EMOTIONAL INTELLIGENCE AND ITS COMPONENTS
bolajiowoade
THREE QUESTIONS TO GET YOUR 1:1 MEETINGS GOING GREAT
EFFECTIVE DELEGATION
SETTING EXPECTATIONS – HOW TO SET CLEAR EMPLOYEE EXPECTATIONS – PART 1
This resource is a continuation of a virtual training resource on ‘Setting Expectations’. In the previous part of the resource we dealt with, ‘What are employee expectations?’ You can access that resource here. In this part of the resource we will explore – How to set clear employee expectations.
HOW TO SET CLEAR EXPECTATIONS
In this part of the session, you will explore with the participants the actions they can take to set clear employee expectations.
Display the slide titled – LEROY’S FIRST TIME TASK.
SLIDE – LEROY’S FIRST TIME TASK
After displaying the slide, tell them that:
- Leroy is a new manager with three team members.
- He has never set expectations before, and he needs to set them for a new member of staff.
- Leroy is speaking to an experienced manager for support.
- Let’s read more about the situation.
Direct them to the part of their workbooks titled – LEROY’S FIRST TIME TASK.
The information there describes a group activity they will be doing. Allow them to read the information there individually.
WORKBOOK CONTENT – LEROY’S FIRST-TIME TASK
Use the ‘breakout rooms’ feature to split them into small groups of between three to four people per group and give them 6-minutes to do the activity.
After 6-minutes, stop them and bring everyone back to the main room. Allow each group to feedback their answers and listen to them intently.
When they finish presenting their feedback, thank them for doing the activity and tell them that:
- Let me tell you what specifically Ola told Leroy.
- She gave him six action points to follow in order to set clear expectations for his new team member.
- Let me show you what they are.
Display the slide titled – SIX TIPS FOR SETTING CLEAR EXPECTATIONS.
SLIDE – SIX TIPS FOR SETTING CLEAR EXPECTATIONS
After displaying the slide, the six tips will display automatically without you needing to click or do anything.
Allow them to read the information on the slide for about 2-minutes.
Then tell them that:
- We are going to explore these six tips a bit more and this time from your own perspective.
- In your workbooks is a section titled – APPLYING THE SIX TIPS TO YOURSELF.
WORKBOOK CONTENT – APPLYING THE SIX TIPS TO YOURSELF
Tell them to go to that section in their workbooks and let them read it for about 3 to 5-minutes.
After that give each of them 10-minutes to do the individual activity in their workbooks.
When the time is up, stop them. Ask how they found the activity generally and listen to them.
Then tell each person to tell you their answers to one of the responses to the six tips and again listen to them without commenting or asking any questions.
When they finish speaking thank, them for doing it.
Then let them know that the last thing they are going to do is help Leroy who wants to set expectations for his new team member.
They will also help Leroy create a timetable for having 1:1 meetings for reviewing expectations and discussing other important things.
In the next part of the session (in the next post), the participants will continue to explore how to set clear expectations
Setting Expectations – What are Employee Expectations?
Display the slide titled – WHAT ARE EMPLOYEE EXPECTATIONS?
Read out the instructions on the slide for them to write their description of employee expectations in the chat window. Give them 3-minutes to do it.
As they type out their definitions in the chat window, read through them quietly so you don’t distract the participants. When the 3-minutes are up, stop and thank them for doing the activity. Then let them know you are going to read their definitions.
Read out their definitions and acknowledge each person who wrote a definition by name. You can say something like:
“Thanks, Mike, you described employee expectations as…. And Sarah you wrote that employee expectations are…. Thank you.
After that, let them know you also have a definition and some information to share with them. Direct them to the part of their workbooks titled – WHAT ARE EMPLOYEE EXPECTATIONS?
WORKBOOK CONTENT – WHAT ARE EMPLOYEE EXPECTATIONS?
Give them 5-minutes to read the information there.
After 5-minutes, stop them and ask for any comments or questions about what they’ve just read. Listen to any questions or comments they have. If necessary, respond (appropriately) to them.
Next, tell them that together you are going to discuss, how to set clear expectations.
In the next part of the session (in the next post), the participants will explore how to set clear expectations.
Setting Expectations – Introducing the Session
INTRODUCTION
Setting expectations is necessary to help employees be clear about what is expected of them in their roles. It also equips new and existing employees to succeed. Employees who know what is expected of them tend to be more engaged, productive, and satisfied at work. That’s why it is important for managers to be able to set expectations for their team members. In this session, participants will explore what expectations are and how to set them.
DELIVERY MODE
- Virtual
DURATION (ESTIMATED)
- 3 hours
LEARNING OBJECTIVES
After going through this session, participants will be able to:
- describe what employee expectations are
- set clear employee expectations
- communicate employee expectations effectively
WORKBOOK
- Yes
PREPARATION
- None
PREREQUISITES
- None
INTRODUCE THE SESSION
Introduce the session by sharing the learning objectives with them. Display the slide titled – LEARNING OBJECTIVES.
After displaying the slide, tell them that:
- During this session, we will explore setting expectations.
- We will start by looking at what employee expectations are.
- Then we will discuss some actions we can take to set clear employee expectations.
- Finally, we will look at what is involved in communicating employee expectations effectively.
After the introduction, move on to the first part of the session to discuss what employee expectations are.
In the next part of the session (in the next post), the participants will explore what expectations are.
Training Activities from Emotional Intelligence 2.0 by Travis Bradberry & Jean Greaves
The book I am currently learning from is Emotional Intelligence 2.0 by Travis Bradberry and Jean Greaves. Written in 2009, this book is a great introduction to emotional intelligence. In fact, it does much more than that. The book describes what emotional intelligence is and what it looks like, identifies the four components or behaviours of emotional intelligence, and outlines actions we can take to demonstrate each of the behaviours. This book will make you a more emotionally intelligent person.
If you purchase a new copy of the book, you will also have access to an online assessment that will help you to assess your own emotional intelligence. After doing the assessment the book then provides a plan for you to identify where you are strong and areas where you may need to develop and how to do so.
For the purpose of developing virtual training activities and courses for management and leadership training, below are the key learning points I identified from the book (I have phrased them as questions).
Key Learning Points
- What is emotional intelligence?
- What are the four core components or behaviours of emotional intelligence?
- What is self-awareness?
- What does self-awareness look like?
- How do I demonstrate self-awareness?
- What is self-management?
- What does self-management look like?
- How do I demonstrate self-Management?
- What is social awareness?
- What does social awareness look like?
- How do I demonstrate social awareness?
- What is relationship management?
- What does relationship management look like?
- How do I demonstrate relationship management?
I will convert these key learning points into learning objectives for the purpose of designing the training activities and courses.
SOCIAL AWARENESS FOR EMOTIONAL INTELLIGENCE – REFLECTING ON YOUR OWN SOCIAL AWARENESS
This post is a continuation of the virtual training resource on Social Awareness for Emotional Intelligence which can be used as part of a management development session on emotional intelligence for first-line managers. You can read about the previous part of the session on what social awareness looks like here.
REFLECTING ON YOUR OWN SOCIAL AWARENESS
Now the participants will reflect on their own social awareness by thinking about fourteen actions, including the six previously discussed. They will then decide each action is:
- Not important for them
- One they already do
- An action they should start doing or do more off
They will identify three actions that they need to start doing or do more off which they will discuss with the whole group.
Direct them to the part of their workbooks titled – REFLECTING ON YOUR OWN SOCIAL AWARENESS. Tell them to read the first two paragraphs of the information and check that they understand what they will be doing.
WORKBOOK – REFLECTING ON YOUR OWN SOCIAL AWARENESS
Give them 10-minutes for the activity.
When the time is up, stop them and get everyone’s attention.
Then ask each participant to talk about the three actions they chose and why they chose those actions.
Make sure you listen to them. You don’t need to make any comments or ask any questions.
When they finish, thank them for doing the activity and then ask them for any comments and/or questions. Listen to any they have and respond only if necessary. Then move on to the final part of the session.
The next post will conclude this training session.
SOCIAL AWARENESS FOR EMOTIONAL INTELLIGENCE – SOCIAL AWARENESS IN ACTION
This post is a continuation of the virtual training resource on Social Awareness for Emotional Intelligence which can be used as part of a management development session on emotional intelligence for first-line managers. You can read about the previous part of the session on what social awareness looks like here.
SOCIAL AWARENESS IN ACTION
In this part of the session, the participants will do an activity that will require them to think about how to use social awareness in a situation. They will read and discuss a scenario and then identify what the person in the scenario can do differently to act in a more social aware way.
Tell them that:
- We’ve just looked at six actions that can help us improve our self-awareness.
- Now we want to help someone called Jayden to be more social aware.
Direct them to the part of their workbooks titled – JAYDEN’S MESSAGE.
WORKBOOK – JAYDEN’S MESSAGE
First, let each person read the information to understand what the task is. Then put them into small groups using the ‘breakout room’ feature to complete the task.
Give them 7-minutes to do the task.
After 7-minutes stop them and bring everyone back to the main room.
Appreciate them for doing the activity and then tell them that:
- I am going to be acting as Jayden listening to your advice.
- Please, advise me on what I can do differently to be more social aware.
- What I want to know is, what I may have done wrong when passing on the message and what I can do better or differently if I have to deliver the message again.
Allow each group to give you their advice and as they give you the advice, write it down.
After they finish, summarise back to them the advice they gave you.
Then, thank them for their advice.
Next, let them know that you want them to reflect on their own social awareness.
Move on to the next part of the session titled – REFLECTING ON YOUR OWN SOCIAL AWARENESS.
The next post will deal with the part of the session where the participants reflect on their own social awareness.
SOCIAL AWARENESS FOR EMOTIONAL INTELLIGENCE – ACTIONS FOR SOCIAL AWARENESS
This post is a continuation of the virtual training resource on Social Awareness for Emotional Intelligence which can be used as part of a management development session on emotional intelligence for first-line managers. You can read about the previous part of the session on what social awareness looks like here.
Actions for Social Awareness
In this part of the session, you will share with the participants six simple actions they can take to improve their social awareness. They will also have the opportunity to observe some demonstrations that will allow them to discuss the absence and presence of social awareness during conversations.
Tell them that:
- So far, we’ve reviewed what social awareness is.
- We have also explored what social awareness looks like.
- Now, we want to discuss some simple actions we can take to improve our social awareness.
Display the slide titled – SIX ACTIONS FOR SOCIAL AWARENESS.
After the slide displays, information will appear on it automatically. Just read out the six actions onscreen without going into detail on any of them.
Then direct them to the section in their workbooks titled – SIX ACTIONS FOR SOCIAL AWARENESS.
WORKBOOK – SIX ACTIONS FOR SOCIAL AWARENESS
Tell them to read the information there for 5-minutes.
After their reading time is up, ask them for any questions and/or comments about the six actions.
Listen to any they have and respond appropriately.
Then move on to the next part of the session titled – SOCIAL AWARENESS IN ACTION.
The next post will deal with the part of the session which focuses on social awareness in action.
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