Emotional Intelligence

A Training Manual for Trainers

Table of Content
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Instructions for the Facilitator Resource Requirements Agenda Session Instructions Session 1 a. Welcome and Introduction i. Ice-breaker b. Setting the Agenda i. Group Discussion ii. Debriefing on Importance of Emotional Intelligence iii. Sharing the Program Design and Objectives

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Session 2 13 a. Self-Awareness i. Johari Window ii. Naming Emotions iii. Identifying Physiological Changes Associated with Emotions iv. Emotional Drama Session 3 25

a. Self-Management i. Understanding Limitations of the Director in Managing Self ii. Evolutionary Baggage: Fight, Flight, and Freeze Reactions a. Biological Underpinnings of Disruptive Emotions iii. Tactics to Manage Emotions a. Root of all Human Emotions: Thought b. Managing Thoughts iv. Who controls your destiny: Locus of Control

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Session 4 a. Understanding Others i. ii. iii. iv. v. Session 5 a. i. ii. Managing others Motivating others Win-Win Relationships Moving from I & IT to I & YOU Rapport Building Jumping to Conclusions: Fundamental Attribution Error Empathy Difference is not equal to wrong

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Instructions for the Facilitator

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This training manual is designed with an assumption that the facilitator has a good understanding of the subject. In case you feel that your knowledge about Emotional Intelligence is limited, we would advise you to go through a few good books on emotional intelligence and related subjects: i. ii. iii. iv. v. Emotional Intelligence at Work by Daniel Goleman Social Intelligence by Daniel Goleman Primal Leadership by Daniel Goleman Your Brain at Work by David Rock Frames of Intelligence by Howard Gardner

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In order to guide the training facilitator we have used two symbols in this handbook & .

3.

When you see this symbol you need to involve the entire group of participants in the discussion. You need to prompt the participants with a question and then let them respond freely. You should encourage diverse thoughts and view-points at such points in the program. When you see this symbol you need to use the talking points provided and be in a telling mode with the participants. It is more of one way talk unless the talking points indicate discussion. Sometimes situations during the training program may require the facilitator to improvise on the program design. Feel free to modify the exercises and talking points to suit the emerging needs of the trainees and also your own style as a trainer. This document is copyright protected. Once you buy it you are the only legitimate user of this document. Dont share it through email or sharing websites.

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Resource Requirement
1. A spacious hall which can accommodate around 25 participants. 2. Cluster seating arrangement; four to five round tables with chairs around. 3. Each table should have a flower pot and a bowl with some toffees and chocolates. There should be water-bottles and glasses for the participants. 4. Flip chart boards with enough flip-charts (2 no.s) 5. A note-pad and a pen for each participant. 6. Bounded print-outs of the Participants Handbook for each participant. 7. Projector and projection screen. 8. Audio arrangements Roaming microphones, Speakers 9. Crayon Sets (5 no.s) 10. White-board and white-board markers of different colors 11. Permanent Markers of different colors (10 no.s) 12. White color A4 sheets ( 50 no.s) 13. This manual comes with complimentary Participants Handbook and the Power Point Presentation in PDF format. You can use the PDF file in slideshow mode by using the short-cut CTRL+L

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AGENDA

DAY 1
0900 0910 hrs: 0910 0940 hrs: 0940 1010 hrs: 1010 1040 hrs: 1040 1050 hrs: 1050 1105 hrs: 1105 1205 hrs: 1205 1315 hrs: Welcome and Introduction Ice-breaker Small Group Work and Presentation to Plenary Debriefing on Emotional Intelligence: Definition, History & Importance Sharing the Program Design Tea Break Self Awareness Through Johari Window Emotional Awareness Naming Emotions, Physiological Changes Associated With Emotions, Displaying Emotions Lunch Break Recap 1 Understanding Limitations of the Brain in Managing Self Evolutionary Baggage: Fight, Flight, and Freeze Reactions. Biological Underpinnings of Disruptive Emotions Tea Break Tactics to Manage Emotions Who Controls Your Destiny? Locus of Control Adjourn

1315 1415 hrs: 1415 1430 hrs: 1430 1500 hrs: 1430 1530 hrs:

1530-1545 hrs: 1545 1615 hrs: 1615 1715 hrs: 1715 hrs :

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DAY 2
0930 1000 hrs: 1000 1030 hrs: 1030 1100 hrs: 1100 1115 hrs: 1115 1145 hrs: 1145 1245 hrs: 1245 1300 hrs: 1300 1400 hrs: 1400 1430 hrs: 1430 1530 hrs: 1530-1545 hrs: 1545 1645 hrs: 1645 1715 hrs: 1715 1730 hrs: Recap 2 Role Playing Moving from IT to YOU Rapport Building Tea Break Jumping to Conclusions: Fundamental Attribution Error Empathy Difference is Not Equal to Wrong Lunch Break Motivating others Transactional Analysis Tea Break Win As Much As You Can Wrap-up Discussion and Declaration of Manifesto Close

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DAY 1 Session 1

0900 0910 Welcome the participants and introduce yourself. 0910 0940 Ice Breaker Ask the participants if they know the name of each and every person in the training hall. Assuming that it is a heterogeneous the answer would be No. Ask them if they think it is possible for them to remember the name of everybody by the end of one simple exercise. The answer would again be No from a usual group. Provide following instructions to the group as given below: We would start from one table and go to the last table sequentially. The first person to the left on the table 1 will say out aloud his name. The second person will speak out the name of the first person and then his own name. The third person will speak out the name of the first person, second person and then his own and so on. As we move from one table to the other we have to maintain the chain by including the names of the people from the earlier tables. So, the last person on the last table will start from the name of the first person on the first table and then continue to his name after speaking out aloud the names of everybody in the training hall. Ask them how difficult they think this activity is going to be. Most people would be quite apprehensive. But as they proceed they will find it to their own surprise that the whole thing is not as difficult and that with a little effort it is possible to remember the names.

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After the exercise ask them how difficult it was. Tell them that assumptions are not always right. Request them to shed all assumptions for the two days in the program.

0940 1010 Small Group Work and Presentation to Plenary

(Presentation Slide no. 2)

Use the following talking points Before we move on to the program I would like to do a humble confession, I am not a Trainer, I am a Facilitator. The difference being that I am not here to teach you anything or train you on anything; I am here to facilitate a learning process. And, this learning process will depend a lot on your experiences and wisdom. We are going to learn a lot today and tomorrow from each other. Lets begin this journey today with a small exercise in which you are going to answer the very questions for which you have assembled here today to meet me. The questions are: What is Emotional Intelligence? Why is it Important? What specific questions besides these two would you like this workshop to answer? The questions are also provided in your handbooks at page no.5. Lets start discussions within your smaller groups (tables). Distribute a flip-chart and permanent markers to each table. Request them to note their discussions on the chart and then use it for the presentations. After the discussions are over invite one spokesperson from each table to present their teams discussion to the plenary (larger group). Motivate people to question other groups. More discussion in this part will provide a lot of food for thought to the group and a lot of learning as well.

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1010 1040 Debriefing on Emotional Intelligence: Definition, History & Importance

(Presentation Slide no. 3 - 4)

Ask the participants - What do you mean by Intelligence? Put down all their answers on a flip-chart on the board. Once people have run out of ideas, summarize the collective view of intelligence. It would most probably talk about normal view of intelligence related to analytical abilities, scientific capabilities etc. Pause for some time and then question the crowd. But, tell me what about people like Sachin Tendulkar? Lata Mangeshkar? Picasso? Would you not classify them with intelligent people? Pause for some time. Let the question sink in. People will think and then majority will say that they do believe them to be intelligent. Now, introduce Multiple Intelligence Model using the following talking points. Most people have this monolithic view of intelligence that excludes many great capabilities which must be included in the more wholesome definition of intelligence. Howard Gardner, a renowned psychologist, introduced the concept of Multiple Intelligence based on an eclectic research of different disciplines like Anthropology, Psychology, Science, History, Sociology etc. He proposed that intelligence should be defined as a capability or ability to process information in order to solve problems or fashion products that are valued within a culture or outside it. This is a more holistic definition of intelligence. Defined this way, according to Gardner, humans have at least 8 different types of intelligence. Go to page no. 6 in your handbooks which shows multiple intelligences as 8 vertical columns. Provide crayon sets and continue with the talking points. At page no. 6 in your handbooks, you can see there are 8 columns representing 8 different types of intelligences. The first type is the most obvious type Mathematical/Logical this type is present in scientists, researchers, mathematicians,
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engineers, lawyers etc. The second intelligence is Linguistic displayed by authors, poets, orators, journalists, VJs and all. Musical intelligence, the third one, is very clearly present in singers and musicians. Dancers and Athletes demonstrate the fourth intelligence in this model Bodily Kinesthetic. The fifth one is about the ability to understand, visualize and manipulate shapes and geometric structures it is called Spatial Intelligence. It is present in architects, civil engineers, sculptors etc. The zoologists, botanists, agriculturists and wild-life enthusiasts form the segment representing the sixth intelligence Naturalist. The last but one interpersonal intelligence means ability to understand others and manage relationships with them. Many of the new professions require this intelligence. The final one intrapersonal intelligence means the ability of a person to understand and manage self. The epitome of this intelligence was Buddha. Now provide the instructions to the participants. Now that you know about each of these intelligences fill in the vertical columns in the handouts, using the crayons provided. The instructions are provided in the handout. Wait for the participants to finish the task. Once they are through start with the talking points given below. While the mathematical/logical intelligence stands for the general definition of intelligence, interpersonal and intrapersonal intelligences are the ones which represent emotional intelligence very closely. So in a way, the extent to which you have shaded those two columns in the handout, represent your perception of your own EI. Pause for some time and then again continue with the talking points below. Though the term Emotional Intelligence as a phrase had been used by earlier psychologists, it was Salovey and Mayer who seriously studied it first and proposed a model to explicate it. But the real credit for taking this term to the masses goes to Dr. Daniel Goleman. His very successful 1995 book Emotional Intelligence: Why it could matter more than IQ was a runaway success. Corporates around the world adopted Emotional Intelligence as a core leadership competency. Goleman defined emotional intelligence essentially as the ability to understand and manage ones and
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others emotions. Some people doubt how EI could be a better determinant of success than IQ. Lets understand this with a simple graphical representation.

IQ

Threshold IQ for entering the world of corporates.

EI

In the graph above the x axis represents EI and y axis represents IQ. Lets plot individual from the society on this graph on the basis of level of their EI and IQ. Because of the natural law of normalization the distribution would almost be circular because maximum number of people would tend to lie in the center of distribution range. Now if you think for a while, it would be quite clear that there is a minimum level of intelligence that one needs to enter the world of work, the type of work we do in offices. People below a certain level of IQ cant make it. This level is usually around 110. Lets draw a horizontal line to mark that cut off on the graph here. So, above this cut-off line, I am marking here, on the y axis, is the range of variation of IQ that you normally find in your colleagues (represented by IQ). So far so good! Now lets see if you find an insight here? (Pause for answer from audience.) If you notice, for a relatively smaller variation in IQ the difference in EI (represented by EI) on the x axis is quite large. It implies that normally at work place EI, which varies more than IQ, will be a differentiating factor between performances of people. And hence EI matters. In fact Daniel Goleman claims that IQ can explain not more than 20% of successes at the work-place. It doesnt mean that IQ is less important. It only means that people dont differ much in their IQ level at work place because of barrier-to-entry. It is the EI level that becomes the differentiating factor as shown in the graph.
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Pause for a moment and let the participants reflect on the discussion, especially the graph. Start with the talking points after some time. I am going to share with you two case-studies that highlight two important things: Importance of EI on success in life and the connection between brain anatomy and EI. First case-study is provided in your handbook on page no.7. This case-study is based on case-study from Dr. Antonio Damasios book The Descartes Error. Please go through the case-study. Provide time to the participants to go through the case-study. The second case-study is about a person who just like the first person got injured in his head and then lost his more successful and charming personality. His injury though was very-very traumatic. This one is a classic case and has been studied extensively. Lets watch the video on Phineas Gage. But before that I must tell you that if you are even slightly weak-hearted you can decide not to watch it. Run the movie Phineas Gage on you-tube from (http://www.youtube.com/watch?v=oPAqTP7058Q&feature=related ). the following link

After the participants have watched the movie, ask following questions:
1. 2.

What are the similarities between the two Elliot and Phineas Gage? What could you deduce from the two case-studies?

After discussions, debrief using following talking points: In both these cases what is very evident is the fact that due to damage in one particular part of the brain, these people lost their capability to manage emotions. However, their IQ or general intelligence remained unaffected. It resulted in general failure in their professional and personal lives. It points to one very interesting fact Emotional Intelligence is very different from General Intelligence, anatomically also. So it is Intelligence in its own right by design. And, it is very important for success in life.

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1040 1050 Sharing the Program Objectives

(Presentation Slide no. 5)

Tell the participants: This program was designed with certain objectives in mind a. After attending the program the participants would have understood the meaning of Emotional Intelligence, its various constituents and also rationale behind the techniques to manage emotions. b. After attending the program the participants would have an enhanced level of self-awareness and also self-confidence to work further on improving their emotional intelligence. c. The participants would take away different techniques and also reports of the psychometric tests administered during the program. They would be ready to implement their learning on the ground. However, I would like to underscore the fact that after attending this program you would not have increased your EI; not even by an iota. It is because developing emotional intelligence takes time. According to Daniel Goleman, it takes three things Willingness to change, Concerted Practice, and Regular Feedback. The design of the program is provided in your handbook. Please have a look at it before we proceed further.

DOWNLOAD THE COMPLETE TRAINING MANUAL WITH PARTICIPANTS HANDBOOK AND POWER POINT PRESENTATION FROM WWW.POTHI.COM THE LINK IS GIVEN BELOW: http://pothi.com/pothi/book/ebook-ashrim-solutions-emotional-intelligence

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