away to grasp
concepts and in turn, bring out the confidence in you.
This one-day course helps the participants understand their ways of collaborating with peoplewithin their organization, primarily on people skills. Apart from other usual courses of the sametitle, this course integrates theories of social intelligence, widening our perspective of understanding social cultures and thus, the pinch of this training.
• Recognize their ways of collaborating with others
Major Learning Outcomes
At the end of this training, participants should be able to
• Increase leadership capacity and confidence through mastery of the concepts• Proactively address people issues and ensure win-win resolutions as a challenge• Quantitatively address people skills as part of assessing organizational performance
• Rank-and-file employees
Who should attend?
• Managers and supervisors
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Advanced People SkillsPARTICIPANT’S MANUAL
Course Outline
• Introduction: People skills as defined by various resources• Communication skill: some vital concepts
o Communication Process Modelo Speaking and Listening
o Interpersonal Dynamics
o Behavioral Modelingo Employee motivation (media presentation)
• Setting things even with conflict management
o About conflict management
o Identifying ways of responding conflicts• Meeting both minds through Negotiation
o Negotiation and its conceptso The major types of negotiationo The 7 critical elements to successful Negotiation
• Seeing power in unity: team dynamics
o The team model theoryo Teambuilding activity: Mine field
• Social Intelligence and the societyo The theory of social intelligenceo The five aspects of social intelligence
o Understanding personalities in the workplace
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Advanced People SkillsPARTICIPANT’S MANUAL
Advanced People SkillsKeys to Success through Social Intelligence
July 31, 2010
1
W W W . E C C I N T E R N A T I O N A L . C O M
PHILIPPINES MALAYSIA VIETNAM INDONESIA INDIA CHINA
Gentle Reminders
Punctuality
Ask if in Doubt!
Phone on Silent Mode!
2
Notify Facilitator if leaving! Have FUN, please!
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Advanced People SkillsPARTICIPANT’S MANUAL
Session Briefing:
• Expectation Setting:
1. NAME/Preferred Name to be Called
2. Job Responsibility and years in Company
3. Expect to learn in the Session
4. Want to Contribute to make session
productive
3
5. One (1) unique thing about me few people
know about
• Classroom Norms
1. Maintain adult learning principles
2. Listen and participate with an open mind
“ ”
Session Briefing:
. –
you need to take an urgent call, take it outside the meeting
room or return the call during the breaks)
4. Promptness is an expectation5. Let’s value mutual respect and mutual trust
6. Have fun.
4
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Advanced People SkillsPARTICIPANT’S MANUAL
Learning Outcomes
1. Understand Multiple Intelligences and the power of SocialIntelligence (SI)
2. Assess own SI Profile and gain insights on how to enhance humanrelations skills
3. Identify “toxic” behaviors and relate these to causes of dysfunctional relationships
4. Relate insights to improving leadership competency and gettingthings done through people
5. Plan action for continuous self-improvement
5
Nuggets
“Who can say which is more important
In the lon run: Landin on the moon
Or understanding the human mind?”
Tenzin Gyatso
6
(14th Dalai Lama)
17 November 1950 – present
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Advanced People SkillsPARTICIPANT’S MANUAL
Self Assessment Exercise
7
AM I SMART ? MI ASSESSMENT
owar ar ner sTheory Of Multiple Intelligences
• Gardner's theory argues that intelligence, particularly as
it is traditionally defined, does not sufficiently encompass
the wide variety of abilities humans display.; i.e., a child
who masters multiplication easily is not necessarily more
intelligent overall than a child who struggles to do so.
• The second child may be stronger in another kind of intelligence, and therefore may best learn the given
material through a different approach, may excel in a
field outside of mathematics, or may even be looking
8
through the multiplication learning process at a
fundamentally deeper level that hides a potentially higher
mathematical intelligence than in the one who
memorizes the concept easily.
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Advanced People SkillsPARTICIPANT’S MANUAL
H. Gardner Multiple Intelligences
• The Eight (8) SMARTS:
1. Linguistic intelligence ("word smart"):
2. Logical-mathematical intelligence("number/reasoning smart")
3. Spatial intelligence ("picture smart")
4. Bodily-Kinesthetic intelligence ("body smart")
5. Musical intelligence ("music smart")
9
. n erpersona n e gence peop e smar 7. Intrapersonal intelligence ("self smart")
8. Naturalist intelligence ("nature smart")
MI Assessment Scoring Key
1. Add the total points of your response on the scale of the
against the following items per intelligence cluster:
o LANGUAGE/WORD: item #s - 1, 9, 17, 25, 33, 41, 49
o LOGIC/MATH: item #s – 2, 10, 18, 26, 34, 42, 50
o MUSICAL: item #s – 3, 11, 19, 27, 35, 43, 51
o SPATIAL/PICTURE: item #s – 4, 12, 20, 28, 36, 44, 52
o BODY/KINESTHETIC: item #s – 5, 13, 21, 29, 37, 45, 53
o PEOPLE/SOCIAL: item #s – 6, 14, 22, 30, 38, 46, 54
o SELF/INTRA: item #s – 7, 15, 23, 31, 39, 47, 55
10
o NATURE: item #s - 8, 16, 24, 32, 40, 48, 56
2. Get total score per cluster and divide over 7 = average
score
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Advanced People SkillsPARTICIPANT’S MANUAL
Zen Philosophy
“The biggest obstacle to learning
something new
is the belief that you already ”
11
.
Quick Exercise
• Think back on your own experience of being
managed. You’ve probably had bosses who you
,
others who you felt did a poor job. Think about
the good bosses. What qualities or skills did
they demonstrate that made them effective in
managing you – that made them successful in
motivating you to do a good job. List those
12
qualities and skills.
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Advanced People SkillsPARTICIPANT’S MANUAL
Emotional Intelligence and
Leadership
Going Beyond I.Q. AND E.Q.
13
• Higher levels of EI are associated with better
CENTER FOR CREATIVE LEADERSHIPRESEARCH ON E.I. AND LEADERSHIP EFFECTIVNESS
(2003)
Participative Management
Putting People at Ease
Self-Awareness Balance between Personal Life and Work
Straightforwardness and Composure
Buildin and Mendin Relationshi s
14
Doing Whatever it Takes
Decisiveness
Confronting Problem employees
Change Management
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Advanced People SkillsPARTICIPANT’S MANUAL
EMOTIONAL INTELLIGENCE : EIDaniel Goleman
• Emotional Intelligence (EI) describes the
ability, capacity, skill, or, in the case of the trait
EI model a self- erceived abilit to identif
assess, and manage the emotions of one's self,
of others, and of groups.
Emotional intelligence refers to an ability to recognize
the meanings of emotion and their relationships, and
To reason and problem-solve on the basis of them;
15
The capacity to perceive emotions, assimilateemotion-related feelings, understand the information
of those emotions, and manage them.
16
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Advanced People SkillsPARTICIPANT’S MANUAL
Emotional Competence Inventory (ECI)
• Four (4) Clusters; 16 Competencies
1. Self-Awareness: knowing one’s internal states,
preferences, resources and intuitions
2. Self-Management: managing one’s own internal
states, impulses and resources
3. Social Awareness: how people handle
relationships and awareness of other’s feelings,
needs and concerns.
17
desirable results in others
1. Self-Awareness Competencies
Emotional Awareness – recognizing own emotions and
effects
Emotional Competence Inventory (ECI)
ccurate e - ssessment – now ng own strengt s an
limits
Self-Confidence – strong sense of self-worth and capabilities
2. Self-Management Competencies Emotional Self-Control - keeping disruptive emotions and
impulses in check
–
18
one’s values
Adaptability – flexibility in handling change
Achievement – striving to improve or meeting a standard of
excellence
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Advanced People SkillsPARTICIPANT’S MANUAL
2. Self-Management Competencies
Initiative – readiness to act on opportunities
Optimism – persistence in pursuing goals despite obstacles
Emotional Competence Inventory (ECI)
and setbacks
3. Social Awareness
Empathy – sensing other’s feelings and perspectives, and
taking an active interest in their concerns
Organizational Awareness – reading a group’s emotional
currents and power relationships
19
– ,
customer's needs
4. Relationship Management
Developing Others – sensing others’ development needs and
Emotional Competence Inventory (ECI)
Inspirational Leadership – inspiring and guiding individuals
and groups
Change Catalyst – initiating or managing change
Influence – wielding effective tactics for persuasion
Conflict Management – negotiating and resolving
disagreements
20
Teamwork and Collaboration – working with others toward
shared goals; creating group synergy in pursuing collective
goals
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Advanced People SkillsPARTICIPANT’S MANUAL
SocratesDied: 399 B.C.
21
“Give me beauty in the inward soul;may the outward and the inward man
be at one.”
Self Assessment – Social Intelligence
22
AM I SOCIALLY INTELLIGENT?
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Advanced People SkillsPARTICIPANT’S MANUAL
A Different Kind of Smart
• Since the 1995 publication of Daniel Goleman’s
landmark book Emotional Intelligence: Why It
“ ” ,
“EQ”—an emotional quotient—has taken hold
significantly in the business sector
• The concept of social intelligence, or “SI”, as one
of a set of key life competencies is surely an
23
.much of what we know about an important
dimension of human effectiveness.
SOCIAL INTELLIGENCE: SI
• "the ability to understand and manage men and women,
boys and girls, to act wisely in human relations"
Thorndike
• A combination of a basic understanding of people --- a
kind of strategic social awareness - and a set of skills for
interacting successfully with them.• People with high SI are magnetic to others
24
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Advanced People SkillsPARTICIPANT’S MANUAL
“the human capacity to understand what’s
Social Intelligence
A New Definition of Human Intelligence
appen ng n e wor an respon ng o
that understanding in a personally and
socially effective manner.”
25
.IT Consultant, Writer
SOCIAL INTELLIGENCE: SI
A simple description of SI
… the ability to get along well with others
and to get them to cooperate with you.
Karl Albrecht
social intelligence … consists of both
26
insight and behavior.
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Advanced People SkillsPARTICIPANT’S MANUAL
SI Range of Skills
• Able to relate to people on a one-on-one basis, small groups, whole
roomful and even large gatherings;
• Uses power of own brain and body to communicate with and “read”
people
• Acquire an attitude that encourage others to grow, create,
communicate, befriend – know how to make and keep friends
• Can negotiate and navigate through conflict situations; mistakes and
endings
• A superb conversationalist and listener and relates successfully with
the wider world
27
• Is comfortable with others from different backgrounds, ages,cultures, and social strata and is able to make them feel relaxed and
comfortable, making cooperative, participative and involved
From TOXIC to Nourishing
• “… the biggest single cause of low social intelligence
comes from simple lack of insight.”
• Toxic people often become so preoccupied with their
own personal struggles that they simply do not
understand the impact they have on others.
• They need help in seeing themselves as others seethem.
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Advanced People SkillsPARTICIPANT’S MANUAL
What are Toxic Behaviors?
• An individual's action can cause others to feel devalued,
inadequate, angry, frustrated or guilty.
• -
affect others to feel they are values, loved, capable,
respected and appreciated.
29
BLIND SPOTS, LENSES and FILTERS
• Blind Spots : parts of our reality that we have chosen
not to deal with
• Personal Lenses : magnify those aspects of reality we
preoccupy ourselves with
• Filters : selectively exclude or rearrange various aspects
of reality to suit our existing brain patterns
They operate dynamically
Shift from moment to moment, situation to situation
Programmed by a person’s set of values, beliefs, desires,
30
expec a on, ears an eva ua ons
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Advanced People SkillsPARTICIPANT’S MANUAL
Social Halitosis, Flatulence & Dandruff
• Social Halitosis
Some people are completely capable of treating
another human bein like a thin , a iece of furniture,
a non-being who exists only for the fulfillment of their
own selfish purposes (ex. religious proselytizers;
telemarketers; some hypochondriacs or really sick
people who love talking about their malady…etc.)
• Social Flatulence
31
,awareness or worse, lack of respect for accepted
norms of behavior (e.g. have the knack of saying
inappropriate or crude remarks… cross culturally
ignorant, etc.)
Social Halitosis, Flatulence & Dandruff
• Social Dandruff
A person with a pattern of behavior that selfishly imposes one’s
. .
restaurant and “owns” it…)
Imposes on the politeness of others to ask for favors
inappropriate for the relationship (e.g. the “bumming” co-worker…)
The “get my way” person (e.g. always insists on where the
group shall go for lunch; the “prima diva” entrance; etc.)
32
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Advanced People SkillsPARTICIPANT’S MANUAL
The DILBERT Factor
• The “flawed” outputs of our educational system
• Everyone else is stupid, incompetent, or misguided to appreciate
them
• Often arrested or retarded social development, marked introversion
and limited self-insight
• Lack of awareness and insight into social contexts and motivation of
others
• Compensated low self-esteem and self worth gained through
intellectual or technical achievements
• Eccentric; presents self as “unique”
33
• Tend to deviate from norms and rules; all people in authority andnon-technical “geniuses” are either stupid or ignorant
• “God’s gift” of genius is in them
Toxic Workplace Environment
• Draconian work rules
• O ressive su ervisor ractices
– and intense pressures to meet production
requirements certainly seemed to have increased his
stress level, and possibly aggravated his disturbedemotional state.
34
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Advanced People SkillsPARTICIPANT’S MANUAL
35
1. Situational Awareness
S.P.A.C.E.
THE SKILLS OF INTERACTION
2. Presence
3. Authenticity
4. Clarity
5. Empathy
36
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Advanced People SkillsPARTICIPANT’S MANUAL
Situational Awareness
• Build and strengthen your “social radar”
– The ability to “read” situations and interpret the behaviors of
people in those situations
– Being sensitive to people’s emotional states, possible intentions,
and a proclivity to interact
– Staying attuned to other’s moods by listening beyond the words
or content, but the feelings and moods
– An appreciation of culture and values of groups (even countries)
and an understanding of social networks and unspoken norms
37
Presence
• Often or commonly referred to as “bearing”
– This competency incorporates both verbal and non-verbal
patterns of one’s behavior, including;
• vera appearance
• Posture
• Voice Quality
• Subtle movement and gestures – A whole collection of “signals” other people process into an
evaluative impression of a person (e.g., grace under pressure;
energy; passion for purpose; a life essence that attracts attention
38
– An inviting demeanor; a SMILE
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Advanced People SkillsPARTICIPANT’S MANUAL
Authenticity
• Demonstrated actions or behaviors other people’s social
radars pick up as signals that can lead them to judge a
person to be:
– Congruent and consistent with his/her pronounced values and
decisions/actions, “are you true to yourself?”
– General impression of openness and transparency
– Ethical; Trustworthy; Fair; A person with Integrity
– Doing the right thing and standing up for what he believes is right
– Well-intentioned and genuinely interested in people
39
Clarity
• The ability to express and explain self clearly and
coherently
– Passes data accurately and un-cluttered
– Illuminates ideas with stories, anecdotes, metaphors
– Articulates views and proposed courses of action
– Enriches discussions by building on others’ ideas
– Persuades others by engaging people in discussions that appeal
to their self-interests
– Can get support and cooperation of people through applying
40
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Advanced People SkillsPARTICIPANT’S MANUAL
Empathy
• Defined in the context of “social competence” as having
the capacity for “shared feeling” with other people
– A state of “connectedness” with another person
– Builds a strong base for positive interaction and cooperation ; a
condition of rapport
– Keen ability to understand and perceive what motivates other
people even those from diverse backgrounds and cultures
– Is sensitive to other people’s needs and accepting of who they
are
41
“Tuning-in Exercise”
42
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Advanced People SkillsPARTICIPANT’S MANUAL
“Nothing strengthens authority somuch as silence.”
Leonardo di ser Piero Da Vinci
April 15, 1452 – May 2, 1519
The Archetype of the
Renaissance Man
“Renaissance human”, the success
43
model most of us admire, would havea strong and well-integrated
combination of all intelligences.
The Renaissance Human
• The Big Three Focus
– The 3IM Model for businesses:
management of inner experience
• SOCIAL INTELLIGENCE (SI) the ability to get along well with
others and get them to cooperate with you• PRACTICAL INTELLIGENCE (PI) the ability to solve
problems and cope effectively with daily life
– The E.S.P. FACTOR
44
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Advanced People SkillsPARTICIPANT’S MANUAL
Albrecht’s Renaissance Man Model
• Six (6) Primary Intelligences (ASPEAK)1. Abstract Intelligence (symbolic reasoning, of the “IQ” type);
2. Social Intelligence (what we are trying to grapple with);
3. Practical Intelligence (getting things done);
4. Emotional Intelligence (self-awareness and the management
of inner experience);
5. Aesthetic Intelligence (a sense of form, design, literature, the
arts, music, and other holistic experiences); and
6. Kinesthetic Intelligence (whole-body competence such as
sport, dance, music, or flying a jet fighter).
45
What Builds Empathy?
• The Three A’s
– ATTENTIVENESS : getting outside of your own mental bubble
– APPRECIATION : willingness and ability to accept people as
they are
– AFFIRMATION : as human beings, we need, want and seek
affirmation of ourselves on at keast 3 levels:
• Lovability
• Capability
• worthiness
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Advanced People SkillsPARTICIPANT’S MANUAL
How To Connect With People: 1. Train yourself to “read social situations”. What’s going on
, , , of those involved? 2. Respect, affirm, and appreciate people and you’ll find that most of them will reply in kind. Putting people down seldom gains you anything. 3. Listen – attentively, respectfully, and with the intention of learning. 4. Pause for one heartbeat before you respond to what someone says; it gives your brain extra time to choose your words well.
47
5. Remember that arguing is one of the least effective ways of changing one’s mind; you don’t always have to fight to win.
How To Connect With People: 6. When you disagree with others, first acknowledge their right to
think the way they do – then offer your views respectfully. 7. Try using questions rather than confrontations, to invite others to
change their minds. 8. Stay our of conflicts with toxic people; work around them. 9. Get the “cats and dogs” out of your conversation – minimize
categorical and dogmatic declarations. 10. Accentuate the positive – and that’s what you’ll mostly get in
return.
48
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Advanced People SkillsPARTICIPANT’S MANUAL
49
Try This Out
• Train yourself to say the following three things
freely, appropriately and without guilt:
– “I don’t know.”
– “I made a mistake”. – “I changed my mind”.
50
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Advanced People SkillsPARTICIPANT’S MANUAL
Characteristics of Social Intelligence
1. The confidence to be yourself.
2. A life vision – to know where you’re going
.
4. Respect for others
5. Empathy and ability to read and use body language to
do this
6. Awareness of when it is appropriate to speak and when
to listen
51
7. A positive attitude
Ten Skills Of Positive Politics
1. Do something well, get recognized as an achiever
2. Form alliances and service them regularly
.
4. Get credit for your achievements
5. Relieve “pain” when possible
6. Contribute to the big picture
7. Keep developing yourself
8. Have a lan for our ro ress in the or anization
52
9. Have options to your current job - especially in good
times
10. Know when to leave.
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Advanced People SkillsPARTICIPANT’S MANUAL
1. Skills
2. Procedures – invoke the “power of the pen”
S.P.I.C.E. – Leading When You’re Not In Charge
3. Information
4. Consensus
5. Empathy – helping people relate to one another
humanely and working out their difference
53
worthy to influence them.
S.I. In Practice
• Identify your Strengths and Weaknesses.
• Craft a Plan for Change
– Work with a Coach
– Identify and learn from a role model
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Advanced People SkillsPARTICIPANT’S MANUAL
A Prescription for
Social Intelligence
… Take chances…
Break old habits ..
See things in a new way…
Learn to deal with
Ambiguity versus
55
What is certain And
Comfortable.
56
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Leadership Skills
&
Emotional Intelligence
Executive Summary:
Emotional intelligence has become a popular topic in the business press in recent
years. Although we have not used the term “emotional intelligence”, the Center
for Creative Leadership has helped many leaders understand and develop
emotional intelligence competencies for over thirty years. One way that we have
successfully helped managers move beyond intellectual know-how and expand
their emotional intelligence is through Benchmarks, a multi-rater feedback tool.
This study compares scores on Benchmarks to self-reported emotional
intelligence as measured by the BarOn EQ-i. We learned that key leadership
skills and perspectives are related to aspects of emotional intelligence and the
absence of emotional intelligence was related to career derailment.
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©2003 Center for Creative Leadership
Leadership Skills & Emotional Intelligence
How is emotional intelligence related
to the specific behaviors we associate
with leadership effectiveness?
Findings: Higher levels of emotional
intelligence are associated with better performance in the following areas:
Participative Management
Putting People at Ease
Self-Awareness Balance Between Personal Life and Work Straightforwardness and Composure Building and Mending Relationships
Doing Whatever it Takes
Decisiveness Confronting Problem Employees
Change Management
Participative Management reflects theimportance of getting buy-in at the beginning of
an initiative. It is an extremely important
relationship-building skill in today’s management
climate in which organizations value
interdependency within and between groups. Of all the skills and perspectives measures on
Benchmarks, participative management had the
largest number of meaningful correlations withmeasures of emotional intelligence. In other
words, managers who are seen as good at
listening to others and gaining their input beforeimplementing change are likely to be assessed as
good at cooperating with others, able to find
pleasure in life, able to foster relationships,
control impulses, and understand their own
emotions and the emotions of others.
Putting People at Ease gets at the heart of
making others relaxed and comfortable in your presence. From the perspective of direct reports,
putting people at ease was related to impulse
control, which is defined as the ability to resist or
delay the impulse to act. This finding suggeststhat being able to behaviorally put people at ease
has to do with controlling your own impulses
with regard to anger or other emotions. Boss
ratings of putting people at ease are related to
happiness, suggesting that your disposition isrelated to how comfortable others are in your
presence.
Self-Awareness describes those managers who
have an accurate understanding of their strengths
and weaknesses. Ratings on self-awareness were
related to impulse control and stress tolerance. If
you find that you explode into anger easily, it is
likely that others don’t see you as very self-aware.
In addition, it appears that others may drawconclusions about your self-awareness from how
you handle difficult and challenging situations. If you get anxious, others may interpret this as a
lack of self-awareness.
Balance Between Personal Life and Work measures the degree to which work and personal
life activities are prioritized so that neither is
neglected. High ratings from bosses on these
behaviors were associated with the emotionalintelligence measures of social responsibility,
impulse control, and empathy. Giving your
bosses the impression that you are balanced isconnected with your feelings of being able to
contribute to a group, controlling your impulses,
and understanding the emotions of others. High
ratings from direct reports are also associated
with impulse control.
Straightforwardness and Composure, which
refers to the skill of remaining calm in a crisis and
recovering from mistakes, is related to severalemotional intelligence measures. Not
surprisingly, ratings from bosses, peers, and directreports on this scale are related to impulse
control. Direct report ratings are also associatedwith stress tolerance, optimism, and social
responsibility. Boss ratings are related to
happiness. Thus it appears that being rated highlyon straightforwardness and composure has to do
with controlling impulses during difficult times,
being responsible toward others, and having a
satisfied disposition.
Building and Mending Relationships is the
ability to develop and maintain workingrelationships with various internal and external
parties. Ratings from bosses on this scale were
related to only one measure of emotional
intelligence: impulse control. This is not
surprising because poor impulse control manifestsitself as an inability to control hostility and
explosive behavior. Obviously, this tendency will
not translate into strong relationships with bosses.Similarly, scores on stress tolerance are related to
direct report ratings. Difficulties handling stress
may reveal themselves to direct reports as
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problematic relationships or the stress may result
from troubled relationships with direct reports.
Boss ratings on Doing Whatever It Takes,
which has to do with persevering in the face of obstacles as well as taking charge and standing
alone when necessary were related to two of the
emotional intelligence scales: independence andassertiveness. People who are high on
independence tend to be self-reliant and
autonomous. Although they may ask for inputfrom others, they are not dependent on it.
Assertiveness has to do with expressing feelings,
thoughts, and beliefs in a nondestructive manner.
People high on this scale are not shy about letting
others know what they want. Direct report ratingsare associated with independence and optimism.
Optimism has to do with looking at the brighter
side of life. This constellation of relationshipssuggests that doing whatever it takes requires
emotional intelligence in the sense of being ableto go after what you want, being able to persevere
in getting what you want, and seeing that a brightfuture is possible.
Direct report ratings of Decisiveness are related
to assessments of independence. Decisiveness
has to do with a preference for quick andapproximate actions over slow and approximate
ones. Independence has to do with the ability to
be self-directed and self-controlled in one’sthinking. It does not seem at all surprising that
people who rate themselves as independent
thinkers would be viewed by their direct reportsas decisive.
Another interesting relationship has to do with
peer ratings of Confronting Problem
Employees, the degree to which a manager actsdecisively and fairly when dealing with problem
employees, and the emotional intelligence
measure of assertiveness. Assertive people areable to express their beliefs and feelings in a
nondestructive manner. These results suggest that
being able to do this is helpful when it comes to
dealing with problematic performance situations.
Change Management is the final Benchmarks
scale to be connected with emotional intelligence.
This skill has to do with the effectiveness of the
strategies used to facilitate change initiatives.Ratings from direct reports are associated with
measures of social responsibility. In other words,the ability to be a cooperative member of one’s
social group is associated with perceptions of
effectiveness in introducing change. Peer ratings
of change management are related to
interpersonal relationship abilities. Apparently,
the ability to establish satisfying relationships has
a connection to how well peers judge your ability
to institute change.
Conclusions: Leadership abilities vary according
to rater perspective and level of emotionalintelligence. In general, co-workers seem to
appreciate managers’ abilities to control their
impulses and anger, to withstand adverse eventsand stressful situations, to be happy with life, and
to be a cooperative member of the group. These
leaders are more likely to be seen as participative,
self-aware, composed, and balanced.
Is the need to develop emotional
intelligence abilities related to
derailment behaviors?
Findings: In his 1998 book, Working With
Emotional Intelligence, Donald Goleman suggests
that some of the reasons why people derail stem
from a lack of emotional intelligence. Our research indicates the absence of emotional
intelligence is related to career derailment. Lowemotional intelligence scores are related to:
Problems with Interpersonal Relationships Difficulty Changing or Adapting
Ratings on Problems with Interpersonal
Relationships from all co-workers—bosses, peers,and direct reports—were associated with low
scores on impulse control. Problems with
The Method and Analysis
This summary compiled by Jean Leslie, Manger
of Instrument Research at CCL, is based on datarom 302 managers attending CCL’s Leadership
Development Program® between July and
September 2000. The managers volunteered totake part in this research by completing both the
BarOn Emotional Quotient Inventory (BarOn EQ-
i), which assesses components of emotional intelligence, and Benchmarks. On average, LDP
articipants were 42.7 years old, 73% were male,
81% were white, and 90% had a minimum of a
bachelor’s degree. The results of both surveys
were linked and analyzed. Results reported hereare based on at least moderately associated
(r t .20) zero order correlations of participants
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Interpersonal Relationships ratings from direct
reports and peers were related to stress tolerance.
Ratings from direct reports were related to social
responsibility.
Conclusions: These results suggest that
managers who don’t feel a responsibility to
others, can’t handle stress, are unaware of their own emotions, lack the ability to understand
others, or erupt into anger easily are viewed as
likely to derail due to problems dealing with other people. High scores from direct reports on
Difficulty Changing or Adapting were related to
EQ-i scores on stress tolerance, and impulse
control. Managers who resist change and
growth, as high scores on this derailment factor imply, may be plainly visible to direct reports.
Suggestions for DevelopmentWhat can you do if you want to improve your
skills in the leadership arena and perceptions of your emotional intelligence too?
Self-Awareness is key to leadership development
and is a skill to handling stress. The more
accurately we can identify and monitor our
emotional upsets, the faster we can recover. Self-
awareness can be developed through the practiceof seeking on-going feedback. Ask supervisors
and co-workers who know you well for honest
feedback on how your behavior is impactingthem. Use opportunities to self-reflect upon
adversity – business failures, demotions, missed
promotions, unchallenging jobs, and personaltrauma. Consider what you learned as a result of
these hardships. Participate in a leadership
development program that features self-awareness
and reflection and ask for feedback on a multi-
rater assessment.
The ability to demonstrate yourself as a
cooperative, contributing, andconstructive member of the group, is
critical for long-term career success.
Consider managing an inexperienced
work team or employees who areresistant. Think about what you can do
to contribute positively to group and
organizational goals through new jobassignments, existing jobs, role models or
coaches.
If maintaining self-control is a developmentalarea for you, consider leading a task force or
project team made up of diverse members, taking
calls on a customer hot line, negotiating a high
profile case, or representing your organization to
the media or influential outsiders. Seek a jobassignment such as a project or task force headed
by someone known for his or her high since of
integrity and crisis management strength.
References:
Bar-On, R. (1999). BarOn Emotional Quotient Inventory: A measure of emotional intelligence
(Technical manual). Toronto, Canada: Multi-
Health Systems.
Goleman, D. (1998). Working with emotional
intelligence. New York, NY:
Bantam Books.
Ruderman, M.N., Hannum, K., Leslie, J.B., &
Steed, J.L. (2001). Leadership skills and
emotional intelligence (Unpublished manuscript).
Greensboro, NC: Center for Creative Leadership.
The Measures
Benchmarks® is 360 degree assessment-for development tool that is based on 15 years of CCL
research: 1) a body of research looking at the characteristics successful executives develop over
time and 2) a series of studies investigating why some high–potential executives derail and fall off
the success track. Feedback is provided on 16 leadership skills and perspectives and 5 derailment
scales. The BarOn EQ-i has fifteen scales that can be divided into five larger groupings. The areasassessed are emotional self-awareness, assertiveness, self-regard, self-actualization, independence,
empathy, interpersonal relationship, social responsibility, problem solving, reality testing,
lexibility, stress tolerance, impulse control, happiness, and optimism. The BarOn EQ-i was selected because it had the greatest body of scientific data suggesting it was an accurate and
reliable means of assessing emotional intelligence. For more about Benchmarks, contact Client Services at 336-545-2810
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The Neural Power of Leadership:
Daniel Goleman on Social Intelligence by Joshua Freedman
Why should leaders care about feelings? Daniel Goleman, author of Emotional
Intelligence and the new Social Intelligence, says the latest science makes a
compelling case. He discusses a new leadership imperative for optimizing human
performance and the research that makes attention to feelings a bottom-line
priority.
In 1995 Daniel Goleman sent a wave of hope
around the world by presenting the
groundbreaking science of Emotional
Intelligence in a compelling work by that title.
His new book, Social Intelligence: The New
Science of Human Relationships, takes the case
to a new level showing how emotion is a critical
component of leadership and learning.
In Emotional Intelligence: Why It Can Matter More Than IQ, Goleman reported
on a variety of research and practice
making the case that skill in handlingemotion is as significant as skill in
handling other forms of data (such as
those measured on an IQ test).
Examining both scientific theory(including the work of Salovey, Mayer,
BarOn, and Damasio) and learning
programs (including Six Seconds’ Self-Science curriculum) Goleman identified
that one commonality among all these
models of emotional intelligence(abbreviated “EI” or “EQ” for
‘emotional
quotient’) is they
address both the
inner world and theway what’s inside
affects the outside.
This led him to
propose a modelwith four
quadrants, twoinner directed (emotional awareness and
managing emotions) and two outer
directed (social awareness and managingrelationships).
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ALL RIGHTS RESERVED
Goleman explains how the new book connects with this previous work:
“Social intelligence is the interpersonal
part of emotional intelligence. In mymodel of EI, there are four domains:
self-awareness, emotional self-management, empathy and social
awareness, and social skills -- or managing relationships. And the second
two of the those, the empathy and social
skill components, are what make upsocial intelligence.”
At the time of the first Emotional
Intelligence book the field was very
young. Goleman reported on theemerging evidence that emotions might
actually help thinking. Neuroscienceimagery was just getting advancedenough to show hints of how the brain
actually processes information, and
scholars and practitioners were
beginning to measure and teach aboutthis linkage.
Now over a decade later the science has
advanced dramatically and Goleman’s
new book documents some of the criticaldevelopments. “I couldn't have written
this book when I wrote emotional
intelligence because the science is sonew; it didn't exist in 1995. The field of
social neuroscience has only published
its first journal in the last few months.And social neuroscience expands the
domain of studies from one brain and
one body and one person to two or more
brains and body and people. In other words, it's a neuroscience of what
happens during interaction. This turns
out to be extraordinarily important as aninsight and helps us understand the
parallel circuitry that handles our
relationships.”
The “parallel circuitry” is a phenomenaldiscovery that, like some many
discoveries, happened by accident.
Neuroscientist Giacomo Rizzolatti, MD,
and his colleagues at the University of
Parma were mapping the brains of monkeys to see how specific areas of the
brain function1. “They were monitoring
a cell,” Goleman says, “that only firedwhen the monkey lifted its arm. One
day, the cell fired even though the
monkey hadn't lifted its arm -- they
realized he was watching a lab assistanceeat an ice cream cone. Whenever the
human lifted his arm, the monkey’s cell
fired.” In other words the neuron wasactivated as if the money were taking
action. “It turns out to be exactly what
happens in human brains too. As yousee something, it activates that pattern in
you.”
The work with mirror neurons is
proceeding furiously around the world.Christian Keysers and Bruno Wicker
have shown that one person’s emotions
activate another person’s mirror neurons2. At the University of San Diego
Dr. V.S. Ramachandran is studying the
link between mirror neurons and
autism3. In short, our brains are
constantly reacting to the environment
and literally changing based on the
people around us.
“Mirror neurons” form a kind of biological
map of the observed world, literally imprinting others’ behaviors in our brains.
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ALL RIGHTS RESERVED
“Mirror neurons are a kind of ‘neural wi-fi’ that monitors what is happening in
the other people. This system tracks
their emotions, what movements they'remaking, what they intend and it
activates, in our brains, precisely thesame brain areas as are active in the
other person,” Goleman explains. “This puts us on the same wavelength and it
does it automatically, instantaneously
andunconsciously.”
While “being on
the same
wavelength” isfabulous when a
team is workingwell, we’ve allseen how one
grouch can
sabotage the
flow – especiallywhen it’s the
boss. Emotions
are infectious,one person’s
mood literally
changes the others’ brains. “Because thesocial brain connects us so intimately, it
provides the mechanisms that make
emotions contagious and emotions are
most contagious from the most powerful person in the room outward. This means
that, for example, if a boss is angry or
belittling or hypercritical, that the boss isgoing to create a state in the person
who's a target of that that it actually
disables them from being able to work at
their best. So that boss is, in effect,creating his or her own problems.”
For a decade EQ trainers and coacheshave worked with leaders to be more
aware of the shadow they cast or the
light they shed on an emotional level.
Goleman says now the neurosciencemakes the case so strongly that even the
most “leave those feelings at the door”kind of boss has to consider the
emotional fallout of his reactions. “The
internal state of the leader affects theinternal state of the people and therefore,
their ability to perform. That has profound implications for leadership.”
Yet for bottom-line, quantitativelyoriented leaders, isn’t this squishy
emotional talk just a distraction from
accomplishing
the work athand? Not so
says Goleman
– because eventhe most
spreadsheet-driven
executive
needs to be
concerned
about optimalfunction. “The
brain is
designed tohave the
reciprocal
relationship between states of negativeemotional arousal and of optimal
cognitive efficiency. Optimal cognitive
efficiency means that the brain is
working at its best for the task at hand.”
“If you want maximal productivity and if
you want work that gets the best results,”
he continues, “you want the people
doing that work to be in the optimal brain state for the work. You are a
person who can evict them from the
zone of optimal performance byslothfully handling your own
interactions with them. So it's up to you
to take responsibility for your impact ontheir ability to work at their best.”
The bottom line is “leaders have to take
more responsibility for the impact theyhave on the people that they lead and the
The new neuroscience creates a compelling case for
leaders: Your behavior and attitude has a powerful effect on performance.
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ALL RIGHTS RESERVED
know that people can learn by seeingsomeone execute well. We now
understand the mechanism: When you
watch someone else perform, that elicitsin the same arousal pattern in you. Kids
do this all the time; this is how toddlerslearn at such a voracious speed. They
learn how to do virtually everything theydo without being explicitly told. By
watching others, people develop an
internal map of the observed behavior.”These mirrored arousal patterns become
a kind of template, a map, that makes
imitation so easy.
In the Six Seconds Model of EmotionalIntelligence, this awareness is captured
through set of skills called “GiveYourself.” Given that we have such a
profound affect on one another – that we
literally shape each other’s brains, it becomes critical to consider the ripples
we’re sending out. Anecdotally it’sevident that some leaders inspire optimal
performance because they are so purpose-driven and operate with such
high levels of integrity. They seem to
send out a kind of magnetic force thatdraws out the best in their people. Now
this emerging neuroscience helps us see
why these “human signals” are so powerful.
Daniel Goleman is one of the leading voices on the role of emotions and performance.
The author of five books on the subject, his 1995 Emotional Intelligence is aninternational bestseller with over 5 million copies in print. To read more about Daniel
Goleman’s work, visit his website at http://www.danielgoleman.info
Joshua Freedman is the Director of Six Seconds’ Institute for OrganizationalPerformance (http:// EQperformance.com), the world leaders in developing emotional
intelligence to improve performance. His website is http://jmfreedman.com
Notes:
1Experimental Brain Research (Vol. 91, No. 1, pages 176–180), 1992 – Here is an
excellent article on the history of this science:
http://www.apa.org/monitor/oct05/mirror.html -- and a link to a NOVA special:http://www.pbs.org/wgbh/nova/sciencenow/3204/01.html 2
Neuron (Vol. 40, No. 3, pages 655–664), 2003
3 Here is a video on mirror neurons and autism:http://www.youtube.com/watch?v=_8WV1zAh9zU 4
For example, Alice Isen’s chapter on “Positive Affect and Decision-Making” in The Handbook of Emotion (1993).5
See K Elsbach and P Barr, Effects of Mood on Individuals’ Use of Structure Decision
Protocols, Organization Science, 10-2, 1999.
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Social intelligence
was first defined in
1920 as “the ability to
act wisely in human
relationships”. Since
that time, research
on social intelligence
has suggested how it is
linked with everything
from workplace
success and student
achievement to general
well being and health.
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Self-Awareness is
defined as knowing,
honoring and
managing one’s self
as the foundation
for authentic relationships. Empathy
entails the capacity to
accurately understand
others and to engage
in compassionate,
nonjudgmental
interactions. Social
Influence is the
capacity to understand
social situations
and to influence
others to engage in
considerate, thoughtful
relationships.
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People connect
with and affect one
another in tangible
ways whether or not
they choose to do so
or are conscious that the connection is
happening. Daniel
Goleman refers to
this affinity for
human connection as
“emotional WI FI…a
remarkable neural
event: the formation
between two brains
of a functional link,
a feedback loop that
crosses the skin-and-
skull barrier between
bodies.”
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Daniel Siegel, a pioneer
in the neuroscience
of relationships tells
us, “Our brains are
profoundly social…we
need connections to
other people to feel in
balance and to develop
well.” He explains
how interpersonal
relationships help
the brain balanceemotions, regulate the
body and increase self
awareness.
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UIPVHI#FTTXBTGSJFOEMZBOEXBOUFEUPQMBZ$ISJTXPVMEIJEFPS
The chemistry of
workplace interactions
is tangible; the quality of our connections
with one another
affects our ability to
share information
and coordinate
our tasks as well as
helps or hinders our
professional growth
and commitment
to our work and
organizations.
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6 4PDJBM*OUFMMJHFODF4UZMFT]$+1IJQQT]XXX*OOPWBUJWF)VNBO%ZOBNJDTDPN
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An essential insight
from social learning
theory is that
human beings can
identify and reframe
past relationship
experiences in order to
bring clarity and make
healthy choices about
relationships in the present.
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4PDJBM*OUFMMJHFODF4UZMFT]$+1IJQQT]XXX*OOPWBUJWF)VNBO%ZOBNJDTDPN 7
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The Social Intelligence
Workshops developed
by Innovative Human
Dynamics are based on
social learning theory,
appreciating our
strengths, and tapping
the awesome power of
the brain to refocus our
attention on desired change.
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4PDJBM*OUFMMJHFODF4UZMFT]$+1IJQQT]XXX*OOPWBUJWF)VNBO%ZOBNJDTDPN 9
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“It is not a thing,
Eden, but a pattern
of relationships, madevisible in conversation.
To live in Eden is
to live in the midst
of good relations,
of just relations
scrupulously attended
to, imaginatively
maintained through
time.” Altogether we
call this beauty.
Barry Lopez
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ExEx 16014December
2007Leadership ForToday Series
#2
Col l ege of Agri cul t ure & Bi ol ogi cal Sci ences / Col l ege of Fami l y and Consumer Sci ences / USDA
Within a given day, human beings rely on the ability to
communicate as a means of transferring information.
Whether we speak, listen, write notes or letters, email, or
text message, the process of communicating thoughts,
ideas, and feelings is something we find to be important
but typically give little thought to.
In organized group situations, the art of good communi-
cation helps build trust and respect. It fosters a positive
learning environment and can set the stage for the group
to achieve its identified mission, vision, and goals. In any
group setting, members may share a common interest and
commitment, yet also may see things from a variety of
perspectives. Effective communication is one means for a
group of diverse individuals to share ideas, construct solu-
tions, and make appropriate decisions.
We send a variety of messages on a constant basis—
including those messages we intend to send, those we
actually send, messages a listener thinks he/she heard,
responses from a listener based on what they think they
heard, and our response to that response. When it comes
to communication, there is a lot for a person to recall, and
recall is key to effective communication. Research has
shown that people generally remember:
• 10% of what they read
• 20% of what they hear
• 30% of what they see• 50% of what they hear and see
• 70% of what they say and write
• 90% of what they say as they do something
Communication consists of two basic skills: listening and
speaking . But today’s hectic pace of life can make this
two-way communication difficult. Unless care is given to
the communication process, the probability that things
may “go wrong” in our daily communication with others
is high. In fact, communication should always begin with
listening rather than speaking, thus reinforcing the golden
rule: “Listen to understand. Speak to clarify.” Such active
listening is the most important form of communication
that can be utilized by members of a group, and it is a skill
that requires patience, practice, and concentration. For
effective active listening, we need to listen without judg-
ing, and then provide feedback that fosters the opportuni-
ty to learn, observe, and connect with the speaker.
THE CONVERSATIONAL FEEDBACK PROCESSProviding feedback is a crucial step in becoming a bet-
ter listener. It allows us, as listeners, to frame our speak-
ing (feedback) so that we can ask good questions, find
additional information, and provide a better response—
thus making us better at communication.
1. Acknowledge the thoughts, ideas, or feelings of the
speaker. These are actions you take to let the listener
know you are paying attention. Practice communication
skills like leaning towards the speaker, nodding your
head, or making comments like “I see.” These actions let
the speaker know that you are focused on both them and
the ideas they are communicating.
Example acknowledgements: “Tell me more.” Or “That
sounds interesting. Please go on.”
2. Use “I” Messages. An “I” message allows us to com-
municate or react to information without placing blame
or judgment upon either the person speaking or the iden-
tified situation. An “I” message describes a listener’s
response to information or behavior without asking for
changes to that information or behavior.
Example “I” messages: “I am frustrated because not
everyone in the group has had a chance to share their
Leadership for TodayEffective Group Communication
Karla Trautman, Leadership Development Specialist
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ideas for the project.” Or “I understand what you are
worried about, but I’m not sure that I see it the same
way.”
3. Ask for more information. Asking for more infor-
mation is critical when a) you don’t understand the infor-
mation clearly or b) there is a great quantity of informa-
tion to absorb. Asking for additional information is espe-cially critical if there is an emergency or crisis attached
with the group interaction. Test your interpretation of
what the speaker is saying. Ask relevant, open-ended
questions that begin with “what,” “how,” “please
explain,” or “describe.”
Examples: “Please explain how this information may
impact the members of this group.” Or “If we were to
proceed with this decision, please describe how it would
impact business owners in the community.”
4. Paraphrase/Summarize. A powerful and importantcomponent of good communication is the ability to par-
aphrase (or reflect). This process lets the speaker know
that you are trying to understand their viewpoint—and it
allows you to identify or reflect what you believe you
have heard. It clarifies the communication while slowing
the pace (and intensity) of a conversation to a manage-
able level. To paraphrase, simply repeat what the speak-
er has told you, but do so in your own words. Do not
embellish or add details that you did not hear.
Example: “I hear you saying that you are concerned
about the group’s decision to approve the bond issue and the impact a new building will have on your neighbor-
hood. What other options may be available?”
5. Of fer thoughts for additional action. Ask whether
the speaker is willing or wants to hear your thoughts.
Don’t give your thoughts if the speaker declines.
Example: “Would you be interested in hearing my per-
spective on this issue?” If the speaker declines, move on
to another topic of conversation. If the speaker responds
affirmatively, use “I” messages and a positive manner to
share your ideas, while taking care not to force your thoughts upon the (now) listener.
BODY LANGUAGEBody language elements such as facial expressions,
gestures, eye contact, and body posture are components
of non-verbal communication. Whether we are speaking
or listening, we need to be aware of body language. Body
language can tell us if another person is interested, bored,
confused, or in disagreement. Body language should be
used as a checkpoint in a conversation—we can use it to
help both our own and other’s understanding of a dia-
logue.
Be respectful of cultural differences regarding accept-
able, and non-acceptable, forms of non-verbal communi-
cation. While one culture may find certain types of body
language (i.e., maintaining eye contact or standing close
while speaking) acceptable, another may find that sameexpression inappropriate or offensive.
GROUP PARTICIPATIONA group is most effective when all members participate
and contribute to its conversations. When all group
members practice effective communication, a sense of
trust, cooperation, and productivity will thrive. Healthy
groups that have worked to foster a culture of positive
communication will
• demonstrate a willingness to work through conflict
rather than avoid it,
• demonstrate a willingness to listen and pay atten-tion to one another,
• focus efforts on addressing one topic of discussion
at a time,
• help members feel comfortable in sharing
thoughts/ideas,
• state decisions clearly so that all members can
understand the outcomes,
• provide avenues for feedback,
• and maintain a consistent communications process
that helps the group stay focused on its goals.
PROVIDING ENVIRONMENTS FOROPEN COMMUNICATION
Fostering an environment for open communication in a
group setting is not always easy to achieve. Therefore, if
provided, such an environment is most often deliberately
planned by group leaders. Here are a few communica-
tion-building techniques that will help ensure that all
group members feel free to share their ideas and
thoughts:
R OUND R OBIN If it is likely that everyone already has an
opinion about a topic, the round-robin technique may be
used at the beginning of a discussion. In addition, thistechnique can be used at the end of a discussion (because
the facts and information have been shared). The round-
robin technique works as follows:
1. Ask the entire group a single question regarding the
topic.
2. Allow several minutes for group members to con-
sider the question and formulate their response.
3. Each group member has the option to either take a
turn and respond verbally to the question or PASS.
4. Every person in the group must have the opportuni-
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ty to share his/her response before any person can
speak a second time.
BRAINSTORMING This is a process used to collect as
many ideas as possible in a short period of time.
Encourage group members to identify a quantity of ideas
rather than worry about the quality of those ideas.
Practicality is not necessary and creativity, both large
and small, is encouraged:
a. Post the rules for brainstorming. The rules are:
- List as many ideas as possible.
- Add ideas quickly.
- A key word from each idea will be noted.
- No judgment can be made about each idea.
- It’s OK to expand upon an idea that has already
been posted.
- No idea is too small or too large.
- Brainstorming will continue until no new ideas
are generated. b. Ask for a volunteer to serve as the recorder. Use
flip charts to record the ideas as they are generated
so the group can view them as the process pro-
ceeds.
c. Take a break after brainstorming to allow group
members to review the list and discuss some of the
ideas.
d. Establish group criteria for selecting the best ideas.
Narrow the list to ideas that meet the criteria. A
final solution may involve a combination of ideas.
NOMINAL GROUP This technique utilizes individual brainstorming, then small-group discussion. It provides
the group with the ability to prioritize a list of ideas or
solutions for consideration:
1. Distribute a notecard to each person.
2. State an open-ended question that addresses the
issue being considered by the group. For example:
“What are some ways to market the downtown
business district?”
3. Ask participants to spend a specified amount of
time (x minutes) writing down as many answers to
the question as they can. (Participants should
answer the questions on their own.) They should record their answers on the notecard they have been
given.
4. Divide the participants into small groups. (If there
are more than eight people in the group, divide into
groups of four to six members each.) Within each
small group, each individual should be given the
opportunity to share each idea on their notecard.
Questions can be asked for clarification, but no
judgment should be made about the shared ideas. A
group recorder should make a master list of the
shared ideas on a flip chart.
5. When all ideas from all members within a particu-
lar group have been shared, each member selects
five ideas from the master list and ranks them on
the reverse side of their notecard. Their highest-pri-
ority item receives a 5, while their lowest-priority
item receives a 1.
6. Distribute 15 stickers to each member. Instruct
members to go to the master list and place five
stickers next to the idea that is their highest priori-
ty, and continuing likewise until they have placed
only one sticker next to the idea that is their lowest
priority.
7. Add the “points” that have been awarded by the
group to the various ideas—thus, a group master-
priority list will have been generated.
EMAIL COMMUNICATION WITHIN A GROUP
Often, group members will communicate with eachother between face-to-face meetings through the use of
email. The use of email has improved the ability of
groups to communicate; it is a flexible and affordable
means of sharing information. However, like other forms
of non-verbal communication, email does not come
without challenges. The following usage guidelines may
help to improve the effectiveness of the communication:
1. Choose subject lines wisely. Recipients may prior-
itize email based on either the sender or the subject
line. Be brief and succinct about the subject of the
message.
2. Never send something in an email that you donot want a broader audience to see. Be sure to
review the “send to” and “cc” list. This is especial-
ly easy to overlook if you often use “reply to all.”
Assess the content of your statements—once you
send an email, you lose ownership of the message
(you cannot control whom other group members
may choose to share the email with).
3. Be aware that email can sometimes cause hur t
feelings or complicate issues. This is especially
true if the email addresses a crisis or a controver-
sial issue. If you receive an email that generates
strong feelings or confusion, take your time inresponding to it. Give due thought and considera-
tion to your response before hitting the “reply” but-
ton.
4. If you must use them, use humor or sarcasm
with care. People often have a hard time distinguish-
ing between comments that are meant to poke fun in
a general and those that are meant to make a point.
Humor and sarcasm don’t always translate well via
email because it is hard to know if the writer is seri-
ous or joking. Use humor or sarcasm with caution.
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5. As a group, decide if email will be used as a
means of sharing group business and informa-
tion or if it will be used as an informal network-
ing opportunity. This is important because not all
group members may have email or may not check
email on a regular basis. If group members know
that group business will be shared via email, then
they will have the expectation that they need to reg-ularly check their email. The group should also
identify a means for sharing the same information
with group members who do not have email, so
that all members of the group feel included and
have a voice on important issues.
6. If using email to announce group meetings, activ-
ities, or events, it is better to include the relevant
inf ormation directly in the body of an email mes-
sage versus through an attachment. This is a more
efficient use of group members’ time and reduces
the risk of sending viruses that may be transferred
via attachments.
Through practicing the art of communication, people
can learn more about both each other and the groups in
which they work. Learning the skills of good communi-
cation helps to insure positive and productive relation-
ships with the people around us.
REFERENCES
Cyr, Louise Franck. 2004. Group Works: Effective Communication . The University of Maine Cooperative
Extension.
Learning Today, Leading Tomorrow: Unit II – Communication Basics . 2005. Penn State Extension.
Lesmeister, Marilyn. 1992. Leadership Development Within Groups: Communicating Effectively . North
Dakota State University Extension Service.