This is the final part of the session on INTRODUCING EMOTIONAL INTELLIGENCE.
Here the facilitator will review what was discussed during the session and the participants will reflect on what they learned. You can view the previous part of the session which health with why emotional intelligence is important to us here.
REVIEW, REFLECT, AND CLOSE
Display the slide titled – REVIEW.
SLIDE – REVIEW
Tell them that:
During this session, we were introduced to emotional intelligence.
First, we described what emotional intelligence is.
Then, we identified the four core behaviours of emotional intelligence.
We also discussed why emotional intelligence is important to us.
You have one more thing to do which is to reflect on what you’ve learned today.
Direct them to the part of their workbooks titled – REFLECT – NOTE – ACT. Give them 5-minutes to read the information there and do the reflective activity.
WORKBOOK CONTENT – REFLECT – NOTE – ACT
When the time is up, stop them and get everyone’s attention. Thank them for taking the time to do the reflective activity.
Ask each participant to share one thing from their reflection.
Listen to them without commenting or asking any questions.
After that, thank them for their participation and close the session.
In this part of the session on, Introducing Emotional Intelligence, the participants will discuss why emotional intelligence is important.
WHY IS EMOTIONAL INTELLIGENCE IMPORTANT?
To answer this question, they will do an individual and group activity. First, they will answer a question and then discuss it in a small group.
Direct each person to the part of their workbook titled – WHY IS EMOTIONAL INTELLIGENCE IMPORTANT TO US?
WORKBOOK CONTENT – WHY IS EMOTIONAL INTELLIGENCE IMPORTANT TO US?
Tell them to read the information in the section for about 2-minutes then tell each participant to do the activity there. Give them 3-minutes.
After 3-minutes, stop them and split them into small groups using the ‘breakout room’ feature. No group should have more than four people.
Give them 7-minutes for the group discussion.
After 7-minutes, stop them and bring everyone back to the main room.
Ask each group’s spokesperson to feedback what they discussed. Listen to them without commenting or saying anything. When they finish giving feedback, thank them for doing the activity and let them know that you also have an important reason why emotional intelligence is important that you want to share with them.
Tell them that:
There are various reasons why emotional intelligence is important for us as you have pointed out. One major reason why it is important is because we are all emotional beings who experience emotions. It is part of us and something we can’t get away from.
Learning to handle our emotions in productive ways through emotional intelligence is very important. Let’s learn a little bit about our brains to see why we need emotional intelligence.
Display the slide tilted – THE FEELING – LOGIC CONNECTION.
SLIDE – THE FEELING – LOGIC CONNECTION
Tell them that:
Dealing effectively with emotions is very important to the human condition because our brains are hardwired to make us experience emotions.
Click on the slide to display more information on the slide and tell them that:
Everything we hear, see, taste and touch travel through our bodies in the form of electric signals towards our brains. They enter through the base of our brain near the spinal cord as you can see here (on the slide).
Click on the slide to display more information and say that:
But those signals must travel to the front part of the brain, the frontal lobe where rational and logic thinking takes place as you can see here (on the slide).
Click on the slide for the last time to display information and say that:
But before the signals reach the frontal lobe they must pass through the limbic system where emotions are generated. What this means is that we feel emotions before having the opportunity for reasoning and logical thinking.
The rational area of our brains, the frontal lobe cannot prevent us from experiencing emotions in the limbic system, but the two areas do influence each other and maintain constant communication. The communication between the emotional and rational part of our brains is the physical source of emotional intelligence.
When we intentionally develop our emotional intelligence, we can’t stop our emotions, but we can work with our emotions to ensure they don’t push us to make impulsive or irrational decisions. In other words, emotional intelligence helps us use emotions to our own benefit and growth.
Emotional intelligence is therefore important for helping us manage our emotions in a productive and positive way and not pushing us to behave inappropriately.
Ask them for any comments and/or questions and respond appropriately. Then let them know that the information you shared with them is also in their workbooks if they want to read it later.
Move on to the final part of the session.
The next post will be the final one for the session where it will be reviewed and the participants will reflect on what they’ve learned.
In the previous post of this training session on ‘Introducing Emotional Intelligence’, the participants discussed what emotional intelligence is. In this part of the session, they will identify the four core behaviours of emotional intelligence.
CORE BEHAVIOURS OF EMOTIONAL INTELLIGENCE?
In this part of the session, participants 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.
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.
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