Emotional Intelligence in Action E-Book

Marcia Hughes

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 469

Veröffentlichungsjahr: 2011

Beschreibung

The importance of emotional intelligence as a critical factor in personal and business success is now well established. Emotional Intelligence in Action, Second Edition shows how to tap the power of EI to build effective emotional skills and create real change for leaders and teams. This book breaks new ground in providing a cross-reference matrix that maps sixty-five exercises to four leading emotional intelligence models - the EQ-I 2.0 or EQ360, TESI and TESI Short, the MSCEIT, and EISA - making it easy to use with all the models. Revised to respond to the significant changes in EQi-2.0 and to add two new instruments, TESI and EISA, this Second Edition now offers in-depth coverage of such emerging topics as emotional expression, as well as twenty new exercises, accompanied by reproducible handouts for your participants. Ideal for both individual or team coaching or as part of a wider leadership and management development program, Emotional Intelligence in Action, Second Edition provides highly-effective experiential learning, drawn from real life, that will help you enhance emotional intelligence competencies in every organization.

Leseprobe

Contents

On the Web

Acknowledgments

Introduction

Part One: Using Emotional Intelligence to Create Real Change

Chapter 1: The Case for Emotional Intelligence

Emotions: What are They?

Emotions and Identity

Emotional Power

Chapter 2: How Everyone Can Use the Exercises

Emotional Quotient Inventory® (EQ-I2.0 and EQ360)

Team Emotional and Social Intelligence Survey® (TESI®)

The Msceit™

Emotional Intelligence Skills Assessment

Cross-Reference Matrix

Part Two: Exploring Emotional Intelligence and Well-Being Skills

Skill 1: Self-Regard

What Is It?

Why Should We Care About Self-Regard?

How Can We Build Self-Regard?

Transformational Benefits

Star Performer

Reel Performer

Skill 2: Self-Actualization

What Is It?

Why Should We Care About Self-Actualization?

How Can We Build Self-Actualization?

Transformational Benefits

Star Performer

Reel Performer

Skill 3: Emotional Self-Awareness

What Is It?

Why Should We Care About Emotional Self-Awareness?

How Can We Build Emotional Self-Awareness?

Transformational Benefits

Star Performer

Reel Performer

Skill 4: Emotional Expression

What Is It?

Why Should I Care About Emotional Expressiveness?

How Can We Build Emotional Expressiveness?

Care To Express

Transformational Benefits

Star Performer

Reel Performer

Skill 5: Assertiveness

What Is It?

Why Should I Care About Assertiveness?

How Can We Build Assertiveness?

Transformational Benefits

Star Performer

Reel Performer

Skill 6: Independence

What Is It?

Why Should We Care About Independence?

How Can We Build Independence?

Transformational Benefits

Star Performer

Reel Performer

Skill 7: Interpersonal Relationships

What Are They?

Why Should We Care About Interpersonal Relationships?

How Can We Build Interpersonal Relationships?

Transformational Benefits

Star Performer

Reel Performer

Skill 8: Empathy

What Is It?

Why Should We Care About Empathy?

How Can We Build Empathy?

Transformational Benefits

Star Performer

Reel Performer

Skill 9: Social Responsibility

What Is It?

Why Should We Care About Social Responsibility?

How Can We Build Social Responsibility?

Transformational Benefits

Star Performer

Reel Performer

Skill 10: Problem Solving

What Is It?

Why Should We Care About Problem Solving?

How Can We Build Our Problem Solving Competencies?

Transformational Benefits

Star Performer

Reel Performer

Skill 11: Reality Testing

What Is It?

Why Should We Care About Reality Testing?

How Can We Build Reality Testing?

Transformational Benefits

Star Performer

Reel Performer

Skill 12: Impulse Control

What Is It?

Why Should We Care About Impulse Control?

How Can We Build Impulse Control?

Transformational Benefits

Star Performer

Reel Performer

Skill 13: Flexibility

What Is It?

Why Should We Care About Flexibility?

How Can We Build Flexibility?

Transformational Benefits

Star Performer

Reel Performer

Skill 14: Stress Tolerance

What Is It?

Why Should We Care About Stress Tolerance?

How Can We Build Stress Tolerance?

Transformational Benefits

Star Performer

Reel Performer

Skill 15: Optimism

What Is It?

Why Should We Care About Optimism?

How Can We Build Optimism?

Transformational Benefits

Star Performer

Reel Performer

Skill 16: Happiness/Well-Being

What Is It?

Why Should We Care About Happiness?

How Can We Build Happiness?

Transformational Benefits

Star Performer

Reel Performer

Part Three: Emotional Intelligence Exercises to Build Effective Skills

Exercise 1.1

Lighten Up With Self-Compassion Handout

Exercise 1.2

Of Thine Own Self Be Aware Handout

Exercise 1.3

Reconciliation Handout

Exercise 1.4

Aspect and Roles Handout

Exercise 2.1

Leverage Your Time With A 2% Solution Handout

Your 2% Solution Handout

Exercise 2.2

The Scavenger Hunt Handout

Exercise 2.3

Becoming All That You Can Be Handout

Exercise 2.4

Applying Inspiration Handout

Exercise 3.1

Expanding Your Uncommon Awareness Handout

Exercise 3.2

Are You In Touch? Handout

Exercise 3.3

It Just Bubbles Up Handout

Exercise 3.4

Moving Toward and Moving Away Handout

Exercise 4.1

Expressing Resistance Handout

Exercise 4.2

Say It Nonverbally! Handout

Exercise 4.3

Exercise 4.4

Expressing Emotions in Social Media Handout

Exercise 5.1

Developing Appropriate Assertiveness Within Your Team Handout

Exercise 5.2

Role-Play Template

Ramp It Up Handout

Exercise 5.3

Dial It Back Handout

Exercise 5.4

Getting Your Point Across Handout

Exercise 6.1

Virtual Decision Making Handout

Exercise 6.2

Cut The Apron Strings Handout

Exercise 6.3

Solitary Effort Handout

Exercise 6.4

Going Along With The Group—Or Not—Handout

Exercise 7.1

Exercise 7.2

You’Ve Got Good News Handout

Exercise 7.3

Making New Friends Handout

Exercise 7.4

Exercise 8.1

Exercise 8.2

Exercise 8.3

Mixed Emotions Handout

Exercise 8.4

Do As The Empathic Do Handout

Exercise 9.1

Exercise 9.2

Reflect The Best Handout

Exercise 9.3

Who Do I Work For? Handout

Exercise 9.4

Exercise 10.1

When Problems Become Conflicts Handout

Exercise 10.2

Emotions Affect Decision Making Handout

Exercise 10.3

Purpose

Sample Scenario: Cozy Coffee vs. National Biggie

Mastersolve Model For Teams Handout

Exercise 10.4

Win-Win Negotiating Handout

Exercise 10.5

Let’s Cover Our Bases Handout

Exercise 11.1

Exercise 11.2

Feel, Hear, See—Is It Reality? Handout

Exercise 11.3

Visit Their Reality Handout

Exercise 11.4

Using All Three of Your Minds Handout

Exercise 12.1

Putting On The Brakes Handout

Exercise 12.2

King Lear, Act 1, Scene 1, Handout

To Impulse Or Not To Impulse Handout

Exercise 12.3

The Urge To Splurge Handout

Exercise 12.4

Hot Buttons Handout

Exercise 13.1

The Highly Flexible Team Handout

Exercise 13.2

No More Shutdowns Handout

Exercise 13.3

Yes, No, Maybe So Handout

Exercise 13.4

Exercise 14.1

EZ Stress Buster Handout

Exercise 14.2

Personality Quiz Handout

Scoring Sheet

’Cause You’ve Got Personality Handout

Exercise 14.3

Exercise 14.4

Deep Center Breathing Handout

Exercise 15.1

Optimistic Self-Talk and Behavior Handout

Exercise 15.2

Be Solution-Focused Handout

Exercise 15.3

Exercise 15.4

The Optimistic Explanation Handout

Exercise 16.1

Beyond Personal Silos Handout

Exercise 16.2

Growing My Happiness Handout

Exercise 16.3

Exercise 16.4

Resources

References

About the Authors

Index

About This Book

Why is this topic important?

Exploring and developing emotional intelligence not only makes us happier and more successful, but it helps us motivate ourselves, manage stress more effectively, and resolve conflict with others. It gives us the skills to be able to encourage, comfort, discipline, and confront different kinds of people appropriately in different situations. It determines how effectively we express our emotions within the cultural contexts of our families, our workplace, and our community. It determines how well people listen to us and how well we are heard.

What can you achieve with this book?

As an easy-to-use informational reference to the key components of emotional intelligence, this book is unsurpassed. The sixty-five cross-referenced exercises serve as an invaluable resource for trainers, coaches, facilitators, HR professionals, managers, and anyone who needs to build emotional intelligence competencies in their work with individuals, teams, or groups.

Several books are available that discuss this topic, but very few provide exercises and learning scenarios to help build emotional intelligence skills. This book breaks new ground in providing a cross-reference matrix that maps the exercises to four of the leading emotional intelligence models—the EQ-i2.0® or EQ360®, TESI® and TESI® Short, the MSCEIT™, and EISA—making it easy to use with all the models.

How is this book organized?

This book is organized into three parts. Part One provides an overview of using emotional intelligence to create real change. It includes sections on why emotional intelligence is important and how to best use this book. It also contains the cross-reference table that maps the exercises to four leading emotional intelligence models. Last, it discusses the integral connection between thinking and emotions. Part Two gives a synopsis of sixteen components of emotional intelligence. Part Three features sixty-five exercises to help build effective emotional skills. Each exercise includes a purpose statement, summary, description of the outcome/desired results, estimated time, intended audience, skill level needed by facilitator, step-by-step instructions, and reproducible handout sheets for participants where applicable.

About Pfeiffer

Pfeiffer serves the professional development and hands-on resource needs of training and human resource practitioners and gives them products to do their jobs better. We deliver proven ideas and solutions from experts in HR development and HR management, and we offer effective and customizable tools to improve workplace performance. From novice to seasoned professional, Pfeiffer is the source you can trust to make yourself and your organization more successful.

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Essential Tools Pfeiffer’s Essential Tools resources save time and expense by offering proven, ready-to-use materials—including exercises, activities, games, instruments, and assessments—for use during a training or team-learning event. These resources are frequently offered in looseleaf or CD-ROM format to facilitate copying and customization of the material.

Pfeiffer also recognizes the remarkable power of new technologies in expanding the reach and effectiveness of training. While e-hype has often created whizbang solutions in search of a problem, we are dedicated to bringing convenience and enhancements to proven training solutions. All our e-tools comply with rigorous functionality standards. The most appropriate technology wrapped around essential content yields the perfect solution for today’s on-the-go trainers and human resource professionals.

Essential resources for training and HR professionals

Copyright © 2012 by Marcia Hughes and James Bradford Terrell.

Published by Pfeiffer

An Imprint of Wiley

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www.pfeiffer.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax [phone], or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax [phone], or online at http://www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet websites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

Certain pages from this book and all the materials on the associated website are designed for use in a group setting and may be customized and reproduced for educational/training purposes. The reproducible pages are designated by the appearance of the following copyright notice at the foot of each page:

Emotional Intelligence in Action, Second Edition. Copyright © 2012 by Marcia Hughes and James Bradford Terrell. Reproduced by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com

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Library of Congress Cataloging-in-Publication Data

Hughes, Marcia.

Emotional intelligence in action : training and coaching activities for leaders, managers, and teams / Marcia Hughes, James Bradford Terrell.—2nd ed.

p. cm.

Includes bibliographical references and index.

ISBN 978-1-118-12804-6 (pbk.); 978-1-118-17126-4 (ebk.); 978-1-118-17127-1 (ebk.); 978-1-118-17128-8 (ebk.)

1. Executives—Training of—Handbooks, manuals, etc. 2. Leadership—Study and teaching—Handbooks, manuals, etc. 3. Executive coaching—Handbooks, manuals, etc. 4. Counselors—Training of—Handbooks, manuals, etc. 5. Group facilitation—Handbooks, manuals, etc. 6. Personnel departments—Employees—Training of—Handbooks, manuals, etc. 7. Emotional intelligence—Handbooks, manuals, etc. 8. Active learning— Handbooks, manuals, etc. I. Terrell, James Bradford, 1951- II. Title.

HD30.4.H824 2012

658.4’071245—dc23

2011041420

Acquiring Editor: Holly Allen

Director of Development: Kathleen Dolan Davies

Developmental Editor: Susan Rachmeler

Production Editor: Michael Kay

Editor: Rebecca Taff

Editorial Assistant: Michael Zelenko

Manufacturing Supervisor: Becky Morgan

This book is dedicated to all those who help others enhance the quality of life by developing deeper, more profound business and personal relationships. Their actions, which add richness, strength, and meaning to life, resonate throughout the world and transform our lives.

On the Web

From the Internet, you can download for free the handouts that are part of the various exercises. To obtain these handouts electronically, please access the following web address:

www.pfeiffer.com/go/EIAction2

password: training

Below is a list of the handouts posted on the website.

Self-Regard

Lighten Up with Self-CompassionOf Thine Own Self Be AwareReconciliationAspect and Roles

Self-Actualization

Leverage Your Time with a 2% SolutionYour 2% SolutionThe Scavenger HuntBecoming All That You Can BeApplying Inspiration

Emotional Self-Awareness

Expanding Your Uncommon AwarenessAre You in Touch?It Just Bubbles UpMoving Toward and Moving Away

Emotional Expression

Expressing ResistanceSay It Nonverbally!Expressing Emotions in Social Media

Assertiveness

Developing Appropriate Assertiveness Within Your TeamRamp It UpDial It BackGetting Your Point Across

Independence

Virtual Decision MakingCut the Apron StringsSolitary EffortGoing Along with the Group—Or Not

Interpersonal Relationships

You’ve Got Good NewsMaking New Friends

Empathy

Mixed EmotionsDo as the Empathic Do

Social Responsibility

Reflect the BestWho Do I Work for?

Problem Solving

When Problems Become ConflictsEmotions Affect Decision MakingMasterSolve Model© for TeamsWin-Win NegotiatingLet’s Cover Our Bases

Reality Testing

Feel, Hear, See—Is it Reality?Visit Their RealityUsing All Three of Your Minds

Impulse Control

Putting on the BrakesKing Lear, Act 1, Scene 1To Impulse or Not to ImpulseThe Urge to SplurgeHot Buttons

Flexibility

The Highly Flexible TeamNo More ShutdownsYes, No, Maybe So

Stress Tolerance

EZ Stress BusterPersonality Quiz‘Cause You’ve Got PersonalityDeep Center Breathing

Optimism

Optimistic Self-Talk and BehaviorBe Solution-FocusedThe Optimistic Explanation

Happiness/Well-Being

Beyond Personal SilosGrowing My Happiness

Acknowledgments

The authors wish to acknowledge and thank:

Steve Stein, James Buchanan, Derek Mann, and the MHS team; Diana Durek, for her astute leadership and guidance in working with EI; Reuven Bar-On, Peter Salovey, John D. Mayer, David R. Caruso, Daniel Goleman, Richard E. Boyatzis, Cary Cherniss, and Marilyn K. Gowing, for their pioneering emotional intelligence work; Robert Carkhuff for his substantial contribution to the field of interpersonal communication.

Martin Delahoussaye, editor of the first edition, for being there to welcome us in and guide us with such good cheer; and current editor Holly Allen, Susan Rachmeler, Kathleen Dolan Davies, Michael Zelenko, Rebecca Taff, Michael Kay, Denise Sullivan, and Tolu Babalola at Pfeiffer and Wiley for guiding us with gentle insistence to the quality we most desired to achieve. A big thanks to L. Bonita Patterson for all her excellent work on the first edition of this book.

Michael Snell, our agent, for creating an excellent interface with our publisher, orchestrating a win-win process, and continuing down the publishing path with us.

All of our parents, families, teachers, mentors, clients, and adversaries, and the grace and pluck that have gotten us each this far along the crazy paths we call our lives.

Introduction

Getting the Most from This Resource

PURPOSE

Emotional intelligence research and experience validate its importance as a critical factor in personal and business success. The Consortium for Research on Emotional Intelligence in Organizations provides a business case for emotional intelligence that lists success stories that resulted from developing or expanding emotional intelligence skills. They note:

“Optimism is an emotional competence that leads to increased productivity. New salesmen at Met Life who scored high on a test of ‘learned optimism’ sold 37 percent more life insurance in their first two years than did pessimists.” (www.eiconsortium.org)

The need for emotional intelligence increases with higher levels of responsibility, such as management or parenthood, and becomes even more important with groups, such as work teams. Recognizing the importance of emotional intelligence is a great starting place, but how do we develop competencies in the actual skills that empower us to function more effectively at work, at home, and in the community? The Guidelines for Best Practices for training and development in EI created by the EI Consortium emphasize the critical need for experiential practice to learn and enhance EI competencies. This book addresses that need by providing experiential learning scenarios drawn from real life to enhance emotional intelligence skills and competencies.

AUDIENCE

This book is designed for coaches, trainers, facilitators, HR professionals, managers, and anyone who wants to help others improve their emotional intelligence. The in-depth description of key elements of emotional intelligence is supported by easy, practical, and impactful exercises.

For individual coaching, the primary audiences are leaders, managers, supervisors, and employees whose job success requires improved interpersonal skills. The exercises will also be useful in clinical applications with clients who need to develop emotional intelligence to achieve therapeutic goals.

For group development, the primary audiences are management teams, intact teams at any level, and cross-functional teams. The exercises will also be an important resource for those providing public workshops for people interested in developing competencies in social and emotional intelligence, improving relationships, and expanding their career development opportunities.

ASSESSMENTS

The exercises contained in Part Three of this book may be used with or without assessments. For those who use assessments, we urge you to consider using multiple assessments whenever possible. No one measure can tell everything about a person or a team. Multiple data sets provide the opportunity to corroborate results, to better understand the feedback, and to understand the interrelationships among multiple factors. Dr. Cary Cherniss, professor, author of pivotal books on EI, and co-founder of the EI Consortium, stated in his presentation at Collaborative Growth’s EQ Symposium that many organizations are increasingly requesting the use of multiple assessment tools and finding more validity in results when they do so.

Assessments one might consider using in accompaniment with any of the four EQ measures discussed in this book include the Myers-Briggs Type Indicator® (MBTI), Emergenetics®, FIRO-B®, the Center for Creative Leadership’s Benchmarks, the DiSC®, and the Campbell Interest and Skills Inventory. One interesting explanation of the combination of assessment benefits is found in Pearman (2009), where he discusses MBTI and emotional intelligence.

HOW THIS BOOK IS ORGANIZED

This book is organized into three parts. Part One, Using Emotional Intelligence to Create Real Change, explains the rationale for developing emotional intelligence (EI) and highlights four key EI measures. The first section outlines the case for emotional intelligence. It explains why EI has such a powerful impact on personal effectiveness. The next section introduces the four most significant emotional intelligence measures and presents a matrix for cross-referencing the individual exercises in this book with the specific competencies for which each measure provides instruction. If you are working with one of the four EI measures—the EQ-i2.0® or EQ360®, TESI®, the MSCEIT™, or EISA—you can look up your measure of choice in the cross-reference matrix and find the exercises that apply. These exercises will help you develop the competencies important to you for whichever measure you use.

Perhaps the best part is that you don’t have to be working with a measure at all! You can use these exercises independently to strengthen any competency that is needed. For example, if you wanted to work with a team or individual to help him or her develop flexibility, you would look in Part Two for the in-depth description of the competency and then go to Part Three, where, under the heading Flexibility, you would find four choices—Exercises 13.1, 13.2, 13.3, and 13.4. Just choose the one that is best suited to your situation.

Part Two, Exploring Emotional Intelligence and Well-Being Skills, provides an in-depth description of each of sixteen emotional skills to help you and your clients become thoroughly familiar with the dimensions of each skill.

Part Three, Emotional Intelligence Exercises to Build Effective Skills, contains exercises, all framed as experiential learning scenarios. The first three sections of each exercise—Purpose, Thumbnail, and Outcome—explain the following: Purpose answers WHY you would have the people do this exercise; Thumbnail tells you HOW participants will engage with the instructional material to generate the learning experience; and Outcome explains WHAT your target is—the desired results that can be achieved. The exercises contain reproducible handouts (also available at www.pfeiffer.com/go/Hughes/EIAction2) that you may copy for your participants.

The book closes with a list of resources for finding additional useful information.

Note to coaches and facilitators: Most of the exercises can be used in individual coaching situations as well as with intact teams and groups. The thumbnail summaries and instructions usually are written for the team and group experience. If you are coaching an individual, simply reframe the instructions for the one-on-one environment and the exercises will be effective for you and your client.

KEY TERMS

EI is an acronym for emotional intelligence.

EQ (emotional quotient) is a measure of the degree of emotional intelligence development, similar to IQ. The term was coined by Dr. Reuven Bar-On.

ICONS

We have developed a set of icons to highlight specific parts of each chapter to which you may want to give special attention. They are meant to be fun and informative landmarks that help you navigate the material efficiently and make the best use of it.

The treasure chest icon is the first one you will encounter. It appears in the in-depth description of each specific competency, where it highlights a helpful tip or insight about that skill, how to develop it, qualities that make it important, or how applying it effectively can make a difference in the quality of your life.

The star performer icon indicates a biographical note about someone in real life who is an excellent model of that specific competency. Martin Luther King, Gandhi, Maya Angelo, and Meryl Streep are among the examples you will find.

There are many excellent examples of emotionally intelligent behavior in the movies, so we have done our best to utilize some of the more popular films to illustrate each of the competencies. You will find The King’s Speech, The Hurt Locker, Jack Goes Boating, Precious, Lilies of the Field, Remember the Titans, and The Wizard of Oz among our favorites.

The purpose of the thumbnail is to let the coach or trainer quickly know how long he or she will need to allow for the exercise and what sort of an experience he or she will be facilitating.

The website for the book has easily downloadable copies of all handouts associated with the exercises. These can be printed out, which supports you in your preparation for using each exercise in coaching or training.

FACILITATOR COMPETENCIES

This section is designed to show the coach or trainer how skillful he or she will have to be in order to successfully conduct each exercise. There is generally also a significant relationship with how sophisticated the learning experience will be for the participants. If participants’ skills tend to be less developed in an area, then starting with an easier exercise will provide better results.

Three levels of facilitator skills are identified as:

EASY

MODERATE

ADVANCED

FACILITATOR GUIDELINES

Preparation

Review this section, “Introduction: Getting the Most from This Resource,” section to familiarize yourself with the icons used in this book.Review the appropriate section in “Part Two—Exploring Emotional Intelligence and Well-Being Skills” to better understand the emotional intelligence aspect on which you will be working.Read applicable material from the Resources list and the References at the back of the book if you are seeking supplemental information.Ensure the room size and table arrangements are conducive to the type of exercise you will be leading.Make sufficient copies of the reproducible participant handouts that are included in the exercises (and available on the website) and gather other needed materials.Consider playing music during the reflective phases of the exercises when participants are asked to think about their behaviors and responses. We recommend calming instrumental music that is played at a soft volume. (If you do use music, be sure to abide by any copyright restrictions.)

Materials

The “Materials” section of each exercise contains a list of materials you will need.Reproducible participant handouts are included in most exercises.Full-size printable versions of the handouts are available at www.pfeiffer.com/go/Hughes/EIAction2.

Debriefing and Reflection

Debriefing is one of the most important phases of each exercise. It gives participants a chance to reflect on and synthesize their experiences and to share what they have learned. It provides one of the best opportunities for introverts to be heard.Ask questions that help the participants uncover what they learned and surface any “a-ha’s.” Your mission is to lead them on a journey of self-discovery. The learning is more powerful when they recognize for themselves how they benefited from the exercise, versus having you tell them what they learned.

Selection

Refer to the cross-reference matrix in Chapter 2 of this book to identify the exercise(s) you want to use.Look up the potential exercises you identified from the cross-reference matrix, and refer to the purpose, thumbnail, outcome, audience, estimated time, and facilitator competency information to help you identify the best exercise(s) for your situation.

PART ONE

Using Emotional Intelligence to Create Real Change

In Part One we explain the rationale for developing emotional intelligence (EI) and highlight four key EQ measures. In the first section we outline the case for emotional intelligence and explain why EI has such a powerful impact on effectiveness. In the next section we introduce four of the most significant emotional intelligence measures and present a matrix for cross-referencing the individual exercises in this book with the specific skills in which each measure provides instruction.

If you are working with one of these four major measures—the EQ-i2.0 or EQ360, TESI®, the MSCEIT®, or EISA—you can look up your measure of choice in the cross-reference matrix and find the exercises that apply. These exercises will help you develop the competencies important to you for whichever measure you use.

Perhaps the best part is that you don’t have to be working with a measure at all! You can use these exercises independently to strengthen any competency that is needed. For example, if empathy is your focus, go to Exercises, 8.1, 8.2, 8.3, and 8.4 and choose the one that is best suited to your situation.