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BSBLDR501

Develop and use emotional


intelligence
Learner Guide
Table of Contents

Unit of Competency .......................................................................................................................... 4


Application ........................................................................................................................................... 4
Performance Criteria............................................................................................................................ 5
Foundation Skills .................................................................................................................................. 6
Assessment Requirements ................................................................................................................... 7
1. Identify the impact of own emotions on others in the workplace ................................................... 9
1.1 – Identify own emotional strengths and weaknesses ..................................................................... 10
Emotional intelligence ....................................................................................................................... 10
Identify own emotional strengths and weaknesses .......................................................................... 11
Activity 1A .......................................................................................................................................... 13
1.2 – Identify personal stressors and own emotional states related to the workplace ........................ 14
Stressors in the workplace ................................................................................................................. 14
Emotional states caused by work-related stressors .......................................................................... 15
Activity 1B .......................................................................................................................................... 17
1.3 – Develop awareness of own emotional triggers and use this awareness to enable control
emotional responses.............................................................................................................................. 18
Emotional triggers .............................................................................................................................. 18
Control emotional responses ............................................................................................................. 18
Activity 1C .......................................................................................................................................... 20
1.4 – Model workplace behaviours that demonstrate management of emotions ............................... 21
Management of emotions ................................................................................................................. 21
Model workplace behaviours ............................................................................................................ 22
Activity 1D .......................................................................................................................................... 24
1.5 – Use self-reflection and feedback from others to improve development of own emotional
intelligence ............................................................................................................................................. 25
Improving emotional intelligence ...................................................................................................... 25
Self-reflection and feedback from others .......................................................................................... 27
Activity 1E........................................................................................................................................... 30
2. Recognise and appreciate the emotional strengths and weaknesses of others .............................. 31
2.1 – Respond to the emotional states of co-workers and assess emotional cues ............................... 32
Recognising and appreciating the emotional strengths and weaknesses of others ......................... 32

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Emotional states ................................................................................................................................ 32
Emotional cues ................................................................................................................................... 35
Activity 2A .......................................................................................................................................... 38
2.2 – Identify the range of cultural expressions of emotions and respond appropriately .................... 39
Cultural differences ............................................................................................................................ 39
Activity 2B .......................................................................................................................................... 43
2.3 – Demonstrate flexibility and adaptability in dealing with others .................................................. 44
Dealing with others ............................................................................................................................ 44
Leadership styles ................................................................................................................................ 45
Activity 2C .......................................................................................................................................... 47
2.4 – Take into account the emotions of others when making decisions ............................................. 48
Considering emotions of others......................................................................................................... 48
Soliciting input from others in the decision-making process............................................................. 49
Activity 2D .......................................................................................................................................... 50
3. Promote the development of emotional intelligence in others ..................................................... 51
3.1 – Provide opportunities for others to express their thoughts and feelings .................................... 52
Expressing thoughts and feelings ...................................................................................................... 52
Activity 3A .......................................................................................................................................... 54
3.2 – Assist others to understand the effect of their behaviour and emotions on others in the
workplace ............................................................................................................................................... 55
3.3 – Encourage the self-management of emotions in others .............................................................. 55
Emotional control of others ............................................................................................................... 55
Restorative justice.............................................................................................................................. 55
Example of a restorative meeting ...................................................................................................... 59
Activity 3B .......................................................................................................................................... 65
3.4 – Encourage others to develop their own emotional intelligence to build productive relationships
and maximise workplace outcomes ...................................................................................................... 66
Benefits of emotional intelligence to the workplace ......................................................................... 66
Activity 3C .......................................................................................................................................... 69
4. Utilise emotional intelligence to maximise team outcomes .......................................................... 70
4.1 – Encourage a positive emotional climate in the workplace ........................................................... 71
4.2 – Use the strengths of workgroup members to achieve workplace outcomes ............................... 71
Encouraging a positive emotional climate in the workplace ............................................................. 71
Benefits of a positive emotional environment in the workplace ...................................................... 72

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Using strength of team members to achieve workplace outcomes .................................................. 73
Activity 4A .......................................................................................................................................... 74
Summative Assessments........................................................................................................................ 75
References ............................................................................................................................................. 76

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Unit of Competency
Application

This unit covers the development and use of emotional intelligence to increase self-awareness, self-
management, social awareness and relationship management in the context of the workplace.

It includes identifying the impact of own emotions on others in the workplace, recognising and
appreciating the emotional strengths and weaknesses of others, promoting the development of
emotional intelligence in others and utilising emotional intelligence to maximise team outcomes.

It applies to managers who identify, analyse, synthesise and act on information from a range of sources
and who deal with unpredictable problems. They use initiative and judgement to organise the work of
self and others and plan, evaluate and co-ordinate the work of teams.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership - Leadership

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Performance Criteria
Element Performance Criteria
Elements describe the Performance criteria describe the performance needed to
essential outcomes. demonstrate achievement of the element.

1. Identify the impact of 1.1 Identify own emotional strengths and weaknesses
own emotions on 1.2 Identify personal stressors and own emotional states related
others in the to the workplace
workplace 1.3 Develop awareness of own emotional triggers and use this
awareness to enable control emotional responses
1.4 Model workplace behaviours that demonstrate management
of emotions
1.5 Use self-reflection and feedback from others to improve
development of own emotional intelligence

2. Recognise and 2.1 Respond to the emotional states of co-workers and assess
appreciate the emotional cues
emotional strengths 2.2 Identify the range of cultural expressions of emotions and
and weaknesses of respond appropriately
others 2.3 Demonstrate flexibility and adaptability in dealing with
others
2.4 Take into account the emotions of others when making
decisions

3. Promote the 3.1 Provide opportunities for others to express their thoughts
development of and feelings
emotional intelligence 3.2 Assist others to understand the effect of their behaviour and
in others emotions on others in the workplace
3.3 Encourage the self-management of emotions in others
3.4 Encourage others to develop their own emotional
intelligence to build productive relationships and maximise
workplace outcomes

4. Utilise emotional 4.1 Encourage a positive emotional climate in the workplace


intelligence to 4.2 Use the strengths of workgroup members to achieve
maximise team workplace outcomes
outcomes

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Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.

Learning
➢ Identifies and uses strategies to improve own emotional intelligence.

Oral communication
➢ Uses appropriate language and nonverbal features to present information and seek
feedback

➢ Uses listening and questioning skills to elicit the views of others and to clarify or
confirm understanding.

Interact with others


➢ Reflects on personal attributes and considers the impact on others and modifies
approach to support development

➢ Adapts personal communication style to model behaviours, build trust and positive
working relationships and to build understanding of emotional intelligence

➢ Leads a collaborative approach, using inquiring and inclusive techniques, to develop


understanding and skills that enhances individuals’ emotional intelligence.

Get the work done


➢ Leads processes to develop, implement and monitor plans and processes to ensure
team engagement and effectiveness.

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Assessment Requirements
Performance Evidence

Evidence of the ability to:

➢ Identify own emotional strengths, weaknesses, stressors, emotional states and triggers
through self-reflection and feedback from others

➢ Model behaviours that demonstrate management of emotions

➢ Recognise and respond to the emotional states of others

➢ Promote the development of emotional intelligence in others.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

➢ Explain emotional intelligence principles and strategies

➢ Describe the relationship between emotionally effective people and the attainment of
business objectives

➢ Explain how to communicate with a diverse workforce which has varying cultural
expressions of emotion

➢ Explain the use of emotional intelligence in the context of building workplace


relationships.

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Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates


consistent performance of typical activities experienced in the management and leadership field of
work and include access to:

➢ Relevant workplace documentation and resources

➢ Case studies or, where possible, real situations

➢ Interaction with others.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and
training legislation, frameworks and/or standards.

Links

Companion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes -


http://companion_volumes.vetnet.education.gov.au/Pages/TrainingPackage.aspx?pid=13

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1. Identify the impact of own emotions on others in the
workplace
1.1. Identify own emotional strengths and weaknesses

1.2. Identify personal stressors and own emotional states related to the workplace

1.3. Develop awareness of own emotional triggers and use this awareness to enable control
emotional responses

1.4. Model workplace behaviours that demonstrate management of emotions

1.5. Use self-reflection and feedback from others to improve development of own emotional
intelligence

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1.1 – Identify own emotional strengths and weaknesses
Emotional intelligence
The concept of emotional intelligence in terms of leadership and management is relatively new,
becoming popular in the mid-1990s. Prior to this, intelligence was measured by an individual’s
intellectual ability, or their IQ. Intellectual intelligence and emotional intelligence are two completely
different functions and very often do not go hand in hand.

What is emotional intelligence?


Emotional intelligence is an individual’s ability to recognise their own emotions and feelings, manage
their own behaviour in response to these emotions and make balanced decisions in emotional
situations. It is also an individual’s ability to recognise the emotions and feelings of others and interact
with them in a way that manages their behaviour and relationships with others. It is the ability to
recognise heightened emotions in both yourself and others around you, remove yourself from the stress
and manage the situation objectively, taking into account the feelings of those involved, to arrive at a
resolution agreeable to all involved.

There are variations in models, but it is widely accepted that there are four components to emotional
intelligence which are categorised in pairs by both personal and social competence, and recognition and
regulation. For effective leadership, a manager must demonstrate all of the four components in each
given situation or predicament.

Personal competence Social competence

Recognition Self-awareness Social awareness


Emotions Empathy (recognition and understanding of
emotions and behaviours of others)
Behaviour
Awareness and understanding of feelings,
Confidence
emotions and behaviours of the
Accurate, honest and reflective self- organisation
assessment

Regulation Self-management Relationship management


Maintaining emotional self-control in Conflict management and resolution
emotive or volatile situations
Inspirational and influential leadership and
Being honest and transparent management style – leads by example and
models good emotional intelligence
Able to adapt behaviour and approach
according to the situation and changes in Collaborative approach to management –
the situation involves the team in decision making and
resolutions
Initiative and innovative approach to
management Develops others
Optimistic – uses every situation as an
opportunity

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Why is emotional intelligence important?
Intellectual ability is obviously important in management and leadership; it is a quantifiable level of
knowledge and understanding about the organisation’s processes and procedures, productivity, mission
statement and objectives. This knowledge is the foundation of management and is an essential
requirement for running an organisation or a department or team within an organisation. You cannot
effectively manage a production line if you do not have a full understanding of the required processes
and procedures.

Emotional intelligence, however, is not necessarily regarded as employers as an essential requirement


for managers. It is not absolutely vital to the management of a team, but it is highly desirable. To return
to the point made about a manager needing to understand how the production line works in order to
keep it running smoothly, this is absolutely true of understanding how the members of your team work,
why and how they might react emotionally to a situation or behave inappropriately, and what you, as a
manager need to do and how you need to behave to resolve the problem and lead by example.

It could be argued that emotional intelligence is more important than intellectual ability when managing
people. Humans emotions are, after all, much more complex to understand and deal with than a broken
conveyor belt, and can have a huge impact on the performance of employees. Employees are human
beings and regardless of deadlines, targets and other workplace stresses and demands, they rightfully
expect to be treated as such; ignoring or avoiding their emotions and needs makes for a bad feeling in
the organisation which often has a negative effect on productivity, work ethic and performance of
individuals and/or teams.

Embracing their needs and emotions by proactively and collaboratively managing a resolution makes
employees feel valued and gains their trust and loyalty which in turn makes them more committed and
motivated to perform to high standards.

Identify own emotional strengths and weaknesses


Your emotional strength is your mental stability and resilience to pressures and stresses. Some
pressures may affect you more than others. Often in our personal lives, we react differently to how we
would in the workplace; for example, a police officer who deals with household burglary on a daily basis
in a calm and supportive manner would probably not react quite so professionally if it was their
property that had been burgled. The first step in developing emotional intelligence is to acknowledge
and understand your own emotions and behaviours.

Before you start to consider what causes you stress in the workplace, first identify your personal,
generic, emotional strengths and weaknesses. You need to be honest and transparent in your self-
assessment.

On the following page is a list of possible examples, but not a definitive list.

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Emotional strengths Emotional weaknesses

Open-mindedness Narrow-mindedness

Objectivity Subjectivity

Perseverance Defeated quickly

Honesty and integrity Tell people what they want to hear

Generosity Selfishness

Kindness and loving Spite and isolation

Loyalty Betrayal

Self-control No self-control/temper

Trust Jealousy

Optimism Pessimism

Forgiveness Holding grudges/vengeance

Empathy, compassion Inability to understand other people’s emotions

Sympathy Inability to feel sorry for other people

Calm and reasonable under pressure Irrational behaviour

Dedication and commitment Indifference

Honesty Dishonesty

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Activity 1A

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1.2 – Identify personal stressors and own emotional states related to the
workplace

Stressors in the workplace


There are not many working environments or management roles in which stressors or pressures to
perform or fulfil the requirements of you role and responsibilities do not exist, and even in those
precious few that you may find, there are always unforeseen circumstances that can create them,
natural disasters for example, or changes to regulations or legislation.

Within a management or leadership role, the number of stressors are bound to be more than those
within a general worker’s, and the further up in the hierarchy you become, the more responsibility and
accountability is attached to them.

People respond differently to similar stressors and pressures, and what might concern one manager,
may be that on which another manager thrives. It is quite probable that there is more than one thing
within your role that causes you stress and anxiety, and there may be a number of things that evoke
other emotions such as annoyance or anger. Recognising what causes your own personal stress will help
you to understand that of others within your team.

Types of stressors in the workplace might include:


➢ Demands, such as:

o key performance indicators (KPIs)

o targets

o budgets

o workload, which may be unmanageable, unfairly distributed, potentially unlawful

o time-management and schedules

o meetings with senior management

o overtime

➢ Poor leadership, such as:

o impatient/unfair managers

o multiple managers or supervisors

o managers that do not understand your role

➢ Relationships, such as:

o bullying in the workplace

o conflicts between you and others that have not been adequately resolved

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o conflicts between members of your team that you must resolve

o strained relationships with clients/suppliers/customers

➢ Dealing with conflict – such as angry customers

➢ Lack of support – from team members and/or supervision

➢ Lack of understanding, such as:

o poor communications from management

o not understanding your role and responsibility

➢ Change, which could be:

o to management

o own role and responsibility

o organisational structure – redundancies for example.

Emotional states caused by work-related stressors


The reasons for each aspect of employment causing you to feel stressed or under pressure may be
completely different and may evoke different types of emotional response. For example, systematically
failed sales targets may result in you being the subject of a performance management plan or other
disciplinary action which causes concern for the security of your role and anxiety about personal
financial commitments. Presentations to senior management or large groups of stakeholders may be a
more personal pressure for you if you are not confident in public speaking.

Types of emotional states related to the workplace

Negative emotional responses Positive emotional responses

Frustration Acceptance and acknowledgement of the problem

Inappropriate behaviour Positive change to behaviour

Lack of concentration Perseverance

Confusion and indecision Proactive and methodical decision-making

Disappointment Continuous improvement

Anxiety/nervousness Excitement

Over-sensitivity Self-control

Withdrawal Motivation

Aggression Channelled energy

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Anger Pragmatism

Recognising these stressors and your emotional response to them enables you to begin the journey to
developing your emotional intelligence. You may already be well on the way, particularly if your
emotional responses are positive ones.

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Activity 1B

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1.3 – Develop awareness of own emotional triggers and use this awareness to
enable control emotional responses

Emotional triggers
We all have different emotional triggers and some can be very specific to the individual such as being
called an unpleasant nickname, or a member of senior management always calling you by the wrong
name. The emotion is a reaction to an action or activity that compromises something that is very
important to you. That compromise is the trigger.

In order to identify your own emotional triggers you need to consider the things that are most
important to you, that if threatened or removed would cause an extreme emotional reaction from you.
They are often your morals and values.

Possible emotional triggers could be the potential compromise of any of the following concepts:

To feel valued To be liked To be accepted

To be in control To be respected To be needed

To be understood To be included To be treated fairly

To be right Order Balance

Autonomy Predictability Safety

Fun Freedom Variety

Control emotional responses


By identifying and understanding the reasons for your emotional responses to work stressors and
personal pressures you have made yourself more aware of the issue. This consciousness should enable
you to recognise the trigger and stop the emotional reaction before it occurs. By being able to apply a
rational understanding of why the reaction occurs, you enable yourself to step away from the issue and
take stock of how you are going to deal with it and manage the emotional response.

You have identified the pressures and stressors that evoke this emotional reaction and the reasons why.
You have also identified your personal emotional strengths and weaknesses. In order to control your
emotional response to the work stressors, you should identify your emotional strength that is most
appropriate and suitable to deal with the issue.

When you get an emotional trigger:


➢ Stop

➢ Detach yourself from the situation

➢ Think about the process you have put in place to deal with the issue

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➢ Use that emotional strength to analyse the problem

➢ Is the need that you believe is being compromised really under threat, and if so, to
what extent?

➢ Have you taken it personally when that was not the intention of the action?

➢ If the need is being compromised, how are you going to deal with it objectively without
being over-sensitive and emotional?

As a manager or leader, controlling your emotional responses is a vital skill that gets more natural with
experience. It is important to remember that when you detach yourself from a situation it gives you
time to choose how to respond as opposed to giving a reflex reaction.

Below is an example of potential stressors and emotional triggers experienced by a police officer and
the subsequent emotional strength and positive emotional response the officer might use to deal
rationally and objectively with the issue.

Work related stressor Emotional trigger(s) Emotional strength Positive emotional


response

Using personal protective Order Calm and reasonable Channelled energy


equipment to temporarily under pressure
Safety Self-control
disable/disarm a violent
offender

Giving evidence in court To be in control Honesty Self-control


To be right
To be respected
Justice

Delivering a death Predictability Empathy Pragmatism


message
Justice Sympathy Self-control
Balance Honesty

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Activity 1C

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1.4 – Model workplace behaviours that demonstrate management of emotions
Management of emotions
It is important for everybody in the workplace, regardless of their position, to try to manage their
emotions in order to retain a professional environment. This is not always easy or achievable for some
people and as human beings, emotional responses to adverse or diverse situations are natural
reactions. However, as managers and leaders, you have to model workplace behaviours that
demonstrate management of emotions because you set the tone and the standard for the behaviour of
the rest of your team and/or organisation.

Not only must you set the standard on which the rest of the organisation models its own behaviour, but
you will also have to deal with the consequences of inappropriate emotional responses and behaviours
from your subordinates and also possibly complaints from customers or clients exhibiting heightened
emotions. If you are unable to manage your emotions in these scenarios, you will exacerbate the
situation. Learning to control your emotions by detaching yourself from the issue and not taking it
personally, rather than just concealing your emotions, is the goal; by remaining impartial and indifferent
to the situation, you will be in a much more objective position to deal with it effectively and fairly.

This is obviously much easier to talk about than to put it into practice, but as a manager, your team and
others around you will look to you control a problem or situation and to provide solutions in a rational
and calm manner. If the manager is panicking or loses control of their emotions, chances are it will
cause panic amongst the staff and/or the staff may lose respect for them which will have a negative
impact on their authority and ability to manage their team.

Dependent on the nature of the industry in which you work, the


scale of the emotions you will have to manage might range from
frustration at a printer that is out of order and has not been
reported to fear for your own personal safety or that of
members of your team from either a customer or a member of
staff that has seriously lost their temper.

You should consider the different types of situation with which


you may have to deal within your role and predict the emotions
you will need to suppress. As you become more experienced in
management and leadership and are exposed to more
emotional situations, you should expect to become desensitised
to issues that would once have provoked a personal emotional
response from you, and your personal emotional strength will
increase. This is not to say that you will lose your empathy and
caring qualities, rather you will become more pragmatic in your
responses to emotional situations.

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Model workplace behaviours
How you manage your emotions will be unique to you, but here are a few generic tips for managing
some of the common workplace emotions.

Frustration/irritation
You should try to deal with frustration or irritation immediately otherwise, it might escalate into anger
or aggression. Evaluate the situation; what exactly is the issue? Find an opportunity; what positives can
the situation provide? Think of a previous incident that frustrated you that you were able to resolve. If
you cannot resolve the matter, move on to something else until you can and try to forget about it

Anxiety/nervousness
Worry is often a result of the fear of the unknown and speculation about what might happen.

To prevent this, you could:


➢ Avoid being around other people that are worried about the same thing as speculative
conversations compound the concern and often other people will have thought of
more things to worry about than you

➢ For instant anxiety and potential panic attacks use deep


breathing exercises and focus on repeatedly breathing in
slowly for five seconds and out for five seconds to steady
your heart rate

➢ Look for ways to improve the situation – make a list or


brainstorm possible opportunities to turn the worry into
a positive learning experience

➢ Keep a worry log. Write down your concerns and deal


with each one or each component of the worry
separately and at a date and time that you schedule
yourself. By doing this you know you are going to deal
with your anxieties at a given time so can stop worrying
until then.

Anger/aggression
Anger/aggression is probably the worst and most dangerous emotion you could display in the workplace
as you could lose you your job and almost certainly result in disciplinary action.

You should try to:


➢ Know your emotional triggers. If you find it difficult to control your temper, you will
know what the warning signs are; look for them early before it’s too late

➢ Stop what you are doing. If you feel yourself getting angry, take a break from what you
are doing and go to a different place to calm down; physically removing yourself from
whatever is making you angry removes part of the threat

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➢ Use deep breathing techniques to focus your attention on something other than the
anger

➢ Imagine yourself when you are angry. Similar to when toddlers throw themselves on
the floor in a tantrum, adults’ behaviour and appearance changes when they are angry;
the voice is often raised or lowered, the face reddens, gestures become animated and
they generally appear threatening. It’s quite embarrassing and alienating. Would you
want to work with someone like that?

Personal dislike
As much as we would like to, we cannot like everyone with whom we work. However it is important to
remain professional at all times. You should try to be civil; demonstrate respect for people at all times; it
gives them no reason to treat you any differently. Be assertive; if they do treat you unfavourably make
them aware of it in a courteous manner and explain that you will not tolerate it.

Disappointment/dissatisfaction
There are many reasons you might suffer disappointment in the workplace such as rejection for
promotion or failing to meet targets despite your best efforts. Learning from the experience is the best
way to deal with it.

You should try to:


➢ Put things into perspective. Life doesn’t always go the way we want it to; that is what
makes it interesting. There is no such thing as a bad experience

➢ Review your goal. You may not need to change your target if you haven’t reached it,
you just might need to adjust it. Use this experience as a learning exercise

➢ Get back in the saddle. Don’t sit dwelling on it for days; it’s happened so understand
why it has and put it to bed in order to move on to the next target.

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Activity 1D

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1.5 – Use self-reflection and feedback from others to improve development of
own emotional intelligence

Improving emotional intelligence


In the previous chapters, you understood the concept of emotional intelligence and have analysed and
identified what causes your own personal emotional responses both in general and in the workplace,
attaching theoretical coping strategies to each stressor. Unlike intellectual intelligence that tends to
mature in late adolescence and remain the same throughout our adult lives, emotional intelligence can
be an ability that is developed and improved indefinitely and with experience as you become attuned to
the behaviours of others.

As with any skill, in order to improve it, you have to constantly evaluate your performance through self-
reflection and by obtaining feedback from others. The following exercises might help you to develop
your emotional intelligence.

Strategies to improve your emotional intelligence include:


➢ Talking about your feelings

➢ Taking responsibility for your feelings

➢ Using feelings to make decisions

➢ Using feelings to set targets and objectives

➢ Using feelings to discuss and resolve incidents.

Talk about your feelings


Describe matters with feelings, and put an emotional label on how you felt at the time. For example, if
you were stuck in a traffic jam and late for a meeting you might have been using expletives and saying
things such as, “This is just my luck”, or “I’m never going to make it on time.” You might even exhibit a
change in behaviour such as banging your head on the steering wheel or revving the accelerator
unnecessarily whilst stationary. You obviously know that none of these remarks or behaviours are
helpful and actually heighten the emotion you are experiencing.

Instead, you should be trying to think in emotions and feelings, saying


things such as:
➢ I feel impatient

➢ I feel annoyed

➢ I feel worried (that this may have a negative impact on


the outcome of the meeting).

You may not find that you can do this automatically whilst in the
middle of the situation but this is what developing emotional
intelligence is all about. As soon as you start detaching yourself from

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situations and taking a step back to analyse how you are feeling, you can start to manage your feelings
and emotions more rationally.

Take responsibility
When you look back at incidents where you have had to manage your emotions, take responsibility for
your own feelings. Regardless of what has happened, nothing or nobody can be held accountable for
your chosen response to a stimulus. As discussed in earlier chapters, emotional intelligence is the ability
to respond thoughtfully, not react without thinking. For example, in the traffic jam scenario you may
have felt annoyed at yourself because you didn’t leave yourself sufficient time to get to the meeting.
Where incidents cannot be helped, such as the traffic jam having been caused by an accident, there is
nothing anybody could have done to prevent it. If the colleagues or clients at your meeting take
exception in the latter circumstances, you might question their emotional intelligence.

Use feelings to make decisions


When making any decisions within the workplace, you should obviously consider all the factual and
tangible consequences, but you should also take into account how it will make people feel.

You should ask:


➢ How will I feel if I do this?

➢ How will I feel if I don’t?

➢ Why will I feel like this?

➢ What else could I do that would make me feel


better/different?

➢ What will others feel?

➢ What could I do to make others feel better?

You should also ask for feedback from others involved or affected by your decision. Considering their
feelings and actively asking for their contribution will make them feel valued and shows your respect for
them as human beings, not just employees. It is these processes that help to build quality relationships
within the workplace between management and subordinates which subsequently fosters loyalty and
retention of quality members of staff.

Use feelings to set targets and objectives


Every organisation has its aims and objectives, and it is the role of management to ensure that these
goals are met. The objectives should reflect the mission and the ethos of the organisation which
generally sets out the values and morality of the company. Why not adopt the same approach to your
own goals and targets?

You could ask:


➢ How do I want to feel when the target is reached?

➢ How do I want the members of my team to feel when they have reached the target?

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➢ How do they want to feel when the target is reached?

➢ How do they want to feel along the way?

➢ How do I want senior management to feel when the target is reached?

➢ What can I do to ensure these feelings are reached?

Attach feelings targets to your goals and ask for regular feedback from those involved during the
journey. For example, if making the employees feel valued is one of the targets, you might decide in
consultation with them that in order to do this they want regular updates and communication on the
progress of their work throughout the project. This then gives you a metric by which to measure your
progress.

Use feelings to discuss and resolve incidents


When dealing with an incident or conflict in the workplace, either between you and a colleague or
members of your team, always ask all involved how the incident made them feel. This may sound
irrelevant, but it is surprising how personally some people take the most minor issue. For example, a
flippant comment to an administrative assistant about the printer running out of paper could ruin their
day and they might even go home and worry about it, particularly if it is a member of the management
team that made the comment.

The issue may not come to light for a few more days until the administrative assistant mentions it to a
colleague and explains how it has affected him/her. The manager may have forgotten about the printer
running out of paper and have no knowledge of the bad feeling they have caused. By having a
conversation with the administrative assistant and asking them how it made them feel allows them to
air their grievance and gives the manager the opportunity to understand how their actions have
adversely affected a colleague. It also enables the manager to explain the lack of intent to harm the
administrative assistant’s feelings.

Self-reflection and feedback from others


As with all self-reflection, you have to be honest and open in order for it to be of any value. Each time
you are involved in a matter that requires the use of emotional intelligence and you having to manage
your emotions, try asking yourself the following questions and recording your responses for future
comparison and evaluation.

Example incident
You return to the office after a meeting and enter reception. Your receptionist tells you that she has
forgotten to take down a telephone number for an important potential client who is awaiting a call back
from you, the manager. There is another customer waiting in reception. You are angry, but you roll your
eyes and make a joke to the customer that, “You just can’t get the staff”, before walking away without
saying anything to the receptionist.

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Self-reflection

Question Response

How did I feel at the time? Angry, frustrated, worried.

Why did I feel like this? Angry because the potential client was worth a lot of money to the
organisation.
Frustrated because the receptionist should know better and it is
standard procedure when taking a call to take a contact number.
Worried that the client might question the professionalism of the
organisation or me because I have not called back.

What was my emotional I tried to disguise my real feelings with an attempt at humour by
response? embarrassing the receptionist in front of the customer.

How did that affect the It probably made the receptionist feel useless and humiliated in front of
situation? a customer.
It did not resolve the matter.

How did it affect me? It made me look unprofessional in front of the customer.
It made me feel guilty and ashamed of myself for treating the
receptionist badly.

How did it affect others? It probably made the customer feel awkward and damaged their opinion
of me. It upset the receptionist.

How could I have responded Acknowledged the omission discreetly and politely and returned later to
differently? speak with the receptionist when the customer had gone, in order to
salvage as much as possible from the situation.

How do I feel now? Irritated with myself.

Why do I feel like this? Because I have upset a member of my staff, damaged my reputation and
quite possibly that of the company, and still haven’t managed to call the
potential client back.

What else do I need to do to I need to apologise to the receptionist and give her a chance to explain.
put it right?
I need to try and contact the potential client and explain the reason for
not calling back without blaming the misunderstanding on the
receptionist.

What do I need from others I need the receptionist to accept my apology.


to put it right?

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Feedback from the receptionist

Question Response

How did you feel at the Upset, angry, annoyed, embarrassed, worried.
time?

Why did you feel like this? Upset, angry and annoyed at myself because it is a fundamental part of
my job and I forgot to do it.
Upset, angry and annoyed at you because of the remark you made to
the customer and because you ignored me.
Embarrassed because the customer then tried to make me feel better
about my omission after you had gone.
Worried that there might be disciplinary repercussions.

What was my emotional You were rude and humiliating.


response?

How did that affect the It made it worse.


situation?

How did it affect you? I was worried for the rest of the day which affected my confidence to do
my job. I was not as friendly on the telephone because I was concerned
that I would make the same mistake again. I hid from you when you
came through reception later to go to another meeting.

How could I have responded Spoken to me later or in private.


differently?

How could you have Tried to find the number of the potential client as soon as I realised I
responded differently? hadn’t taken it down.

How do you feel now? Scared of you.

Why do you feel like this? Because you didn’t come back to talk to me.

What else do you need from To forgive me for the omission.


me to put it right?

What do you need to do to Apologise.


put it right?

You can see that the feedback from the receptionist is very similar to the feelings of the manager. This
reflects the fact that when emotions are not managed, they affect those involved in very similar ways.

Seeking feedback on emotions management from colleagues and members of your team not only helps
to develop your emotional intelligence, but it also encourages them to think in a similar way to develop
their own.

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Activity 1E

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2. Recognise and appreciate the emotional strengths and
weaknesses of others
2.1. Respond to the emotional states of co-workers and assess emotional cues

2.2. Identify the range of cultural expressions of emotions and respond appropriately

2.3. Demonstrate flexibility and adaptability in dealing with others

2.4. Take into account the emotions of others when making decisions

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2.1 – Respond to the emotional states of co-workers and assess emotional cues
Recognising and appreciating the emotional strengths and weaknesses of others
You have identified and evaluated your own personal emotional strengths in relation to the workplace
and you now need to develop your understanding of those of the people with whom you work and
manage.

As a manager, you are expected to be able to deal effectively with others and develop and refine your
emotional intelligence in order to do so. This is not necessarily the case with all of your co-workers who
may not have responsibility for the behaviour and actions of anyone but themselves. This is not to say
that some of your co-workers might possess highly advanced emotional intelligence or that others have
very little, or none at all.

You will probably find that there are mixed levels of emotional intelligence amongst your colleagues and
this in itself can cause issues and conflicts because they do not manage their emotions in the same way
as one another. You need to recognise where on the scale of emotional intelligence each of those
people under your management lies and respond to their emotional states accordingly.

Emotional states
In the first element you looked at different emotional responses, particularly your own, which might
occur in the workplace. Your emotional responses will differ to those of your colleagues because we all
have different personalities and emotional strengths and weaknesses. Something that motivates you, a
production deadline, for example, may not evoke the same drive from an employee on the production
line that is paid minimum wage and performs the same repetitive tasks on a daily basis.

Likewise, something that concerns the same production line employee, such as needing to request time
off for a child’s medical appointment, will not concern you at all. That employee may be worried about
having to go to your office and ask for time off and this may affect her behaviour towards others on the
production line (she might snap at them or ignore them because she is pre-occupied with the trip to
your office), or it might affect her performance and ability to do her job properly because she is
nervous. The emotions she is experiencing are potential causes of conflict which you may very well have
to resolve before she has even made it into your office to ask the question that has caused all the
problems.

As a manager, you need to be able to recognise the


emotional strengths and weaknesses of others within
your team and the emotional states that they produce.
An emotional state is actually two separate concepts.
The state we are in determines how we perceive
something that is happening to us or around us which
results in the emotion we feel towards it. The emotion
we feel to the same stimulus may be completely
different depending on the state we are in.

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For example, a colleague plays a practical joke on you by hiding your lunch box. After a productive and
lucrative meeting with a new client that has ensured you treble your sales targets halfway through the
month, you probably won’t care about the hidden lunch box and may be amused when you find it later
in the day in your filing cabinet when you are looking for something else. However, after a tough
meeting with your manager about falling sales figures when you need to attend another meeting on the
other side of town for which you are running late?

State

Emotion Perception

You will often find that the subsequent response is determined by the emotional state of the individual
and will also vary according to the state. With the lunch box example, the response in the happy
emotional state might be that the individual who has had his lunch box hidden goes out and buys the
whole office lunch as a celebration of the trebled sales. The response from the stressed individual
is most probably going to be one of anger or aggression.

Emotional
Filter Response
state

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Emotional states
There are more emotional states than you might have imagined. This selection is not exhaustive.

Affection Agitation Alienation Ambivalence

Anxiety Apathy Apprehension Bitterness

Boredom Calm Confidence Depression

Disappointment Desire Doubt Embarrassment

Enthusiasm Euphoria Frustration Gratitude

Grief Guilt Hate Helplessness

Hope Humility Joy Jealousy

Loneliness Mania Nostalgia Optimism

Patience Pride Rage Remorse

Shame Shock Shyness Suspicion

Sympathy Terror Vulnerability Worry

Recognising different emotional states may be quite difficult because some of the physical features and
behaviours, or emotional cues, that individuals demonstrate are common to a number of different
states.

Emotional cues
An emotional cue is basically a sign that gives an indication as to the emotional state of an individual. It
is generally a non-verbal movement of a part of the body, usually involuntary, unintentional and
unconscious.

Generic emotional cues include:


➢ Facial expressions

➢ Body movement

➢ Tone of voice.

Facial expressions include:


➢ Smile – joy, happiness, amusement, affection, confidence, enthusiasm, to
embarrassment, euphoria, gratitude, mania, nostalgia, optimism, pride, shyness

➢ Frown – agitation, anxiety, bitterness, frustration, hate, rage, suspicion, worry,


confusion

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➢ Blink – agitation, anxiety, apprehension, guilt, vulnerability, mania, rage

➢ Raise eyebrows – doubt, hope, shock, suspicion

➢ Widen eyes – apprehension, helplessness, hope, mania, optimism, shock, terror,


vulnerability

➢ Facial flushing – agitation, embarrassment, guilt, rage, shame, shyness

➢ Downturned mouth – depression, disappointment, grief, loneliness, remorse,


vulnerability

➢ No expression – ambivalence, apathy, boredom, calm, patience.

Body movements include:


➢ Fist pump – enthusiasm, euphoria, joy

➢ Throat-clear – uncertainty, apprehension

➢ Jaw drop – shock

➢ Both hands to mouth – apprehension, shock,


terror

➢ Both hands to head – frustration, disappointment

➢ Dropping the head – protection, apprehension,


agitation, humility, shame, remorse, shyness,
vulnerability

➢ Freeze – helplessness, shock, terror

➢ Slumped shoulders – depression, disappointment, helplessness

➢ Gesticulating – agitation, enthusiasm, desire, joy, mania, rage

➢ Jumping – shock

➢ Shaking – agitation, apprehension, enthusiasm, euphoria, frustration, rage, terror

➢ Pacing – agitation, anxiety, mania, rage, worry.

Tone of voice includes:


➢ Falling pitch – calm, ambivalence, apathy, depression, disappointment, helplessness,
nostalgia, vulnerability

➢ Rising pitch – agitation, anxiety, desire, euphoria, joy, mania, rage, terror, worry

➢ Sarcasm – bitterness, doubt, suspicion

➢ Raised – agitation, confidence, hate, mania, rage.

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You can see just from these examples that emotional cues can be quite confusing, especially if you don’t
know the person. For example, agitation and anxiety share a number of common emotional cues that, if
misread, could cause more conflict or a more heightened emotional state than you first started with.

What’s more, emotional cues can be unique to an individual such as repeatedly tapping the side of the
leg when agitated or whistling when nervous. Understanding generic emotional cues can help you to
assess the emotional states of your co-workers, but taking the time to get to know their personalities is
instrumental in predicting how they might respond to specific pressures or situations.

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Activity 2A

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2.2 – Identify the range of cultural expressions of emotions and respond
appropriately

Cultural differences
Diversity in Australia
Australia is a hugely multi-cultural nation. Aboriginal and Torres Strait Islander peoples are the original
inhabitants of Australia and have been living there for between 40,000 and 60,000 years. Since Great
Britain established the first European settlement in 1788, people from over 200 countries have migrated
to Australia and they and their descendants make up the rest of the population.

Different cultures have varying ways of expressing emotions, and it is important that you understand
these emotional cues in order to respond appropriately and sensitively.

Similarities in expressions of emotions


Extensive psychological research over time and across many different cultures all over the world has
established that human beings experience and react with universal facial expressions to six basic
emotions.

The six basic emotions are:


➢ Happiness

➢ Sadness

➢ Anger

➢ Fear

➢ Surprise

➢ Disgust.

However, research has also shown that the extent to which these emotions are shown using facial
expressions varies according to different cultures. The “display rules” of each culture determine how
much emotion individuals are allowed to convey in a given situation.

How to communicate with a diverse workforce


You should first identify the cultures that are present and their priority or understanding of emotions.
You may need to research information about communication and emotional intelligence in each culture.
It may help to understand the role of collectivist and individualistic countries.

To communicate with a diverse workforce which has varying cultural expressions, you can:
➢ Identify cultures that are present

➢ Asses their understanding of expressions and non-verbal communication methods

➢ Research information about communication and emotional intelligence in cultures


present

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➢ Research information on the role of collectivist and individualistic countries.

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Collectivist cultures
Collectivist cultures feel the need to fit in with all around them without drawing attention to
themselves. They tend to mask negative emotions by controlling their facial expressions when in the
presence of others, particularly authority figures.

They include:

Canada Nepal Argentina Brazil

Bulgaria China Egypt Greece

India Indonesia Japan Korea

Lebanon Portugal Romania Russia

Ukraine Saudi Arabia Serbia Singapore

Turkey Vietnam Malaysia African countries

Palestine Poland Pakistan Philippines

Individualist cultures
Individualist cultures encourage the importance of power and autonomy and are much more overt with
their emotions and facial expressions.

They include:

United States Germany Austria

United Kingdom Italy France

Czech Republic Finland Estonia

Belgium Luxembourg South Africa

Australia Switzerland Ireland

Poland The Netherlands Hungary

Language and priority of emotions


It is also important to be aware that the names of some emotions do not have an equivalent across all
languages so when dealing with co-workers from a culture different to your own that appear to be in an
emotional state it is important not to confuse matters with words being lost in translation.

Some cultures also have different priorities of emotions; for example, generically speaking, honour and
shame in the Far East would have more meaning to individuals and society than they perhaps would in
the United States of America.

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It is important to familiarise yourself with the emotional differences of the varying cultures within your
organisation and the emotional cues and responses you are likely to encounter in order to respond
fairly to all co-workers you encounter in emotional states, regardless of their culture.

Other influences on emotional responses


It is also worth noting that there are other cultural influences that may affect the way individuals
respond in emotional situations.

These differences might include:


➢ Age – younger, more inexperienced co-workers might react with heightened emotion
to older, more experienced employees

➢ Gender – studies suggest that men are more likely to hide feelings of fear and surprise
than women, whereas women are more likely to control feelings of disgust, contempt
and anger

➢ Socio-economic class – boundaries of what is deemed acceptable behaviour and


emotional response may differ according to socio-economic class

➢ Language – barriers in language can make it difficult to understand and resolve


problems, particularly when vocabulary to describe emotions cannot be translated
from one language to another

➢ Mental ability – an individual with learning difficulties will quite probably respond
much differently to someone without them. Equally, the mental health of an individual
could also have a bearing on their emotional responses

➢ Past experiences – personal and professional past experiences can change the way
individuals respond emotionally to certain situations and stimulus. For example, a co-
worker who has past experience of nursing in a hospital emergency department is less
likely to faint at the sight of blood than an employee who has never witnessed physical
trauma. It is also worth bearing in mind that past experience of abuse (emotional,
physical, sexual) or repeated exposure to witnessing and dealing with horrendous
events can desensitise individual’s emotional responses to any number of situations.

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Activity 2B

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2.3 – Demonstrate flexibility and adaptability in dealing with others
Dealing with others
It doesn’t matter how large or small your workforce is; it will inevitably contain a plethora of
personalities with unique capabilities, needs and possibly emotional limitations and abilities. As a
manager, it is your responsibility not only to manage their workload, but also all the human aspects that
occur on a daily basis.

Dependent on the nature of your workforce and industry, the matters that arise may range from basic
frustration with broken equipment to full-scale trauma as a result of a serious incident in the workplace.
Whatever arises, the way in which you deal with the people involved will have a significant impact on
the outcome of the incident.

Matters that arise may include:


➢ Complaints about from workers about co-workers such as time wasting

➢ Incorrect wages

➢ Mistakes in the rota

➢ Holidays and time off

➢ Disputes between colleagues

➢ Disciplinary conversations/actions

➢ Personal issues affecting work

➢ Unforeseen circumstances

➢ Angry customers/colleagues.

Using emotional intelligence to build workplace relationships


Emotional intelligence can be used to build workplace relationships through:
➢ Considering and understanding others’ thoughts, needs and actions

➢ Adapting behaviour to facilitate communication

➢ Collaboratively resolving conflict

➢ Improving active listening

➢ Increasing self-awareness, awareness of others and emotional reasoning.

The important thing to remember when dealing with others is to treat them as individuals. Knowing
your team will enable you to do this with much more accuracy and will also make them feel valued.
Each member of your team will have their own emotional needs and level of emotional intelligence. You
will have to adapt a number of things in your approach to ensure you deal with the situation on their
level.

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You will need to demonstrate flexibility and adaptability in the following areas:
➢ Vocabulary – The words you use must be understood by the individual

➢ Tone – You may need to adopt an empathic approach, or the situation may require
assertiveness

➢ Time – Some people will be quick and simple to deal with whilst others will be much
more demanding of your time. You need to remain in control of the situation but gauge
how much time should be spent with one individual if progress is not being made

➢ Solutions – You may have to be creative with the possible solutions you offer and you
should also remember that one size will not fit all; as with time, some individuals will
be more difficult to please

➢ Your own capabilities – You should also know when you have exhausted your own
abilities to deal with an individual and be able to recognise when the situation requires
escalation to the next level of authority or expertise.

Leadership styles
As a manager, you probably have a preferred leadership style and this may work most of the time, but it
is important to vary your approach when necessary.

Daniel Goleman’s book, Leadership: The Power of Emotional Intelligence, first published in 2002, states
that the most successful leadership is that of managing the emotions of their team in order to keep
motivation and morale high. The better a leader understands the members of their team, the more
successful they can be in stimulating and maintaining motivation to achieve the desired goals. But not
all people can be managed in the same way.

The six leadership styles Goleman identified are:


➢ The visionary leader – This style of leadership sets out a vision or an ideal and shares it
with the team, guiding and supporting, but not directing team members in a specific
direction. It is often used when a new direction is needed and there is no clear path yet
forged. It is often more successful with young and inexperienced individuals than with
seasoned workers resistant to change

➢ The coaching leader – This is a much more


personalised approach to leadership in which
much time is invested in long conversations
with individual workers in order to link the
goals of the organisation with the individual’s
personal goals and career aspirations. For
individuals who already know what they want,
are already doing it, and are self-motivated,
this style of leadership can be overbearing and
can seem like micro-management

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➢ The affiliative leader – This style of leadership places the importance on the emotional
needs of the workforce over work and organisational needs and this sort of leader
wants to retain harmony amongst the whole workforce at all costs. It can be quite
destructive if the workforce take advantage of the kindness and compassion afforded
to them and it can also be regarded as sweeping issues under the carpet in order to
appease the emotions of the staff

➢ The democratic leader – This is a collaborative approach in which management seeks


the input of their workforce for decision-making processes. It is an effective way of
gaining support from the workforce as it allows them to take ownership of the goals,
but it can also be regarded as management not knowing what they are doing

➢ The pace-setting leader – This approach is to lead by example. A pace-setting leader


will often bring in new and exciting challenges, demonstrating their own ability and
excellence, and expecting the same from everyone else. If a situation needs rescuing
they will often wade in and resolve matters themselves. Very little guidance is offered
to the workforce and they are expected to know what to do and get it done. It works
best with an experienced and able team who are highly motivated

➢ The commanding leader – Perhaps the most traditional style of leadership, the
commanding leader issues clear instructions with no room for manoeuvre that they
expect will be completed without any questions asked. It is as far from democratic as
possible. This type of leader has a powerful presence and can often be seen as cold and
aloof. This style works best in a crisis when results or changes are needed immediately
and a floundering team needs clear guidance.

Our personalities lend us to a specific style of leadership, but a good manager should employ a
combination of all styles to suit the occasion and the people with whom they deal.

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Activity 2C

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2.4 – Take into account the emotions of others when making decisions
Considering emotions of others
Emotional intelligence gives you the ability to show empathy and understanding of other people’s
feelings. When making decisions that concern or will affect the emotions of your workforce, you need
the ability to understand how they will feel about the decisions you make and why they will feel that
way.

This is a trait of the affiliative leader who desires harmony and collaboration amongst every member of
the workforce and could also be described as a collectivist approach to leadership. In business, decision-
making is often about saving time and money and making improvements to existing processes and
procedures. It often does not concern the emotions of others. However, when managing people, and
making decisions that will affect them personally and emotionally, the process is not as straightforward
as rational thought.

When making decisions consideration should be given to the following:


➢ How the decision will affect individuals emotionally

➢ How it will affect individuals personally

➢ How it might affect people financially

➢ How it might affect people socially

➢ How it might affect their productivity

➢ How it might affect their mood in the workplace

➢ How it might affect your relationship with them

➢ How it might affect their relationship(s) with others

➢ Any effect it might have on the mental health of an


individual

➢ Ramifications for the organisation

➢ Short-term effects on the individual’s emotions

➢ Long-term effects on the individual’s emotions.

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Soliciting input from others in the decision-making process
We have decided that it is important to consider the emotions of others in decision making, but how are
you going to get an accurate picture? You might know your workforce incredibly well and can predict
the effect a decision may have on them, or they might be vocal about how they anticipate a decision
will impact upon their emotions. You also might have no idea.

You could request feedback from your workforce to help you make a decision based upon their
emotions. If the decision affects just one individual, an informal conversation might suffice. If, however,
the decision affects a large group of people you might need a more formal approach to obtain feedback,
such as an open forum or an employee survey.

Whilst it is important to consider the emotions of others in making decisions it is also important to
remain objective and balanced in your considerations. It is also vital that you do not avoid legal or
ethical requirements when making your decisions. For example, if an employee has stolen an item of
another employee’s property, you could not make a decision on how to handle it based upon the
emotions of the perpetrator. However, you could possibly make a decision on how to handle it based
upon the emotions of the victim.

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Activity 2D

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3. Promote the development of emotional intelligence in
others
3.1. Provide opportunities for others to express their thoughts and feelings

3.2. Assist others to understand the effect of their behaviour and emotions on others in the
workplace

3.3. Encourage the self-management of emotions in others

3.4. Encourage others to develop their own emotional intelligence to build productive relationships
and maximise workplace outcomes

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3.1 – Provide opportunities for others to express their thoughts and feelings
Expressing thoughts and feelings
It can be quite daunting for people with whom you work and manage to express their thoughts and
feelings. In a working environment we are often told not to and instead to maintain a professional
manner and attitude at all times. This is certainly true of colleagues working with customers and
members of the public, and also in terms of maintaining positive and courteous working relationships
with one another. However, that is not to say you cannot provide safe opportunities for your team to
have their thoughts and feelings heard.

The benefits of developing emotional intelligence within your workforce are multiple, but perhaps the
best one for managers of people is that if they are able to manage their own emotions themselves,
which prevents you from spending time doing it for them. It enables both you and your workforce to get
on with the task in hand without having to spend time dealing with issues and incidents of an emotional
nature.

Training sessions
You could hold paid, group training sessions as part of the personal development of each employee that
cover. Benefits of the development of emotional intelligence such as better performance at work,
higher income, job stability and job satisfaction.

They may need to practice active listening, which includes:


➢ Giving their full attention

➢ Not talking over the top of others

➢ Maintaining eye contact (for face-to-face


interactions), except where eye contact may be
culturally inappropriate

➢ Repeating back what the speaker has said

➢ Speaking clearly and concisely

➢ Using appropriate language and tone of voice

➢ Using appropriate non-verbal communication


(body language) and personal presentation (for
face-to-face interactions).

Colleagues may also need to:


➢ Develop self-awareness – Give employees five minutes at the end of their shift to keep
a daily journal in which they reflect upon their emotions and feelings from that day

➢ Participate in one-to-one meetings – Offer each employee a short, five-minute


meeting with yourself in which they can talk to you about any concerns they have or to
get worries/frustrations off their chest in a controlled and safe environment. This could

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be beneficial to you as a manager as they may raise issues of which you were unaware
that could be threatening to the organisation or to other employees

➢ Undertake difficult conversations – Actively encourage your employees to meet with


you to have the difficult conversations about taboo issues that are usually swept under
the carpet

➢ Build time into team meetings for rants and moans – In your regular meetings, allow a
short period of time that can be used for employees to have a rant about their
frustrations but make sure that when you move on, you really do move on

➢ Build optimism – Use very opportunity to provide positive feedback to your


employees, either individually or in groups. The more genuine praise you shower on
them, the more buoyant their confidence and motivation. Equally, use opportunities to
provide developmental feedback that encourages self-reflection

➢ Specific developmental goal for each colleague – Build into their personal appraisals
specific goals in their development of emotional intelligence so they have something
quantifiable for which to aim.

Providing your workforce with safe opportunities to express their feelings and emotions away from the
“shop floor” will encourage them, as individuals and a group, to start taking responsibility for their own
emotions and behaviours and understand those of others around them.

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Activity 3A

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3.2 – Assist others to understand the effect of their behaviour and emotions on
others in the workplace
3.3 – Encourage the self-management of emotions in others

Emotional control of others


A big part of developing emotional intelligence is not just understanding and managing your own
emotions but understanding how your behaviour and emotions affect others around you. It is incredibly
important to be self-aware and reflect on your actions and behaviour, and it is also important to seek
feedback from others in order to gain a full perspective of the impact of your behaviour and emotions
on others. As stated earlier, an emotion or behaviour that upsets one colleague, such as using expletives
in frustration, may not even register with another.

Listening to feedback from colleagues about their own displays of emotion and behaviour can be quite
an emotive process for some individuals and it should be handled sensitively and privately. Restorative
approaches are quite powerful and meaningful in these circumstances.

Restorative justice
Restorative justice is actually an approach to criminal justice where the emphasis is not on punishment
but on repairing the damage that has been caused. It focuses on the needs of both the victim and the
offender, where the two come together to agree a resolution to the matter. Resolutions can be
incredibly innovative and enlightening and can build and strengthen relationships.

It works just as well in community situations including the workplace. A restorative meeting takes place
when somebody or a group of people have caused harm or offence to another person or another group
of people. It is a controlled conversation in a calm environment that is mediated by somebody impartial
and usually of higher authority than those involved. Ground rules are set at the beginning by which all
parties around the table must abide in order for the conversation to run smoothly.

The idea of the restorative meeting is to enable those that have been harmed or offended to explain to
the person that has caused the harm how their behaviour made them feel and why. It also gives the
person that has caused the harm to explain to the person they harmed how they felt and why they
behaved the way they did. It gives both parties the opportunity to reflect on their emotional responses
to the situation and think about what they could have done differently. It also gives both parties the
opportunity to tell each other what they need from the other person to repair the situation and what
they need to do themselves to resolve the matter.

Restorative meetings can be quite powerful when two


colleagues come face to face to discuss their emotions and
feelings. Often the true extent of the harm caused and the
emotions felt are not realised until discussed directly with
those involved. Often the person who has caused the harm has
little or no idea of the impact their behaviour and emotions
have had on others and it can be a sincere and honest lesson
learned for future behaviour and emotional responses.

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Restorative meetings cannot be forced upon individuals; the conversations must be honest in order to
be meaningful and truly restore the harm that has been caused. If one of the parties is reluctant to take
part, they are unlikely to say what they really feel which will render the meeting useless. Talking openly
about feelings in the workplace is quite a difficult concept to grasp and get involved with for a lot of
people, but it can be a truly liberating and enlightening experience for all involved.

This is particularly true if you are the manager of those involved as it gives you more of an insight into
their psyche and helps you understand their behaviour further. Whilst the outcome of the meeting is
ultimately up to those involved, by acting as mediator you can subtly steer the conversation to ensure
that the result is satisfactory to you as their manager.

It is worth taking time to consider practical aspects to a restorative meeting in order to make it as
successful as possible.

Time
When are you going to hold the meeting? Consider how long after the incident has occurred; too soon
and emotions may not have settled sufficiently to have a rational conversation and/or each party may
not have had enough time to reflect on their emotions. If you wait too long, the impact of the behaviour
may have been forgotten.

The time of day will also have an effect. At the end of a busy shift and parties may not give their full
attention. You should also take into account key times in the working day when the parties involved
need to be completing time-specific tasks.

Restorative meetings can go on for some time depending on the amount of people involved, the extent
and severity of the incident up for discussion, and the personalities of those involved. Ensure you
schedule plenty of time so the meeting is not rushed or you run out of time and a resolution is not
reached.

You may need to hold the meetings in or out of work time. Taking colleagues off the shop floor at the
same time might cause them embarrassment, but bringing them into the workplace in their own time
might also cause resentment and inconvenience.

Location
Practical things to consider include:
➢ Size of the room – is it big enough for the number of people involved?

➢ Furniture in the room; such as:

o is there a table of an appropriate size and shape?

o are there enough chairs and are they sufficiently comfortable?

o if there are windows in the room are there blinds to keep prying eyes out?

o temperature of the room – if the room is too hot or cold it will be a distraction

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➢ Noise; consider whether others will be able to overhear or will be disturbed

➢ Whether it should be on or off site.

Set up of the room


You want those involved to be as comfortable and at ease as possible. Consider:

➢ The shape of the table – all parties involved need to be able to see one another clearly

➢ Where the mediator is going to sit – usually at the head of the table in order to convey
impartiality

➢ Where you want the parties involved to sit.

Seating is quite simple if there are only two people as you would naturally sit them opposite each other.
If both the harmed and the harmer are groups of people similar in size would you sit them in their
respective groups on each side of the table or would you split them up so they are disbanded?

If there is only one person that has been harmed and a group of people that have caused the harm how
would you seat them? Seating the group opposite the individual could compound the harm that has
already been caused due to the impression of strength in numbers.

Taking turns
During a restorative meeting, one of the fundamental rules is that only one person talks at once.
Sometimes people find this hard to comply with when someone says something to which they totally
object but have to remain silent and listen. Having a talking piece – any object of your choice that is held
by the speaker whilst making their contribution – is a visual reminder to the rest of the group that they
must remain silent when they are not holding it.

All restorative meetings should be recorded and minutes held on the personnel file of each colleague
involved. Are you going to make the notes or are you going to request administrative support from a
colleague?

Restorative meetings should be private and


uninterrupted affairs since the people involved are
discussing personal feelings and emotions and they do
not want colleagues barging in on the conversation.
Interruptions also disrupt the flow of the discussion
and can have a negative impact on the outcome. Put a
sign up on the outside of the door saying “Meeting in
progress. Do not disturb.”

All these things may seem quite trivial, but you must respect the fact that you are asking your
colleagues to reveal their personal feelings and emotions to one another when they may have only ever
muttered a couple of words to one another in passing in the corridor. You should make the experience
as calm and valuable as possible. Not only that, if they have a positive experience of a restorative
meeting, they are more likely to engage in the process again and recommend it to others.

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Questions for restorative meetings
As chair of the meeting, you should have a standard set of questions that you ask to both the person
who has been harmed or offended and the person that has caused the harm or offence. The questions
centre on thoughts, feelings and emotions before, during and after the incident, rather than the actual
behaviour or action itself. The following template is a guide and can be adapted for your own purposes.

During the opening, you should:


➢ Introduce yourself and your role in the organisation (if necessary)

➢ Inform all parties that you are only there to chair the meeting and are totally impartial

➢ Explain the purpose of the meeting; an incident has occurred that has affected all the
parties involved in some way and you are all here to resolve the matter

➢ Inform everyone that they will all have an opportunity to speak but must wait until it is
their turn and must not talk over or interrupt anyone else whilst they are speaking

➢ Explain the presence of the minute taker (if you have one) is to record the conversation
and that they will all receive a copy of the minutes and a copy will be placed on their
personnel file

➢ Reassure all parties that the meeting is private and whatever is said during the meeting
will not be repeated to other parties

➢ Encourage honesty and transparency.

Questions may include:


➢ What happened?

➢ What were you doing before it happened?

➢ What were you thinking before it happened?

➢ How did you feel before it happened?

➢ What were you thinking when it was happening?

➢ How did you feel when it was happening?

➢ What did you do after it happened?

➢ What were you thinking after it happened?

➢ How did you feel after it happened?

➢ What do you think about what happened now?

➢ How do you feel now about what happened?

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➢ How do you think other people felt about what happened?

➢ Who has been affected by what happened?

➢ What could you have done differently?

➢ What do you need to do to resolve the matter?

➢ What do you need others to do to resolve the matter?

It is up to you, or indeed the parties involved, who starts the speaking. If the incident was quite serious
and affected a large number of people, the answer to the question that asks, “Who has been affected
by what happened?” can have quite a significant impact on the understanding of the parties involved,
particularly if you make a visual representation of the all those affected, either by writing a list of names
or drawing a diagram.

Example of a restorative meeting


Henry and Jason are both waiters in a family restaurant. They are usually good friends and both are
usually mellow, friendly and hard-working members of the team. Henry checks the shift rota to find that
a new member of the team, Nell, has been put down for a number of his usual shifts. Without thinking,
Henry marches over to Nell who is taking a customer’s order in the busy restaurant and starts shouting
expletives and gesticulating at her for taking his shifts. Nell has no idea what he is talking about. Jason
hears the commotion and intervenes. Henry shouts at Jason and accuses him of fancying Nell. The
supervisor hears the shouting and takes control, ushering Henry away from the public arena.

As a manager, you know that Henry’s behaviour was out of character and suspect that there may be
more to this than resentment at a reduction in shifts. You have also checked the rota and realise that
the supervisor had made a mistake and that Henry’s shifts should not have been altered. You speak to
Henry who states that he is having some financial difficulties at present and needs all the shifts he can
get. He is mortified about his behaviour and wants to make amends. You suggest that a restorative
meeting would be a possible way forward. All parties agree.

Parties involved in the restorative meeting include:


➢ Henry (the harmer)

➢ Nell (the harmed)

➢ Jason (the harmed)

➢ The supervisor (a contributor and one of the affected).

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Questions to Henry

Questions Potential responses from Henry

What happened? I went mad at Nell because I thought she’d pinched my shifts. I
think I swore at her. And I shouted at Jason for trying to help.

What were you doing before it I was checking the rota to see if there was any overtime and I
happened? saw that Nell had been put down for three of my usual shifts.

What were you thinking before it That she’s only been working here two minutes and already
happened? she’s stealing other people’s shifts.

How did you feel before it Angry. I can’t afford to lose any shifts. I needed more not less.
happened? Worried as well that I wouldn’t be able to make the rent this
month if I lost those shifts.

What were you thinking when it was I wasn’t thinking.


happening?

How did you feel when it was Out of control. Really mad.
happening?

What did you do after it happened? I went home.

What were you thinking after it I thought I might have lost my job.
happened?

How did you feel after it happened? Annoyed and angry at the loss of shifts and also angry with
myself for probably losing my job.

What do you think about what After you told me about the mix up with the rota, I think I was
happened now? an idiot.

How do you feel now about what Embarrassed. Ashamed. Really sorry about upsetting Nell and
happened? Jason. Relieved I haven’t lost my job.

How do you think other people felt Shocked. Upset.


about what happened?

What could you have done Spoken to the supervisor before I went off on one. None of this
differently? would have happened.

What do you need to do to resolve I need to apologise to Nell and Jason, and the supervisor. And I
the matter? need to explain that it was nothing to do with them, I’m just
under a bit of financial pressure at the minute and I lost my
rag. It’s not an excuse, but that’s why I responded the way I
did.

What do you need others to do to I’d like Jason to forgive me. And I’d like Nell to give me another
resolve the matter? chance since she doesn’t know me very well and I’m actually

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quite a nice guy.
Questions to Nell

Questions Potential responses from Nell

What happened? I was just taking an order from a family when Henry came out
of nowhere and started yelling abuse at me about stealing his
shifts in front of the whole restaurant.

What were you doing before it Just taking the order from the customer.
happened?

What were you thinking before it Whether the kid was ever going to decide what flavour ice
happened? cream he wanted.

How did you feel before it Fine. Enjoying my shift.


happened?

What were you thinking when it was I just thought, “What is he going on about?” and then “When
happening? is he going to stop?” The whole restaurant was looking at him.

How did you feel when it was Surprised at first. Then a bit scared because he was really going
happening? for it. Not just shouting, he was waving his arms around as
well.

What did you do after it happened? I apologised to the customers I was serving and then went into
the back to put their order in.

What were you thinking after it That he was nuts. And I wondered whether the customers
happened? might complain and what I would tell them if they did.

How did you feel after it happened? I was physically shaking right after. He really scared me. And I
was quite embarrassed for him because he made a real fool of
himself. And then I was worried about the extra shifts he had
said I had been given because I’m at University on those days
and can’t do them.

What do you think about what Now I know the reason for it I can understand how Henry felt,
happened now? but I still think it was a bit much.

How do you feel now about what I feel bad for Henry.
happened?

How do you think other people felt The customers in the restaurant were quite shocked and I think
about what happened? some were a bit frightened. I think others thought it was quite
funny. I know the supervisor felt awful when he realised he’d
made the mistakes on the rota and had sent Henry home
without explaining. Jason was really worried about him.

What could you have done I maybe should have tried to calm him down and take him into
differently? the back, but I was just so surprised by what he had done.

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What do you need to do to resolve I need to accept Henry’s apology and get to know him properly.
the matter? I’d also like to offer him a couple of my shifts because I’ve got
loads of deadlines for Uni coming up and I haven’t got time to
do them.

What do you need others to do to I’d like Henry to apologise to Jason.


resolve the matter?

Questions to Jason

Questions Potential responses from Jason

What happened? Henry went absolutely mad at Nell, swearing at her for stealing
his shifts. I went over to try and calm him down and he yelled
at me that I was poking my nose in because I fancied Nell.

What were you doing before it Just tidying up behind the bar.
happened?

What were you thinking before it What I was going to have for dinner.
happened?

How did you feel before it I was looking forward to my break and my dinner.
happened?

What were you thinking when it was That this isn’t like Henry and wondering why he was being so
happening? aggressive. Nothing normally bothers him.

How did you feel when it was I was worried about Nell and what she thought of Henry. And I
happening? was embarrassed for Henry because all the customers were
watching. Then I was annoyed at his comment about me
fancying Nell, because I don’t.

What did you do after it happened? I carried on working. I didn’t get to take my break because
after Henry went we were short staffed.

What were you thinking after it I was wondering what made him do it.
happened?

How did you feel after it happened? Worried about Henry. And embarrassed for him. And
embarrassed about the comment he made about me fancying
Nell. After what had just happened to her I didn’t really think it
was appropriate for me to say, “Oh, by the way, I don’t fancy
you.” So then I felt awkward for the rest of the shift.

What do you think about what I wish he’d told me about his financial problems. I’d have lent
happened now? him some money or offered him a couple of my shifts.

How do you feel now about what I feel sorry for Henry.
happened?

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How do you think other people felt I think everyone was just really surprised. I know Nell was quite
about what happened? scared by the experience.

What could you have done I maybe shouldn’t have waded in. I think I made the situation
differently? worse.

What do you need to do to resolve I need to make sure Henry knows I’m here for him if he needs
the matter? any help. And I also need to tell Nell that I don’t fancy her.

What do you need others to do to I want Henry to apologise to Nell and for Nell to give another
resolve the matter? chance to find out what a nice guy he really is. I also want
Henry to tell my girlfriend that I don’t fancy Nell and that he
just made it up.

In this sort of scenario, where the incident is quite serious and a number of people have been involved,
it is useful to leave the question about who has been affected until the end for all parties involved to
answer collaboratively because often each party has a different view on who was affected and why, and
it has a greater impact when combined.

Questions Potential responses from all parties

Who has been affected by what ➢ Henry


happened?
➢ Nell
➢ Nell’s flatmates – she told them all about it when she got
home
➢ Jason – Jason’s girlfriend who then worried whether Jason
did actually fancy Nell
➢ Supervisor
➢ Manager
➢ 50 customers who witnessed the incident
➢ The business – half of the customers might not return, all
were given a discount on their meals, word of mouth from
the customers about the incident.

You can see that the emotions and needs of all of the parties involved are quite similar, each one feeling
empathy for each other and wanting to try and repair the situation themselves. Restorative meetings
can also reveal personal issues that are hindering the performance of colleagues or that as a manager
you can respond in a supportive manner. For example, you could offer Henry some additional shifts or
give him an advance in his wages to help with his financial problems.

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Activity 3B

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3.4 – Encourage others to develop their own emotional intelligence to build
productive relationships and maximise workplace outcomes

Benefits of emotional intelligence to the workplace


Encouraging your workforce to develop their own emotional intelligence helps them to build productive
relationships not only in the workplace, but enhances their personal relationships as they gain
confidence to manage their emotions and relationships rationally and thoughtfully. It develops their
prospects for promotion and inherent rise in salary and boosts their overall self-confidence.

Whilst you are supporting their personal development, you are also maximising workplace outcomes.
The following chart that demonstrates the potential workplace outcomes of developing emotional
intelligence within an organisation was researched and compiled by Dr Benjamin Palmer and Professor
Con Stough from Swinburne University and is based upon their seven-factor model of emotional
intelligence.

Using emotional intelligence to attain business objectives


Emotionally effective people can attain a wider range of business objectives; they have greater self-
awareness and the capacity to identify and understand the impact their own feelings on thoughts,
decisions, behaviour and performance at work. This, in turn, leads to better productivity and less
distractions or conflict; when they do engage in conflict, they are usually better at resolving it, leading
to better long-term outcomes.

Emotional intelligence skill Definition Workplace outcome

Emotional self-awareness The skill of perceiving and ➢ The capacity to identify and
understanding one’s own understand the impact one’s
emotions. own feelings is having on
thoughts, decisions,
behaviour and performance
at work
➢ Greater self-awareness

Emotional expression The skill of effectively expressing ➢ Creating greater


one’s own emotions. understanding amongst
colleagues about yourself
➢ Creating trust and
perceptions of genuineness
amongst colleagues

Emotional awareness of others The skill of perceiving and ➢ Greater understanding of


understanding others’ emotions others, how to engage,
respond, motivate and
connect with them
➢ Interpersonal effectiveness

Emotional reasoning The skill of utilising emotional ➢ Enhanced decision-making

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information in decision-making where more information is
considered in the process
➢ Greater buy-in from others
into decisions that are made

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Emotional intelligence skill Definition Workplace outcome

Emotional self-management The skill of effectively managing ➢ Improved job satisfaction


one’s own emotions and engagement
➢ Improved ability to cope
with high work demands
➢ Greater interpersonal
effectiveness
➢ Enhanced productivity and
performance

Emotional management of The skill of influencing the ➢ The capacity to generate


others moods and emotions of others greater productivity and
performance from others
➢ The capacity to generate a
positive and satisfying work
environment for others
➢ The capacity to effectively
deal with workplace conflict

Emotional self-control The skill of effectively controlling ➢ Emotional wellbeing


strong emotions experienced
➢ The capacity to think clearly
in stressful situations
➢ The capacity to deal
effectively with situations
that cause strong emotions

You can read more at: http://www.eiconsortium.org/measures/genos.html

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Activity 3C

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4. Utilise emotional intelligence to maximise team outcomes
4.1. Encourage a positive emotional climate in the workplace

4.2. Use the strengths of workgroup members to achieve workplace outcomes

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4.1 – Encourage a positive emotional climate in the workplace
4.2 – Use the strengths of workgroup members to achieve workplace outcomes
Encouraging a positive emotional climate in the workplace
The following information is taken from Establishing positive emotional climates to advance
organizational transformation by Leslie E.Sekerka and Barbara L.Fredrickson. The whole paper can be
read at http://www.academia.edu/167097/Establishing_Positive_Emotional_Climates

It is acknowledged that the type of emotions of humans engaging in a social interaction will determine
whether the interaction is a positive or negative one. For example, if an individual approaches another
with a radiant smile and open arms it is likely that the other individual will respond with a smile and a
cheery countenance, making for a positive interaction. If, on the other hand, the first individual storms
up to the other with a grimace and their fists clenched the interaction is much more likely to be
negative.

Since we work alongside other people, there are inevitably going to be social interactions, from an
acknowledgement in the corridor, a conversation on the way into the building from the carpark, to an
hour long conversation amongst a group of workers at lunch time. Positive emotions breed positive
social interactions and the more positive social interactions that take place within an organisation, the
stronger and more positive the relationships become between the workforce. Building a positive
community within the organisation encourages workers to independently join together to work
collaboratively on projects. When team members have a strong relationship, they are more likely to
sustain positive emotions and a positive mindset. This maintenance of positive energy then breeds ideas
and creativity which results in innovation and increased productivity.

The satisfaction the team members enjoy from their successes increases motivation for further success
and a further increase in productivity. As the positive mood and emotions continue, the members of the
team then seek to take on new challenges with other teams, increasing the collaboration growing the
cohesion of the community within the organisation. The more the workers collaborate and share
success and satisfaction as a whole, the less competition there is for allocation of resources as it
becomes a shared ownership for the benefit of the whole organisation.

Individual members of the workforce start to


see themselves as part of the fabric of the
organisation instead of individual workers and
view themselves as we, the organisation, and
not I. The positive environment creates a
workplace that is fun, satisfying, productive,
supportive and innovative, and one in which
the workforce takes ownership and
responsibility for the part they play in its
success. Any negative emotions emanating
from an individual are quickly negated by the
wave of positivity around them.

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Benefits of a positive emotional environment in the workplace

Collaboration amongst workers


who achieve a goal that benefits
all leads to positive emotions
which contributes to a positive
emotional climate

Positive emotional climate in the


workplace creates positive
organisational identification

Positive organisational identification


leads to increased internal
organisational strength and stability

Increased internal strength and


stability leads to increased and
innovative productivity and
performance

Increased productivity and


performance contributes to
development and growth of
organisational community

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Using strength of team members to achieve workplace outcomes
As your workforce develops their own emotional intelligence, they become much more able to manage
their emotions and those of others. The negative emotions that were destructive and a hindrance to
you achieving your business goals and objectives are replaced by positive emotions which breeds a
positive emotional climate in the workplace and ultimately an organisation that thrives on the
satisfaction they achieve collaboratively as a whole. The motivation to improve and innovate continues
with each goal it reaches. The obstacles that prevented positivity and cohesion due to a lack of
emotional intelligence have been transformed into the workplace outcomes from Chapter 3.4 that now
ensure the positive productivity that enables you to reach those business objectives.

Workplace outcomes
If you consider the workplace outcomes that have been achieved throughout your workforce through
the development of their own emotional intelligence you can see the importance of emotional
intelligence in all workers. In fact, if you think back to the beginning of this unit when we considered
that emotional intelligence was not an essential requirement of an employee, without these workplace
outcomes, the whole organisation would be littered with barriers to achievement.

Consider the opposite of the workplace outcomes and how much negativity they would bring to your
workplace environment and the success of the organisation.

The capacity to identify and understand the


impact one’s own feelings is having on thoughts, Greater self-awareness
decisions, behaviour and performance at work

Creating greater understanding amongst Creating trust and perceptions of genuineness


colleagues about yourself amongst colleagues

Greater understanding of others, how to engage,


Interpersonal effectiveness
respond, motivate and connect with them

Enhanced decision-making where more Greater buy-in from others into decisions that are
information is considered in the process made

Improved job satisfaction and engagement Improved ability to cope with high work demands

The capacity to generate greater productivity and


Enhanced productivity and performance
performance from others

The capacity to generate a positive and satisfying The capacity to effectively deal with workplace
work environment for others conflict

Emotional well-being The capacity to think clearly in stressful situations

The capacity to deal effectively with situations that cause strong emotions

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Activity 4A

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Summative Assessments
At the end of your Learner Workbook, you will find the Summative Assessments.

This includes:

➢ Skills assessment

➢ Knowledge assessment

➢ Performance assessment.

This holistically assesses your understanding and application of the skills, knowledge and performance
requirements for this unit. Once this is completed, you will have finished this unit and be ready to move
onto the next one – well done!

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References

These suggested references are for further reading and do not necessarily represent the contents of
this unit.

Websites
Emotional intelligence: http://www.eiconsortium.org/measures/genos.html

Positive emotional climates:


http://www.academia.edu/167097/Establishing_Positive_Emotional_Climates

All references accessed on and correct as of 13/09/16, unless other otherwise stated.

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