LearnaBytes

This is a continuation of the training session from the previous post which answered the question – why is emotional intelligence important (see it here)? In this part of the session, the focus will be on the core behaviours of emotional intelligence.

CORE BEHAVIOURS OF EMOTIONAL INTELLIGENCE?

In this part of the session, you will explore the core behaviours of emotional intelligence. To do this you will give them a case study to discuss in pairs. They will try to identify any emotional intelligence behaviour from the case study and afterwards discuss the various components of emotional intelligence.

Start by telling them that:

• Having discussed what emotional intelligence is, let’s look at what the components or core behaviours of emotional intelligence are.
• What are the core skills and behaviours that people with a good level of emotional intelligence demonstrate?
• That’s the question we want to answer.

Direct them to the part of their workbooks titled – THIS DEMO ISN’T GOING WELL.

Let them know that you are going to put them into pairs to do an activity which will involve reading the information in that part of their workbooks and answering a question.

Use the ‘breakout rooms’ feature to put them into pairs.

Give them 10-minutes to do the activity.

When the time is up, stop them and bring everyone back to the main room. Thank them for doing the activity and let them know that you have another activity for them to do.

Tell them that they are going to write down their thoughts about how Abigail demonstrated emotional intelligence on a whiteboard.

Display a whiteboard.

Give them clear instructions on how to use the whiteboard and let each person write down their thoughts about how Abigail used emotional intelligence. Allow up to 5-minutes for the whiteboard activity.

As they are writing down their thoughts on the whiteboard, read through them quietly. When the time is up, stop them and read what they wrote down, so they all hear. You don’t need to acknowledge people personally. Just summarise what they wrote and thank them for doing it.

Next, tell them that:

• We’ve defined what emotional intelligence is.
• We’ve also looked at some examples of emotional intelligence behaviour.
• Next, we will discuss the core behaviours of emotional intelligence.
• When we look at these behaviours, you may recognise some of the behaviours that Abigail demonstrated.

Display the slide titled – CORE BEHAVIOURS OF EMOTIONAL INTELLIGENCE.

When the slide displays, it will be blank with just a title. Tell them that:

• Emotional intelligence has four core behaviours.

Click  on the slide once to display information and tell them that:

• The first one is self-awareness.
• Self-awareness is the ability to understand our emotions, as well as our strengths and weaknesses, and recognize their impact on performance and relationships.
• If we are self-aware, we know how we feel and know how our emotions and actions affect those around us.
• Self-awareness is about understanding ourselves and using that knowledge to grow, learn and improve.
• Self-awareness is very important because before we can influence others, we must understand ourselves first.
• Self-awareness is the foundational behaviour of emotional intelligence.

Click  on the slide again to display more information and tell them that:

• The second behaviour is self-management which follows on from self-awareness.
• If you are self-aware then the next step is being able to manage yourself and your behaviour.
• Self-management is about being able to manage your emotions appropriately and how you behave and respond to situations.
• It is having the ability to control both positive and negative emotions and impulses and be flexible and adaptable in different situations.

Click  on the slide for a third time to display more information and say that:

• The third behaviour is social awareness which is being able to notice and understand the emotions of others and understand what is going on with them.
• Social awareness is about having the right level of empathy and using your understanding of others to respond to them appropriately.
• It involves being able to demonstrate empathy by putting yourself in the situation of others.
• It involves understanding their needs and taking action to meet those needs.
• With social awareness means, whether it’s an individual or group of people you can look at things from their perspective and demonstrate an understanding of their needs.

Click  on the slide for a final time and say that:

• The last behaviour is relationship management which is the ability to engage with others and build positive relationships.
• If you understand yourself, can manage your behaviour and actions and you have strong social awareness then those three components should combine to help you develop and maintain strong relationships.
• Relationship management is about being able to engage in good teamwork, resolve conflict well, communicate in persuasive ways and demonstrate behaviours that are good for relationships.

Let them know that all the components can be placed under two categories.

Click  on the slide to display information and say that:

• The first category is ‘Personal Competence’ which refers to personal competencies for emotional intelligence. These are self-awareness and self-management.
• They are about how we recognise, understand, and manage our own emotions and behaviour.

Click  on the slide again and tell them that:

• The second category is ‘Social Competence’ which refers to how we deal with other people. These are social awareness and relationship management.

After you finish presenting the information, ask them for questions and/or comments about what you told them and respond appropriately where necessary.

Then tell them that, there is information about the components of emotional intelligence in their workbooks. Direct them to the section in their workbooks titled – CORE BEHAVIOURS OF EMOTIONAL INTELLIGENCE.

Give them 5-minutes to quickly read through the information.

When the reading time is up, get their attention and ask if they have any comments and/or questions. Listen to any they have and respond appropriately.

Next, tell them that you want to revisit the situation between Jonah and Abigail. You want them to identify how Abigail was using the various behaviours of emotional intelligence.

To get them to do this, you will put them into small groups, and they will do the activity in the section of their workbooks titled – HOW DID ABIGAIL USE THE BEHAVIOURS?

Tell each person to read the information in their workbooks. Check that they understand what they need to do (explain it to them if necessary). Then put them into four small groups using the ‘breakout rooms’ feature.

Give them 7-minutes for the group activity.

When the time is up, stop them and bring everyone back to the main room.

Ask for their feedback in the following format:

• One group gives feedback on self-awareness skills that Abigail used.
• Another group gives feedback on self-management skills that Abigail used.
• The third group gives feedback on social skills that Abigail used.
• The last group gives feedback on relationship management skills that Abigail used.

Listen to their feedback without commenting and when they finish talking, thank them for doing the activity and let them know that you also categorised Abigail’s ‘emotional intelligent’ behaviour into the various components. They can compare what they did to what you did.

Direct them to the section of their workbook titled – ABIGAIL’S ‘EMOTIONAL INTELLIGENCE’ BEHAVIOUR.

Give them 5-minutes to read the information there.

After 5-minutes, stop them and get their attention. Ask them for any comments/or questions about what they read. Listen to them and respond appropriately if necessary.

Next, move on to the final part of the session.

In the next post, we will complete this training session.